Leading a Team from a Functional Behavioral Assessment to a Behavior Support Plan Rob Horner, Cindy...
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Leading a Team from a Functional Behavioral Assessment to a Behavior Support Plan Rob Horner, Cindy Anderson and Anne Todd University of Oregon TA-Center on Positive Behavior Support www.pbis.org
Leading a Team from a Functional Behavioral Assessment to a Behavior Support Plan Rob Horner, Cindy Anderson and Anne Todd University of Oregon TA-Center
Leading a Team from a Functional Behavioral Assessment to a
Behavior Support Plan Rob Horner, Cindy Anderson and Anne Todd
University of Oregon TA-Center on Positive Behavior Support
www.pbis.org
Slide 2
Assumptions and Objectives Assumptions You are already
implementing School-wide PBIS You already conduct functional
behavioral assessments You are already working with teams to build
behavior support plans for individual students. Objectives Define a
process for moving from assessment to behavior support plan. Start
with FBA -> Frame the Challenge -> Select Options
Slide 3
Main Messages Know the foundation information BEFORE building a
plan: What, Where, When, Who, Why For complex plans build
information about social, family, medical and contextual issues
that may be influencing behavior. Make the plan fit the student and
the context Efficient, tailored support Behavior support has levels
of complexity: Typical school personnel can do a lot. You can do
this. but you also need to know when to ask for more help.
Implement individual behavior support plans within school- wide
systems.
Slide 4
Tertiary Prevention: Specialized Individualized Systems for
Students with High-Risk Behavior Secondary Prevention: Specialized
Group Systems for Students with At-Risk Behavior Primary
Prevention: School-/Classroom- Wide Systems for All Students,
Staff, & Settings ~80% of Students ~15% ~5% School-Wide
Positive Behavior Support
Slide 5
Behavior support is the redesign of environments, not the
redesign of individuals Positive Behavior Support plans define
changes in the behavior of those who will implement the plan. A
behavior support plan describes what we will do differently. A
Context for PBS
Slide 6
Prevention Teaching as the most effective approach
Environmental redesign, Antecedent Manipulations Function-based
support Functional assessment Team-based design and implementation
of support Comprehensive Interventions Support plans with multiple
elements Link Behavior Support to Lifestyle Plan Person-centered
planning, Wraparound, Systems of Care Systems Change Intervention
at the whole-school level Systems that nurture and sustain
effective practices Systems that are durable Major Changes in
Behavior Support
Slide 7
Define critical features of environments where the focus person
will be successful. Behavior support plans describe what we will do
differently to establish these critical features. Facilitate
consistency across multiple implementers. Provide professional
accountability. Purposes of Behavior Support Plan
Slide 8
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
Slide 9
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
Slide 10
Functional Behavioral Assessment Defined: Functional behavioral
assessment is a process for identifying the events that reliably
predict and maintain problem behavior.
Slide 11
Outcomes of a Functional Behavioral Assessment Operationally
defined problem behavior(s) By response class Identify routines in
which the problem behavior is most and least likely to occur Define
the antecedent events (triggers; setting events) that predict when
the problem behavior is most likely Define the ONE consequence that
contributes most to maintaining the problem behavior in that
routine. Summary Statement of findings.
Slide 12
Setting EventsTriggering Antecedents Maintaining Consequences
Problem Behavior FBA Summary Statement 12 3 4 Head Hit In room with
Noise and/or too many people Avoid noise/people Allergies
Slide 13
Identifying Maintaining Consequences Given a Problem Behavior
Get: Object, Activity, Sensation Avoid: Object, Activity, Sensation
SocialPhysiologicalSocialPhysiological Precise Event Precise Event
Precise Event Precise Event Object/ Activity Object/ Activity
Precise Event Precise Event Video What about Power, Control,
Choice, Revenge? These are large social constructs that do not help
in the design of specific behavior support. Each can be narrowed to
what you get or what you avoid. To make functional assessment
functional the outcomes must be very specific and precise.
Slide 14
Many ways to do FBA Simple/ Typical FBA Interview the person
who knows the student best Build a summary statement Setting
Antecedent Prob Beh Consequence Event (Trigger) (Maintaining) Use
direct observation to verify the summary statement FACTS Demo
Slide 15
Use FBA to Design Effective Support: The Design of 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 behavior
ARE rewarded
Slide 16
Use FBA to Design Effective Support: Use the FBA to narrow the
challenge Behavior in Routine maintained by Function Help the team
produce a plan that is uniquely appropriate, specific and
practical. Do this by asking the right questions, not providing the
solution.
Slide 17
Using FBA to Design Effective Support: The Simple BSP How can
we prevent problem situations? What should we teach as an
alternative behavior? How to increase reward of appropriate
behavior? How to minimize reward of problem behavior? Are negative
consequences for problem behavior needed? Are safety routines
needed? What data to collect? Are we doing the plan? Is the plan
working?
Slide 18
Intervention Development Prevention Teaching Reward/Recognition
Extinction Corrective Consequence (if needed) Safety Plan (if
needed) Data Collection/ Monitor
Slide 19
Acceptable Alternative: 1.Same consequence 2.Socially
acceptable 3.Very efficient Negative Exchange about Homework
Request to Read Aloud Swear, Leave Room Escape Negative Peer
Feedback Darin: 4 th Grade, typically developing, very social, not
strong reader
Slide 20
Reprimand during prior class Playground Scream at / threaten
others Get access to game or equipment Play with others Peer social
interaction Ask for Help Marion: 3 rd grader, Aspergers Syndrome
Strong preferences for games BSP
Slide 21
Make Problem Behavior Irrelevant Make Problem Behavior
Inefficient Make Problem Behavior Ineffective And Positive Behavior
More Effective Examples of Interventions
Slide 22
Alice Prevention Teaching Consequences
Slide 23
Selecting an alternative behavior Alternative behaviors: 1.
Produce the SAME outcome as problem behaviors 2. Are socially
appropriate 3. Are as (or more) efficient than problem behavior
Amount of physical effort Speed of effect Number of time performed
to get reward
Slide 24
Which of the Following are Appropriate Alternative/Replacement
Behaviors? Jason is nine and cries when asked to do difficult
tasks. The crying is maintained by avoiding or escaping the tasks.
Possible Replacement Behaviors: More token rewards for doing tasks
Asking for a break from tasks Asking to do something other than the
tasks Requesting adult attention Asking to have soda after tasks
are done
Slide 25
Which of the Following are Appropriate Alternative/Replacement
Behaviors? Jason is nine and cries when asked to do difficult
tasks. The crying is maintained by avoiding or escaping the tasks.
Possible Replacement Behaviors: More rewards for doing tasks Asking
for a break from tasks Asking to do something other than the tasks
Requesting adult attention Asking to have soda after tasks are
done
Slide 26
Which of the Following are Appropriate Alternative/Replacement
Behaviors? Leslie is 12, has severe intellectual disabilities, does
not use words, and hits her head. Head hitting is maintained by
adult attention during work periods. Which is the best Replacement
Behavior hide under her desk and be ignored sign for more to
another student take completed work up to show the teacher move to
sit by another student engage in stereotypies
Slide 27
Which of the Following are Appropriate Alternative/Replacement
Behaviors? Leslie is 12, has severe intellectual disabilities, does
not use words, and hits her head. Head hitting is maintained by
adult attention during work periods. Which is the best Replacement
Behavior hide under her desk and be ignored sign for more to
another student take completed work up to show the teacher move to
sit by another student engage in stereotypies
Slide 28
Mitch 8 years old, no disabilities, highly verbal, good sense
of humor
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Problem behaviors: Talks out, calls other children names, uses
teasing voice tone Context: In less structured contexts where he is
not getting peer attention (e.g. independent seat work) Primary
Maintaining Function: obtain peer attention Setting Events:
Extended time without peer contact.
Slide 29
Setting EventsTriggering Antecedents Maintaining Consequences
Desired BehaviorTypical Consequences Problem Behavior Replacement
Behavior Tease, Taunt peers Seat work, Alone Obtain Attention from
peers Minimal peer contact Do work Complete work, Get more work ?
Mitch
Slide 30
Five steps to helping a team build a better plan of support
Summarize the FBA Build Agreement Clarify core features of BSP
Effective environment Ask questions to define intervention options
Not just one option Select options with strong contextual fit Not
just effective but doable Define how the BSP will be
implemented
Slide 31
Minimize the current rewards for problem behavior Teacher
controlled Teacher Attention (withholdredirect) Activity Privilege
Student controlled Peer attention Activity First in line Four
square lead Tangible Food
Slide 32
Examples: Define (a) FBA summary statement and (b) possible
elements of support Emmit Eric Rayette Jason
Slide 33
Five Steps in Leading a Team from FBA to a Behavior Support
Plan 1. Summarize FBA Setting Events-> Antecedents ->
Behavior -> Consequence 2. Define goals of BSP process: Make
problem behavior irrelevant Make problem behavior inefficient Make
problem behavior ineffective Do all this in a contextually
appropriate manner 3. Lead discussion to identify options Ask
questions, dont give solutions Paraphrase, elaborate, integrate
Always bring group back to FBA logic Produce multiple ideas
(elements)
Slide 34
Leading a Team from FBA to BSP 4. Given an array of possible
BSP elements, shift discussion to contextual fit. What elements are
feasible, acceptable, sustainable? What is the smallest change that
will produce the largest effect?
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Contextual Fit Defined: The extent to which the people who will
implement a behavior support plan find the elements of the plan
Consistent with their personal values Consistent with the
professional skills Consistent with the resources available in the
setting Consistent with the available administrative support
Slide 35
Leading a Team from FBA to BSP 5. Transform ideas for BSP
elements into a formal plan for implementation Who will do what,
when, and how will we know?
Slide 36
On Mondays and/or when up all of the night before. Daily
nongraded quiz on previous nights homework Verbal protests, slump
in chair, walks out of room. Avoids doing quiz & homework
discussion. Do quiz without complaints. Discussion about answers
& homework. Turn in with name & sit quietly w/o
interrupting.
Slide 37
On Mondays when he has had little sleep Daily nongraded quiz on
previous nights homework Verbal protests, walks out of room. Avoids
doing quiz & homework discussion. Do quiz without complaints.
Discussion about answers & homework. Turn in with name &
sit quietly w/o interrupting. Make problem behavior irrelevant.
Make problem behavior irrelevant. Make problem behavior
inefficient. Make problem behavior ineffective. Interventions Make
desired behavior effective
Slide 38
On Mondays and/or when up all of the night before. Daily
nongraded quiz on previous nights homework Verbal protests, slump
in chair, walks out of room. Avoids doing quiz & homework
discussion. Do quiz without complaints. 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. Teach options to problem
behavior: 1. Turn in blank 2. Turn in with name 3. Turn in with
name & first item done. 4. Turn in with name & 50%
completed. With first sign of problem behaviors, remove task, or
request completion of task next period. Remove task based on step
in task analysis (STO). Provide effective verbal praise & other
reinforcers.
Slide 39
Assessment (FBA, Person-Centered Plan, Wraparound) Operational
Descriptions, Routines, FA Hypotheses Competing Behavior Pathway
Prevention Teaching/Education Reward desired behavior Place Problem
behavior on extinction Corrective consequences for problem behavior
(if needed) De fine safety/emergency procedures (if needed)
Evaluation and Monitoring for Improvement Steps for implementation
Outline of a Behavior Support Plan BSP Cindy
Slide 40
Planning for Implementation Action/ TaskWhoBy When Teach Marion
asking routine DavidDecember 12 Orientation for GloriaEmilyDecember
10 Enter dataEmilyDaily
Slide 41
Assessing Implementation Behavior Support Plan Weekly
Assessment Student:_________________________ Week:
_______________________________ To what level did we implement the
plan we proposed? Low Moderate High 1 2 3 4 5 6 To what degree is
the plan having a positive impact on the student? Low Moderate High
1 2 3 4 5 6
Slide 42
Quality of Behavior 6=+ Eric: BSP Implementation and Perceived
Impact Quality of Implementation 6 + + Implementation Perceived
Impact Teacher Aide
Slide 43
Summary Invest in building consensus around FBA summary
statement. Recruit strategies that are local, practical, but still
consistent with FBA(Lead dont tell). Recruit local knowledge Using
Competing Pathway to build efficient plans (the smallest changes
that produce the largest effect) Ensure that the plan includes
procedures for getting implementation to occur. Always include
procedures for evaluation Are we doing what we said we would do? Is
the process having an effect on the student?