1 / 28

Leading a Team from a Functional Behavioral Assessment to a Behavior Support Plan

Leading a Team from a Functional Behavioral Assessment to a Behavior Support Plan. Rob Horner and Anne Todd University of Oregon TA-Center on Positive Behavior Support www.pbis.org. Assumptions and Objectives. Assumptions Participants already conduct functional behavioral assessment

hinda
Download Presentation

Leading a Team from a Functional Behavioral Assessment to a Behavior Support Plan

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. Leading a Team from a Functional Behavioral Assessment to a Behavior Support Plan Rob Horner and Anne Todd University of Oregon TA-Center on Positive Behavior Support www.pbis.org

  2. Assumptions and Objectives • Assumptions • Participants already conduct functional behavioral assessment • Participants are working with teams to build behavior support plans for individual students. • Objectives • Define core features of behavior support plans • Define a process for helping a team move from FBA to Behavior Support Plan content that is technically sound and contextually appropriate. • Define process for adapting planning process at your school.

  3. Main Messages • Know the “foundation” information BEFORE building a plan: • What, Where, When, Why • Make the plan fit the student and the context • Efficient, tailored support • Learn the difference between “typical” “complex” and “advanced” behavior support. • Implement behavior support planning within school-wide systems.

  4. School-Wide Positive Behavior Support Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ~15% ~80% of Students

  5. A Context for PBS • Behavior support is the redesign of environments, not the redesign of individuals • Positive Behavior Support plans define changes in the behavior of those who will implement the plan. • A behavior support plan describes what we will do differently.

  6. Major Changes in Behavior Support • Prevention • Teaching as the most effective approach • Environmental redesign, Antecedent Manipulations • Function-based support • Functional assessment • Team-based design and implementation of support • Comprehensive Interventions • Support plans with multiple elements • Link Behavior Support to Lifestyle Plan • Person-centered planning, Wraparound, Systems of Care • Systems Change • Intervention at the “whole-school” level • Systems that nurture and sustain effective practices • Systems that are durable

  7. Purposes of Behavior Support Plan • Define critical features of environments where the focus person will be successful. • Behavior support plans describe what we will do differently to establish these critical features. • Facilitate consistency across multiple implementers. • Provide professional accountability.

  8. Behavior Support Elements *Team *Specialist Problem Behavior *Hypothesis statement *Competing Behavior Analysis *Contextual Fit Functional Assessment *Implementation Plan Content of Support Plan Fidelity of Implementation *Technical Adequacy * Strengths * Preferences * Lifestyle vision Impact on Behavior and Lifestyle

  9. Functional Behavioral Assessment • Defined: • Functional behavioral assessment is a process for identifying the events that reliably predict and maintain problem behavior.

  10. Outcomes of a Functional Behavioral Assessment • Operationally defined problem behavior(s) • By response class • Identify routines in which the problem behavior is most and leastlikely to occur • Define the antecedent events (triggers; setting events) that predict when the problem behavior is most likely • Define the ONE consequence that contributes most to maintaining the problem behavior in that routine. • Summary Statement of findings.

  11. FBA Summary Statement Setting Events Triggering Antecedents Problem Behavior Maintaining Consequences 4 2 1 3 In room with Noise and/or many people Avoid noise/people Allergies Head Hit

  12. Primary Purposes of Functional Behavioral Assessment • The primary purpose of functional behavioral assessment is to improve the effectivenessand efficiency of behavior support. • Behavior support plans built from functional assessment are more effective • Didden et al., 1997 Newcomer & Lewis, 2006 • Carr et al., 1999 Ingram, Sugai & Lewis-Palmer • Ellingson, et al., 2000; Filter (2004) • Create order out of chaos • Define contextual information, where, when, with whom, etc. • Professional accountability • FACTS

  13. Effective Environments • Problem behaviors are irrelevant • Aversive events are removed • Access to positive events are more common • Problem behaviors are inefficient • Appropriate behavioral alternatives available • Appropriate behavioral alternatives are taught • Problem behaviors are ineffective • Problem behaviors are not rewarded • Desired behavior ARE rewarded

  14. Place Summary Statement in Competing Pathways Model • Use information from interviews and observations to summarize: • Problem behavior • Antecedent Triggers • Maintaining Consequences • Setting Events

  15. Play with others Peer social interaction Reprimand during prior class Playground Scream at / threaten others Get access to game or equipment Use “pass” Ask supervisor

  16. Which of the Following are Appropriate Alternative/Replacement Behaviors? • Jason is nine and cries when asked to do difficult tasks. The crying is maintained by avoiding or escaping the tasks. • Possible Replacement Behaviors: • More rewards for doing tasks • Asking for a break from tasks • Asking to do something other than the tasks • Requesting adult attention • Asking to have soda after tasks are done

  17. Which of the Following are Appropriate Alternative/Replacement Behaviors? • Jason is nine and cries when asked to do difficult tasks. The crying is maintained by avoiding or escaping the tasks. • Possible Replacement Behaviors: • More rewards for doing tasks • Asking for a break from tasks • Asking to do something other than the tasks • Requesting adult attention • Asking to have soda after tasks are done

  18. Which of the Following are Appropriate Alternative/Replacement Behaviors? • Leslie is 12, has severe intellectual disabilities, does not use words, and hits her head. Head hitting is maintained by adult attention during work periods. • Which is the best Replacement Behavior • hide under her desk and be ignored • sign for “more” to another student • take completed work up to show the teacher • move to sit by another student • engage in stereotypies

  19. Which of the Following are Appropriate Alternative/Replacement Behaviors? • Leslie is 12, has severe intellectual disabilities, does not use words, and hits her head. Head hitting is maintained by adult attention during work periods. • Which is the best Replacement Behavior • hide under her desk and be ignored • sign for “more” to another student • take completed work up to show the teacher • move to sit by another student • engage in sterotypies

  20. Leading a Team from FBA to BSP • 1. Summarize FBA • 2. Define goals of BSP process: • Make problem behavior irrelevant • Make problem behavior inefficient • Make problem behavior ineffective • Do all this in a contextually appropriate manner • 3. Lead discussion to identify options • Ask questions, don’t give solutions • Paraphrase, elaborate, integrate • Always bring group back to FBA logic • Produce multiple ideas (elements)

  21. Make Problem Behavior Ineffective And Positive Behavior More Effective Make Problem Behavior Inefficient Make Problem Behavior Irrelevant Examples of Interventions

  22. Leading a Team from FBA to BSP • 4. Given an array of possible BSP elements, shift discussion to contextual fit. • What elements are feasible, acceptable, sustainable?’ • What is the smallest change that will produce the largest effect? • Contextual Fit: • The extent to which the people who will implement a behavior support plan find the elements of the plan • Consistent with their personal values • Consistent with the professional skills • Consistent with the resources available in the setting • Consistent with the available administrative support

  23. Leading a Team from FBA to BSP • 5. Transform ideas for BSP elements into a formal plan for implementation • Who will do what, when, and how will we know?

  24. Do quiz without complaints. Discussion about answers & homework. On Mondays and/or when up all of the night before. Daily nongraded quiz on previous night’s homework Verbal protests, slump in chair, walks out of room. Avoids doing quiz & homework discussion. Turn in with name & sit quietly w/o interrupting. Make problem behavior irrelevant. Make problem behavior irrelevant. Make problem behavior inefficient. Make problem behavior ineffective. Make desired behavior effective Interventions

  25. Do quiz without complaints. Discussion about answers & homework. On Mondays and/or when up all of the night before. Daily nongraded quiz on previous night’s homework Verbal protests, slump in chair, walks out of room. Avoids doing quiz & homework discussion. Turn in with name & sit quietly w/o interrupting. Teach options to problem behavior: 1. Turn in blank 2. Turn in with name 3. Turn in with name & first item done. 4. Turn in with name & 50% completed. With first sign of problem behaviors, remove task, or request completion of task next period. Remove task based on step in task analysis (STO). Provide effective verbal praise & other reinforcers. Give time to review homework. Give quiet time before starting. Give easy “warm-up” task before doing quiz. Precorrect behavior options & consequences.

  26. Outline of a Behavior Support Plan • Set Up (description, strengths, vision) OutlineBSP Template • Assessment (FBA, Person-Centered Plan, Wraparound) • Operational Descriptions, Routines, FA Hypotheses • Prevention • Teaching/Education • Consequence Procedures • Minimize reward for problem behavior • Ensure regular, clear reward for positive behavior • Punishers (if needed) • Define safety/emergency procedures (if needed) • Evaluation and Monitoring for Improvement • Steps for implementation

  27. Examples:Define (a) FBA summary statement (b) prevention strategy, (c) teaching, (d) extinction, (e) consequences, and (f) monitoring • Emmit • Eric • Rayette • FACTS • Behavior Support Plan

  28. Summary • Invest in building consensus around FBA summary statement. • Recruit strategies that are local, practical, but still consistent with FBA…(Lead don’t tell). Recruit local knowledge • Build efficient plans (the smallest changes that produce the largest effect) • Ensure that the plan includes procedures for getting implementation to occur. • Always include procedures for evaluation • Are we doing what we said we would do? • Is the process having an effect on the student?

More Related