Lead

Leading A Team from a Functional Behavior Assessment to a Behavior Intervention Plans in Seven Easy Steps

Rob Horner and OthersUniversity of Oregon

Presented By Ken KrambergAnd Richard Boltax

Guiding Principles

• Behavior is predictable.

• Behavior changeable.

• Human behavior occurs within an environmental context, not in a vacuum.

• Human behavior is learned and can be taught by manipulating aspects of the environmental context--Behavior is a function of the environment

Source: Crone , D.A. & Horner, R.H., 2003

Function Based ApproachA process that focuses on

changing environmental factors

instead of

fixing the person.

It’s about what we as adults will do differently!

Irrelavant Transition Slide

Defining Behavior and Function of Behavior

Two Pre-requisite Skills

Behavior is…..

any action which is observable and measurable, and has a distinct onset and offset.

secprevnten

(Challenging Behavior)

KickingKicking

PinchingPinching

CursingCursing

HittingHitting

SpittingSpitting

YellingYelling

DisrespectDisrespect

DefianceDefiance

Off taskOff task

AngerAnger

secprvten

Non- v. Observable

(-) hyperactivity(+) initiates 5 different tasks within 2

minutes(+) leaves room at least 3 times during a

30 minute lesson(+)….

FunctionsProblemBehavior

Obtain/GetSomething

Escape/Avoid

Something

SocialTangible/Activity

Adult

Stimulation/Sensory

Peer

Pos Reinf Neg Reinf

Ex1. Determining Function

Given a task, student… 1. Whispers that work is stupid, 2. Writes on papers, 3. Says work is stupid,4. Throws paper in waste basket, & 5. Leaves room.

What is function of behavior? (Test)

Ex2. Given difficult task, student…

1. Says this work is stupid,2. Pokes student at next table,3. Argues with student,4. Tells teacher to butt out,5. Threatens teacher6. Runs away from teacher who chases.

What is function of behavior? (Test)

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

Setting event Antecedent Response Consequence

Misses 12:30medication

Teachersmake

multipletask demands

Sequoia makesnegative self-statements &

writes profanelanguage

Teacher sendsSequoia to

office for beingdisrespectful

What function?Avoid difficult tasks

Setting event Antecedent Response Consequence

Caesar isteased severaltimes about his

hair by his friends before

class

His teacherstares at his hair in class

Caesar askshis teacher what she’sstaring at

His teachersends him to

in-school detention

Caesar has dyed his hair three colors & is teased several times by his friends before class. When he enters the class, his teacher stares at his hair. Caesar immediately says “what are you staring at?” His teacher immediately sends him to in-school detention.

What function?Escape adult &peer attention

Setting event Antecedent Response Consequence

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

None Teacher askswhat capitolcity of countryis

Napoleongive correctanswer

Teacher givesverbal praise & time to workwith a friend

What function?Access peer &adult attention

Setting event Antecedent Response Consequence

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

?? Look at him.“What’s up!”

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

Kids shakeheads & call him “weirdo”

What function?Access OR escapepeer attention?

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

Steps for Conducting a FA-BIP Process

1. Define the Challenge/Identify Goals.2. Gather Information. 3. Generate a hypothesis statement.4. Build a “Competing Behavior Pathway” to identify possible

elements of a Behavior Intervention Plan.5. Design & Evaluate a Behavioral Intervention Plan.6. Plan for effective implementation of the Behavior

Intervention Plan.7. Monitor regularly and modify based on observed progress.

Adapted from Crone, D.A. and Horner,R.H., 2003

Identifying who needs an FBA/BIP

• Multiple office disciplinary referrals• Academic/behavior data indicates

challenge• High intensity or frequency of behavior• Behavior impedes academic performance

or is disruptive to the learning environment• Don’t understand behavior• Universal interventions have not been

successful• Not meeting goals in CICOSource: Crone, D.A. & Horner, R.H., 2003

Step 1: Define the Problem BehaviorWhat does the problem behavior look like?Conduct interviews, review prior incidents &

observations across the student’s routine/settings to define the problem behavior.

1. Observable, measurable, concrete language. NON EXAMPLE EXAMPLEpoor impulse control high pitched screamsangry, hostile, resentful kicking over chairspaying attention completes tasks

2. Estimate how often the problem behavior occurs & how intense the problem behavior is.

STEP 2: Gathering InformationWhat sequence of events reliably predicts the

problem behavior?

Maintaining Consequences:What happens immediately after the problem

behavior?What is the child trying to GET or GET AWAY from?

Get social attentionGet objects/access to activitiesGet sensory stimulation

Avoid aversive task/activityAvoid aversive social contactAvoid aversive sensory stimulation

STEP 2: Gathering Information

What sequence of events reliably predicts the problem behavior?

Antecedent Events (Fast Triggers):Analyze routines in the student’s day to

identify…

Where, when, with whom the problem behavior occurs?

Where, when, with whom desirable behavior is more likely to occur?

What events, contexts, demands, tasks, people reliably trigger/precede the behavior?

STEP 2: Gathering Information

What sequence of events reliably predicts the problem behavior?

Setting Events (Slow Triggers - Removed in Time)Events Removed in time that influence the behavior…

What distal events tend to predict when the problem behavior will occur later?

FBA Tools

1) Direct Observation• Formal (recorded)• Informal (anecdotal)

2) Interviews, checklists, surveys• Brief, simple, practical• Longer, more complex, use when

necessary

3) Archival records• Already exist

Tools for Gathering Information

Recommend for Brief FBA/BIP:

• See F/BSP Protocol

• Use interview and Observation

Step 3: Generate a Hypothesis Statement

A hypothesis statement is a summary statement that describes the team’s best guess about the relationship between the problem behavior and the characteristics of the environment- the

specific contexts and the specific function.

The goal of which is to identify specific CONCRETE circumstances regularly associated with the occurrence and

nonoccurrence of the problem behavior.

Anatomy of an Hypothesis Statement

“When ______________________________, (summarize the antecedents here)

he/she will _______________________ (summarize the problem behavior here)

in order to _____________________________.”

(summarize the function here)

Step 4: Build a Competing Behavior Pathway

Behavior Support Plans are only as effective as our understanding of the context of the problem

behavior. Therefore…

“Invest the time it takes, for each child, to build a precise hypothesis statement.”

To be effective, Behavior Support Plans must include specific components that PROMOTE positive

behavior and DETER problem behavior.

Fundamental Rule!

“You should not propose to reduce a problem behavior without also identifying alternative, desired behaviors person should perform instead of problem behavior” (O’Neill et al., 1997, p. 71).

Build a Competing Behavior Pathway

Setting EventTriggeringAntecedent

Desired Behavior

Problem Behavior Maintaining

Consequence

ReplacementBehavior

MaintainingConsequence

Adapted from Crone, D.A. and Horner,R.H., 2003

Build a Competing Behavior Pathway

Independent classwork

Does not have teach attention

Completestask

Makes noises

Gets verbal praise from

teacher

Raises hand and

asks forhelp or break

Gets help from teacher

Behavior Intervention Program (BIP)

•Two Goals:Reduce problem behaviorsIncrease appropriate behaviors•Make behaviors:IrrelevantInefficientineffective

Teaching Replacement Behaviors

1. Explain

2. Specify student behavior

3. Model

4. Practice

5. Reinforce

Step 5: Design a Behavior Intervention Plan

Preventive StrategiesAKA: Make the problem behavior irrelevant

What modifications to the environment (academic, social, physical)

may PREVENT the problem behavior?

What adjustments will make the problem behavior unnecessary?

Examples of Preventive StrategiesIncrease the effectiveness of instruction for this child

(Strategy Instruction, Content Enhancement Routines)

Increase academic skill levels

Modify the curriculum(interest preferences, choice, sequence)

Modify the demands (quantity, difficulty, input, output, groupings, alternative tasks)

Clarify the expectations

Reorganize the physical & interactional setting(have supplies available, pair seats, independent seats)

Step 5: Design a Behavior Intervention Plan

Function/Consequence StrategiesAKA: Make the problem behavior

ineffective

“manage what maintains the behavior”

Make sure the child gets what they want or avoids whatever it is ONLY when the

positive/replacement behavior is displayed.

Make sure they do not get what they want or successfully avoid whatever it is when they

engage in the problem behavior.

Desired BehaviorUse words to

express self & ask for help

Maintaining Consequences Successful Social

Interactions

Setting Events

Restless night/wakes up

tired

Triggering Events

Confusion with games rules on

playground

Challenging Behavior

Fights/hits other students

(sometimes teacher)

Maintaining Consequences

Adult intervenes

Alternate Behavior

1. Yell (don’t touch)

2. Squeeze hands & stomp feet

3. Get an adult

FBA/BSP Worksheet

Behavior Intervention Planning

T e a ch e r/s tud e n ta .m . ch e ck -in

P a ren t/te a ch erco m m u n ica tion

b o o k, d a ily

P a ren ts cre a teb e dtim e ro u tine

S e ttin g E ve n tS u pp o rts

A id e s ro lesc la rif ie d fo r

s tu de n ts & a id es

R e cess ga m eru les tau gh t toe n tire sch o o l

T rig ge ring A n te ced a ntS u pp o rts

S tud en t ta ug h tse lf-m on ito ring

sk ills

R e in fo rcedp ra c tice

S u p erv isedp ra c tice

S tud en t ta ug h tto ye ll, s to m p, e tc.

B e h av io r T e ach ing& S u p po rts

P o s it ive ly re in fo rcedfo r a lte rn a tive b e ha v.

C o u nse lo r & a id esre spo n d le ss

q u ick ly to p ro b lemb e h av io r

C o u nse lo r & a id esre sp on d qu ick ly

to a lte rna tiveb e h av io rs

C o nseq u en ceS u pp o rts

Step 6: Plan for Implementation of the BIP

Behavior Intervention Plans outline specifically:

• What replacement behaviors will be taught to the student?

• Who will teach replacement behaviors to the student?

• How the student will be taught to use the replacement behaviors?

• What will be used to signal the student to use the new skill(s)? (natural events, teacher prompt, time, peer)

BEHAVIOR SUPPORTPLANNING

COMPETING PATHWAYS

BEHAVIOR INTERVENTION PLAN

BEHAVIOR SUPPORTPLANNING

COMPETING PATHWAYS

Neutralize/eliminate

settingevents

Add relevant & remove irrelevanttriggers

Teach alternative

that is moreefficient

Add effective & & removeineffectivereinforcers

BEHAVIOR SUPPORTPLANNING

COMPETING PATHWAYS

On Mondays and/or when up all of the

night before.

Daily nongraded quiz on previous night’s

homework

Verbal protests, slumpin chair, walks out of

room.

Avoids doing quiz &homework discussion.

Do quiz withoutcomplaints.

Discussion about answers & homework.

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

+ Give time to review homework.+ Give quiet time before starting.

+ Give easy “warm-up” task before doing quiz.+ Precorrect behavior options & consequences.

+ With first sign of problem behaviors, remove task, orrequest completion of task next period.+ Remove task based on step in task analysis (STO).+ Provide effective verbal praise & other reinforcers.

Teach options to problem behavior:1. Turn in blank2. Turn in w/ name3. Turn in w/ name & first item done.4. Turn in w/ name & 50% of items done.

BEHAVIOR SUPPORTPLANNING

COMPETING PATHWAYS

BEHAVIOR INTERVENTION PLAN

Behavioral Pathway

Setting Event

Days with Gym

Antecedent

Less structured activities that involve competition

Problem Behavior

Negative comments about activity and to peers leading to physical contact

Consequence

Sent out of P.E. class

Function

To escape setting

Brief Function-based Interventions

•

Setting Event Supports

•Add check-in before gym

Teaching Strategies

•Teach social skills (getting along with others, friendship, problem solving, sportsmanship)

•Teach how to approach gym teacher to ask for a drink of water to leave setting.

•Teach student how to re-enter and continue with activity

Consequence Supports

•Acknowledgingrewarding student when uses new skills (asking for a drink of water to leave, using respectful language with peers, being a good sport, etc..)

Antecedent Strategies

•Behavior Lessons for all students about using respectful language with self and others and how to be to be a good sport

•. More frequent activities with less focus on competition (parachute, 4-square, etc...)

•Pre-correct

Step 7: BIP Monitoring & ModificationBehavior Intervention Plans outline

specifically:

• What behavioral changes will we expect?general outcome, long & short term goals,maintenance & generalization

• What methods will be used to measure and monitor progress toward the goals?

“How will progress be recorded, at what frequency, and by whom?”

Step 7: BIP Monitoring & ModificationBehavior Support Plans outline specifically:

• What decision rules/criteria will be used to decide if the BIP should be maintained, faded, modified, or discontinued?

• Who will be responsible for monitoring the accuracy or the integrity of the implementation of the BIP?

• At what interval will the team monitor the BIP?

FBA Team Process Steps

1. Collect information.2. Develop testable hypothesis or summary statement.3. Collect direct observation data to confirm summary

statement.4. Develop “competing pathways” summary statement.5. Develop BIP.6. Develop details & routines for full implementation of BSP.7. Develop strategies for monitoring & evaluating

implementation of BSP.

Plan/Process for Simple FBA’sWho makes the referral?What form do they use?

Where or to whom does the referral form go?Who or what group reviews the referral form to see if Simple FBA needs to be done?

Who schedules the Simple FBA, informs teachers and others who need to know?Who completes the Simple FBA?

Who or what group develops the testable hypothesis?Who or what group develops the simple behavior support plan?

What is the proposed timeline from referral, decision, interview(s), summary of Simple FBA, testable hypothesis statement and development of simple behavior support plan?When and by whom is BSP reviewed to see if it is working?