Addressing Individual Challenging Behavior through

Function-Based SupportGeorge Sugai

University of Connecticut

Center on Positive Behavioral Interventions & Supports

www.PBIS.org

What is RtI?Basics

RtI

RtI: Good “IDEiA” PolicyApproach or framework for redesigning

& establishing teaching & learning environments that are effective,

efficient, relevant, & durable for all students, families & educators

• NOT program, curriculum, strategy, intervention

• NOT limited to special education

• NOT new

Primary Prevention:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

Secondary Prevention:Specialized Group

Systems for Students with At-Risk Behavior

Tertiary Prevention:Specialized

IndividualizedSystems for Students

with High-Risk Behavior

~80% of Students

~15%

~5%

CONTINUUM OFSCHOOL-WIDE

INSTRUCTIONAL & POSITIVE BEHAVIOR

SUPPORT

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity

Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Universal Interventions•All students•Preventive, proactive

Universal Interventions•All settings, all students•Preventive, proactive

Designing School-Wide Systems for Student Success

Academic Systems Behavioral Systems

RtI Application Examples

EARLY READING/LITERACY SOCIAL BEHAVIOR

TEAMGeneral educator, special

educator, reading specialist, Title I, school psychologist, etc.

General educator, special educator, behavior specialist, Title I, school

psychologist, etc.

UNIVERSAL SCREENING

Curriculum based measurement SSBD, record review, gating

PROGRESS MONITORING

Curriculum based measurementODR, suspensions, behavior incidents, precision teaching

EFFECTIVE INTERVENTIONS

5-specific reading skills: phonemic awareness, phonics, fluency, vocabulary, comprehension

Direct social skills instruction, positive reinforcement, token economy, active supervision, behavioral contracting,

group contingency management, function-based support, self-

management

DECISION MAKING RULES

Core, strategic, intensive Primary, secondary, tertiary tiers

All

Some

FewRTI

Continuum of Support for

ALL

Dec 7, 2007

What is function-based

support?Basics

Behavior Support Elements

Problem Behavior

Functional Assessment

Intervention & Support Plan

Fidelity of Implementation

Impact on Behavior & Lifestyle

*Response class*Routine analysis*Hypothesis statement *Alternative behaviors

*Competing behavior analysis *Contextual fit*Strengths, preferences, & lifestyle outcomes*Evidence-based interventions

*Implementation support*Data plan

*Continuous improvement*Sustainability plan

• Team-based• Behavior competence

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingDecisionMaking

SupportingStudent Behavior

PositiveBehaviorSupport OUTCOMES

Social Competence &Academic Achievement

What is FBA?

A systematic process for developing statements about factors that

– contribute to occurrence & maintenance of problem behavior, &

– more importantly, serve as basis for developing proactive & comprehensive behavior support plans.

What is Function Based Support?

• Foundations in behavioral theory, applied behavior analysis, & positive behavior support

• Attention to environmental context

• Emphasis on function of behavior

• Focus on teaching effective, efficient, & relevant behaviors

• Attention to behavior of implementers

Behaviorism

ABA

PBS Foundations

• Behavior & physiology• Learned behavior• Behavior & environment• Behavior lawfulness

• Observable behavior• Socially important questions• Applied settings• Functional relationship

PBS

Function-based support is all about…

Re-design & improvement of learning & teaching environments

– Attention to environment & function

– Not re-design of individuals

– Change in behavior of implementers of plan

Functional approach logic

• Behaviors are maintained by consequence events (function)

– Positive or negative reinforcement

• Behaviors are occasioned by antecedent events

– Relate antecedent to emission of behavior & likelihood of consequence event

• Changing behaviors requires consideration of maintaining consequences

Only 2 Basic FunctionsProblemBehavior

Obtain/GetSomething

Escape/Avoid

Something

SocialTangible/Activity

Adult

Stimulation/Sensory

Peer

Pos Reinf Neg Reinf

Existing

aversive

condition

identified

MORE INFORMAL

EASIERSIMPLE

INDIRECT

MOREDIRECT

COMPLICATEDDIFFICULTFORMAL

When has FBA been done?1. Clear & measurable definition of problem

behaviors.

2. Complete testable hypothesis or summary statement is provided.

• Statement of function (purpose) of behavior

3. Data (direct observation) to confirm testable hypothesis.

4. Behavior intervention plan based on testable hypothesis

• Contextually appropriate supports for accurate implementation

FBAElements

ContextuallyAppropriate

Support

TestableHypothesis

FunctionStatement

CompetingPath

Analysis

SupportingData

BehaviorIntervention

Plan

Definition ofProblem Behavior

or Class

Consider response class

Set of topographically different behaviors with similar or related purpose or function

– Hit, spit, runaway, yell…

• Escape difficult task request

– Cry, hit, whine, raise hand, spit…..

• Obtain adult attention

Consider response chains

• Predictable sequence of behaviors

• Possibly different functions at beginning & end of chains

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

Testable Hypothesis“Basic Unit”

• “Best guess” about behavior & conditions under which it is observed

• Represents basic working unit of FBA

• Directly guides development of BIP

Features1. “Best guess” about behavior & conditions

under which it is observed

2. Composed of (a) problem behavior, (b) triggering antecedent, (c) maintaining consequences, & (d) setting events.

3. Represents basic working unit of FBA

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

Testable Hypothesis“Basic Unit”

Following events that

maintain behaviors of concern

Preceding events that trigger or occasion

Set of related

behaviors of concern

Infrequent events that affect value

of maint. conseq.

Functional Assessment Checklist for Teachers “FACTS”

STEP 1: Student/ Grade: _____Clarence/5th grade_____ Date: ____January 11___________

Interviewer: ___________Sugai________ Respondent(s): ____Thomas_____

STEP 2: Student Profile: Please identify at least three strengths or contributions the student brings to school.

C. has leadership potential. Peers listened to him, and he can be very convincing and sincere. He’s academically competent and seems to be moving smoothly and successfully through the school curriculum.

STEP 3: Problem Behavior(s): Identify problem behaviors

___Tardy_X Fight/physical Aggression ___ Disruptive___ Theft___ UnresponsiveX Inappropriate Language_X__ Insubordination___ Vandalism___ Withdrawn_X__ Verbal Harassment____Work not done___ Other __________ ____X _ Verbally Inappropriate___ Self-injury

Describe problem behavior:C. may have one of the shortest fuses I’ve seen. One little tease by a peer, and he quickly and predictably escalates through a behavioral sequence that begins with passive in subordination (non response), moves to a mild protest, shifts to harassment and name calling, increases to property damage and even to physical aggression. Its interesting that he seems to “enjoy” the reactions he gets from peers that he aggresses toward, and from peers who look up to him for his aggressiveness.

STEP 4: Routine Analysis

Schedule(Times)

Activity Likelihood of Problem Behavior Specific Problem Behavior

8:00 Waiting to enter buildingLow High1 2 3 4 5 6

See escalation described above

8:15 Advisory & Planning 1 2 3 4 5 6

Mostly teasing and touching property of others. Doesn’t escalate much further

9:15 Language Arts 1 2 3 4 5 6Occasional name

calling/teasing

10:15 Recess 1 2 3 4 5 6See escalation described

above

11:30 Math 1 2 3 4 5 6 Occasional teasing

12:00 Lunch 1 2 3 4 5 6See escalation described

above

12:35 Earth Science 1 2 3 4 5 6 Minor verbal harassment

1:15 Art or Phy Ed 1 2 3 4 5 6See escalation described

above

2:00 Reading 1 2 3 4 5 6 Rarely a problem

2:50 Waiting for bus 1 2 3 4 5 6See escalation described

above

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).

Kutash, K., Duchnowski, A. J., & Lynn, N. (2006). School-based mental health: An empirical guide for decision makers. Tampa, FL: University of South Florida. Louis De la Parte Florida Mental Health Institute, Department of Child & Family Studies, Research & Training Center for Children’s Mental Health. http://rtckids.fmhi.usf.edu

Crone, D. A., & Horner, R. H. (2003). Building positive behavior support systems in schools: Functional behavioral assessment. New York: Guildford Press.

Crone, D. A., Horner, R. H., & Hawken, L. S. (2004). Responding to problem behavior in schools: The behavior education program. New York: Guilford Press.

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

DesiredAlternative

AcceptableAlternative

TypicalConsequenceSummary Statement

Setting EventManipulations

AntecedentManipulations

ConsequenceManipulations

BehaviorManipulations

FBA Team Process Steps

1. Collect information.

2. Develop testable hypothesis or summary statement.

3. Collect direct observation data to confirm summary statement.

4. Develop “competing pathways” summary statement.

5. Develop BIP.

6. Develop details & routines for full implementation of BSP.

7. Develop strategies for monitoring & evaluating implementation of BSP.

INFORMALEASIERSIMPLE

RESPONSIVEINDIRECT

DIRECTNOT

RESPONSIVECOMPLICATED

HARDERFORMAL

Process Guidelines1. Conducted by team

• Behaviorally competent

• Student-knowledgeable

2. Led by behavior specialist

3. Link behavioral strategies to summary statement

4. Ensure that implementers are fluent

5. Monitor continuously & evaluate early

٭

Problem Solving

Situations

Activity Notes

• Defining SWPBS

– Not….magic bullet or curriculum,

– Is….process for improving school-wide behavior and climate

• Data based, action plan based

• All communities, all students

• District priority

• Pay attention to purpose of behavior

• Focus on positive behavior by acknowledging what they do

• Teaching prosocial behavior to enhance learning and life success

• Support for administrator

• Goal for all students to be successful

• Integrated practices

• Self-assessment for focus

• Outcomes-data-practices-systems

• Continuum of behavior support "What is triangle?"

– Representation of how we respond to kids behavior

• Goal to get most of kids doing well

• More intense for some

• Application to groups of individuals

• Represents how we think learning academic skills

• Relates to types of interventions….more intense for kids whose behavior is not responsive

– Change interventions not kids

• SWPBS elements

– Focuses on

• Teaching small number of positively expectations taught

• Strive towards more positives than negatives interactions

– "kids shouldn't have to be rewarded for what their supposed to do"

– "what about kids who are doing well?"

– Not all kids need same level of supports/positives

» All kids should get positives

– Judging kid's behaviors based on perspectives/biases/preconceived

• Data systems

• Coaches are a set of functions/tasks/activities

– Knowledgeable and committed to pbs

– Delegation of activities

– Facilitator of others growth/success/capacity building

– Cheerleader, acknowledeger

– Coordinator/manager of tasks

– Trainers

• Special educator only does special education

– Team effort

– All benefit and contribute

– All kids are all of ours

– Specialized knowledge that we all can use across all environments