Addressing Individual Challenging Behavior through Function-based Support

1. Addressing Individual Challenging Behavior through Function-based Support George Sugai US Dept. of Educ.Centeron PBIS Center for Behavioral Education & Research University of Connecticut July 1 2011 www.pbis.orgwww.cber.orgwww.swis.org George.sugai@uconn.edu

2. BIP Basics

3. Fundamental Rule! “You should not propose to reduce a problem behavior without also identifying alternative, desired behaviors person should perform instead of problem behavior” O’Neill et al., 1997, p. 71

4. Desired Alternative Typical Consequence Summary Statement Setting Events Triggering Antecedents Problem Behavior Maintaining Consequences Acceptable Alternative

5. Summary Statement Desired Alternative Typical Consequence Points, grades, questions, more work. Do work w/o complaints. Setting Events Triggering Antecedents Problem Behavior Maintaining Consequences Noncompliance, profanity, physical aggression, Lack of peer contact in 30 minutes. Do difficult math assignment. Avoid task, remove from class. Function Acceptable Alternative Why is function important? Ask for break, ask for help. Because consequences compete!!

8. Desired Alternative Typical Consequence Summary Statement Setting Events Triggering Antecedents Problem Behavior Maintaining Consequences Acceptable Alternative

9. Setting Event Manipulations Antecedent Manipulations Behavior Manipulations Consequence Manipulations

10. Summary Statement Desired Alternative Typical Consequence Points, grades, questions, more work. Do work w/o complaints. Setting Events Triggering Antecedents Problem Behavior Maintaining Consequences Noncompliance, profanity, physical aggression, Lack of peer contact in 30 minutes. Do difficult math assignment. Avoid task, remove from class. Function Acceptable Alternative Ask for break, ask for help.

11. Setting Event Manipulations Antecedent Manipulations Behavior Manipulations Consequence Manipulations Immediately reinforce entering class. Provide reinforcer w/in 1 min. of starting task (3 min., 5 min., 10 minutes) Give break & help Sit with preferred peer when done Arrange for peer interaction before math class Provide positive adult contact Sit with preferred peer Introduce review type problem before difficult tasks Remind of alternative behaviors Do first problem together Teach options to problem behavior: 1. Ask for break 2. Ask for help 3. Turn in assignment as is. Teach missing math skills

12. Summary Statement Desired Alternative Typical Consequence Ignore & problem solve later Delayed teacher attention. Setting Events Triggering Antecedents Problem Behavior Maintaining Consequences Profanity Verbal protests Rides city bus Teacher corrects peers Teacher attention Function Acceptable Alternative Discuss in private

13. Setting Event Manipulations Antecedent Manipulations Behavior Manipulations Consequence Manipulations When J. engages in problem behavior immediately disengage from him, & engage peers. When J. engages in replacement behaviors provide adult attention (discussion) On days city bus ridden, check in with counselor to review days schedule & walk with counselor to classroom Give >3 positive acknow-ledgements per min. to peers during transitions. Give private & quiet corrections to peers. Remind J. of acceptable & desired replacement behaviors Teach J. how, when, & where to express verbal protest, & how to walk away from problem situations in transitions.

14. 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.

15. 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. + Give time to review homework. + Give quiet time before starting. + Give easy “warm-up” task before doing quiz. + Precorrect behavior options & consequences. + 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. Teach options to problem behavior: 1. Turn in blank 2. Turn in w/ name 3. Turn in w/ name & first item done. 4. Turn in w/ name & 50% of items done.

16. Add effective & & remove ineffective reinforcers Neutralize/ eliminate setting events Add relevant & remove irrelevant triggers Teach alternative that is more efficient

17. 7. How quality of function-based behavior intervention plans be improved?

18. FBA/BIP Team Process Steps

19. Make consequences ineffective. Neutralize setting event Make triggers irrelevant. Make problem behavior inefficient.

20. 6 FBA Misrules • Only one way to conduct FBA…. • FA process is basically same • Methods for collecting data may vary • Observe • Ask • Review records • Test NO

21. Must do everything every time…. • Base FBA activity on what you know • FBA is systematic planning process NO

22. Everyone has to know how to do a full FBA…. • Small number of people must have high fluency • All people must know process & what to expect • Some individuals must work on sustainability NO

23. FBA is it….. • One component of comprehensive plan of behavior support academic, medical, vocational, mental health, etc. NO

24. FBA is only for students with disabilities… • Process for behavior of all individuals across multiple settings NO

25. 6. “Power,”“authority,”“control,” etc. are functions…. 2 research validated functions Pos. & Neg. Reinf. NO

26. Implementation Example: Bullying Prevention

27. Bullying Program Component Review Purpose

28. Preliminary Conclusions

30. Victim attention • Bystander attention • Self-delivered praise • Tangible access

31. PREVENTION De-emphasis on adding consequence for problem behavior

32. Target Initiator Context or Setting Continuum of Behavior Fluency Staff Bystander

33. Four basic strategies….if you do nuthin’ else….

34. Doesn’t Work Works • Label student • Exclude student • Blame family • Punish student • Assign restitution • Ask for apology • Teach targeted social skills • Reward social skills • Teach all • Individualize for non-responsive behavior • Invest in positive school-wide culture

35. MUST….. • Be easy & do-able by all • Be contextually relevant • Result in early disengagement • Increase predictability • Be pre-emptive • Be teachable • Be brief

36. www.pbis.org

37. 1.88 .88 3.14 Baseline Acquisition Full BP-PBS Implementation Rob School 1 Number of Incidents of Bullying Behavior Bruce Cindy School 2 Scott Anne School 3 Ken 72% Scott Ross, University of Oregon 38 School Days

38. 22% decrease 21% increase Scott Ross, University of Oregon 39 BP-PBS, Scott Ross

41. Non-Classroom Management: Self-Assessment

45. Behavior Support Elements *Response class *Routine analysis *Hypothesis statement *Alternative behaviors *Competing behavior analysis *Contextual fit *Strengths, preferences, & lifestyle outcomes *Evidence-based interventions Problem Behavior Functional Assessment *Implementation support *Data plan • Team-based • Behavior competence Intervention & Support Plan *Continuous improvement *Sustainability plan Fidelity of Implementation Impact on Behavior & Lifestyle