Increasing the Function of FBAs and PBSPs. Jennifer Briggs-Russell, LMSW, ASD/Behavior Consultant Stacie Hopkins-Schrumpf, LMSW, Behavior Consultant Muskegon Area Intermediate School District. August 12, 2014. MAISD Timeline.
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Jennifer Briggs-Russell, LMSW, ASD/Behavior Consultant
Stacie Hopkins-Schrumpf, LMSW, Behavior Consultant
Muskegon Area Intermediate School District
August 12, 2014
to local directors
result in significant change
in student behavior.
(CARR et al., 1999, INGRAM, LEWIS-PALMER, & SUGAI, 2005)
The Basic FBA to PBSP Process
1. Define the Problem Behavior
2. Conduct assessment for behavior support planning
a. Functional Behavioral Assessment
• Defining behavior in observable & measureable terms
• Ask staff and student about where, when, & why behavior occurs
• See the behavior during specified routines
• Hypothesize a final summary of where, when, & why behavior occurs
3. Design an individualized behavior support plan (BSP)
• Ensure technical adequacy
• Ensure contextual fit
4. Ensure Fidelity of Implementation
5. Monitor Plan Impact on Student Behavior
Adapt BSP and implementation as needed based on on-going monitoring
Adapted from Horner, Albin, Todd, Newton & Sprague, 2011
Basic vs. Complex FBA/PBSP
Building-Wide Professional Development
Define behavior in observable & measurable terms
Ask about behavior by interviewing staff & student
-specify routines where & when behaviors occur
-summarize where, when, & why behaviors occur
See the behavior
-observe the behavior during routines specified
-observe to verify summary from interviews
Hypothesize: a final summary of where, when & why behaviors occur
Infrequent events that affect value of outcome
Following events that maintain behaviors of concern
Preceding events that trigger
Observable behaviors of concern
Use a Competing Behavior Pathway to Identify Function-based behavior supports that:
Long Term/Final Outcome
Serve same function?
Is it easier?
Is it socially acceptable?
Short Term/Acceptable for now
ALL BEHAVIOR PLANS MUST…
When generating interventions we use
FUNCTIONto develop ideas to change A, B & C
Maintaining Consequence & Function
Function should guide selection of prevention strategies
Function should guide selection of alternative/ replacement behaviors
Function should guide selection of consequences: (+) and (-)
If the student is currently out of seat and off task for the most of the class period and is not turning in any completed assignments.
Leroy’s Long-Term Goal
Leroy will complete at least 80% of his assigned work in his math class with no more than 3 incidences of problem behavior (throwing materials, cursing) for one month.
Leroy will ask appropriately to cross off up to 60% of difficult math problems and will have no more than 3 problem behavior incidents for 2 consecutive weeks.
Leroy will ask appropriately for an easier task or for a “break” no more than 3 times during Math block with no more than 2 problem behavior incidents for 4 consecutive days .
Leroy’s Short-Term Goal
Leroy will ask appropriately for an easier task or for a “break” from difficult tasks without throwing materials or cursing at least 75% of the time as measured by a daily point card for 2 consecutive weeks.
Desired Behavior: Complete Multi-Digit Math Problems independently
Success on problems, more math tasks
Approximation Step #3: Ask for teacher help
Task too difficult
Asked to do multi-digit multiplication or division math worksheets
Approximation Step #2:
With permission student can cross off 60% of difficult items
Escape Difficult Math Tasks
Approximation Step #1: Ask for break using only 3 break tokens per period
Replacement Behavior: Ask for Break from Difficult Double Digit Tasks
Pre & Post Test Data