Educating Students with ASD using Functional Behavior Assessment

(FBA)-Based Interventions

Tami Childs, Hailey Deloya-Vetger, Michele Glynn,and Jessica Premo

Why do YOU do an FBA?❏ I am just DYING to know why this particular students is

doing what they are doing and what the heck I can do about it!

❏ Well, I actually thoroughly enjoy the FBA assessment process. It is an

excellent systematic approach to thoroughly explore, through science, the variables and contingencies that precede or are subsequent to a targeted objective, measurable behavior in a carefully designed effort to accurately determine the specified reason for the emittance of a behavior that negatively impacts a student’s learning.

❏ I am told we have to.

“Interventions are far more likely to result in successful behavior change if they are guided by functional behavioral assessment and based on positive behavior interventions and supports. Carr et al. reported that in over two-thirds of published studies, interventions using positive behavioral support resulted in reducing challenging behavior by 80% or more.”Carr, E.G., Horner, R.H., Turnbull A., Marquis, J., Magito-McLaughlin, D., McAtee, M., Smith, C.E., Anderson-Ryan, K.A., Ruef, M.B., & Doolabh, A. (1999). Positive behavior support as an approach for dealing with problem behavior in people with developmental disabilities: A research synthesis. Washington, DC: American Association on Mental Retardation.

Session ObjectivesParticipants will:

-have an increased understanding of advanced techniques for conducting an FBA for students with ASD (or Tier 3)

-be able to use the PRT and Ziggurat models to improve their FBA evaluation -be able to use the PRT and Ziggurat models to improve their interventions

-be able to identify and implement appropriate evidence based practice interventions at all three points of intervention

A. PreventB. TeachC. Reinforce

Basic Steps in Conducting the FBAStep 1: Define the Behavior.

Step 2: Gathering Information.

-Antecedents: Triggers and Setting Events

-Consequences

Step 3: Determining the Function.

Example of Basic ABC for FBA

What other information will help us?

Function?

Setting Events?

Antecedent(s) Behavior: Off Task Consequence(s)

-Morning meeting time-Request to join the circle-Unexpected changes

-Leaves the circle-Screams-Plays with toys

-Adult redirects (returns student to circle)-Adult eventually withdraws request (to return to circle)-Play with toys

Common Function(s) for students with ASD….

Turn and Talk: Which do you think are the most common functions for students with ASD?

Escape (task demand)

Gain Attention

Gain a Tangible/Preferred Activity

Sensory Stimulation

Today’s Terminology

FBA Terminology PRT Terminology Ziggurat Model Terminology

Antecedent/Setting Event Prevent A

Behavior Teach B

Consequence Reinforce C

Interventions based on FBAEach point in the ABC sequence provides an opportunity for intervention:

Antecedent Interventions = PREVENT

“Replacement Behavior” Interventions = TEACH

Consequence Interventions = REINFORCE

*best to use strategies that target more than one point of intervention (ABC)

Interventions based on Basic FBA

Antecedent Intervention Behavior Intervention Consequence Intervention

-Cover the toys-Use visual schedule

-Teach student to request a short break (verbally or visually)

-Provide a sensory toy to hold while student is seated during meeting time-Pair verbal praise with tangible reinforcer

Antecedent(s) Behavior: Off task Consequence(s)

-Morning meeting time-Request to join the meeting-Unexpected changes

-Leaves the meeting area -Screams-Plays with toys

-Adult redirects -Adult eventually withdraws request -Play with toys

FBA

Identified Function: Escape Task Demand

INTERVENTION

Prevent Teach Reinforce Model● A systematic,structured process for supporting students with

significantly challenging behaviors● Helps teams conduct appropriately specific FBAs and

intervention plans● Intended for students across disability areas, ages, and levels

of functioning● Includes problem and prosocial behaviors

Books based on the PTR Model

PTR Behavior Rating Scale

PTR Behavior Rating Scale Example

Build a hypothesis based on FBA Data ● Identify Antecedents

Identify Triggers that lead to inappropriate behavior, but also desireable prosocial behaviors

● Identify consequences that occur after challenging behavior

Identify Reinforcers of behavior (people, items, situations)

● Identify Function

Action Item: Complete FBA Checklist (one for each behavior)

PTR FBA Checklist

PTR FBA Summary Table

PTR Functional Behavior Summary Example

Behavior PREVENT Data TEACH Data REINFORCE data

Tantrum (yell, scream)

Reading, mathIndependent ActivitiesSeat WorkTransition from preferred (computer, art, music)Told “no”

To escape, delay, or avoid

Sent to time outAllow to stay in preferredDelay in upcoming activities

Prosocial Behavior

Science Group ActivitiesComputer, art, music

CommunicatingAsking for wantsTransitioning appropriatelyExpressing emotions

Computer, art, music

A little about Replacement Behaviors● Replacement behaviors are not what you want the student

to do but what the student could do to achieve the same outcome without engaging in challenging behaviors

● Replacement behaviors serve the same function as the challenging behavior

● For example, a replacement behavior for escaping a task demand would be for the student to request a break

PTR Intervention Checklist Sample

Sample Form for Intervention Plan

Benefits of incorporating PTR into your toolbox

● Meets IDEA requirements● Addresses all aspects required by school districts● Improves individualization of the FBA process● Increases the likelihood of your interventions working● Improves student outcomes and functioning● INCREASES YOUR SKILLS AS A TEACHER TO UNDERSTAND

BEHAVIOR and help your students!

Using the Ziggurat Model to improve FBAs

● If unsure whether the behavior is related to the disability, it is safer to assume it is related to the disability

● For students with significantly challenging behavior, internal variables are invariably contributing to their ongoing behaviors.

● For student with ASD, specific deficits will preclude them from changing their behavior (skill deficit versus performance deficit)

Books based on Ziggurat Model

Ziggurat Forms can be downloaded/printed at texasautism.com

Overview of the Ziggurat approach FBA to Z1. Identify and operationalize the target behavior.2. Describe the antecedents and consequences (and function).

3. Identify the individual’s underlying ASD characteristics.4. Match the underlying characteristics to behavior.5. Design interventions to address the underlying

characteristics.6. Place interventions into the student’s daily routine.

The Ziggurat FBA Process

UCC ISSI

Ziggurat

CAPS

1 2Characteristics

4Implement

3Design

Specific Intervention

Guide

So now we know the function but...For some individuals, behavioral challenges are better understood not as “behavior problems” but as:

Characteristics of the Disorder itself

Skill deficits

Mismatch between the person’s strengths and needs and the environment

“Consideration of patterns of behavior in addition to underlying characteristics will lead to a better understanding of specific behavioral concerns and their unseen causes.” (Aspy & Grossman, 2011).

The Ziggurat approach FBA to Z1. Identify and operationalize the target behavior.2. Describe the antecedents and consequences (and function).

3. Identify the individual’s underlying ASD characteristics.4. Match the underlying characteristics to behavior.5. Design interventions to address the underlying characteristics.6. Place interventions into the student’s daily routine.

Addressing Underlying Characteristics Identify unique strengths and needs using the UCC as part of FBA

Assesses underlying deficits that result in social, emotional and behavioral concerns

Looks at the “whole person”

Leads to targeting important areas for improvement/skill building

Using the Ziggurat Tools in FBAs °complete the UCC, ISSI, and the reinforcer inventory in

the FBA process

° Each of these forms can be completed by the special education teacher, parent, and other team members (including paraprofessional input)

Underlying Characteristics Checklist

◻ 5 versions: UCC-HF (high functioning), UCC-CL (classic), UCC-EI (early intervention to 5 years), UCC-SR-ADOL (self report 12-18 years), and UCC-SR-Adult (self report 18+ years)

◻ Team approach to filling out the UCC (HF, CL, and EI)

◻ Complete based on input from members of the team are familiar with the student (parents)

UCC Sample – Social Area

Which version do I use?

Determining between the UCC-HF or UCC-CL

“Classic Autism”

Average Skills

UCC-HF

UCC-CL

HFA/AS

Individual Strengths & Skills Inventory(include in UCC assessment)

ISSI◻ Individual Strengths and Skills Inventory◻ Can be completed by school and/or parent

Reinforcer Inventory◻ Tangible (food, toys, fidgets)◻ Non-tangible (praise, preferred activities)

The Ziggurat approach FBA to Z1. Identify and operationalize the target behavior.2. Describe the antecedents and consequences (and function).3. Identify the individual’s underlying ASD characteristics.

4. Match the underlying characteristics to behavior.5. Design interventions to address the underlying characteristics.6. Place interventions into the student’s daily routine.

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The Ziggurat approach FBA to Z1. Identify and operationalize the target behavior.2. Describe the antecedents and consequences (and function).3. Identify the individual’s underlying ASD characteristics.4. Match the underlying characteristics to behavior.

5. Design interventions to address the underlying characteristics.

6. Place interventions into the student’s daily routine.

Using FBA information for IEP goals

◻ For students with ASD, the majority of the IEP objectives should target underlying needs in the areas of social understanding/functioning and communication.

◻ These should relate to the replacement behaviors identified in the FBA (Point of intervention: B).

Sensory Differences and Biological Needs

Reinforcement

Structure and Visual/Tactile Supports

Task Demands

Skills to Teach

Intervention Ziggurat

Matching Interventions to UCsThe Ziggurat Worksheet will assist you in addressing all 5 levels

These five levels are critical to completing the FBA/BIP Process

Addressing all 5 will result in your intervention(s) being more effective

All interventions incorporated into the plan should address underlying needs from the UCC

1

2

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Example of Intervention

The Ziggurat approach FBA to Z1. Identify and operationalize the target behavior.2. Describe the antecedents and consequences (and function).3. Identify the individual’s underlying ASD characteristics.4. Match the underlying characteristics to behavior.5. Design interventions to address the underlying characteristics.

6. Place interventions into the student’s daily routine.

CAPS: Comprehensive Autism Planning System

◻ A schedule of the student’s day that delineates where, when, and how the interventions identified in the Ziggurat process will be implemented

◻ Will serve as a map for teachers, paras, and parents to understand what is happening throughout the school day to address the students prioritized behaviors/needs

Review of the Ziggurat ToolsZiggurat Tool

UCC

ISSI

Reinforcer Survey

ABC-I

Ziggurat Worksheet

CAPS

Putting it all together - creating a plan based on FBA

Assessment results

Interventions based on EBPsAntecedents (proactive) - aligned with “Prevent” from PTR and proactively considering and addressing “underlying characteristics” from Ziggurat Model

Teaching behaviors - EBPs of DTT, functional routines, teaching replacement behaviors

Reinforcement - aligned with the “Reinforce” from PTR and “underlying characteristics/preferences” from Ziggurat Model and possibly reinforcer checklists

Antecedent-based interventionsChanging the environment or the situation BEFORE the behavior happens to help your student be successful and build positive practice.

ABIs PREVENT problem behaviors from occurring and INCREASE on-task behaviors.

“Easy to implement and require little additional effort by classroom teachers.” - AFFIRM

Turn and Talk

What is one way you are using antecedent based interventions in your teaching environment?

Prevent Interventions

PREVENT

Teach

Reinforce

P - PreventTwo ways to address this:

1. General antecedent procedures that prevent challenging behaviors and increase on task and desired behavior.

2. Specific antecedent procedures based on the functions of specific behavior.

General prevention procedures for students with ASD● Environmental arrangement (clearly defined areas that provide clarity).● Visual schedules (individualized, large group and mini-schedules, etc).● Communication supports (pictures, choice boards, etc.).● Having preferred items and reinforcement systems in place (first, then; point

systems, etc.)● Routines are visually clear and consistently implemented. ● Visual clarity for workload. Include activities that have a concrete start and

finish and students know what is expected (using visuals or samples/models can be helpful.).

General Prevent: Environmental Arrangement

General Prevent: Visual Schedules

General Prevent: Communication Supports

General Prevent: Preferred Items and Reinforcement Systems

General Prevent: Clearly Defined Routines

General Prevent: Clearly Defined Work

General Prevent: Clearly Defined Work

Specific prevention interventions based on the function of behaviors - planning and availability of materials● Attention (having visuals available before that prompt students to raise their

hand, ask for help appropriately, I want to play card, etc.) ● Escape/Avoidance (offer breaks on schedule before behaviors happen, lower

workload in work tasks before the student works, offer preferred topics for work before presenting tasks.

● Sensory (visuals available before - pictures of what hurts, visuals available before for requesting to get needs met or sensory input/materials?

● Access to tangible (visuals available before for making requests, visual schedule available before so they can see when they will get the tangible)

Prevent based on Function: Attention

My turn

Prevent based on Function: Escape/Avoidance

Preferred topics for work

Prevent based on Function: Sensory

Prevent based on Function: Access to Tangible

Teach Interventions

Prevent

TEACH

Reinforce

Turn and Talk

What is one way you are teaching a new skillbased on the functionof your student’s behavior?

T - TeachTwo ways to address this:

1. Teaching skills based on the functions of specific behavior.

2. Specific evidence-based teaching strategies for students with ASD. (DTT, PRT, FR, Self-Management)

Teaching skills based on function of behaviors

● Attention (Teach replacement behaviors. Teach students to to raise their hand,

ask for help appropriately, ask to play, etc.)

● Escape/Avoidance (Teach replacement behaviors. Teach students to ask for a

break, ask for assistance, teach requesting preferred topics for work tasks.)

● Sensory (Teach communication strategies in order to indicate what hurts,

request input/materials to get needs met, teach requesting a sensory break.)

● Access to tangible (Teach replacement behaviors. Teach communication skills

to ask for preferred items.)

Teaching replacement behaviorsAttention

Teaching Replacement behaviors

Sensory

Teaching replacement behaviorsAccess to Tangible

Teaching replacement behaviorsEscape based, teach asking for a break

Blog on Teachers pay Teachers

http://intheautismclassroom.blogspot.com

Evidenced-based Interventions - DTDiscrete Trial: Gross Motor Imitation

● Skills are taught in a logical sequence● Builds on previously learned skills● Prompting is provided to build success.● Errorless teaching is implemented.● Reinforcement is provided.

Evidenced-based Interventions PRTPivotal Response Training,

Example: Making requests, using names and gaining attention

PRT:

● Play and interaction based intervention● Teaches expressive and receptive language.● Teaches play and social skills.● Teaches skills in natural contexts.● Uses highly reinforcing materials, increasing motivation.

Evidenced-based Interventions FRFunctional Routines: Checking Schedule, Transition to circle time

FR

● Students are taught skills within daily routines.● Target skills are functional and meaningful.● Skills are generalized into natural, functional settings.

Evidenced Based Intervention - FRSnack

Evidence-based Intervention - Self-Management

Following a Schedule

Say hi to friends and give a compliment

ReinforcementPrevent

Teach

REINFORCE

Reinforcers - Turn and Talk

How do we determine good reinforcers for target students?

R - ReinforcementKey things to making your reinforcement successful:● Individualized ● Immediacy vs. Delayed● Make Contingent on completing a task/behavior● Use High Interests● Restrict Access/Keep high level rewards for key target behaviors● Use a Reinforcement inventory

Take-AwayTurn and Talk

1. Choose a target student with a challenging behavior2. Determine the function of the behavior (your best guess without data!)3. Identify a prevent strategy you can implement4. Identify a skill to teach5. Identify a reinforcer and how the student will attain this reinforcer.

Good luck! Email us with any questions!

tami@thechildsgroup.com, hailey.deloya-vegter@mpls.k12.mn.us, michele.glynn@mpls.k12.mn.us, Jessica.premo@edinaschools.org