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Primer on Function-based Support: From Function to Plan
George SugaiNovember 17 2011
Center on PBISUniversity of CT
Purpose
• Provide an overview of essential practices and systems for supporting accurate and sustained use of a function-based approach to individual student behavior support.
Behavior Support Elements
Problem Behavior
Functional Assessment
Intervention & Support Plan
Fidelity of Implementation
Impact on Behavior & Lifestyle
*Response class*Routine analysis*Hypothesis statement *Alternative behaviors
*Competing behavior analysis *Contextual fit*Strengths, preferences, & lifestyle outcomes*Evidence-based interventions
*Implementation support*Data plan
*Continuous improvement*Sustainability plan
• Team-based• Behavior competence
6 Se
ction
s1. Foundations of SWPBS
2. Basic Function-based Behavior Support
3. Routine Analysis
4. FBA: Competing Path Analysis
5. Function-based Behavior Intervention Planning
5. Consultation Example
1. Foundations
1. Foundations – cont.
Only 2 Basic FunctionsProblemBehavior
Obtain/GetSomething
Escape/Avoid
Something
SocialTangible/Activity
Adult
Stimulation/Sensory
Peer
Pos Reinf Neg Reinf
Existing
aversive
condition
identified
2. Basics
2. Basics – cont.
Why do FBA?
Understand factors that contribute to
occurrences of PB
Antecedent stimuli
Consequence stimuli
Improve quality of BIP
Better alternatives
Remove triggers &
maintainers of PB
Add triggers & maintainers
of SS
What is FBA?
Systematic problem solving process for
Developing statements about factors that
contribute to occurrences of PB
Serving as bases for developing high quality
of BIP
What is “behavior function?”
Function = maintaining
factors2 basic functions
Positive reinforcement (get/access)
Negative reinforcement (escape/avoid
e)
% Intervals w/ P.B. for Bryce
0
10
20
30
40
50
60
70
80
90
100
1 3 5 7 9 11 13 15 17 19 21 23 25 27 29 31 33 35 37 39 41
Sessions**Data points with arrows indicate no medication
% I
nte
rva
ls w
/ P
.B.
Baseline
Contra-IndicatedIndicatedContra-
IndicatedIndicated
Ingram, Lewis-Palmer, & Sugai, 2005
% Intervals w/ P.B. for Carter
0
10
20
30
40
50
60
70
80
90
100
1 3 5 7 9 11 13 15 17 19 21 23 25 27
Sessions
% In
terv
als
w/ P
.B.
Baseline IndicatedIndicated Indicated Modified
Contra-ndicated
Contra-Indicated
What is “response class?”
Set of topographically different behaviors having same function
Development of BIP based on RC
Teaching more contextually appropriate behaviors from
same RC as PB
Escape difficult task request
Hit
Spit
Runaway
Yell….
Obtain adult attention
Cry
Hit
Whine
Raise hand
Spit…
Escape difficult task request
Hit
Spit
Runaway
Yell….
Obtain adult attention
Cry
Hit
Whine
Raise hand
Spit…
3. How do I know if FBA has been done?
1. Clear & measurable definition of problem behaviors.
2. Complete testable hypothesis or summary statement
3. Data (direct observation) to confirm testable hypothesis.
4. Behavior intervention plan based on testable hypothesis
FBA LEVE
LS
1. Informal Archival Review Problem Solving Meeting
2. Indirect Checklist FA Interview Routine Analysis
3. Direct Observation
A-B-C Structured, Planned
Observation
4. Planned Manipulation
Experimental or Functional Analysis
MORE INFORMALEASIERSIMPLE
INDIRECT
MOREDIRECT
COMPLICATEDDIFFICULTFORMAL
What is “testable hypothesis?”
Probability statement about behavior
occurrences
Triggering antecedents
Maintaining consequences
Elements of TE used to
develop BIP
Setting Events TriggeringAntecedents
MaintainingConsequences
ProblemBehavior
Testable Hypothesis“Basic Unit”
Following events that
maintain behaviors of concern (function)
Preceding events that trigger or occasion
Set of related
behaviors of concern
(RC)
Infrequent events that affect value
of maint. conseq.
• “Best guess” about behavior & conditions under which it is observed
• Represents basic working unit of FBA
• Directly guides development of BIP
3. Routine AnalysisStudent _________________________________________ Date _________________Person(s) Completing Assessment ____________________________________________ What skills/strengths does student display during transitions, typical activities and routines, etc.? What do typical problem behaviors look like during transitions, typical activities and routines, etc.? (1) (2) (3)
3. Routine Analysis – cont.
Functional Assessment Checklist for Teachers “FACTS”
STEP 1: Student/ Grade: _____Clarence/5th grade_____ Date: ____January 11___________
Interviewer: ___________Sugai________ Respondent(s): ____Thomas_____
STEP 2: Student Profile: Please identify at least three strengths or contributions the student brings to school.C. has leadership potential. Peers listened to him, and he can be very convincing and sincere. He’s academically competent and seems to be moving smoothly and successfully through the school curriculum.
STEP 3: Problem Behavior(s): Identify problem behaviors___Tardy_X Fight/physical Aggression ___ Disruptive___ Theft___ UnresponsiveX Inappropriate Language_X__ Insubordination___ Vandalism___ Withdrawn_X__ Verbal Harassment____Work not done___ Other __________ ____X _ Verbally Inappropriate___ Self-injuryDescribe problem behavior:C. may have one of the shortest fuses I’ve seen. One little tease by a peer, and he quickly and predictably escalates through a behavioral sequence that begins with passive in subordination (non response), moves to a mild protest, shifts to harassment and name calling, increases to property damage and even to physical aggression. Its interesting that he seems to “enjoy” the reactions he gets from peers that he aggresses toward, and from peers who look up to him for his aggressiveness.
STEP 4: Routine Analysis
Schedule(Times)
Activity Likelihood of Problem Behavior Specific Problem Behavior
8:00 Waiting to enter buildingLow High1 2 3 4 5 6
See escalation described above
8:15 Advisory & Planning 1 2 3 4 5 6
Mostly teasing and touching property of others. Doesn’t escalate much further
9:15 Language Arts 1 2 3 4 5 6 Occasional name calling/teasing
10:15 Recess 1 2 3 4 5 6 See escalation described above
11:30 Math 1 2 3 4 5 6 Occasional teasing
12:00 Lunch 1 2 3 4 5 6 See escalation described above
12:35 Earth Science 1 2 3 4 5 6 Minor verbal harassment
1:15 Art or Phy Ed 1 2 3 4 5 6 See escalation described above
2:00 Reading 1 2 3 4 5 6 Rarely a problem
2:50 Waiting for bus 1 2 3 4 5 6 See escalation described above
Setting Events TriggeringAntecedents
MaintainingConsequences
ProblemBehavior
DesiredAlternative
AcceptableAlternative
TypicalConsequenceSummary Statement
Setting Events TriggeringAntecedents
MaintainingConsequences
ProblemBehavior
Lack of peercontact in 30
minutes.
Do difficultmath
assignment.
Noncompliance,profanity,physical
aggression,
Avoid task,remove from
class.
DesiredAlternative
TypicalConsequence
Points,grades,
questions,more work.
Do workw/o
complaints.
Summary Statement
AcceptableAlternative
Ask forbreak,ask forhelp.
Why is function important?
Because consequences compete!!
Function
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
BEHAVIOR SUPPORTPLANNING
COMPETING PATHWAYS
Setting Events TriggeringAntecedents
MaintainingConsequences
ProblemBehavior
Lack of peercontact in 30
minutes.
Do difficultmath
assignment.
Noncompliance,profanity,physical
aggression,
Avoid task,remove from
class.
DesiredAlternative
TypicalConsequence
Points,grades,
questions,more work.
Do workw/o
complaints.
Summary Statement
AcceptableAlternative
Ask forbreak,ask forhelp.
Function
Setting EventManipulations
AntecedentManipulations
ConsequenceManipulations
BehaviorManipulations
Teach options to problem behavior:1. Ask for break2. Ask for help3. Turn in assignment as is.
Teach missing math skills
Arrange for peer interaction before math class
Provide positive adult contact
Sit with preferred peer
Introduce review type problem before difficult tasks
Remind of alternative behaviors
Do first problem together
Immediately reinforce entering class.
Provide reinforcer w/in 1 min. of starting task (3 min., 5 min., 10 minutes)
Give break & help
Sit with preferred peer when done
Setting Events TriggeringAntecedents
MaintainingConsequences
ProblemBehavior
Rides citybus
Teachercorrectspeers
ProfanityVerbal
protests
Teacherattention
DesiredAlternative
TypicalConsequence
Delayedteacher
attention.
Ignore &problem
solvelater
Summary Statement
AcceptableAlternative
Discussin
private
Function
Setting EventManipulations
AntecedentManipulations
ConsequenceManipulations
BehaviorManipulations
Teach J. how, when, & where to express verbal protest, & how to walk away from problem situations in transitions.
On days city bus ridden, check in with counselor to review days schedule & walk with counselor to classroom
Give >3 positive acknow-ledgements per min. to peers during transitions.
Give private & quiet corrections to peers.
Remind J. of acceptable & desired replacement behaviors
When J. engages in problem behavior immediately disengage from him, & engage peers.
When J. engages in replacement behaviors provide adult attention (discussion)
6. Consultation ExampleEmail Request: “We have a child in our preschool with Downs Syndrome. He enjoys hitting and pushing peers - he does it across multiple environments and he does it almost looking for a reaction. He has the language to interact in a more 'appropriate' way so it isn't his only option for engaging with peers. He pushes hard enough to knock kids over. All things have been tried - the time outs that shouldn't be used are being tried as a last resort, but we have also tried substituting a more appropriate behavior 'give Jane a high five', noticing non-pushing and hitting times, rewarding with 'prizes' for short periods of non-aggressive behaviors, we have up picture schedules and picture cues of positive interactions with friends, we are using social stories about the good things we do with our hands and positive ways of interacting - we have tried many things, but still if there is an opportunity to push or hit and he does it. Can you point me in the right direction of addressing this problem using the framework.”
George’s Response: “Sounds like you've been doing what needs to be considered/done. Given that I'm outsider not knowing all the specifics, please consider the following as possibilities.....I might have your team consider the following:
First, focus on (a) increasing adult active supervision (i.e., proximity, scanning, interactions) and (b) identifying the 4 or 5 times, places, etc. where the problem has been occurring most often (e.g., independent play, small group, waiting for snack).
Second and then do more of the following:
1. It does sound like his hitting/pushing are attention (reaction) maintained (especially peers), and I'd build all my strategies around that hypothesis.
2. You are smart to focus on teaching alternatives, especially those that also get him lots of peer attention (i.e., same thing that maintains problem behavior). I would be sure to continue and keep his reward/reinforcer schedule rich and frequent for two kinds of appropriate behaviors: (a) general appropriate (e.g., good hands, following directions, etc.) and if possible have peers deliver or co-deliver with adults and (b) specific alternatives behaviors that result in peer attention (e.g., say hello, give xxx this). Use access-to-peers as often as possible as a reinforcer (e.g., "nice job, you can visit with XX for 2 minutes" "you worked hard by yourself, you can pick a friend to XXX")
3. Consider upping the big peer attention reinforcer for an accumulation of X number of small appropriate peer contacts. For example, "when you do 5 of these appropriately, you can play with XXX for 5 minutes.”
4. Consider increasing his opportunities to play with peers when he's being appropriate. Also identify early signs that an inappropriate hit/push is likely (e.g., out of seat, increase voice level, verbal noncompliance), and as soon as they are observed, remove peers for brief period of time. When he is calmed, he can return and be sure that he gets some form of immediate peer attention.
5. Teach and practice ways he can get peer attention, and be sure that he gets it when he uses those behaviors (e.g., "Can I play with XXX?" "I want to visit with XXX?").
The above require consistent applications/supervision, which might be difficult all day....so, focus on those 4-5 high priority times.
Well....there are my ideas. You should be cautious with them because I don't know all the specifics (i.e., I'm guessing based on what you've described). The most important action is to work these and other strategies through with the team of individuals who are working with the kid, and keep the idea prominent that his problem behaviors seem to be maintained by access to peer attention, maybe under conditions of not having much peer contact. In addition, create as many opportunities for him to experience access to peer attention for engaging in appropriate peer-access behavior.
Food for thought....hope they are helpful.
George”