Transcript PowerPoint - Wisconsin PBIS Network
Functional Behavior Assessment
Daniel Parker
Autism and Family Engagement Wisconsin Department of Public Instruction
Dave Kunelius
State-wide Trainer, Regional Technical Assistance Coordinator Wisconsin PBIS Network
Introduction
• Housekeeping • Terms • Goals for Today • Assumptions • What it Looks Like
Speaker Profiles
Daniel Parker As Autism and Family Engagement Consultant for the WI Department of Public Instruction, Daniel provides autism related professional development across the state of Wisconsin. He has a unique blend of home based, general and special education teaching, and administrative background at the school, district, and statewide levels with a focus on data, applied behavior analysis, social peer mediated interventions, and the use of technology in teaching. Daniel works closely with WSPEI and other statewide parent organizations to supports families and educators with efforts to improve family engagement activities and outcomes for students with disabilities. Daniel received a Masters Degree in Human and Development and Family Life and a Masters Degree in Special Education both from the University of Kansas. He has a wife, Sarah, a cat, Lily, and the cutest dog in the world, ZuZu.
Speaker Profiles
Dave Kunelius Dave has been supporting the use of positive behavior interventions and supports across the state for the last 15 years as a behavioral specialist and previous to that was was a teacher for students with Emotional-Behavioral Disabilities. In addition to his role as PBIS Coordinator, he is also a local Special Education Director and a WI PBIS Trainer.
Dave and his family of 4 children and their Labradoodle, Rocket, live in the beautiful Northwoods of Wisconsin. They enjoy being involved in community organizations that support youth, travelling, family activities and enjoying the great outdoors.
Quick Poll
Who is Here Today?
a) Family Member b) Administrator c) General Educator d) Special Educator e) Student Support/Pupil Services f) Other Professional
Presentation Goals
Today you walk away with … • Importance of Using Functional Behavior Assessments (FBAs) and Developing Meaningful Behavior Intervention Plans (BIPs) • Suggestions and Considerations when Developing FBAs / BIPs • Frameworks for Developing FBAs • Review Steps for Implementation • Resources for Further Study
Terms Used Today
•
BIP
= Behavior Intervention Plan •
EBP
= Evidence Based Practice •
FBA
= Functional Behavior Assessment •
IEP
= Individualized Education Program •
PBIS
= Positive Behavior Interventions and Supports •
RTI
= Response to Intervention •
UDL
= Universal Design for Learning
Terms Used Today
• • • • •
ABC’s
= Describes the chain of events before (antecedent), during (behavior) and after (consequences) in a period of time.
Antecedent Behavior
of Time = What Happens Before a Behavior = Any Action or Non-Action in a Period
Consequence
= What Happens After a Behavior
Competing Pathways
= A Model For Thinking about and Creating BIPs
Terms Used in Workshop
•
Reinforcement
be maintained.
describes a relationship between learner behavior and a consequence that follows the behavior. This relationship is only considered reinforcement if the consequence increases the probability that a given behavior will occur in the future, or at least •
Positive reinforcement
presentation of a refers to the
reinforcer
after a learner uses a
target behavior
that increases the likelihood the learner will use the target behavior again.
Terms Used in Workshop
•
Negative Reinforcement
: The removal of a stimulus immediately following a behavior increases the likelihood that the behavior will occur again under similar stimulus conditions. (This is NOT punishment, most people like it) •
Extinction
: A procedure used in applied behavior in which reinforcement of a previously reinforced behavior is discontinued. Extinction requires consistency to be effective.
Terms Used Today
• • • •
Fading
: The systematic process of gradually reducing or eliminating an instructional prompt.
Modeling
: Demonstrating the action or skill you would like the learner to display.
Prompt
: Prompts are any help given to learners that assist them in using specific skills. Prompts are generally given by an adult or peer
before
or
as
a learner attempts to use a skill. Prompts can be verbal, gestural, or physical in nature.
Shaping
: A process of systematically and differentially reinforcing successive approximations to the whole behavior.
Terms Used Today
Functional Behavior Assessment (FBA)
: Functional behavior assessment (FBA) is a systematic set of strategies that is used to determine the underlying function or purpose of a behavior, so that an effective intervention plan can be developed. FBA consists of describing the interfering or problem behavior, identifying antecedent or consequent events that control the behavior, developing a hypothesis of the behavior, and testing the hypothesis. Data collection is an important part of the FBA process. Often, teachers/practitioners use functional communication training (FCT), differential reinforcement, response interruption/redirection, extinction, and stimulus control/environmental modification to address these behaviors in learners with ASD.
Definition Adapted from National Professional Development Center on Autism Spectrum Disorders: http://autismpdc.fpg.unc.edu/content/functional-behavior-assessment
Terms Used Today
Behavior Intervention Plan (BIP)
: A Behavior Intervention Plan (BIP) is often developed after a Functional Behavior Assessment has been conducted. The BIP outlines the antecedent and consequence focused interventions that will assist the learner to improve in more skillful behavior. BIPs often outline who, what, when, where, and how the interventions take place.
Quick Poll
Why are you attending FBA webinar today?
a) Improve skills and get new ideas / systems to implement FBAs.
b) To reflect and improve fidelity of use of FBAs.
c) Better connect FBAs to BIPs.
d) General interest in improving strategies for students / child?
Assumptions
Our Presenters Have the Following Assumptions • Presume Competence about Student Abilities – Students at all levels have the ability to learn new skills • Common Goal to Assist Students to become more Skillful and Independent • Basic Understanding of the Need for Both Clear Consequences and Antecedent Interventions (e.g., Teaching)
Assumptions
• Problem Behaviors ARE Adaptive Responses to the Environment – Just not Acceptable Ones • Sometimes Adaptive becomes Maladaptive
Assumptions about “Behavior”
• “Differences” vs. “Deficits” • “Skillful and Unskillful” vs. “Good and Bad” • Teaching vs. Telling
Review
• Evidence Based Practices (EBPs) • NPDC-ASD and AIM • Needs of Students on the Autism Spectrum
Review of Evidence Based Practices
• Several Sources Discuss Evidence Based Practices • All Strategies Discussed Today Have Several Years of Research and Proven Effectiveness
• • • • • • • • • • •
NPDC-ASD Criteria for ASD
http://autismpdc.fpg.unc.edu/content/briefs
Antecedent-based interventions Computer-aided instruction Differential reinforcement Discrete trial training Extinction *Functional behavior assessment Functional communication training Naturalistic interventions Parent-implemented intervention Peer-mediated instruction/intervention Picture Exchange Communication System
• • • • • • • • • • • • •
Pivotal response training Prompting Reinforcement Response interruption/redirection Self-management Social narratives Social skills training groups Speech generating devices Structured work systems Task analysis Time delay *Video modeling Visual supports *These modules are not yet on AIM
NPDC-ASD Evidence-Based Practice Briefs
• All Briefs Contain: – Evidence Base – Overview –
Steps for Implementation
–
Fidelity Implementation Checklist
NPDC-ASD Criteria for ASD
•
Important to note
: Even when a specific evidence based practice may be effective, the design, layout, format, presentation, and other details of the practice should be designed to fit the individual needs of each learner.
Consider Student’s Basic Needs
• Ability to Protest (Break Cards) • Access to Communication System(s) • Access to General Education Curriculum and Peers • Adults Attributions (impairment or behavior) • Adult Expectations (predestination vs. predetermination)
Consider Student’s Basic Needs
• Choices in Day • Culture and History of Student • Curriculum is Meaningful, Motivating and Engaging •
Relationships with Care Givers
• Sensory and Movement Regulation • Visual Supports, Schedules, and Boundaries (for day and specific activities)
Think about how kids with behaviors that interfere with learning are built
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Traditional Behavior
• Reasoning
Interventions
• Verbal Reprimand – Hurry Up!
– You Need to Get Ready To . . . !
– You know what to do!
• Time Out or Reduced Access • Suspension / Expulsion
When We Are Faced with Behaviors that Interfere with Learning
We have the choice to . . .
1) Ignore or Do Very Little 2) Use Traditional Behavior Interventions 3) Use PBIS and EBP 4) Use PBIS and EBP with Fidelity
Introduction to FBAs
• Definitions • Research Base • Connections to Students on the Autism Spectrum • Why we Like FBAs • Settings and Resources
Functional Behavior Assessment (FBA)
Functional behavior assessment (FBA) is a systematic set of strategies that is used to determine the underlying function or purpose of a behavior, so that an effective intervention plan can be developed. FBA consists of describing the interfering or problem behavior, identifying antecedent or consequent events that control the behavior, developing a hypothesis of the behavior, and testing the hypothesis. Data collection is an important part of the FBA process. Often, teachers/practitioners use functional communication training (FCT), differential reinforcement, response interruption/redirection, extinction, and stimulus control/environmental modification to address these behaviors in learners with autism.
Definition Adapted from National Professional Development Center on Autism Spectrum Disorders: http://autismpdc.fpg.unc.edu/content/functional-behavior-assessment
Functional Behavior Assessment
• FBA is a continuous process (not a one-time event) for identifying, (1) the purpose or function of the behavior, (2) the variables that influence the behavior, and (3) components of an effective behavioral intervention plan (BIP)
* From WI DPI Bulletin 07-01: http://sped.dpi.wi.gov/sped_bul07-01#q5
Common FBA Qualities
Most Functional Behavior Assessments are Looking for Patterns
•
When
Does the Behavior Occur?
•
Who
Does the Behavior Occur with?
• For
How Long
does the Behavior Occur?
• What Happens
Before
Behavior? (antecedent) • What Happens
After
Behavior? (consequence)
Form versus Function
• Most of us Think of Problem Behaviors by their Form (e.g., hitting) • The Function of a Problem Behavior can be Very Different (e.g., young love) • MUST Look Beyond Intention (e.g., lecture) • It is no More or Less than a Different way of Thinking About/Interpreting Behavior 35
Common FBA Qualities
Goal of Many FBA’s is to Seek Function in Terms of:
• •
Attention Access to Object or Activity
•
Escape / Avoidance
•
Automatic Reinforcement
• Power or Control • Imitation (TV, peer pressure, etc) • Self Protection (feels threatened) • Self Esteem
Difference Between Functional Analysis and Functional Assessment • Functional (Behavioral) Assessment: – Based on information collected from others – Based on direct observation in everyday environment • Functional Analysis: – Based on manipulating conditions in the natural or clinical environment – Also Called Analog or Experimental FA 37
Why We Like FBAs
• Gives Us a Framework for Problem Solving • Can be a Great Collaborative Approach • Uses Data to Inform Instructional Decisions • Assists Students to become More Skillful Learners • Can be Useful in Many Ways!
FBAs and Needs of Students with Autism
• FBAs can Assist Students with . . . – Sensory / Movement Needs – Basic Communication – Social Communication – Transitions – Understanding Meaning of Activities
FBAs and Needs of Students with Autism
• Easier with External, High-Frequency Behaviors • More Difficult with low-frequency or internalizing behaviors (e.g., depression, suicidal thoughts)
Some Resources Used to Implement FBAs
• Data Collection Forms • Medical Evaluations / Health History • Observations • Perspectives and Data from Multiple Team Members
Some Resources Used to Implement FBAs
• Record Review (IEP / Evaluations) • Brief Questionnaires • Stress Surveys • Reinforcement Inventories • Preference Assessments • Surveys and Interviews
• Functional Behavior Assessment Interviews — Families — Educators — Providers — Students
Functional Assessment Interview Tools
• Medical Evaluation/Health History • Record Review (IEP, evaluations) • Brief Questionnaires – Motivation Assessment Scale – Questions About Behavioral Function – Functional Assessment Checklist for Teachers and Staff • Interviews– Teacher, Parent, and Student 44
In Addition to ABC or Competing Pathways, Many FBA’s Have Some Type of Functional Assessment Interview Form that Can be Completed by:
• Educators • Professionals • Parent • Student
Resources Required to Implement FBAs
• Someone to Follow up with Fidelity of Implementation — Step by Step Instructions — Implementation Checklists
Student Considerations when Using FBAs
• Consider Underlying Intellectual and Social Challenges • Consider Including the Student in Discussions of “Behavior” and when Developing Behavior Intervention Plans
Settings to Use FBAs
• Any Settings – Indoor and outdoor – School, Home, Community – Across Adults and Activities
When Should an FBA be Used?
• When Behavior Interferes with Learning • When Behavior is Harmful • When Behavior Interferes with Relationships • When Behavior is of a Concern and Appears for “No Reason”
Compliance and FBA / BIP
• Understand Compliance and Best Practice
IEP Development Behavior Considerations
• If Behavior Interferes with Learning then . . .
– IDEA Regulation: “consider use of positive interventions and supports.” – Best Practice: Develop a Functional Behavior Assessment (FBA) and Behavior Intervention Plan (BIP)
Compliance Requirements for FBA
•
FBA is Required if Seclusion / Restraint is Used
•
Data for Evaluations (FBA required)
– When a disciplinary change of placement occurs and behavior is a manifest of the disability – Additional tests or evaluations are part of the FBA – Determining eligibility or nature and extent of the special education and related services – Refer to DPI bulletin 07.01
http://sped.dpi.wi.gov/sped_bul07-01#q5
• Requires Parent Consent
Is Conducting an FBA Part of an Evaluation?
The IEP Team determines if the FBA is necessary as part of the evaluation in order to determine whether the child has a disability or the extent of special education and related services that are needed. If the IEP Team determines the FBA is part of the evaluation, parent consent must be obtained, as is the case for all data collected in the evaluation process.
Best Practice Considerations for FBA
•
Data for Monitoring Progress (optional)
– is collected as a service specified in the student's IEP – is part of ongoing classroom observation and assessment conducted in the normal course of the student's program – is part of ongoing review of the effectiveness of the behavioral intervention plan (BIP) included in the student's IEP • Parent Participation Improves Outcomes
Steps for Implementation
• NPDC-ASD Evidence Base Practice Briefs http://autismpdc.fpg.unc.edu/ content/briefs
Steps for Implementation
• NPDC-ASD Evidence Base Practice Briefs http://autismpdc.fpg.unc.edu/content/briefs
Steps for Implementation
• NPDC-ASD Evidence Base Practice Briefs http://autismpdc.fpg.unc.edu/content/briefs
Steps for Implementation
• NPDC-ASD Evidence Base Practice Briefs http://autismpdc.fpg.unc.edu/content/briefs
Steps for Implementation
• NPDC-ASD Evidence Base Practice Briefs http://autismpdc.fpg.unc.edu/content/briefs
Steps for Implementing FBAs
1. Establish a Team 2. Identify the Behavior of Concern 3. Collect Baseline Data 4. Develop a Hypothesis Statement Adapted from NPDC-ASD Step by Step Instructions for FBAs http://autismpdc.fpg.unc.edu/sites/autismpdc.fpg.unc.edu/files/FBA_Steps_0.pdf
Steps for Implementing FBAs
5. Develop Interventions 6. Monitor Intervention Effectiveness Adapted from NPDC-ASD Step by Step Instructions for FBAs http://autismpdc.fpg.unc.edu/sites/autismpdc.fpg.unc.edu/files/FBA_Steps_0.pdf
Steps for Implementing FBAs
1. Establish a Team
• Provides a Variety of Perspectives and Information • Identify Someone to Coordinate the Team – Establish timelines – Manages data collection – Communicates between team members – Develop protocols Adapted from NPDC-ASD Step by Step Instructions for FBAs http://autismpdc.fpg.unc.edu/sites/autismpdc.fpg.unc.edu/files/FBA_Steps_0.pdf
Steps for Implementing FBAs
1. Establish a Team
• Families • Special Education Staff • General Education Staff • Other Agency / Providers / Therapists Adapted from NPDC-ASD Step by Step Instructions for FBAs http://autismpdc.fpg.unc.edu/sites/autismpdc.fpg.unc.edu/files/FBA_Steps_0.pdf
Steps for Implementing FBAs
2. Identify the Behavior of Concern
• Is the Behavior a Skill or Performance Deficit?
— Skill Deficit: The student is behaving because she/he has not learned the appropriate skillful behavior.
— Performance Deficit: The student can display the skills sometimes but not all the time.
Adapted from NPDC-ASD Step by Step Instructions for FBAs http://autismpdc.fpg.unc.edu/sites/autismpdc.fpg.unc.edu/files/FBA_Steps_0.pdf
Steps for Implementing FBAs
2. Identify the Behavior of Concern
• When you Read the Behavior / Term . . .
— Do you think everyone will agree what it means?
— If it was your child being described do you think better words could have been chosen? — How could you make it more specific to the exact behavior you see?
Adapted from NPDC-ASD Step by Step Instructions for FBAs http://autismpdc.fpg.unc.edu/sites/autismpdc.fpg.unc.edu/files/FBA_Steps_0.pdf
Activity Specific, Abstract, or “Loaded”
For Each Word / Phrase Say if the Behavior is Specific, Abstract, or “Loaded” . . . 1.
2.
3.
4.
“runner” “reaches out and pulls hair without letting go” “throws tantrums” “when teacher asks a question to whole class during group instruction, student shouts answer without raising hand” 5.
“student puts head back and cries”
Steps for Implementing FBAs
3. Collect Baseline Data
• ABC Analysis • Scatter Plots • Frequency • Duration • Intervals • Interview Forms • Reinforcer Preference Inventories Adapted from NPDC-ASD Step by Step Instructions for FBAs http://autismpdc.fpg.unc.edu/sites/autismpdc.fpg.unc.edu/files/FBA_Steps_0.pdf
Direct Observation
• Focus on observable events (ABC’s) and environment (time, activity, staff, etc.) • Scatterplots • A-B-C charts (open-ended) • A-B-C checklists • Frequency/Intensity/Duration recording • Compliance and Attention Recording (usually best if conducted by dedicated observer).
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Observation Data
9:10-9:15 9:15-9:20 9:20-9:25 9:25-9:30 9:30-9:35 9:35-9:40 9:40-9:45
Scatter Plot: Student A
E = Engaged/working A = Using angry words C = Using calming strategies 9/24
E E A A A A C
9/28
E C C A A C C
10/1
C C C A A A A
10/5
C C C A A A A
10/6
E C C A A A A
10/8
E E C C A A A
Scatter Plot: Student B
E = Engaged/working A = Using angry words C = Using calming strategies 9/24 9/28 10/1 10/5 10/6 10/8
9:10-9:15 A E E E E E 9:15-9:20 A E E A E E 9:20-9:25 A C E E C E 9:25-9:30 A E E E E E 9:30-9:35 A E E E E E 9:35-9:40 C E E E E E 9:40-9:45 A E E E E E
Data Activity
1) Look at the Scatterplots from the Two Previous Slides Based on this Data . . . 2) What Does the Data Tell You?
3) What Questions Would You Want to Ask for Each Student?
Scatter Plots: Student C
From NPDC-ASD Step by Step Instructions for FBAs http://autismpdc.fpg.unc.edu/sites/autismpdc.fpg.unc.edu/files/FBA_Steps_0.pdf
Analyzing ABC Data
The “Tally” Method – On your own
Steps for Implementing FBAs
3. Collect Baseline Data
• NPDC-ASD Step by Step Instructions for FBA Provides Suggestions on a Variety of FBA Forms • For more information on Specific Forms: http://autismpdc.fpg.unc.edu/sites/autismpdc .fpg.unc.edu/files/FBA_Steps_0.pdf
Adapted from NPDC-ASD Step by Step Instructions for FBAs http://autismpdc.fpg.unc.edu/sites/autismpdc.fpg.unc.edu/files/FBA_Steps_0.pdf
What To Do, When, & How Long
•
Indirect Assessment
(e.g. FBA interview) – Do it right away, or just talk to people – 1 time, unless new information – Suggests repeat
What To Do, When, & How Long
•
Direct Assessment
(e.g., ABC, Frequency/FID) – If only 1 possibility from indirect assessment then maybe there is no need for a direct assessment • ABC data, – 2 weeks, or sample of all behavior – 10 or more ABC analysis per behavior • Scatter plot – 2 weeks or when you start to see a clear pattern • Frequency/FID – Potentially forever
So What Do We Do with All This
• Analyze your ABC’s to determine the function of individual behaviors • Analyze your scatter plot to find a pattern on when behaviors occur – then dig to find why • Analyze your FID’s to find out how the problem is and record baseline • Once you know WHY the behaviors are occurring, you can then find an acceptable replacement behavior(s), reinforce that behavior and put undesired behavior on extinction. That will be the heart of behavior plan
Steps for Implementing FBAs
4. Develop a Hypothesis Statement
• What are the Setting Events and Antecedents Occur Prior to the Behavior • What are the Consequences (Outcomes) Occurring after the Behavior • What is the Function of the Behavior?
Adapted from NPDC-ASD Step by Step Instructions for FBAs http://autismpdc.fpg.unc.edu/sites/autismpdc.fpg.unc.edu/files/FBA_Steps_0.pdf
Examples of FBA – ABC’s
When . . .
A Peer Bumps into the Student
The Student . . .
Says “He Pushed Me” loudly and begins to argue with the peer and teacher
Which Leads to . . .
The teacher giving attention to both peer and student. The student takes approximately 5 minutes to calm down.
We Think the Behavior Occurs Because . . .
The student is attributing the contact from peer as a threat to personal space and is upset that the teacher and peer do not make the same attribution.
Examples of FBA – ABC’s
When . . .
The teacher pulls out the math book.
The Student . . .
Puts head back and starts to cry.
Which Leads to . . .
The teacher talking to the student assuring the student it is ok. This takes 5 10 minutes. The student spends less time completing math activity.
We Think the Behavior Occurs Because . . .
The student is trying to escape from doing the math homework and is reinforced in the behavior by reduced time doing the math work.
Steps for Implementing FBAs
5. Develop Interventions
• Note: This is Step 6 on NPDC-ASD Step by Step Instructions • Utilize Evidence Based Practices • Focus on Different Areas of Student Need • Consider Multiple Interventions to Address Function of Behavior in Different Ways or to Address Multiple Functions Adapted from NPDC-ASD Step by Step Instructions for FBAs http://autismpdc.fpg.unc.edu/sites/autismpdc.fpg.unc.edu/files/FBA_Steps_0.pdf
Steps for Implementing FBAs
5. Develop Interventions
• Interventions May be Needed To Address . . .
– Basic and/or social communication – Peer / adult relationships – Sensory and movement needs (breaks) – Regulation strategies – Visual supports (schedules / boundaries) – Transitions – Reinforcement Adapted from NPDC-ASD Step by Step Instructions for FBAs http://autismpdc.fpg.unc.edu/sites/autismpdc.fpg.unc.edu/files/FBA_Steps_0.pdf
Steps for Implementing FBAs
5. Develop Interventions
• Outline Interventions in a Behavior Intervention Plan (BIP) – Definition(s) of behavior of concern – Definition(s) of replacement behaviors – Clear descriptions of intervention(s) – Steps for implementing intervention – Accommodations provided Adapted from NPDC-ASD Step by Step Instructions for FBAs http://autismpdc.fpg.unc.edu/sites/autismpdc.fpg.unc.edu/files/FBA_Steps_0.pdf
Steps for Implementing FBAs
5. Develop Interventions
• Outline Interventions in a Behavior Intervention Plan (BIP) – Responses from adults to behavior of concern – Strategies to motivate student (consider natural reinforcement and utilizing interests) – Description of how data will be collected Adapted from NPDC-ASD Step by Step Instructions for FBAs http://autismpdc.fpg.unc.edu/sites/autismpdc.fpg.unc.edu/files/FBA_Steps_0.pdf
3 Necessary People for a Good Behavior Plan to be Written
1) Expert on Behavior Procedures/Techniques
Contributes how to do things optimally.
2)
Expert on the Child/Person
– Contributes what will actually work for the individual.
3)
Expert on the Staff/Location
the plan will be implemented – Contributes what can realistically be done.
• Interestingly, you may be asked to fill any one of these 3 roles, depending on who else is present.
Steps for Implementing FBAs
6. Monitor Effectiveness of Interventions
• When was Intervention Implemented?
• How often was Intervention Used?
• Where was Intervention Used?
• Who Used the Intervention?
• How did Student Respond to Intervention?
Adapted from NPDC-ASD Step by Step Instructions for FBAs http://autismpdc.fpg.unc.edu/sites/autismpdc.fpg.unc.edu/files/FBA_Steps_0.pdf
Frameworks for FBAs
• ABC Analysis • Competing Pathways
Quick Poll
What Frameworks of FBAs do You Use Currently? a) Antecedent-Behavior-Consequence Analysis b) Competing Pathways Model c) Functional Behavior Assessment Interviews d) District FBA Forms
Type other FBA forms or types into the question box.
Frameworks of FBAs
• ABC Analysis —Antecedent —Behavior —Consequence
A simplified example… Setting Event
Difficulty with Academic Tasks
Antecedent
: Student is asked to complete written work, such as assignments or tests in general education classroom.
Student refuses to complete, and instead gets out of seat to talk with others.
Student avoids written tasks Teacher provides one-on one help Student takes written work home
Setting Events and Antecedents for Problem Behavior
• Setting Events are issues that affect the person broadly and make problem behavior more or less likely – May be biological (lack of sleep, illness, menstruation) – May be environmental (crowded room, noisy) • Antecedents are triggers for the behavior – Examples: instruction, transitions, disliked activity, having to wait 96
Setting Event Examples
• Setting Events – Sleep / Exhaustion – Food / Diet / Water – Interest – Pain or Medical Needs
Consequences / Outcomes or Reinforcers for Behavior
(These events occur after the behavior & make it more likely to happen again)
Positive Reinforcement (something is presented that the person likes)
- Examples: toys, praise, physical attention, scolding
Negative Reinforcement ( something is removed that the person doesn’t like)
- Examples: demands, noise, crowded situation
Sensory Reinforcement (something internal occur)
Examples: stereotypic/self-stimulatory behavior, rubbing cheek to soothe toothache, head banging 98
• • •
What is Positive?
“Positive”
(and as its opposite “negative”)– Positive is used in many ways, both in this talk, behavior analysis, and in our daily lives. This can be really confusing, so here are the three different ways positive is used in this talk:
Positive – Common Language:
This means that you are upbeat, energetic, focus on the good parts of life – opposite to critical/downer (“negative” common language)
Positive – Positive Behavior Intervention:
This is kind of a blend of the common language and behavioral language use of positive. It generally means that you are going to focus on reinforcement and teaching skills – opposite of punishment. When these interventions reduce behavior, it is through the use of Extinction.
•
Positive – Behavior Analysis:
All of the behavioral techniques discussed today, including those from PBIS, come from a branch of psychology called behavior analysis. This branch uses the term positive in a VERY different way. This means something is added to the environment as opposed to something taken away (which would be negative). This has NOTHING to do with good or bad. For example, getting punched would be “positive” – pain/a hit is added to the environment and going home early on Friday would be “negative”–work is taken from the environment.
Frameworks of FBAs
• Competing Pathways — Identifying a More Skillful Behavior to Replace the Behavior of Concern
Competing Behavior Pathways Model Desired Behavior Ideal Outcome Setting Event(s) Antecedent Behavior Interferes w/Learning Alternative (Taught) Behavior Current Outcome
Key Ideas of Competing Behavior Pathways Model
Replacement Behavior that will be Taught MUST have the SAME Function as Behavior that Interferes with Learning
Competing Behavior Pathways Model
Conscious choice to
Behavior
comment Completes
Ideal Outcome
class Sleep
Setting
medicine impairment
Antecedent
Comment
Interferes w/
loud voice
Learning Current Outcome
reduced
Replacement (Taught) Behavior
Benefits of Competing Pathway Model
• When Looking at Competing Pathways, We are Looking Beyond “What Intervention can we Try” • Instead we Focus on a Replacement Behavior that is MORE Acceptable and Meets the Same Function as the Behavior Interfering with Learning
Deficits of Competing Behavior Pathways Model
• Suggests a Focus on a Single Competing Pathway • Complex Behavior will Require Multiple Interventions • Multiple Functions Require Multiple Interventions
Behavior Intervention Plans
• BIP = Behavior Intervention Plan — Clear Consequences — Teaches Skillful Behavior — Strategies, Skills and Accommodations
BIP Questions to Ask
• How will we teach appropriate school behaviors?
• Will the methods be evidence or research based? • Are we considering both our responses (consequences) to behavior as well as antecedents (what we will teach) to help the student?
• How will the student and family be involved in the process?
BIP Best Practice
• Balance Behavior Removed with Supports and/or Behavior Added • Program for Independence and Choice • Include Student and Family in Understanding Intervention • See if Interventions can be Universal
BIP Best Practice
• Create a Timeline and Include Follow Up • Develop a Behavior Intervention Plan with: – Brainstorming ideas and input from whole team – Clear plan on how to respond to behavior – Multiple plans on how to “teach” socially acceptable behaviors
Data, Data Collection, Analysis
Data can Ensure you have a System for Problem Solving
– Shows if interventions are working – Communication tool with families – Data is objective – Data allows you to implement programs with fidelity
Data, Data Collection, Analysis
• •
Data for Program Fidelity
– Ensures everyone is teaching the same way – Ensures good teaching over time – Allow staff to monitor fidelity
Data for Student Outcomes
– Focus on positive attributes learned vs. deficits – Make data collection easy – Teach self monitoring when possible
Wrap Up
• Key Ideas • Tips / Tweaks • Engaging Families • Technology • Data Collection • Resources
Keys to Success
• Bottom line is that interventions based on
why
the person does the behavior work better than those which don’t, and to do it right, you just have to keep digging until you get it.
Tips and Tweaks for FBAs
•
Examine Your FBA Forms
– Does it ask all the relevant questions?
– Is this FBA form appropriate based on what you know about this student?
– How in depth do you need to go to find the function?
– Can and should you go beyond the boxes / lines that are on the form?
Tips and Tweaks for FBAs
• Consider if Behavior Requires Change – Harmful and/or impedes learning or social – Developmentally appropriate • Define the “Behavior” • Include Student and Family in Data Collection
Tips and Tweaks for FBAs
• Beware of …
– Known “Attention” bias of FBAs – Adults/teachers stop implementing the plan after behavior improves – Not updating the plan to make adjustments may result in the undesired behavior coming back as reinforcement loses power
Connecting Families to FBAs
• Provide Family and Student with FBA Interview Form • Ask About Student Strengths, Likes, Goals, Hopes, and Dreams • Ask Family to Report on Data of Behavior Occurrence at Home
Connecting Families to BIPs
• Involve Families in Discussion about Ideas to Teach Alternative Behavior • Teach Families and Student about Behavior Intervention Plan and Strategies • Develop Methods for Families to Implement Behavior Plan at Home
Connecting Families to EBPs
• Provide Families Access to AIM Modules • Develop Materials / Plans for Student to Use at Home • Meet Often to Review Data from EBP Intervention
Wisconsin
Family and Educator Support Organizations • Autism Society of Southeast Wisconsin • Autism Society of Wisconsin • Disability Rights Wisconsin (DRW) • Family Voices of Wisconsin • Parent to Parent • Regional Centers (Children and Youth with Special Health Care Needs) • WI FACETS • Wisconsin Community of Practice on Autism and Other Developmental Disabilities • Wisconsin Department of Health Services • Wisconsin Department of Public Instruction • Wisconsin Family Ties • Wisconsin First Step • WSPEI (Wisconsin Statewide Parent Educator Initiative)
Resources
–
Autism Internet Modules
http://www.autisminternetmodules.org/ –
National Professional Development Center on Autism Spectrum Disorders
http://autismpdc.fpg.unc.edu/content/briefs –
WDPI Functional Behavior Assessment Page
http://sped.dpi.wi.gov/sped_sbfba
Resources
–
WDPI Bulletin 07.01 Addressing the Behavior Needs of Students with Disabilities
http://sped.dpi.wi.gov/sped_bul07-01 –
WDPI Bulletin 06.02
Legal Requirements in Regards to Disciplining Children with Disabilities
http://autismpdc.fpg.unc.edu/content/briefs –
Wisconsin PBIS Network
http://www.wisconsinpbisnetwork.org/
– – – –
Resources
Prevent, Teach, Reinforce: The School-Based Model of Individualized Positive Behavior Support,
Dunlap et. al
Do-Watch-Listen-Say: Social and Communication Intervention for Students with Autism,
Quill, Kathleen Ann
Routines Based Early Interventions: Supporting Young Children and Families
, McWilliam, R.A.
The Eclipse Model, Teaching Self Regulation, Executive Function, Attribution, and Sensory Awareness to Students .. Autism
, Moyer, Sherry.
FBA and BIPs Fit within Existing Educator Frameworks
• Wisconsin’s Guiding Principles for Teaching and Learning • Educator Effectiveness • PBIS / RTI • UDL
Wisconsin’s Guiding Principles for Teaching and Learning
–
1. Every student has the right to learn.
– 2. Instruction must be rigorous and relevant.
–
3. Purposeful assessment drives instruction and affects learning .
–
4. Learning is a collaborative responsibility.
–
5. Students bring strengths and experiences to learning.
–
6. Responsive environments engage learners.
From WDPI Common Core Web Site: http://commoncore.dpi.wi.gov/
Educator Effectiveness
Wisconsin’s Educator Effectiveness Program Utilizes the Danielson Framework for Teaching ® • Domain 1: Planning and Preparation • Domain 2: Classroom Environment • Domain 3: Instruction • Domain 4: Professional Responsibilities
Educator Effectiveness
•
Domain 1: Planning and Preparation
– 1a Demonstrating Knowledge of Content and Pedagogy –
1b Demonstrating Knowledge of Students
–
1c Setting Instructional Outcomes
– 1d Demonstrating Knowledge of Resources –
1e Designing Coherent Instruction
–
1f Designing Student Assessments
Educator Effectiveness
•
Domain 2: Classroom Environment
–
2a Creating an Environment of Respect and Rapport
–
2b Establishing a Culture for Learning
–
2c Managing Classroom Procedures
–
2d Managing Student Behavior
–
2e Organizing Physical Space
Educator Effectiveness
•
Domain 3: Instruction
– 3a Communicating With Students – 3b Using Questioning and Discussion Techniques –
3c Engaging Students in Learning
–
3d Using Assessment in Instruction
– 3e Demonstrating Flexibility and Responsiveness
Educator Effectiveness
•
Domain 4: Professional Responsibilities
– 4a Reflecting on Teaching – 4b Maintaining Accurate Records –
4c Communicating with Families
–
4d Participating in a Professional Community
– 4e Growing and Developing Professionally – 4f Showing Professionalism
PBIS / RTI
PBIS
= Positive Behavior Interventions and Supports
RTI
= Response to Intervention • The Majority of NPDC-ASD and AIM Interventions are Teaching Tools and Practices which Focus on Teaching Skillful and Independent Behavior • Many of these Delivery Methods for Instruction Could be Considered Positive Behavior Interventions WI PBIS Web Site: http://www.wisconsinpbisnetwork.org/ WI RTI Web Site: http://www.wisconsinrticenter.org/
Thank You and Questions
Daniel Parker
Autism and Family Engagement Wisconsin Department of Public Instruction
Dave Kunelius
State-wide Trainer, Regional Technical Assistance Coordinator Wisconsin PBIS Network