Building Function-based Behavior Support Plans

Rob HornerUniversity of Oregon

Goals/ ObjectivesDefine features of an effective behavior

support plan

Define process for using competing behavior pathway to identify elements of a behavior support plan

Define “Alternative Behavior” Team process for problem solving

Define process for monitoring and adapting implementation of a behavior support plan.

Effective Behavior Support Plans FBA presented in a Competing Behavior

Pathway

Elements of a Support Plan Prevention (change context) Teaching Alt/Desired Behavior Reward system for desired behavior Extinction system for problem behavior

Plan for implementation who will do what?

Plan for monitoring Fidelity and impact Adaptation process

Use Science to:

Guide selection of locally relevant and practical

procedures

NOT to select a pre-defined “package”

Effective Environments Problem behaviors are irrelevant

◦ Aversive events are removed◦ Access to positive events are more common

Problem behaviors are inefficient◦ Appropriate behavioral alternatives available◦ Appropriate behavioral alternatives are taught

Problem behaviors are ineffective◦ Problem behaviors are not rewarded◦ Desired behaviors ARE rewarded

Team Process Agree on hypothesis Build competing behavior pathway Discuss how to prevent problem situations (schedule,

staffing, curriculum) Select an “alternative behavior” if appropriate Define how to each “alternative behavior” and/or

“desired behavior” Select consequences (personal, age-appropriate,

practical)◦ Reward◦ Extinction◦ Safety

Consider contextual fit Define implementation plan Define evaluation and adaptation plan

Behavior Support Elements

Problem Behavior

Functional Assessment

Content of Support Plan

Fidelity of Implementation

Impact on Behavior and Lifestyle

*Team*Specialist

*Hypothesis statement*Competing Behavior Analysis *Contextual Fit

*Implementation Plan

*Technical Adequacy* Strengths

* Preferences

* Lifestyle vision

Competing Behavior Pathway

Make the problem behavior irrelevant

----------------------------------

Remove antecedents that trigger the

problem behavior,

Change schedule, tasks, transitions

Make the problem

behavior in efficient

-----------------Teach a better

alternative

Teach Desired Behavior

Make the problem behavior

ineffective----------------------

---Elevate reward for Alternative

and Desired Behavior

Eliminate rewards for

Problem Behavior

This is what we want…

Natural Consequence

Maintaining Consequence

Desired Behavior

Problem Behavior

Alternative Behavior

Antecedent

Targeted Routine__________

Setting Event

Why the Alternative/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: Language Arts

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 writing skills before being able to do

this like peers

5. So… in the meantime we use

the Alternative behavior

Nadia

Prior instructional

failure

Understanding Alternative/ Replacement Behaviors

Alternative/ Replacement Behaviors are:◦an immediate attempt to reduce

disruption & potentially dangerous behavior in the classroom

◦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 Alternative/ Replacement Behavior

An appropriate Alt/ 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

Which of the Following are Appropriate Alternative/ 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 Socially Acceptable?

Which of the Following are Appropriate Replacement Behaviors?

Jason is nine and cries when asked to do difficult tasks. 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?

Competing Behavior Pathway: Replacement BehaviorExample: Jason (from previous

example)

Antecedent Problem Behavior Consequence

Avoid/Escape Difficult TaskCrying

Asking for an easier task/ worksheet

Asked to do difficult tasks

NOTE: This antecedent is not specific enough

Your TurnUse your target person: Build

competing behavior pathway…

ApplicationUse YOUR hypothesis statementSelect a “replacement behavior”

◦Socially acceptable◦More efficient than problem behavior◦Results in same reinforcer as problem

behaviorSelect “desired behavior” and

current consequenceBuild top section of Competing

Behavior Pathway.

Developing Function-Based Interventions

Competing Behavior Pathway

Make the problem behavior irrelevant

----------------------------------

Remove antecedents that trigger the

problem behavior,

Change schedule, tasks, transitions

Make the problem

behavior in efficient

-----------------Teach a better

alternative

Teach Desired Behavior

Make the problem behavior

ineffective----------------------

---Elevate reward for Alternative

and Desired Behavior

Eliminate rewards for

Problem Behavior

Begin with Prevention

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 & prompting replacement 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)

Prevention Strategies: 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).

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.

Selecting Prevention Strategies: Modifying the 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 directly address:

#1. The identified ANTECEDENT

#2. The FUNCTION of the problem behavior

Prevention Interventions Directly address the identified antecedentWhen 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?

Antecedent 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).

Teaching Alternative / Replacement Behavior

Teach Desired Behavior

Teaching BehaviorTeaching 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

NOTE: In most cases the student already

can DO the alternative/replacement behavior, but

does not know WHEN to do it.

Teach what to do AND when to do it.

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

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 & prompting replacement 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)

Reinforce Positive Behavior

Reinforcement should focus on 2 different sets of behaviors

Alternative/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 then quickly provide the student with the easier assignment

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

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 Task the reinforcer could be a “Free Homework Pass”

Problem BehaviorPre-empt and redirect to correct

behaviorMinimize reward for problem

behaviorUse negative consequences only

if necessary (e.g. reprimand)Safety

Your TurnDefine an example of a problem

behavior, the maintaining consequence, and a response that will be effective.

For your example… define how you might prevent inadvertent reinforcement of the problem behavior.

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

One Support Plan FormatCompeting Behavior PathwaySupport Plan OptionsSpecific Support Plan Elements

Prevention Teaching Rewards Extinction (of problem behavior) Correction Safety

Implementation PlanEvaluation Plan

Implementation PlanAction Who By When

Prevention

Teaching

Reward

Extinction/ Correction

Safety

Evaluation/ Data

Corrections/ Punishment

Safety

Implementation Plan

Evaluation

EvaluationMonitor impact on student

Monitor fidelity of implementation

ISIS-SWIS as one example

Your TurnUse the Behavior Support Template to

propose options for intervention with your target person.

◦Prevention◦Teaching◦Enhance rewards◦Extinction/Correction◦Safety (if needed)

How might you assess

Fidelity of implementation and impact on

student outcomes?

SummaryBehavior Support Plans

◦Guided by FBA◦Prevent, Teach, Reward, Extinction, Safety◦Implementation plan◦Evaluation plan

Technical Adequacy◦Function-based, Comprehensive

Contextual Fit◦Values, skills, administrative support,

resources