Basic FBA to BSP: A Practical Approach to Providing

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Basic FBA to BSP: A Practical Approach to Providing Function-Based Behavior Support

Sheldon Loman, Ph.D.Kathleen Strickland-Cohen, Ph.D., BCBA-D

Outcomes

• Learn about an evidence-based approach for conducting streamlined FBA and implementing practical function-based strategies for the classroom.

• Apply evidence-based critical features for designing effective behavioral supports

• Identify tools and strategies for supporting staff in implementing and evaluating behavioral supports

• Apply Basic FBA/BIP methods through case-study practice activities.

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Agenda

• 1:00 Introduction/ Conducting Basic FBAPractice using tools for collecting data to analyze student behavior.

• 2:15 BREAK

• 2:30 Critical Features of Effective Behavioral Supports

• 3:45 BREAK• 4:00 Supporting Staff in Implementing and Evaluating

Behavioral Supports• 4:45 KEY TAKE AWAYS

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Ice Breaker Activity -

• In 60 seconds, Write….¾3 Thing your school needs or does to

successfully support students with behavioral problems in the general education environment

• Next 90 seconds, share with a partner

• We willing to share with the group when you are done

PRACTICES

SupportingStaff Behavior

SupportingStudent Behavior

OUTCOMES

Supporting Social Competence &Academic Achievement

SupportingDecisionMaking

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Necessary Conditions for Supporting Students with Challenging Behaviors

Systems Practices Data • Teams use data to

design/improve interventions

• Professional Development to train staff on supporting students with intensive behavioral needs

• Classroom management support to teachers needing more than individualized supports

• At least 1-2 staff have expertise in supporting students with intensive needs & have time to support staff in implementing plans

• Effective Instruction-differentiated/Universal Design for Learning

• Effective strategies to prevent and respond to problem behaviors

• Strategies for teaching social behaviors and providing reinforcement for engaging in expected behaviors

• Positively engaging families

• Engaging community supports (e.g., mental health)

• Screening system to identify students before they engage in persistent problems (office referrals, teacher request for assistance)

• Functional Behavioral Assessment (FBA) process for analyzing problem behavior

• Efficient progress monitoring data for staff to use (e.g., point cards)

• Fidelity data to identify if interventions are being utilized

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%

SCHOOL-WIDE POSITIVE BEHAVIOR

SUPPORT

Main Ideas:1. Invest in prevention first2. Multiple tiers of support

intensity3. Early/rapid access to

support

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~80% of Students

~15%

~5%

ESTABLISHING CONTINUUM of SWPBISAt Your School

TIER II: SECONDARY PREVENTION• Practices: • Data: • Systems

TIER III: TERTIARY PREVENTION• Practices: • Data:• Systems:

TIER I: PRIMARY PREVENTION• Practices:• Data:• Systems:

School-based Teams by Tier

Student Centered/ FBA

Team

Progress Monitoring

Team

Plans SW & Class-wide

supports

Monitors effectiveness

and fidelity of Tier 2

Interventions (overall and for each student)

For Individual Students

Conducts FBA, develops BIP

NOT a standing team

Sept. 1, 2009

UniversalSWPBIS

Team

Tier IITier I Tier III

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Newcomer & Lewis,

2004

From Basic FBA to Function-based Interventions

•The primary purpose of conducting FBA is to inform the development & implementation of Behavior Support Plans that directly address the FUNCTION of student behavior

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FBA-BSP in Schools: How are we doing? • Growing body of research showing that FBS can be effectively designed and implemented by typical school personnel

• (Crone, Hawken, & Bergstrom, 2007; Dukes, Rosenberg, & Brady, 2007; Loman & Horner, 2014; Maag & Larson, 2004; Renshaw et al., 2008; Scott, Nelson, & Zabala, 2003; Strickland-Cohen & Horner, 2015)

• However… • FBA continues to be underutilized• Schools continue to struggle to utilize FBA information to build and

implement individualized supports • (Blood & Neel, 2007; Cook et al., 2007, 2012; Scott & Kamps, 2007; Scott,

Liaupsin, Nelson, & McIntyre, 2005; Van Acker, Boreson, Gable, & Potterton, 2005)

Challenge schools face is not in finding what works, but implementing what works. Fixsen, Naoom, Blase, Friedman, & Wallace, 2005

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Common Issues…• Lack of personnel with sufficient training to conduct FBA and use FBA information to identify function-based interventions

• Student plans built by “specialist” without input from/collaboration with plan implementers

• Plan implementers need a better understanding of behavioral function

• As schools adopt Tier 2 and Tier 3 PBIS supports, the behavior specialists in the district are often overwhelmed with requests to conduct functional behavioral assessments and building behavior support plans.

Basic Message: Capacity Building

Any time you feel overwhelmed the answer is likely to include

investing in the training of others.

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Basic FBA:

Behaviors and Maintaining Functions are Easily Defined and Identified

A Continuum of Individualized Support• Many of problem behaviors that teams

encounter do not require comprehensive FBA-BSP

• Using simplified FBA-BSP procedures that “match” the level and intensity of problem behavior

• Provide FBS at the first signs of persistent problem behavior

Complex FBA:

Behaviors and Maintaining Functions Vary, and are not Easily Defined and/or Identified

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Basic ComplexFor: Students with mild to

moderate problem behaviors (behaviors that are NOT dangerous or occurring in many settings)

Students with moderate to severebehavioral problems; may be dangerous and/or occurring in many settings

What: Relatively Simple and Efficient process for behavior support planning based on “practical” FBA data

Time-intensive process that involves emergency planning, family-centered planning, and collaboration with outside agencies

Developed by whom:

Team of school-based professionals (e.g., PBS team members whose job responsibilities include FBA and behavior support planning)

School-based team including professionals trained to develop and implement intensive interventions for students with severe problem behaviors (e.g., behavior specialist)

Basic vs. Complex FBA/BSP

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District Behavior Support Specialist

Support Teams building behavior support

plans from Assessment information

Train 1-3 people per school to conduct “basic”

FBA/BSP

Train and coach PBIS at all three

tiers

School-wide

training: Increase

Staff Knowledge of Behavior & Function

OVERVIEW OF BASIC FBA TO BSP TRAINING & TOOLS

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Basic FBA to BSP Training Series Loman, Strickland-Cohen, Borgmeier, & Horner (2014)

• Module 1- Defining & Understanding Behavior*

• Module 2- FBA: Interviewing Stakeholders• Module 3- FBA: Observing Behavior• Module 4- BSP: Critical Features of Function-

based Interventions*• Module 5- Selecting Function-based

Interventions• Module 6- Planning for Implementation • Module 7- Evaluation Planning

*Designed as training for all school staff

Empirical Support for Basic FBA to BSP

Loman & Horner (2014)Strickland-Cohen & Horner (2015)

Borgmeier, Loman, Hara, & Rodriguez (2014)Strickland-Cohen et al. (2016)

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Support for Basic FBA to BSP

Featured on the Office of Special Education Program (OSEP) Positive Behavioral Interventions and Supports Technical Assistance Center website: www.pbis.org

www.basicfba.com

Training Available On-Line

http://www.pbis.org/

http://www.basicfba.com/

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www.basicfba.comOnline Module Features

• Pre and Post Assessment for Each Module• Participant Guide and Materials to Follow Along and

Practice Using Forms/Tools• Interactive Activities with built in Checks for

Understanding• Embedded video to model interviewing• Embedded video for practicing observations• Links to data collection and graphing resources

specific to Basic FBA to BSP• Email follow-up with Homework Reminders• Free!

Planning to use Basic FBA to BSP(Module on basicfba.com)• Includes:

• Presentation on how to plan for a district or region• Tools such as:

• District Planning Guide• School Readiness & Commitment Form• FBA Consent form

• Embedded in each module are “Coaching Tools” for District Level staff to support schools in implementing Basic FBA to BSP


https://sites.google.com/a/pdx.edu/functionbasedthinking/home/basicfba2bsp/planning-to-use-basic-fba-to-bsp

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Building Sustainable Supportive EnvironmentsHow can we increase the likelihood that FBA will:

a) Result in function-based support plans?b) Be implemented by school staff?

Teach all team members/school staff a function-based approach to understanding challenging behavior

Basic FBA to BSP: Critical Features

Supportive School Context

Staff-wide training on Basics of

Behavior

Continuum of Supports

Early Identification & Intervention

Effective Training + Coaching & Feedback

Basic FBA to BSP• Team Training

• Distributed Training (7 modules: 1 module delivered every

2 weeks)• Homework Tasks

• Coaching Tools for providing feedback

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Big Ideas• Learn FBA & BSP in manageable chunks

• a series of seven 90 minute modules• intended to be delivered about 1 module every 2 weeks

• Interactive Training Activities -- Learn through demonstration & practice application activities

• Homework Tasks with each module for real-world practice that culminate in implementation of a BSP developed from an FBS

• Tools for Coaching & Feedback on Homework

• Tools for building school-wide understanding of behavior & function-based intervention

1. Define the Problem Behavior

2. Conduct assessment for behavior support planninga. 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

The Basic FBA to BSP Process

Adapted from Horner, Albin, Todd, Newton & Sprague, 2011

1st Module

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2nd & 3rd

Module











Modules 4-7

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Participant’s Guidebook Objectives

Review

Activities

Checks for Understanding

Comments/Questions

Tasks

Key Points

By the end of this module you should be able to:1. Define observable behavior (What).2. Identify events that predict When & Where the

specific behavior occurs.3. Identify Why a student engages in the specific

behavior. 4. Construct hypothesis statements that

summarize the What, When, Where, & Why of a student’s behavior

Module 1 Objectives

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The A-B-C’s of Understanding Behavior

A= Antecedent. Find out the events that occur right

before the behavior. When and Where?

B= Behavior. Find out What is the observable problem behavior?

C= Consequence. Find out what happens after the

behavior occurs? WHY?

Always Start by Defining the Problem Behavior

2Antecedents/Triggers

When _____happens….

1 Behavior:

the student does (what)__

3Consequence/Function

..and as a result ______

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Defining Observable Behaviors

• Definitions of behaviors need to be:– Observable: The behavior is an action that can be

seen.

– Measurable: The behavior can be counted or timed.

– Defined so clearly that a person unfamiliar with the student could recognize the behavior without any doubts!

Observable/Measurable Definition Non-observable/measurable Definition

Talks when teacher is lecturing, calling out in a loud voice, singing

Disruptive behaviors

Draws pictures during group work time Off-task behaviors

Throwing objects, Kicking over chairs Angry, Hostile Behaviors

Calls peers names Inappropriate language

Tapping/ drumming on desk, looking around the classroom

Attention problems

Refusal to do work, failure to follow directions

Non-compliance

Yells “No” or “You can’t make me” when given direction

Defiance

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Are these observable, & measurable?

• Gets out of desk and hits other students• Has separation anxiety (from parent)• Spacey • Reads 120 wpm• Says she hears voices• Emotionally disturbed• Doesn’t like classmates

Activity Provide an observable & measurable definition

for ONE of these behaviors:

– Jeff is always disruptive in class. – Hailey is constantly off-task during math.– Chris is defiant. – Brandon is angry and hostile. – Alexis uses inappropriate language.

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Is your definition so clear that a person unfamiliar with the student

could recognize the behavior without any doubts?

Once you have defined the problem behavior…

THEN: Where & When does the behavior occur? – Routines– Triggering Antecedents

2Antecedents/Triggers


1 Behavior:


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WHERE and WHEN Does the Problem Behavior Occur?

WHERE = Routines where the problem behavior is most likely

• Examples: During math class, gym class, lunch, recess

WHEN = Specific events (or antecedents) within a routine that “trigger” the problem behavior

• Examples: When given double-digit addition, given directions

Identifying Antecedent “Triggers”Identify the event, action, or object that occurs

right before the problem behavior (When…)– Signals the behavior– “Sets it off” (trigger)

• Identify the ANTECEDENT in these examples: – At the lunch table, when told to shut up by a peer, Ben

hits the student– In language arts class, when asked to read aloud in

class, Tracy gets up and tells jokes– During circle time, when praised Jessie starts crying

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Once you have defined the behavior (the What) & know Where & When the behavior occurs…

Then: WHY does the behavior continue to occur (what happens right afterwards)? Step #1: What is the CONSEQUENCE? Step #2: What is the PAYOFF?

2Routines/Antecedents/

Setting Events:


1 Behavior:


3Consequence/Outcome

..and as a result ______

Step #1: Determine What Happens Right After the Behavior (the Consequence or

Outcome).

It may help to think: “and as a result ______________”

• Example (AntecedentÆBehaviorÆConsequence)– During recess, when peers tease him, Ben hits his peers

and they leave him alone.

– During reading, When asked to read aloud Tracy tells jokes, the other students laugh, and she is sent to the office (missing the assignment).

– During circle time, when praised Jessie starts crying, the teacher stops circle time and comforts her.

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Routine: “During _______________”

Activity 3 :Identify the behavior, routine, antecedent

and consequence in the scenarios

Frame them in the blanks/boxes with the following statements:

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Antecedent/Trigger:

When _______

Behavior:

The student does __________

Consequence/Outcome:

… and as a result__________

Scenario #3.1 Joe throws his pencil and rips his paper during

math whenever he is given double-digit math problems. This results in him getting sent to the office.

Routine: “During ________________”Antecedent/Trigger:

When..Behavior:

Student does..Consequence/Outcome:

and as a result…

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Scenario #3.2 Nancy cries during reading time when she is

asked to work by herself. This results in the teacher sitting and reading with her.

Routine: “During ________________”Antecedent/Trigger:

When…Behavior:

Student does..Consequence/Outcome:

and as a result...

Step #2: Understanding WHY the Behavior Occurs

• When understanding behavior, we want to learn what FUNCTION (or purpose) the behavior is serving for the student (what is the pay-off for the student?)

• You need to understand from the student’s perspective…– What are they getting (or trying to get) from engaging in

this behavior– What is the most important thing that the student wants

to gain (or avoid) by using this behavior

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Functions that Behavior Serves

ProblemBehavior

Obtain/GetSomething

Escape/Avoid

Something

Social Tangible/Activity

Adult

Stimulation/Sensory

Peer

Most Common Functions of Behavior

To Obtain/ Get :x Peer attention

x Adult attention

x Desired activity

x Desired object/ items

x Sensory stimulation: auditory,

tactile, etc.

To Avoid/ Escape:x Difficult Task

x Boring Task

x Easy Task

x Physical demand

x Non-preferred activity

x Peer

x Staff

x Reprimands

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• Obtain/Get Reinforcers– I yell and others look at me– I fight and others listen to me– I wander and people talk to me– I hit in order to get toys from other kids.

• Escape/Avoid Aversives– I cry when work gets hard and someone will help me– I throw a book during math class and the teacher will remove me from

class– I stand out of the way during PE and the other game participants will

avoid throwing me the ball.

Examples of Function in School

Understanding FUNCTION: WHY? What is the Payoff?

Use information about the routine, antecedent, behavior, & consequence to determine that the function of the behavior is either to:

-Get or Avoid something in the environment

Routine: During ________________

Antecedent/Trigger: When _________

Behavior: Student does

_________

Consequence/OutCome: and as a result…

__________

Therefore, the function of the behavior is to:

get/avoid ____________

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What is the Function of/ Pay-off for Bobby’s Behavior?

When asked to work with a partner in science, Bobby tears up his assignment and stomps his feet. The teacher then has Bobby sit down at his desk to complete the same assignment, while the rest of the class works together with their partners.

Get?? Avoid?? What? An Activity? Peers? Teacher?

Consequence/Outcome: and as a result...


get/avoid

Bobby’s Summary Statement

Antecedent/Trigger: When ..

Behavior: Student..

Avoiding working with a partner is the pay-off for the behavior!!


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What is the Function of/Pay-off for Jane’s Behavior?

Jane, a fifth grade student, was referred for disruptive behavior to the student support team by her teacher, Mrs. O’Neil. After interviewing Mrs. O’Neil and conducting several observations of Jane in the classroom, the team determined that during transitions (from lunch, recess, dismissal) in the hallway when staff are present, she shouts profanities. Then, adults spend time talking with her about her behavior.

Jane’s Summary Statement

Antecedent/Trigger: When ..

Behavior: Student..

Consequence/Outcome: and as a result...


get/avoid

Adult Attention is the pay-off for the behavior!!


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When asked to sit with his peers in morning circle, Mike pulls the hair of the girl sitting next to him. The teacher tells Mike to go back and sit at his desk.

Routine: “During ________________ “

Scenario #4.1

Antecedent/Trigger: “When …

Behavior: Student does…

Consequence/Outcome: and as a result…


get/avoid

When Selena’s teachers present multiple difficult task demands in language arts, 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 (and she misses the assignment).

Routine: “During ________________ “

Scenario #4.2

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Antecedent/Trigger: “When …

Behavior: Student does..

Consequence/Outcome: and as a result…


get/avoid

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After we defined the behavior (the What) & know Where & When & Why the behavior occurs…

Then: We ask: Are there any events that happen outside of the routine that “SET UP” the behavior (make it more likely to occur)?

2Antecedents/ Triggers

1

Behavior

3Consequence/

Outcome

4

Setting Events

Setting Events

x Infrequent events that temporarily impact the antecedent to increase or decrease the value of the behavioral outcome.

x Either increase or decrease the likelihood that a

behavior will occur

Setting EventsÎAntecedentsÎBehaviorÎConsequence

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Antecedents vs. Setting Events

• Antecedents - occur immediately before and act as “triggers” for problem behavior

• Setting Events – indirectly “set-up” the problem behavior by temporarily altering the value of maintaining consequences.

*Setting events can help us PREDICT that the problem behavior will occur.

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Common Setting Events: “Set ups”

• Lack of sleep or food• Having a fight on the way to school• Bad grade on a test / reprimands• Forgetting to take medication• Substitute teacher / changes in routine

Non-examples:• Diagnosis of autism or ADHD• “Bad” home life

* Note: Setting Events can be difficult to identify, are often unknown.

When peers approach Victor in the hallway and say, “Hello”, he yells “Leave me alone!” and “Go away!” Peers say he is weird and walk away. This is most likely to happen on days that Victor has an argument with his sibling before school.

What is the triggering antecedent?

What is the setting event?

Setting Events: Example

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Summary Statement with Setting Event

In Social Studies, when asked to read independently, Ben (a strong reader) often gets out of his seat, walks around the room, and jokes with peers. Ben’s peers laugh and talk to him as he walks by. This behavior is most likely to happen on days when Ben’s parents bring him to school (i.e., he doesn’t ride the bus with friends).

Setting eventMore likely when…

AntecedentWhen…

BehaviorThe student…

Consequence and as a result…

Routine: During ______________

Function: To…

Activity 5

• Using the information presented in the scenarios please identify:

1. The triggering antecedent2. The most likely FUNCTION of the problem behavior3. The setting event

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Teacher sends him to the office

Function:

Scenario #5.1

When Jason is asked to outline a book chapter in Language Arts, he often argues, refuses to work and uses profanity which results in being sent to the office for ‘disrespect’. This behavior is more likely if Jason has an altercation with a peer on the bus on the way to school.

Setting event Antecedent Behavior Consequence

Arguing with teacher, refusing

to work, profanity

Routine: Language Arts

EA talks privately with the student

Function:

Scenario #5.2

During story time when the teacher asks other students questions, Michelle blurts out responses or begins crying if she is not called on. When this happens, the educational assistant moves in closely and talks privately to Michelle in an effort to calm her. This is most likely to happen on days when Michelle has not had her medication.

Setting event Antecedent Behavior Consequence

Blurts out responses,

cries

Routine: Story time

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Where do we get these summary statements from?

• Assessments• Referrals• Interviews• Observations

In Hand-out: ABC Tracker & Routine Analysis (p.1)

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ABC Tracker

• Can be used by classroom teacher to:– Prioritize problematic routines– Precisely define problem behaviors– Identify Antecedents (triggers) and Consequences (function)– Develop a preliminary summary of behavior to inform behavior

intervention plan• It is still strongly recommended that a behavior specialist

interview (ask) the teacher and observe (see) the student in order to develop an accurate summary statement.

In Hand-out: ABC Tracker & Routine Analysis (p.1)

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In Hand-out: ABC Tracker (p.2)

Sample Summary Statement

Susan calls Brenda a “creep face” and laughs

at her

Brenda punches Susan on the arm

Susan stops laughing and walks away

BRENDA HITS OTHER STUDENTS - WHY WOULD SHE DO THIS?

Antecedents

A group of students at recess call Brenda fat

Brenda kicks several of them

The students run away

Brenda spells a word incorrectly during an oral

review and the child behind her laughs

Brenda pulls the child’s hair

Brenda is sent to the office

Brenda is playing blocks with Ben. Ben takes a

block from Brenda

Brenda hits Ben over the head with another block

Ben puts the block down and runs away

Behavior Consequences

Summary Statement

WHEN ANTECEDENT , BEHAVIOR BECAUSE____CONSEQUENCEBRENDA HURTS THEM THEY GO AWAY (Avoid Peers)

OTHER STUDENTS CALL HER NAMES OR TEASE HER

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ABC Tracker Activity- Work to complete p. 1 & hypothesize a pattern for p.2

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Where do we get these summary statements from?

• Completing the Basic FBA Process

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

Basic FBA processD.A.S.H.

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2nd & 3rd

Module

Module 2 Objectives

Using the FACTS interviews with staff and students to specify:

1. The problem behaviors2. Routines in which problem behaviors occur3. Triggers or predictors of the problem behavior4. Pay-off (Function) the behaviors have for student 5. Possible setting events6.Summary of behavior

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From Module 2 of www.basicfba.com

Interview tool:FACTS

• Start with the StudentStrengths

• Conduct Routines Analysis to identify routines where problem behavior occurs

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Strengths

Routines Analysis

Online Content has Example Videos for Completing Interview

84

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FACTS Part A: Identify the Prioritized Routine(s)

#1

#2

FACTS Part B: Ask Follow-up Questions – Get SPECIFIC

ANTECEDENT(s): Rank Order the strongest triggers/predictors of problem behavior in the routine above. Then ask corresponding follow-up question(s) to get a detailed understanding

of triggers ranked #1 & 2.

Environmental Features (Rank order strongest 2) Follow Up Questions – Get as Specific as possible

1 X a. task too hard ___ g. large group instruction___ b. task too easy ___ h. small group work _X_ c. bored w/ task ___ i. unstructured time_X_ d. task too long ___ j. transitions ___ e. physical demand 2_X k. independent work 3_X f. correction/reprimand ___ l. with peers ___ m. Other, describe _____________________________________________________________

If a,b,c,d or e - describe task/demand in detail __writing sentences, paragraphs, letters, journals, etc. student cannot write because they don’t know how to read or spell fluently______________________If f - describe purpose of correction, voice tone, volume etc. _________________________________________________If g, h, I, j or k - describe setting/activity/content in detail ____Independent work involving writing or reading; works better in small groups if he doesn’t have to read or write_____________________________________________________________If l – what peers?

Make sure to ask follow-up questions in the right column of Antecedents & Consequences section

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Select #1 Ranked

Answers to Insert into Summary

Have Teacher Rate the Statement

Part B-Summary of

Behavior

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www.basicfba.comModule 3 Training

Videos available

via YouTube

or for Download


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Module 3 Objectives

• Utilize information obtained from FACTS interview(s) to plan for observations.

• Observe students within routines identified by the FACTS interview(s)

• Observe to test the Summary of Behavior obtained from the FACTS interview

• Practice using ABC Recording Form.

ABC Recording Form

available on www.basicfba.com

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ABC Recording Form: Before observing

1. Complete the “What to Look for” section at the top of the form with summary information from the FACTS.

2. Schedule observation during routine (time/place) identified as most problematic from the FACTS.

3. Record the date/setting/time of observation.

Complete ABC Recording Form based on FACTS Summary of Behavior

FACTS – Summary of BehaviorRoutine/ Setting: Math group – math tasks

Determine When & Where to observe

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During Observation using the ABC Recording Form

#1- Always start with the behavior first—be as specific as possible – and then the time

#2 Write the activity/task occurring in class

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#3 Write the Antecedent that occurs before the behavior

#4 Write what happened right after the behavior occurred in the

Consequence box

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#5 During or Immediately after the observation

Check the boxes that correspond with the activities, antecedents, & consequences you recorded.

After the observation:Summarize Results from ABC Observation1. Tally the most frequently observed ABC’s

3. Rate how likely it is the Summary accurately explains the identified behavior occurring (1-6)?

2. Develop a Summary statement

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Review observation of

Tracy

(pp. 3.16-3.17)

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Basic FBA to BSPUsing FBA to Develop Function-Based Support for Students with Mild to Moderate Problem Behavior

Module 4: Critical Features of BSPwww.basicfba.com

Pre-Test Activity

• Before beginning this module, let’s complete a PreTest

• You will have 10 minutes to complete the PreTest


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Module 4 Objectives

• Use a Competing Behavior Pathway to Identify Function-based behavior supports that:– Teach positive behaviors to replace problem behavior– Use strategies to prevent problem behavior & prompt

positive behaviors– Reinforce replacement & desired behaviors– Effectively respond to problem behaviors by redirecting &

minimizing their pay-off

Critical Components of Behavior Support Plans

• #1: Competing Behavior Pathway• #2: Function-Based Behavior Support

Strategies• #3: Implementation Plan• #4: Evaluation Plan

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From FBA to BSP• The most important purpose of conducting FBA is to

inform the development of comprehensive Behavior Support Plans that directly address the FUNCTION of student behavior

• Start with FBA results, specifically the Summary Statement

Maintaining Consequence & Function

Problem Behavior

Antecedent - trigger

Targeted Routine

FBA: Summary of Behavior


Problem Behavior

Antecedent

FUNCTION

FUNCTION is where student behavior intersects with the environment

Function = Learning

Student learns…. When (A), if I (B), then (C)… Function = how I benefit so I keep doing B

Targeted Routine

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Why is the function of behavior important?

• Any intervention can potentially make problem behavior:– Better– Have no effect– Make it worse

• Using function to guide selection of interventions should help to more efficiently and effectively ID effective interventions & avoid interventions that can make things worse

Analyzing the Summary of Behavior

• Read over the Summary of Behavior, but pay special attention to the Function identified for the problem behavior

– The Function of Behavior will be central to identifying effective interventions to address:

• Antecedent• Behaviors to Teach & • Consequences

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Competing Behavior Pathway

Critical Features of BSP

Replace problem behavior by Teaching a socially acceptable, efficient behavior that allows student to obtain the pay-off/function

Prevent problem behaviors by directly addressing triggers & promptingreplacement behaviors based on the function of behavior

Reinforce replacement & desired behaviors based on function/pay off for the student

Redirect problem behaviors by quickly & effectively redirecting student to replacement behavior

Minimize Reinforcement by ensuring that problem behaviors do NOT pay off for the student (i.e. does not result in the function of behavior)

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Competing Behavior Pathway

Completed from FBA

See BSP form Handout

This is what we want…

Natural Consequence

Maintaining Consequence

Desired Behavior

Problem Behavior

Replacement Behavior

Antecedent

Targeted Routine

But… start with the Replacement Behavior.Why can’t we go right to the Desired Behavior?

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Why the Replacement Behavior?

Success, teacher acknowledgment

Sent to hall to ‘calm down’Function:escape task

Complete math assignment

Crying, pushing papers off desk

Raise hand & ask for break

Given double-digit addition problems

Routine: Math

Why not go straight to the Desired Behavior?

1. This is what we’re asking the student to do.

2. This is what the student is currently obtaining.

3. Look how different this is from what’s happening now

4. The student is going to need to gain math skills before being able to do this like peers

5. So… in the meantime we use the Replacement behavior

Nadia

Function Based Interventions


Problem Behavior

Antecedent

FUNCTION

Function should guide selection of Replacementbehaviors

When generating interventions we use Function to develop ideas to change A, B & C

Targeted Routine

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Understanding Replacement Behaviors

• Replacement Behaviors are:– an immediate attempt to reduce disruption

& potentially dangerous behavior in the classroom• Take some of the pressure off the teacher

– designed to actively begin breaking the student’s habit of using problem behavior to meet their needs, by replacing it with a more acceptable Replacement behavior

Essential Characteristics of a Replacement Behavior

• An appropriate Replacement Behavior:– Serves the same function as the problem behavior

– Is easier to do and more efficient than the problem behavior

• Replacement Behaviors require less physical effort & provide quicker, more reliable access to desired outcome/response than problem behavior

– Is socially acceptable

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Which of the Following are Appropriate Replacement Behaviors?

• Leslie is 12, has severe intellectual disabilities, does not use words, and screams during independent work times in the Life Skills classroom. Screaming is maintained by adult attention.

• Which is the best Replacement Behavior• Put head down on her desk and sit quietly• Sign “more” to another student• Take completed work up to show the teacher• Move to sit by another student• Use picture communication system to request teacher

help

1. Serve same Function? Does it provide adult attn?

2. Is Behavior easier to do than problem behavior?

3. Is Behavior SociallyAcceptable?

Which of the Following are Appropriate Replacement Behaviors?

• Jason is nine and cries when asked to write in his journal. The crying is maintained by avoiding or escaping difficult tasks.

• Possible Replacement Behaviors:• More rewards for doing tasks• Ask for an easier task/ worksheet• Ask to play w/ his Gameboy• Appropriately request adult attention• Ask to have soda after tasks are done

1. Serve same Function?Does it provide escape from difficult task?

2. Is behavior easier to do than problem behavior?

3. Is Behavior socially acceptable?

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Activity 1: Identify the Replacement Behavior(see Handout)

Yes or No?Why?

1. Serve same Function?

2. Is it Easier?

3. Is it Socially Acceptable?

Check your Replacement Behaviorfor Morgan


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Activity 2: Jordan• Review the Competing Behavior Pathway & select

the best Replacement Behavior for Jordan

Yes or No?Why?

Developing Function-Based Interventions

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Critical Components of Behavior Support Plans

• #1: Competing Behavior Pathway• #2: Function-Based Behavior Support

Strategies• #3: Implementation Plan• #4: Evaluation Plan

Behavior Support Planning

Identify a range of interventions that address prevention (A), teaching (B) & consequences (C)

You may not use them all, but it is good to identify multiple interventions options across A, B & C

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Teaching Strategies

Replacement & Desired Behaviors

Teaching Behavior Strategies

Explicitly Teachstudent to use

the Replacement Behavior

Teach skills student needs to

engage in the desired behavior (or approximations

toward desired beh.)

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Teaching Behavior

Teaching 1) Identify skill(s) to teach

– Dual focus when teaching behavior• Replacement Behavior • Desired Behavior

ALWAYS START with the Replacement Behavior-FIRST - Teach the Replacement behavior you identified in Competing Behavior Pathway

-Teaching = Review & practice regularly

-THEN – teach the Desired Behavior-this may be something to focus on immediately, or only

after the student is fluent with the Replacement behavior

Teaching Behavior

Don’t assume student already has Replacement Behavior in their skill set

1) Develop an observable definition of behavior– Identify examples & non-examples

2) Model/ Lead/ Test

3) Schedule Review & Practice of Skill/ Behavior Regularly

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Identify “Teaching Behavior” for Morgan

1. First teach the Replacement Behavior

What are the critical features of Teaching Interventions?

Does Replacement Behavior :

a) Serve same Function?

b) Is it Easier?c) Socially

acceptable?

Yes or No?Why?

Ask to take a break from writing

Example: Teaching Behavior

A Î BÎ C Teach Morgan to raise her hand & ask for a break, instead of

engaging in negative behavior.

*By teaching Morgan an easier replacement behavior to get what he wants, we’re making the problem behavior Inefficient.

Morgan will need frequent practice, precorrections, and prompts to help him get in the habit of using the Replacement behavior

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Select the best choice for the Teaching Intervention

Activity 3 – Jordan

Yes or No?

Why?Raise hand & ask teacher for help

Teaching Strategies: Desired Behavior

• Common Skill Deficits That Can Lead to Problem Behavior: – Academic deficits (e.g. Reading, Math, Writing)

• Avoiding difficult tasks

– Organizational skills deficits (e.g. knowing Homework, having necessary materials)

• Escape from academic task demands• Avoidance of adult attention

– Social Skills deficits (e.g. negative attention, impulse control)

• Attention seeking• Avoiding peer attention

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Promoting Desired Behavior: Successive Approximations

• It is typically necessary to teach approximations of the desired behavior to move from the Replacement Behavior to the Desired Behavior.

– Build on small steps of success towards the desired behavior

– Use the function of behavior & the Competing Behavior Pathway as a guide

– With fluency, student is reinforced by “natural” reward

Replacement Behavior: Ask for Break from Difficult Double Digit Tasks

Desired Behavior: Complete Multi-Digit Math Problems independently

Antecedent:Task too difficult

Asked to do multi-digit multiplication or division math worksheets

Function:Escape Difficult Math Tasks

Natural Consequence:

Success on problems, more math tasks

Approximation Step #1: Ask for break using only 3 break tokens per period

Approximation Step #3: Ask for teacher help

Dexter

Approximation Step #2:With permission student can cross off 40% of difficult items

Successive Approximations toward Desired Behavior

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Teaching Interventions for Escaping Tasks

Replacement Behavior• Raise hand and wait patiently for teacher to come to you or call on

you Æ request teacher help, peer helper, break, or easier/alternate task– If choosing a peer helper, it will be important to teach & role play with the

student and peer – what peer help should look like

Desired Behavior• Provide additional academic instruction/support to address student

skill deficits– This may require additional assessment to identify specific skill

deficits limiting student success– More focused instruction and support in class– Additional, more intensive instructional support outside of class

135










Dexter



Focused Skill Instruction

progressivelybuilding skills

required to perform multi-digit mult &

division

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Supporting Student to Move from Replacement Behavior (short-term) to

Desired Behavior (long-term)• Teach students the skills (academic skills, social skills or

organizational skills) necessary to engage in the desired behavior (or approximations toward)

• Modify the presentation of Antecedents to match student skill level providing increasingly advanced, scaffolded opportunities that match instructional progress

• Reinforce & encourage student effort to engage in increasingly challenging approximations towards the desired behavior

• Make explicit connections to natural reinforcers that will maintain the desired behavior for most students137











Dexter


Modifying the Task thru the

progression to match

instruction/ skill level

Progressive Reinforcement to

encourage student to increasingly

engage in desired behavior


progressively building skills

required to perform multi-digit mult &

division

Intervention & Supports

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Teaching Interventions for Attention Seeking

Replacement Behavior• Raise hand and wait patiently for teacher to come to you or

call on you Æ request ‘help’ or attention– May need to differentiate signals for large group instruction, small

group instruction, independent work time, etc.

Desired Behavior• Teach Social Skills focusing on appropriate ways to seek

attention with Adults or Students (depending on student function)– Appropriate conversation topics/starters– Being an Active Listener & conversational cues– Better and worse times to talk

139

140Replacement Behavior: Ask for Peer Break

Approximation Step #3: Complete 80% task independently before working with peer

Approximation Step #2:Complete 40% of task to work with peer

Desired Behavior: Independently complete task and obtain peer attention during natural opportunities.

Approximation Step #1: Ask for peer break using only 3 break tokens per period

Antecedent:

Independent Reading &

Worksheets

Function:Peer Attention


Complete Reading, Good grades

Quinn


PROBLEM BEHAVIOR

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141Replacement Behavior: Ask for Peer Break

Approximation Step #3: Complete 80% task independently before working with peer

Approximation Step #2:Complete 40% of task to work with peer

Desired Behavior: Independently complete task and obtain peer attention during natural opportunities.

Approximation Step #1: Ask for peer break using only 3 break tokens per period

Antecedent:

Independent Reading &

Worksheets

Function:Peer Attention


Complete Reading, Good grades

Quinn


Modifying the Task

thru access to peer

attention (e.g. peer

buddy)

Progressive Reinforcement to encourage

student to increasingly

engage in desired

behavior


progressively building social skills to obtain attention and

endurance to wait for attention at

appropriate times

Intervention & Supports

Prevention StrategiesAntecedents

Prevent & Prompt

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Antecedent StrategiesPrevent & Prompt

Prevent by directly

addressing triggers & function

Prompt the Replacement &

Desired behaviors

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Selecting Prevention Strategies: Modifying Triggers

When identifying preventive antecedent strategies: - Eliminate or alter the trigger so student will no longer need

to use problem behavior

The BEST antecedent MODIFICATIONS directlyaddress:

#1. The identified ANTECEDENT

#2. The FUNCTION of the problem behavior

Prevention Interventions Directly address the identified antecedent

• When asked to read aloud in class, Kyle makes inappropriate comments and pushes his book off his desk – Antecedent = Asked to read aloud in class

• Potential options that more directly address the antecedent– Give student passage in advance to practice pre-reading– Do not ask student to read aloud in class– Let student read 1 sentence directions that he is familiar with,

instead of entire paragraphs from the text

• Non-examples (do not directly address antecedent)– Move student closer to the teacher– Attend a counseling group about anger management– Check-in with teacher before reading group

– Now, why is Function important?

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Prevention Interventions must address the function the problem behavior serves

• Does the Intervention address the Function of Behavior – Give student passage in advance to practice pre-reading– Do not ask student to read aloud in class (or respond publicly)– Let student read 1 sentence directions they are familiar with,

instead of entire paragraphs from the text

• When asked to read aloud in class, Kyle makes inappropriate comments and pushes his book off his desk to avoid public speaking (not related to reading difficulty; related to extreme social anxiety).

Prevention Interventions

__ Give student more time to complete writing tasks

__ Move the student’s seat to the back of the room to reduce disruption

__ Give student high interest topics to write about (ex. student really likes football

__ Have student dictate answers instead of writing

__ Have student do writing task on large lined paper

Yes or No?Why?

Does the intervention directlyaddress:

a) the Antecedent?

b) Function?

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Prevention Interventions

AÎ B Î C Instead of giving Morgan the class writing assignment involving

paragraph and essays, let’s give her an assignment she can be more successful with (e.g., have student dictate answers instead of writing)

*By changing A, we can PREVENT Morgan’s need to engage in negative behavior, making it Irrelevant

Activity 4 – JordanSelect the best choice for a Prevention Intervention

Yes or No?Why?

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Antecedent Strategies: Prompting• After the replacement behavior has been taught, Prompts and

Pre-corrections are used to support and help remind the student to use replacement/desired behavior.

• Consider using:– Visual prompts

• Pictures, symbols, highlighted text, color-coded materials

– Verbal prompts• Remind the student to use the replacement response before

entering the situation(s) where problem behavior is likely

– Gestural or model prompts• Provide gestural cues to remind student to use the replacement

behavior or model the correct behavior before problem behavior occurs

5 Point Scale

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Social Narratives

www.thedabblingspeechie.com

http://www.thedabblingspeechie.com/

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Power Cards

Antecedent Strategies: Prompting Example

During circle time, when there is a lack of adult attention, Micah gets out of his spot, lays on peers, and grabs the teachers materials to obtain adult attention.

As part of his plan, Micah’s team has decided to: 1. Put an outline around Micah’s spot on the carpet and tape a

“raise hand” picture on the floor in front of his spot (visual prompts)

2. Model how to “raise hand to get teacher’s attention” on the way to the carpet (model prompt to precorrect)

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Prevention Interventions: Prompting the Replacement/Desired Behavior

Example:

• Pam’s problem behavior is maintained by escape from difficult math assignments.– When handing out assignments, Pam’s teacher will remind her

that she can raise her hand and request an easier task (Replacement behavior).

– Pam’s math assignments will include specific visual prompts to help her successfully complete the tasks (desired behavior).







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Reinforce Positive Behavior

• Reinforcement should focus on 2 different sets of behaviors Æ

Replacement Behaviors & Desired Behaviors

1. Reinforce the Replacement Behavior

� When the student engages in the replacement behavior, quickly provide the student with an outcome that matches the outcome/ function of the problem behavior

� E.g. if student raises hand to request an easier, substitute assignment; in order to escape difficult tasks Æ then quickly provide the student with the easier assignment

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2. Reinforce Desired Behaviors

Reinforce the Desired Behavior(s), or approximations of the desired behavior

� The ultimate plan is to have the student move beyond the replacement behavior to using the desired behavior

� Reinforcing this progression should start from the beginning of the intervention

Considerations for Reinforcing Desired Behavior

A. The goals & expectations for desired behavior must be reasonable

• Reasonable expectations of student behavior– EXAMPLE: on a daily basis the student is out of seat

& off task the entire period & has not turned in any work the entire term

– Probably NOT a Reasonable Expectation = student to be in seat the whole class period and turn in completed worksheets

• More Reasonable approximations (Start Small & Build on Success):

» Turns in assignments 50% completed» On task and trying to complete work for 15

minutes each period

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Reinforcing Desired BehaviorB. The timeframe for goals for desired behavior must be reasonable

– In the Beginning try to Reinforce Every occurrence or approximation

– Reasonable timeframes for Reinforcement• Probably NOT Reasonable Timeframes for reinforcement

– If student turns in all worksheets for week 1, he will earn 15 min. in skate park on Friday

– If student is in seat and on-task for the entire period, he will earn a candy bar

• More Reasonable Timeframes for reinforcement– If student completes 5 problems, he can choose 3 problems to

cross off the worksheet– If student is on task for 10 min., he will earn 4 min. of

computer time

Considerations for Reinforcing Desired Behavior

C. The reinforcer must be valued by the student

• The function of behavior is a good place to start when identifying valued reinforcers

• e.g. If the function of behavior is to Gain Peer Attention, the reinforcer should give access to Peer Attention

• e.g. if the function of behavior is to Avoid Difficult Taskthe reinforcer could be a “Free Homework Pass”

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Reinforcing Positive Behavior

__ Let student choose topic to write about after writing 5 sentences

__ Student earns 1 min of computer time for each sentence competed or when on task for 5 min

__ Students get a break when asking appropriately

__ Student gets extra recess time for finishing writing tasks all week

__ After writing 5 sentences, student gets to complete writing assignments in special seat

Yes or No?

Why?Steps in Identifying Reinforcers? Critical Features?

1. Identify an intervention to Reinforce the - Replacement Behavior- Desired Behavior

2. Is reinforcer valued? (start w/ function of behavior)

Are expectations & timeframes reasonable?


Activity 5 Select the best Reinforcement Interventions

Raise hand & ask teacher for help

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Breaking Habits• Responding to Problem Behavior should focus on 2

things:

1. Redirect to the Replacement Behavior

2. Minimize the pay-off the student has been receiving for the problem behavior

***If the problem behavior remains Functional, or continues to pay off, the individual is not likely to quit using it (Break the Habit)

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Redirect Problem Behavior When Student engages in the problem behavior:

Redirect or Prompt the student to use the Replacement Behavior….A subtle gestural or verbal prompt to remind student to use the

replacement behavior can effectively get the student on-tracke.g., Raising your hand to prompt hand-raising behavior (replacement-behavior) OR saying: “If you raise your hand you can take a break.”

� When the student engages in the replacement behavior, quickly provide the student with an outcome that matches the function of the problem behavior – This should also help to prevent escalation

� E.g. if student raises hand to request an easier, substitute assignment; in order to escape difficult tasksÆ then quickly provide the student with the easier assignment

Minimize Pay Off of Problem Behavior

Minimize the Pay off of Problem Behavior by:� Making sure the problem behavior no longer works

for the student… A Î B Î C

� Identifying a response that does not result in the desired pay/off or the function of the problem behavior

� E.g., if the function of problem behavior is to escape the task, make sure when the student engages in problem behavior they do not escape the task (e.g., must stay in for recess to complete the task)� Time out may not be effective if the function of student

behavior is to escape the task

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Breaking HabitsFunction = Seeking Attention

• Try to minimize the pay-off the student has been receiving for the problem behavior

– Student is making negative comments & throwing paper and small objects to get attention from adults

• Limit attention – walk over to student desk, verbally praising & focusing on other students who are on-task, make a quick “stop” sign w/ shake of the head (no words)

• NON-EXAMPLE = walk over, pull student aside and lecture student on why behavior is not ok for 3 min.

Breaking HabitsFunction = Escape Task

• Try to minimize the pay-off the student has been receiving for the problem behavior

– Student is crumpling up work sheet, out of seat and loudly refusing to escape an undesired task

• Limit escape – walk over to student and offer to help, stating you can do work now, or stay after school to complete work with me; you will have to do the worksheet (it’s important this is paired w/ task manipulations & teaching)

• NON-EXAMPLE = walk over, pull student aside and lecture student on why behavior is not ok for 3 min. (provides escape); send student to the hall or office without work

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Responding to Problem Behavior: Redirect & Minimize

__ Ignore student misbehavior to prevent escalation

__ Give student a warning that she will be sent to office if she doesn’t start writing

__ Have student stay in during recess to finish work with teacher help

__ After student gets disrespectful have him tell you the answers instead of writing

__ When student begins refusing remind student to ask for a break

Yes or No?

Why?Steps in Identifying Responses to Problem Behavior?

1. Redirect the Replacement Behavior at earliest signs of problem behavior

2. Minimize Reinforcement of the Problem Behavior


Example: Redirect & Minimize

A Î B Î C We must refuse to (C) let Morganavoid long writing tasks by (B)

engaging in disrespectful behavior & Instead prompt her to raise her hand and (C) reward her for (B) raising her hand & asking for a break (Replacement Behavior)

*By not providing Morgan w/ what she wants when she engages in disrespectful behavior we are making the problem behavior Ineffective.

It is important that we work hard to Reinforce Morgan for engaging in the replacement behavior, or she is likely to go back to the problem behavior

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Activity 6

Select the best way to Redirect & Minimize problem behavior

Raise hand & ask teacher for help

Morgan’s Function-Based Intervention

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Key Points Summary: Critical Features of BSP

Replace problem behavior by teaching a socially acceptable, efficient behavior that allows student to obtain the pay-off/function





Taskfor Basic FBA to BSP team members

• Before beginning the next module complete the Competing Behavior Pathway & BSP Form to identify function-based interventions for the student for whom you conducted the FBA interviews and observations.

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Basic FBA to BSPUsing FBA to Develop Function-Based Support for Students with Mild to Moderate Problem Behavior

Module 6: Implementation Planning & Leading a BSP Team

www.basicfba.com

Objectives

By the end of this module you will be able to:

1. Describe the essential components of implementation plans2. Explain the meaning and importance of “Contextual Fit” 3. Explain the role of BSP Team Leader and team members in

finalizing a BSP Implementation Plan4. Identify the specific activities that the team leader will engage in

before, during, and after the team-based BSP Implementation Planning process

5. Identify and describe Implementation Supports including Contextual Fit, Training, and Performance Feedback

6. Lead a “team” of professionals through the process of developing a sample BSP

180


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181

Role of the Team Leader• Primary role of the Team Leader is to Guide team

members in development of a Function-based plan with strong Contextual Fit

• Specific tasks: • Guide team in selecting Function-Based

preventive, teaching, and consequence strategies• Ensure that ALL team members participate in the

process and agree with outcomes (assess Contextual Fit of the plan)

* The meeting usually takes about 45 minutes to 1 hour.

Contextual Fit

182

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What is Contextual Fit? Why is It Important?

• Contextual fit refers to the extent to which interventions & supports “fit” with:

• The skills and values of the implementers• The available resources & supports

• In other words… How FEASIBLE are the strategies?

• Strategies with good “contextual fit” are more likely to be implemented with fidelity!!

184

Before the MeetingTeam Leader:

• Review the FBA results to ensure a Detailed summary statement, including:

• Observable definition of problem behavior• Routine(s) in which problem behavior occurs• Specific Antecedents (setting events & triggers)• Primary Function of the problem behavior

• Complete the Competing Behavior Pathway with a range of Potential Intervention options based on the FBA information

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Before the MeetingBe Prepared!

A completed Competing

Behavior Pathway formwill be used to guide the

meeting

Bring a copy of this form for each

participant

185

186

Before the Meeting

Team Leader:

• Schedule the BSP meeting & make sure the right people are in attendance

• Use the Competing Behavior Pathway form to identify who should attend the meeting

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Basic BSP Team Members

Meeting Facilitator

Ensure Technical Adequacy, Monitor

Progress

Implementer(s) w/ Knowledge of Student & Context/ Routine

***For more challenging cases, make sure to involve Behavior Specialist

Behavioral Expertise/Case Manager &

Facilitator

Rate Contextual Fit

Team Members a. Administrator,b. Teachers & Staff who work w/ student

in Prioritized routine (Gen Ed, SpEd, & staff as appropriate), &

c. Parent/Guardian

Basic FBA to BSP Team LeaderStaff member with training in Basic FBA

to BSP

Basic BSP Team Members

a) BSP Team Leaderb) Administrator c) Staff members

• Identify staff who work with student in prioritized routine

• Other support/ implementing staff specific to plan

d) Parent/Guardian 188

SPED Teacher?

Math Teacher

Use the Competing Behavior Pathway

form to ID who should be on the team

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Activity 1 (p. 6.4)Identifying BSP Team Members

Using the Competing

Behavior Pathway form provided

Identify the best persons to be on a

Basic BSP team

Activity 1 AnswersIdentifying BSP Team Members

a) Basic FBA to BSP Specialist -- that may be you -- we need someone who has training in the Basic FBA to BSP process\

b) Administrator - we always want to have an administrator present when we are talking about students with challenging behavior; an administrator should facilitate decisions (scheduling, resources, etc.) that make for a more productive meeting; the administrator should also monitor implementation and staff members accountability for implementation

c) Social Studies Teacher -- since the targeted routine is social studies, it will be important to get input from the social studies teacher about the student, the context, and because the social studies teacher is likely to be implementing much of the intervention

d) Counselor - the school counselor may be a good candidate for leading the social skills group for the student, so he is someone we would want to include in the meeting

e) Parent/Guardian - we always want to include parents and guardians in behavior support planning meetings for their input and potential participation to align expectations and supports between school and home.

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191

During The Team MeetingFirst: Set the Meeting Context

• Briefly set Goals & Norms

Next, present FBA information collected, using the Competing Behavior Pathway

• Provide team members with copies of the Competing Behavior Pathway form with potential interventions.

What you Need:Completed Competing Pathway & Potential

Intervention Strategies

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193

The Team Meeting

Before moving forward:Summarize the FBA Information using the

Competing Behavior Pathway:

1. Briefly describe the FBA process and how the data was collected

2. Present the Target Routine and the Summary of Behavior (AÆBÆC)

Summarizing the Competing Behavior Pathway

1. Start by reviewing the FBA process &

assessment information

“Based on the FBA, which included assessments (interview, observation, etc.) with who? … we found the following information about Harrison’s problem behavior.”

During Routine, when Antecedent Harrison is most likely to Problem Behavior because he is Consequence, as a result he gets to Function.

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195

Agreeing on a Replacement Behavior

• Next, present the suggested Replacement Behavior & Desired Behavior: – It’s important to provide an explanation & rationale for

why the Replacement Behavior is important & necessary• Emphasize the Replacement Behavior as the temporary, short-

term behavior, as we support the student to achieve the Desired Behavior (long-term goal)

• Work with the team members to agree on a Replacement behavior that:

a) Serves same Function as problem behavior, b) is easier to do than problem behavior & is c) Socially acceptable

Summarizing the Competing Behavior Pathway

2.Present & Explain the Replacement Behavior & Desired Behavior…then Check Acceptability with

Implementers (Contextual Fit)

“I’ve suggested two potential Replacement Behaviors; Ask for a

break or an easier task… This is the short term goal while we build up H’s math skills. The replacement behavior must provide the same outcome as the

problem behavior,”Will this work for you? Other ideas?

This is the long-term

goal

This is the short-term

goal

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Activity 2 (p. 6.6)

• Find a Partner & Using the Competing Behavior Pathway, present the results from the FBA for Brianna to your partner using the format presented as though you were presenting it to the BSP team.

197

Activity 2 Answers

1. Start by reviewing the

FBA & assessment information

“Based on the FBA, which included an interview with the Social Studies teacher and an observation during Social Studies… we found the following information about Brianna’s problem behavior.”

During Social Studies, when Asked to complete a project with a group (2-3 peers) Brianna is most likely to whine and refuse to work because she is sent to the office to complete her work alone, as a result she gets to Avoid working with peers.

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Activity 2 Answers

“Next we’ll look at the Replacement Behavior… I’ve suggested “Ask appropriately to work alone” – understand that this is the short-term behavior to replace the problem behavior

so Brianna has a way to meet her need to “avoid working with peers” without whining and refusing to work. Eventually we want Brianna to work with peers to complete group assignments – see the Desired Behavior… Will this Replacement Behavior work for you?

Other ideas?

2.Present & Explain the Replacement Behavior & Desired Behavior…then Check Acceptability with

Implementers (Contextual Fit)

Implementation Plan

200

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201

Implementation Planning form

(p. 6.7)

Implementation PlanningFinalizing a Plan

• IMPORTANT!!!– Actively involve implementers in

determining final interventions for Implementation

– Specifically identify if the interventions work for the implementers (Contextual Fit)• If they DON’T… the intervention will NOT be

implemented

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Implementation Planning

203

What Who When

The strategies identified above will help guide the process of finalizing interventions for Implementation

This page will become the ‘contract’, the final

plan, what we are committing to

implement

Implementation PlanningFinalizing a Plan

• What specific interventions/ activities will be involved?– Requires input from the implementer to ensure Contextual Fit

• Who is responsible for implementing each part of the intervention?

• When will each part of the plan be implemented?

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• For each intervention being considered the Team Leader should assess the following questions for the implementer:

• Do you believe this intervention will be effective for the student?• Is this intervention consistent with your values as an educator?• Is this intervention feasible for you to implement?• Do you have the skills needed?• Are the necessary resources (time, space, staff, administrative

support) available?

• If the answer to any of these questions is “maybe” or “no”:

• Are there ways that the strategy could be modified to make it a better “fit”?

Selecting Contextually AppropriateStrategies

BSP Meeting Table Tent (p. 6.8)

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207

What Who When

1. Review each suggested interventions. Provide

rationale & clearly define intervention

2. Assess with the pot’l implementer:a) Do you think this would work?b) Does it fit your values?c) Is this feasible?d) Are you clear about how to do this?Should we do this?

What support would you need?

3. If not, do you have suggestions for revisions or alternative

interventions?

While finalizing BSP interventions;

Tell team members you will meet again in 2 weeks to review the

plan & fidelity of implementation for each intervention

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Monitor; increase

consistency

Maintain & Monitor

Monitor; increase

consistency

Maintain & Monitor

Monitor; increase

consistency

Maintain & Monitor


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Considering Contextual Fit• Revise interventions if there are staff concerns;

but make sure it is function-based.Function = Escape Task Consequence Strategies

Reinforce Desired Behavior

When on task for 15 min, the student will be allowed to go to back table play a game with a student who has completed work for 5 min.

Minimize Reward for Problem Behavior

Student will stay after school until math assignments are completed

Task Who When

Reinforce Desired BehaviorWhen student has been on task for 15 min, she will be allowed to sit quietly at her desk and read or draw for 5 min

Minimize Reward for Problem BehaviorStudent will stay in from recess to complete work

Mrs. Rose

Mr. Poole

10/21

10/21

Staff Concern:Staff feel that

this reward will be too disruptive to the rest of the

class

Staff Concern:Staff agree that this is

function-based but is not feasible

CONSIDER: Do the interventions match the function? & have good

contextual fit?

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• IF team members suggest a strategy that is not function-based: – Direct team members’ attention back to the competing

behavior pathway

– Use the pathway to Remind team:1. We DO want to reward the Replacement Behavior with the same

or similar consequences as those currently maintaining the problem behavior

2. We DO NOT want the student to access reinforcement following problem behavior

3. We also don’t want to add many ‘neutral’ strategies that aren’t directly related to the function Æ remember feasibility

Selecting Function-Based Strategies

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Based on the intervention suggested in the BSP below and this meeting audio; provide alternative intervention suggestions (video length = 4:20)

Activity 3 (p. 6.9)

Activity 3 Responses• Potential Alternatives

• Replacement Behavior?

• Reinforcement Strategy?

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Implementation Planning Logistics

• It is not enough to simply write down the strategy. We may need to consider materials & logistics:

• Will materials need to be made/gathered (e.g. visual reminders, modified assignments, reinforcement system) before implementation?

• Does anyone else need to know details of the plan (e.g. schedule changes, data collection)

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Implementation Planning Logistics

Logistics: what planning and materials will be needed to implement the following interventions?• Use a point card to track student behavior &

provide a daily incentive of baseball cards if the student gets 80% or more points

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Activity 4 (p. 6.10)

Using the Implementation Plan identify specific activities that might be involved in implementing the following strategies:

Activity 4 AnswersLogistics & Preparations would probably be necessary for the following interventions:

•The ANTECEDENT intervention (Prevent & Prompt) - which would include:a) preparing the alternative math assignments

b) developing the visual reminder to prompt the student to ask for a break or easier task

•The REINFORCEMENT intervention - which would include:a) getting the stickers that will be used as the reinforcer for the student

***These tasks should be added to the Implementation Plan document above with persons assigned to complete each task and a timeline.

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Supporting Implementation

217

Supporting Implementation

• Sustained Plan implementation is unlikely without:–Staff Training &

–Performance Feedback

• It’s important to consider each of these to increase staff support for implementation– A little support with implementation can go a long way & it’s

especially important the first 2 weeks of implementation

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Training Staff How to Implement Interventions in the BSP

• The plan will not be implemented if: – Staff don’t understand how to do it

• The plan will not work if: – The intervention is being used incorrectly

• Plan times for Modeling, Implementer Practice, and Feedback– Think 10-15 min – Role play with teacher/staff in the same setting in which the

problem behavior occurs (even include the student)• What actions will be taken, what words will be used, what materials

are needed and how will they be used?

Supporting ImplementationStaff Training Continuum

See Recommended types of training to provide to staff related to support BSP implementation in the table below

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Staff Training Continuum QualityProvide feedback to implementer while they practice implementation

Recommended!Have implementer practice doing the interventionModel/ Demonstrate the intervention

Verbal description provided to implementer

Minimal Standard

Give the implementer a copy of the BSP to look at on their own Not

RecommendedNo Training Provided

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221

Plan Trainingfor

Implementers


(p. 6.7)

Implementation PlanImplementation Supports

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Activity 5 (p. 6.11-6.12)

Using the Implementation Plan

on 6.12 identify (e.g. circle or star) specific Tasks that will require Staff

Training and complete the

“Provide Training to the Implementers”

section on the bottom to describe

the training:

Activity 5 Answers

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Ongoing Feedback to Support Implementation

***A major advantage of Basic FBA to BSP & building local capacity is the opportunity for consistent

support and feedback from personnel who work in the school rather than waiting for an outside/district

specialist to follow-up

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Ongoing Feedback & Support for the Implementers

• The Basic FBA to BSP Behavior Specialistsshould actively and regularly check-in with the implementers to:

– answer questions about implementation– problem solve challenges– provide feedback to support implementation– Celebrate successful implementation!

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Ongoing Feedback & Support is Critical to Sustain Implementation

We recommend Daily check-ins & feedback especially the first week or two…

– potentially fading to 2-3 times/week over time based on fidelity data

– Also fading from in-person to increasing email check-ins

• Feedback can be pretty quick (30 seconds to a couple of minutes)… more time will be necessary if there are concerns with implementation 227

Ongoing Feedback is Critical toSustain Implementation

We have seen substantial improvement in implementation fidelity when feedback is provided through the combination of:

a) Self-monitoring through completion of the Daily Implementation Checklist point card

b) Graphed presentation of the datac) Regular check-ins by the Basic FBA to BSP Specialist

through a combination of in-person meetings and email contacts

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Daily Point Card w/ Implementation Checksp. 6.12

Research suggests Daily

Self-Monitoring by the implementeris an effective and feasible strategy

for supporting implementation &

collecting implementation data to inform

feedback

Daily Point Card w/ Implementation Checks

• Select interventions from the Implementation Plan that you would prioritize to monitor for daily implementation. Add 3-4 interventions to the Daily Implementation Checklist card for the implementing staff to self-monitor

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Performance FeedbackImplementation Fidelity

231

232

Providing Feedback on

Implementation


(p. 6.7)

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Implementation PlanImplementation Supports

233

Who? When?

MODE

Activity 6 (p. 6.15)

Use the Implementation Plan (p. 6.12) to identify specific Implementation

Tasks that will be important to provide

ongoing fidelity checks & document them on

the Daily Implementation

Checklist (p. 6.15) & complete the

Implementation Checks at the bottom of the Implementation Plan

(p. 6.12)

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235

Activity 6 Answers

236

Activity 6 Answers

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Module 7 Objectives

By the end of this module you will be able to:

1. Define the necessary components of evaluation plans and provide examples of appropriate short- and long-term goals

2. Develop a point card to measure progress toward short-term goal and linked to incentive plan

3. Describe data collection procedures that would be used to track implementation fidelity and student progress when provided with a sample BSP

4. Describe the process for conducting a BSP Review Meeting and the products that should result from the meeting

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EVALUATION PLAN Behavioral Goal (Use specific, observable, measurable descriptions of goal)

What is the short-term behavioral goal?

_________ Expected date What is the long-term behavioral goal?

_________ Expected date

Data to be CollectedProcedures for Data Collection Person

ResponsibleTimeline

Is Plan Being Implemented?

Is Plan Making a Difference?

Plan date for review meeting (suggested within 2 weeks) ________________

The team identifies: - Short-term goal - Long-term goal - Specific evaluation

procedures- Date to meet and evaluate the effectiveness of the plan

BSP Evaluation Planning Form

Evaluation Procedures

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<student> will <behavior> <criterion> as measured by <measurement plan>.

GOAL CONDITION & STUDENTDuring <routine>, when <antecedent>…………………..,

Use Competing Behavior Pathway to Guide Goal Development

Continue to next task

Escape independent writing task

Completes work

independently

Talk to peers and make loud

noises (e.g. animal sounds)

Raise hand to request peer

help

When asked to complete independent writing tasks

No Setting Event

identified

Routine: READING

Short-term goal

Student: JONAS

JONASREADING, asked to complete independent writing tasks

Daily Point Card TemplateMeasuring Student Outcomes

#1 – Quiet and in Seat

#2 – Appropriately Raises Hand to Request Peers Help

#3 On Task

JONASReading

6 10 minutes

9:00 9:10 9:20 9:30 9:40 9:50

Reasonable Behavioral

Expectations?

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Daily Point Card

Front&

Back

Simple Data Entry with an Excel template

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Example Graph

Task

Develop an Evaluation Plan including short-term and long-term goals. Develop and implement a Daily Point Card for collecting student outcomes and implementation fidelity data. Graph your data daily. Hold a BSP Review Meeting after 2 weeks of implementation using data to guide planning and decision making.

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Documents

Basic FBA to BSP: A Practical Approach to Providing