Functional Behavioral Assessment/ Behavior Intervention Plan (FBA/BIP):

1. Functional Behavioral Assessment/ Behavior Intervention Plan (FBA/BIP): Analyzing Data to Develop Hypotheses Presented by: Stacey Weber, Ed.S., sweber@nsseo.org Denise Hildebrand, Ph.D., BCaBA, dhildebrand@nsseo.org FBA/BIP Training Series: Day 3

2. Learning Outcomes Day 3 • Understand how Behavior Intervention Planning links to the Problem Solving Method. • Share and review your case example hypothesis summary statement. • Learn steps on how to link hypothesis to developing a BIP within the teaming process. • Practice writing replacement behaviors based on FBA. • Understand essential components for a comprehensive BIP. • Learn resources for developing BIP strategies. • Applyskills of developing a BIP to a district/program case example. FBA/BIP Training Series: Day 3

3. Agenda • Review • From FBA to BIP: Step by Step Process • Summarize FBA • Core Features of BIPs • Identify Options • Contextual Fit • Next Steps... FBA/BIP Training Series: Day 3

4. Review FBA/BIP Training Series: Day 3

5. Complete the Competing Pathways Chart Caesar has dyed his hair three colors & is teased several times by his friends before class. When he enters the class, his teacher stares at his hair. Caesar immediately says “what are you staring at?” His teacher immediately sends him to in-school detention. Escape adult & peer attention What function? Setting event Antecedent Response Consequence Caesar is teased several times about his hair by his friends before class His teacher stares at his hair in class Caesar asks his teacher what she’s staring at His teacher sends him to in-school detention FBA/BIP Training Series: Day 3

6. Basic Principles of Behavior OPERATION Increase EFFECT Decrease FBA/BIP Training Series: Day 3

7. Application Assignment Review • Based on your case example develop a plan to gather FBA data on: • Antecedents of when the behavior is most and least likely to occur • Consequences to inappropriate behavior • Develop a hypothesis statement based on the FBA data. • Bring back information on the IEP document form (or district/program based form). • Be prepared to share with colleagues. FBA/BIP Training Series: Day 3

8. Competing Behavior Pathways Consequences Desired Behavior Setting Event Antecedent Event Problem Behavior Consequences Functions Replacement/Alternative Behavior Adapted from O’Neill, Horner, Albin, Sprague, Storey and Newton, 1997 FBA/BIP Training Series: Day 2

9. ISBE IEP Forms:FBA FBA/BIP Training Series: Day 3

10. Partner Reflection • Exchange case example information with your partner. • Evaluate using the FBA Rubric. • Share with your colleague and discuss any ways to improve upon hypothesis and description of setting events (i.e., environmental variables), antecedents (including setting) and consequences, if appropriate. • Be prepared to share with group. FBA/BIP Training Series: Day 3

11. FBA Evaluation Rubric • Setting • Antecedents • Consequences • Environmental Variables • Hypothesis FBA/BIP Training Series: Day 3

12. Test • Manipulation of environmental variables to confirm or dispute preliminary hypotheses statements. • Can be done through review of historical information • Manipulation of variables in analog vs. natural settings • When testing hypotheses: • Use trained behavior specialists; • Ensure parent consent; and • Develop a careful, well-thought out plan to test hypotheses. FBA/BIP Training Series: Day 2

13. Problem Analysis:Hypothesis Testing for Andy Frequent Teacher Attention Frequent Teacher Attention Baseline Baseline FBA/BIP Training Series: Day 3

14. Testing Hypotheses • Develop prediction statements to validate or refute hypotheses. • Prediction statements identify what should or should not happen if a hypothesis is true or untrue. • Prediction statements are written in an “If…then” or “When…then” format: If (When) _____________, then ________ occurs. OR: If (When) not __________, then ________ doesn’t occur.

15. Team Consensus:Select a Validated & Alterable Hypothesis • A validated hypothesis consists of: • at least THREE convergent pieces of data; • and at least one piece of data that is objective. • An alterable hypothesis is: • one that staff can manipulate (has control over); • and fits within the resources available. • Consensus is defined as: • Not every one has to “agree” 100% but be able to live with the decision. FBA/BIP Training Series: Day 3

16. Team Activity • Review the hypothesis statement that you completed for this session. • Determine if further testing is needed to validate the hypothesis. • If so, develop a plan to test the hypothesis. FBA/BIP Training Series: Day 3

17. From FBA to BIP: Step by Step Team Process FBA/BIP Training Series: Day 3

18. Steps in Leading a Team from FBA to a BIP • Summarize FBA Data • Clarify Core Features of the BIP • Facilitate Discussion to Identify Intervention Options • Select Options with a strong Contextual Fit. • Specify Details of how the BIP will be Implemented. FBA/BIP Training Series: Day 3

19. Steps in Leading a Team from FBA to a BIP • Summarize FBA Data FBA/BIP Training Series: Day 3

20. Step 1: Summarize FBA: • Setting Events Antecedents Behavior Consequence • Team Consensus FBA/BIP Training Series: Day 3

21. FBA/BIP Training Series: Day 3

22. Based on FBA Results:Competing Pathways Consequences Desired Behavior Setting Event Antecedent Event Consequences Problem Behavior Functions Replacement/ Alternative Behavior Adapted from O’Neill, Horner, Albin, Sprague, Storey and Newton, 1997 FBA/BIP Training Series: Day 3

23. Based on FBA Results:Competing Pathways Consequences Desired Behavior Setting Event Antecedent Event Problem Behavior Consequences Functions Replacement/ Alternative Behavior Adapted from O’Neill, Horner, Albin, Sprague, Storey and Newton, 1997 FBA/BIP Training Series: Day 3

24. Competing Pathways Summary Statement Verbal feedback/ praise Attempt task No Breakfast Independent Math Work Assigned on New Skill Yells “I refuse” Pushes desk Removed from classroom Escape Task Ask for help or a break Adapted from O’Neill, Horner, Albin, Sprague, Storey and Newton, 1997 FBA/BIP Training Series: Day 3

25. Selecting a Replacement Behavior • Produce the SAME Function/Outcome as problem behavior • Consider the primary function for complex behaviors • Are socially appropriate within the context • Observe appropriate behaviors shown by typical children in the same environment • Skill appropriate to all settings and generalizable • Are as (or more) efficient than problem behavior • Amount of physical effort • Speed of effect • Number of times performed to get reinforcer FBA/BIP Training Series: Day 3

26. Replacement Behavior Considerations: • Ask yourself: Is any part of this behavior currently in his/her repertoire? • Examples in repertoire: • Can he demonstrate partof this skill? • Can he demonstrate this skill with help? • Can he demonstrate this skill anywhere else? FBA/BIP Training Series: Day 3

27. Appropriate Replacement Behavior? • Hypothesis: During less structured activities (e.g., cab, break time, lunch, P.E., afterschool), Joe engages in bullying behavior by calling staff and peers names, swearing, threatening to throw objects, raising fists, and yelling/screaming to gain attention and to avoid an aversive social interaction. • Replacement Behavior: Communicate his feelings/needs appropriately to gain attention from peers/adults and to avoid/escape aversive social situations. Communicate his needs/feelings by using a good tone of voice, appropriate verbal and nonverbal language, accept responsibility by following teacher directions without yelling, name calling or threatening others. FBA/BIP Training Series: Day 3

28. Kathy Competing Behavior Pathways Work Refusal (destroying materials, throwing materials, drawing on work, placing head on table, engaging in non-related conversations) Possible irregular sleep Presented with independent math work. Adult assistance Removed to homeroom Task modified or removed Escape Independent Work FBA/BIP Training Series: Day 2

29. Kathy Replacement Behavior • Kathy will work with a peer or an adult during independent work sessions. • She will be provided with "star cards" to access peer or adult assistance during work sessions. FBA/BIP Training Series: Day 3

30. Kathy Competing Pathways Summary Statement Consequence Desired Behavior Possible irregular sleep Presented with independent math work. Work Refusal Removed from classroom Escape Independent Task Ask to work with adult or peer FBA/BIP Training Series: Day 3

31. Which of the Following are Appropriate Alternative/Replacement Behaviors? • Jason is 9 yrs. old and cries when asked to do difficult tasks. The crying is maintained by avoiding or escaping the tasks. • Which are appropriate Replacement Behaviors? • More token 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 FBA/BIP Training Series: Day 3

32. Team Time Write a replacement behavior for your case example and evaluate: • Produce the SAME function/outcome as problem behavior • Are socially appropriate within the context • Are as (or more) efficient than problem behavior Be prepared to share out. FBA/BIP Training Series: Day 2

33. ISBE IEP Forms:BIP FBA/BIP Training Series: Day 3

34. Consider Stages of Learning • Acquisition: • Learning the selected new skill • Fluency: • Using the selected skill faster or better • Maintenance: • Using the selected skill routinely • Generalization: • Using the selected skill in different places whenever it is needed FBA/BIP Training Series: Day 3

35. Matching Reinforcement to Skill Stage of Learning Rate of Reinforcement High Moderate to Low Moderate to Low High • Acquisition • Fluency • Maintenance • Generalization FBA/BIP Training Series: Day 3

36. Schedules of Reinforcement FBA/BIP Training Series: Day 3

37. Reinforcement for Replacement Behaviors FBA/BIP Training Series: Day 3

38. Using Extinction Always combine with other reinforcement procedures! FBA/BIP Training Series: Day 3

39. Student Example Target behavior: calling peers inappropriate names Hypothesis: escape social situations / avoid peers Replacement behavior: tell peers she is busy / unavailable Summary: Ali can label emotions as well as correctly identify her feelings during different situations. She has been working during her weekly social skills groups on appropriately excusing herself from social situations. She has independently used this new strategy consistently over the past two weeks during all academic periods. The teacher on lunch duty has reported that Ali is still calling students inappropriate names at lunch and recess. What type (frequency / schedule) of reinforcement should be used? How could extinction be used? FBA/BIP Training Series: Day 3

40. Think-Pair-Share • How are you currently using reinforcement to increase appropriate behavior? • What struggles are you experiencing with reinforcement? • Are you currently using an extinction procedures? • What struggles are you experiencing with extinction? FBA/BIP Training Series: Day 3

41. Steps in Leading a Team from FBA to a BIP • Summarize FBA Data • Clarify Core Features of the BIP FBA/BIP Training Series: Day 3

42. Problem Identification Is there a problem? What is it? Problem Analysis Why is it happening? Plan Evaluation Did the plan work? Plan Development What should be done about it? FBA/BIPAligned with the Problem Solving Process FBA/BIP Training Series: Day 1

43. Essential Components of BIP during Plan Development • Individualized, multi-component behavior support plan that • Focuses on measureable outcomes • Is based on hypotheses from the FBA • Identifies roles and responsibilities of staff and necessary supports • Represents a good contextual fit / social validity FBA/BIP Training Series: Day 3

44. The ultimate goal of a Behavior Intervention Plan (BIP) Is... ...to create environments and patterns of support around students that make their problem behaviors irrelevant, ineffective, or inefficient. FBA/BIP Training Series: Day 3

45. Step 2: Core Features of BIP • Make problem behavior Irrelevant • Make problem behavior Inefficient • Make problem behavior Ineffective • Do all this in a contextuallyappropriate manner FBA/BIP Training Series: Day 3

46. Possible Underlying Beliefs • If a student behaves inappropriately, it is because he/she: • has a disability. • does not want to behave appropriately in the classroom. • is not capable of more appropriate behavior. • has not been reinforced for his/her appropriate behavior. FBA/BIP Training Series: Day 3

47. Emphasizing. . . “The science of human behavior has taught us that students are not “born with bad behavior,” and that they do notlearn better ways of behaving when presented with aversive consequences for their problem behaviors.” (Alberto & Troutman, 2001; Sulzer-Azaroff & Mayer, 1994; Walker et al., 1996) OSEP Center on PBIS, School-wide Positive Behavior Support Implementers Blueprint and Self-Assessment, 2004. FBA/BIP Training Series: Day 3

48. . . . the POSITIVE! “In addition, successfully addressing problem behavior requires an increased emphasis on proactiveapproaches in which expected and more socially acceptable behaviors are directly taught, regularly practiced in the natural environment and followed by frequent positive reinforcement.” OSEP Center on PBIS, School-wide Positive Behavior Support Implementers Blueprint and Self-Assessment, 2004. FBA/BIP Training Series: Day 3

49. Keep in Mind…. • Educators cannot “MAKE” students learn or behave. • Educators can create environments to increase the likelihood students learn and behave. FBA/BIP Training Series: Day 3

50. TheDesign of Effective Environments • Problem behaviors are irrelevant (Set the Stage) • Aversive events are removed • Access to positive events are more common • Problem behaviors are inefficient (Teach) • Appropriate behavioral alternatives available • Appropriate behavioral alternatives are taught • Problem behaviors are ineffective (Motivate) • Problem behaviors are not rewarded • Desired behavior ARE rewarded FBA/BIP Training Series: Day 3