Addressing Individual Challenging Behavior through Function-based Support

Addressing Individual Challenging Behavior through

Function-based Support

George SugaiOSEP Center on PBIS

Center for Behavioral Education & ResearchUniversity of Connecticut

April 12 2011

www.pbis.org www.cber.org [email protected]

PURPOSE

Provide overview of defining

features of function-based

approach to addressing

behavior.

• Prerequisites review• FBA basics• BIP basics

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 plan

implementers

Non-validated Interventions for Students with EBD

EXAMPLES• Sensory re-integration or

stimulation• Facilitated

communication• Introspective

psychoanalytic therapies• Rebirthing therapies•

CONCERNS• Poor ecological (school)

validity• Redirected specification of

actual causal factors• Adverse side effects• False hopes & expectations• Inefficient use of resources &

opportunities• Lack of empirical support•

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

Outcomes (“Answers”)• Supporting context

– Effective SWPBS• Features & requirements of function-based

approach to behavior support– Process

• Behavioral description of “function”– Get or escape/avoid

• Steps in function-based approach to behavior intervention planning– Behaviorally competent team

Basics Review

SYST

EMSPRACTICES

DATASupportingStaff Behavior

SupportingStudent Behavior

OUTCOMES

Supporting Social Competence &Academic Achievement

SupportingDecisionMaking

IntegratedElements

District-Region

School

SWPBS Leadership

Team

SWPBS Tier 1

T1 Systems T1 Practices

Specialized Behavior Support

Team

Group-based Tier 2


Individual Tier 3


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

CONTINUUM OFSCHOOL-WIDE

INSTRUCTIONAL & POSITIVE BEHAVIOR

SUPPORT

ALL

SOME

FEW

Classroom

SWPBSPractices

Non-classroom Family

Student

School-w

ide

• Smallest #• Evidence-based

• Biggest, durable effect

~80% of Students

~15%

~5%

ESTABLISHING CONTINUUM of SWPBS

SECONDARY PREVENTION• Check in/out

• Targeted social skills instruction

• Peer-based supports• Social skills club

•

TERTIARY PREVENTION• Function-based support

• Wraparound• Person-centered planning

• •

PRIMARY PREVENTION• Teach SW expectations• Proactive SW discipline• Positive reinforcement

• Effective instruction• Parent engagement

•

SECONDARY PREVENTION• • • • •

TERTIARY PREVENTION• • • • •

PRIMARY PREVENTION• • • • • •

Universal

Targeted

Intensive

All

Some

FewRTI

Continuum of Support for

ALL

Dec 7, 2007

FBA 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

1. Why do FBA?

Understand factors that

contribute to occurrences of PB

Antecedent stimuli

Consequence stimuli

Improve quality of BIP

Better alternatives

Remove triggers &

maintainers of PB

Add triggers &

maintainers of SS

2. What is FBA?

Systematic problem solving process for

Developing statements about factors that

contribute to occurrences of PB

Serving as bases for developing high quality

of BIP

3. How do I know if FBA has been done?

1. Clear & measurable definition of problem behaviors.

2. Complete testable hypothesis or summary statement

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

4. Behavior intervention plan based on testable hypothesis

SWPBS Conceptual Foundations

Behaviorism

ABA

PBS

SWPBS

Laws of Behavior

Applied Behavioral Technology

Social Validity

All Students

4. What is “testable hypothesis?”

Probability statement about behavior

occurrences

Triggering antecedents

Maintaining consequences

Elements of TE used to

develop BIP

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

Testable Hypothesis“Basic Unit”

Following events that

maintain behaviors of concern (function)

Preceding events that trigger or occasion

Set of related

behaviors of concern

(RC)

Infrequent events that affect value

of maint. conseq.

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

• Represents basic working unit of FBA• Directly guides development of BIP

Setting Events – Unique situations in which factors unique

to individual • Make problem behavior more intense or

more likely to occur (e.g., illness, fatigue, hunger, social conflict).

– By changing value of reinforcersE.g., praise less effective, peer attention is more reinforcing, work completion is less important.

• Work completion is less important (reinforcing) to Demetri after he has had an argument with his girlfriend before class, or

• Cologne’s use of verbal profanity is more likely (escape) when she hasn’t had enough sleep night before, or

• Peer attention is less distracting (reinforcing) when Manuella isn’t feeling well.

• Lack of sleep decreases value (reinforcement) of getting to school on time, increases value of going to Hot Dog Haven.

• Lack of breakfast increases value (reinforcement) of getting sent to office (by fending machines) for failing to follow directions.

• Having a fight with boyfriend decreases value (reinforcement) of listening to lecture.

• Getting >50% of problem wrong decreases value (reinforcement) of starting new worksheets.

“FUNCTION” = outcome, result, purpose, consequence

NONEXAMPLES

“Lantana, you skipped 2 school days, so we’re going to suspend you for 2 more.”

“Phloem, I’m taking your book away because you obviously aren’t ready to learn.”

“You want my attention?! I’ll show you attention,…let’s take a walk down to the office & have a little chat with the Principal.”

5. What is “behavior function?”

Function = maintaining

factors2 basic functions

Positive reinforcement (get/access)

Negative reinforcement (escape/avoid

e)

Only 2 Basic FunctionsProblemBehavior

Obtain/GetSomething

Escape/Avoid

Something

Social Tangible/Activity

Adult

Stimulation/Sensory

Peer

Pos Reinf Neg Reinf

Existing

aversive

condition

identified

% Intervals w/ P.B. for Bryce

0102030405060708090

100

1 3 5 7 9 11 13 15 17 19 21 23 25 27 29 31 33 35 37 39 41Sessions*

*Data points with arrows indicate no medication

% In

terv

als

w/ P

.B.

BaselineContra-IndicatedIndicatedContra-

IndicatedIndicated

Ingram, Lewis-Palmer, & Sugai, 2005

% Intervals w/ P.B. for Carter

0

10

20

30

40

50

60

70

80

90

100

1 3 5 7 9 11 13 15 17 19 21 23 25 27

Sessions

% In

terv

als

w/ P

.B.

Baseline IndicatedIndicated Indicated Modified

Contra-ndicated

Contra-Indicated

6. What is “response class?”

Set of topographically different behaviors having same function

Development of BIP based on RC

Teaching more contextually appropriate behaviors from same RC

as PB

“More contextually appropriate”

At least as relevant as

PB

More effective in receiving

consequence

Easier to do than PB

More likely triggered

When Sequoia misses her 12:30 medication & teachers present multiple task demands, she makes negative self-statements & writes profane language on her assignments. Teaching staff typically send her to the office with a discipline referral for being disrespectful.

Setting event Antecedent Response Consequence

Misses 12:30medication

Teachersmake

multipletask demands

Sequoia makesnegative self-statements &

writes profanelanguage

Teacher sendsSequoia to

office for beingdisrespectful

What function?Avoid difficult tasks

Setting event Antecedent Response ConsequenceCaesar is

teased severaltimes about his

hair by his friends before

class

His teacherstares at his hair in class

Caesar askshis teacher what she’sstaring at

His teachersends him to

in-school detention

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.

What function?Escape adult &peer attention


Cleo is new to the 6th grade, & English is her second language. When another student approaches & says something to her in English, Cleo turns away. The other student walks away. This happens several times during the day.

New student Studentapproaches &

speaks inEnglish

Cleo turns away

Other student walks

away

What function?Escape peer attention


When his teacher asks him what the capitol city of a country is, Napoleon gives the correct answers. His teacher praises his correct answer, & tells him he may work by himself or a friend on the rest of the assignment.

None Teacher askswhat capitolcity of countryis

Napoleongive correctanswer

Teacher givesverbal praise & time to workwith a friend

What function?Access peer &adult attention


As Veloce is walking, other kids look at him & say “what’s up?” He looks back and says: “Who ya lookin’ at?!” “Ya want some of this?!” “Ya talkin’ to me?!” Kids shake their heads & all him “weirdo.”

?? Look at him.“What’s up!”

“Who yalookin’ at?”“Ya wantSome?” “Yatalkin’ to me?

Kids shakeheads & call him “weirdo”

What function?Access OR escapepeer attention?

How do you know?How do you know?Assess?

TE is “best guess.”What if testable hypothesis is

incomplete or inaccurate?

Review what you know

Collect more information

Change hypothesis statement

Test/confirm new hypothesis statement

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-injuryDescribe 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 6 Occasional name calling/teasing

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

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

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



ProblemBehavior

DesiredAlternative

AcceptableAlternative

TypicalConsequenceSummary Statement



ProblemBehavior

Lack of peercontact in 30

minutes.

Do difficultmath

assignment.

Noncompliance,profanity,physical

aggression,

Avoid task,remove from

class.

DesiredAlternative

TypicalConsequence

Points,grades,

questions,more work.

Do workw/o

complaints.

Summary Statement


Ask forbreak,ask forhelp.

Why is function important?Because consequences compete!!

Function



ProblemBehavior

DesiredAlternative

TypicalConsequenceSummary Statement


Setting EventManipulations

AntecedentManipulations

ConsequenceManipulations

BehaviorManipulations



ProblemBehavior

Lack of peercontact in 30

minutes.

Do difficultmath

assignment.

Noncompliance,profanity,physical

aggression,

Avoid task,remove from

class.

DesiredAlternative

TypicalConsequence

Points,grades,

questions,more work.

Do workw/o

complaints.

Summary Statement


Ask forbreak,ask forhelp.

Function





Teach options to problem behavior:1. Ask for break2. Ask for help3. Turn in assignment as is.

Teach missing math skills

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

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



ProblemBehavior

Rides citybus

Teachercorrectspeers

ProfanityVerbal

protests

Teacherattention

DesiredAlternative

TypicalConsequence

Delayedteacher

attention.

Ignore &problem

solvelater

Summary Statement


Discussin

private

Function





Teach J. how, when, & where to express verbal protest, & how to walk away from problem situations in transitions.

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

When J. engages in problem behavior immediately disengage from him, & engage peers.

When J. engages in replacement behaviors provide adult attention (discussion)

BEHAVIOR SUPPORTPLANNING

COMPETING PATHWAYS

On Mondays and/or when up all of the

night before.

Daily nongraded quiz on previous night’s

homework

Verbal protests, slumpin chair, walks out of

room.

Avoids doing quiz &homework discussion.

Do quiz withoutcomplaints.

Discussion about answers & homework.

Turn in with name &sit quietly w/o interrupting.

BEHAVIOR SUPPORTPLANNING

COMPETING PATHWAYS

On Mondays and/or when up all of the

night before.

Daily nongraded quiz on previous night’s

homework

Verbal protests, slumpin chair, walks out of

room.

Avoids doing quiz &homework discussion.

Do quiz withoutcomplaints.

Discussion about answers & homework.

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, orrequest 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 blank2. Turn in w/ name3. Turn in w/ name & first item done.4. Turn in w/ name & 50% of items done.

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

1. BIP should reflect information from FBA

2. BIP should describe what should adults do

3. BIP will vary across settings based on TH & RC function

4. Student, family, &/or advocates should participate in planning

• (a) direct knowledge & experience with student, (b) behavioral expertise, & (c) implementation fluency

5. BIP should be developed by team of individuals who collectively have

6. Teams should develop formal routine & structure for developing BIP

• (a) make formative decision, (b) check implementation fidelity, & (c) evaluate progress toward intended outcomes

7. Progress should monitored continuously to

FBA/BIP Team Process Steps

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

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

5. Develop BIP.

4. Develop “competing pathways” summary statement.

3. Collect direct observation data to confirm summary statement.

2. Develop testable hypothesis or summary statement.

1. Collect information.

6 FBA Misrules1. Only one way to conduct

FBA….– FA process is basically same– Methods for collecting data may vary

• Observe• Ask• Review records• Test

NO

2. Must do everything every time….

• Base FBA activity on what you know• FBA is systematic planning process

NO

3. 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

4. FBA is it…..• One component of comprehensive plan of

behavior supportacademic, medical, vocational, mental health, etc.

NO

5. FBA is only for students with disabilities…

• Process for behavior of all individuals across multiple settings

NO

6. “Power,” “authority,” “control,” etc. are functions….

2 research validated functions

Pos. & Neg. Reinf.

NO

Documents

Addressing Individual Challenging Behavior through Function-based Support