Transcript PowerPoint - Wisconsin PBIS Network

Intro to Complex Functional Behavioral
Assessment
and
Behavior Intervention Planning
Therese L. Dary
Educational Consultant – WI DPI
Dave Kunelius
WI RTI Center Technical Assistance Coordinator - PBIS
The Wisconsin RtI Center/Wisconsin PBIS Network (CFDA #84.027) acknowledges the
support of the Wisconsin Department of Public Instruction in the development of
this PowerPoint and for the continued support of this federally-funded grant
program. There are no copyright restrictions on this document; however, please
credit the Wisconsin DPI and support of federal funds when copying all or part of this
material
Wisconsin RtI Center
Our mission is to support schools through the phases
and sustainability of their RtI system implementation.
The core reason that the Wisconsin RtI Center exists is
to develop, coordinate and provide high-quality
professional development and technical assistance…
as well as to gather, analyze and disseminate RtI
implementation data to enhance the support of
schools’ implementation.
Training Behavioral Expectations
EXPECTATION
BE RESPONSIBLE
TRAINING SITE
 Make yourself comfortable & take care of your needs
 Address question/activity in group time before discussing
“other” topics
 Ask questions
BE RESPECTFUL
 Turn cell phones, beepers, and pagers “off” or to “vibrate”
 Contribute where possible
BE PREPARED
 Follow up on tasks for next training day
 Take (and Pass) notes (use Action Plan throughout day)
Assumptions and Objectives
• Assumptions
 Participants already conduct brief functional behavioral assessment
 Participants are facilitating the Functional Behavior Assessment
process in their buildings and are working with teams to build
behavior support plans for individual students
• Objectives
 Brief overview of entire FBA/BIP process (from Brief to
Complex) & where it fits in the 3-Tiered continuum of
supports
 Difference in role of Tier 2 versus Tier 3 FBA/BIP Facilitator
 Technical aspects of Complex FBA & BIP
 Review of more intensive FBA tools (FCRM, PBQ, scatter
plots, etc.)
 Introduction of Wraparound
Forced-Choice
Reinforcement Menu
• Find the tool in your folder.
• Think back to third grade and answer the
questions based on yourself at that time.
• Fill it out before you look at the scoring.
 10 minutes to complete
• Scoring
Introductions/Reflection
• Introduce yourself to the table or elbow
partner
Forced-Choice Reinforcement Menu:
• When would you use this tool?
• Who could you use it with?
• How might it benefit the team when writing a
behavior plan?
FBA/BIP Competing Behavior Pathway
Student Strengths
5
6
Desired Behavior
2
4
Setting Event
1
Trigger/Antecedent
Problem Behavior(s)
7
Replacement Behavior
Adapted from Sugai, G., Lewis-Palmer, T., & Hagan-Burke, S., 2000
Current Consequence
8
3
Maintaining
Consequence
Function
School-Wide Systems for Student Success: A
Response to Intervention (RtI) Model
Academic Systems
Behavioral Systems
Tier 3/Tertiary Interventions
1-5%
1-5%
Tier 3/Tertiary Interventions
•Individual students
•Assessment-based
•High intensity
Tier 2/Secondary Interventions
•Individual students
•Assessment-based
•Intense, durable procedures
5-15%
5-15%
Tier 2/Secondary Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
•Small group interventions
•Some individualizing
•Some students (at-risk)
•High efficiency
•Rapid response
•Small group interventions
• Some individualizing
Tier 1/Universal Interventions 80-90%
•All students
•Preventive, proactive
80-90%
Tier 1/Universal Interventions
•All settings, all students
•Preventive, proactive
Illinois PBIS Network, Revised May
15, 2008. Adapted from “What is
school-wide PBS?” OSEP
Technical Assistance Center on
Positive Behavioral Interventions
and Supports. Accessed at
http://pbis.org/schoolwide.htm
SCHOOL-WIDE
POSITIVE BEHAVIOR
SUPPORT
~5%
~15%
Primary Prevention:
School-/ClassroomWide Systems for
All Students,
Staff, & Settings
~80% of Students
Tertiary Prevention:
Specialized
Individualized
Systems for Students
with High-Risk Behavior
Secondary Prevention:
Specialized Group
Systems for Students
with At-Risk Behavior
Positive Behavior Interventions & Supports:
A Response to Intervention (RtI) Model
Tier 1/Universal
School-Wide Assessment
School-Wide Prevention Systems
Tier 2/
Secondary
ODRs,
Attendance,
Tardies, Grades,
DIBELS, etc.
Check-in/
Check-out (CICO)
Social/Academic
Instructional Groups (SAIG)
Daily Progress
Report (DPR)
(Behavior and
Academic Goals)
Competing Behavior
Pathway, Functional
Assessment Interview,
Scatter Plots, etc.
Group Intervention with
Individualized Feature
(e.g., Check and Connect -CnC
and Mentoring)
Tier 3/
Tertiary
Brief Functional Behavior Assessment/
Behavior Intervention Planning (FBA/BIP)
Complex or Multiple-domain FBA/BIP
SIMEO Tools:
HSC-T, RD-T, EI-T
Wraparound
Illinois PBIS Network, Revised October 2009
Adapted from T. Scott, 2004
Brief Overview of the
Tier 3 FBA/BIP System
Focusing on Teaming
Teaming at Tier 3
• Tertiary Systems Planning ‘conversation’
 Monitors effectiveness of Complex FBA/BIP &
Wraparound supports
 Review data in aggregate to make decisions on
improvements to the interventions themselves
 Students are NOT discussed
• Individual Student Teams
 FBA/BIP Team per student
 Wraparound Team per student
Tertiary System Planning
Team
• Supported by Tertiary Coach
• Review/assess effectiveness of interventions
themselves
• Work on improving/creating intervention
systems, data, practices
• Support Complex FBA/BIP & Wraparound
facilitators
Tier 2/3 Automated Tracking Tool
http://www.wisconsinpbisnetwork.org/coaches/resources.html
Student-Specific Teams
• Wraparound Team:
 Family of child and all relevant stakeholders invited by
family. Wrap facilitators are trained to effectively engage
families so that they will see that these teams are
created by and for the family, and therefore will want to
have a team and actively participate. School staff
involved are informed that their presence is uniquely
important for this youth and invited to participate.
• Individual Youth FBA/BIP Team:
 Like the wraparound team, this team is uniquely created
for each individual child in need of comprehensive
planning and the families are critical members of the
team. All relevant individuals/staff are invited.
Team Development
Initiating Tier 3 FBA/BIP Process
 Prepare for team meetings through individual
conversations with core team members (critical
first step)
 The first contact/s with the family should feel
different than being invited to a standing/generic
meeting (ex. IEP meeting)
 Gather information on youth strengths &
preferences (this will be valuable information for
action planning)
Team Development (cont.)
Tier 3 FBA/BIP Facilitator:
 Meets with family & stakeholders
 Gathers perspectives on strengths & needs
 Assesses safety
• Initiates creation of crisis/safety plan if safety is compromised
 Explains the Tier 3 FBA/BIP process
 Assists in identifying team members, invites members &
facilitates mtg.
 Summarizes interview information & data review (FBA)
into Competing Behavior Pathway and shares with team
3-Tiered System of Support
Necessary Conversations (Teams)
Universal
Team
Plans SW &
Class-wide
supports
Universal
Support
Secondary
Systems Team
Problem Solving
Team
Tertiary
Systems Team
Uses Process data;
determines overall
intervention
effectiveness
Standing team; uses
FBA/BIP process for
one youth at a time
Uses Process data;
determines overall
intervention
effectiveness
CICO
Brief
SAIG
Group w.
individual
feature
Brief
FBA/BIP
Sept. 1, 2009
FBA/
BIP
Complex
FBA/BIP
WRAP
TEAMING: What Modifications are
Needed to your Teaming Process to
Ensure both Tertiary Systems &
Practices are Used Effectively?
Focus on Layering:
Differences between
Tier 2 & Tier 3 FBA/BIP
Based on Research and
Practical Experience…..
• By the time youth access FBA/BIP intervention,
they are already at high-risk of placement change
• More youth need FBA/BIP, sooner.
• FBA/BIPs are often found in the “file” and viewed
as a document.
• Many BIPs focus only on consequences
(rewards/punishments), omitting supports that
make appropriate behavior more likely
Identifying Who Needs a
FBA/BIP
• Kids are referred to an individual problem solving team by
the Secondary Systems Team typically when lower-level,
Simple Secondary, interventions do not result in adequate
progress.
 Any student not responding adequately to CICO, S/AIG
and/or Mentoring etc. (CnC etc.).
 Request for Assistance made:
• Data identifies student as in need (# of ODRs,
suspensions, absences, etc..).
• Exception to the system: Adult perceives youth as in
urgent need (lower-level support not seen as
adequate)
Brief vs. Complex FBA/BIP
•
Brief
Complex
Generic Individual
• Individualized Youth
Problem solving Team
FBA/BIP Team
•
Meeting time/day
usually already
determined
• Meeting time/day
decided by
individualized team
•
Plan developed
quickly/easily
• Interventions are highly
individualized
Brief vs. Complex FBA/BIP
Brief
• Every school has this
type of meeting
Complex
• May be a new type of
meeting for schools.
 Behavior intervention • Interventions/strategies
plans address only one
address multiple
behavior, typically only
settings and/or
in one setting.
behaviors
Brief vs. Complex FBA/BIP
Brief
• SWIS data, Daily Progress
Report (DPR) points,
Functional Assessment
interviews
• Effectiveness of system
monitored by Secondary
Systems Planning Team
Complex
• SWIS data, Daily Progress
Report (DPR) points,
Functional Assessment
interviews, SIMEO Data,
direct observation data,
additional tools as needed
• Effectiveness of system
monitored by Tertiary
Systems Planning Team
• Data reviewed at least every
other week
• Data reviewed at least
weekly
FBA and
Special Education
Questions to consider:
• Do the behaviors significantly interfere
with the student’s learning or the learning
of others?
• Do we suspect this student may have a
disability?
• Is seclusion and/or restraint reasonably
anticipated?
• Has this student been suspended or
expelled?
Do we suspect this student
may have a disability?
Is conducting an FBA considered 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.
From Bulletin 06.02:
A child who had not been determined eligible for special education is
entitled to protection of special education law when the public agency
had knowledge that the child was a child with a disability prior to the
behavior that precipitated the disciplinary action. A public agency must
be deemed to have knowledge when:
• The child’s parent expressed concern in writing to supervisory or
administrative personnel of the appropriate educational agency,
or a teacher of the child, that the child is in need of special
education and related services.
• The child’s parent requested a special education evaluation of the
child.
• The child’s teacher, or other personnel of the LEA, expressed
specific concerns about a pattern of behavior demonstrated by
the child directly to the director of special education of the
agency or to other agency supervisory personnel.
Is seclusion and/or restraint
reasonably anticipated or
has it already been used?
The first time that seclusion or physical restraint is used on a
student, the IEP team must review the student’s IEP to make
sure that it contains appropriate positive behavioral
interventions, supports, and other strategies to address the
behavior, and revise if necessary.
At anytime if the IEP team determines that the use of
seclusion or restraint may be reasonably anticipated for the
student, the IEP must include:
• Appropriate positive interventions and supports and
other strategies that address the behavioral concerns
based on a functional behavioral assessment; and
• Clear statements that the use of restraint and/or
seclusion may be used as an intervention.
Has this student been
suspended or expelled?
From Bulletin 06.02:
Manifestation Determination
Within ten school days after the date on which the decision to
make a disciplinary change the child’s placement , the public
agency, the parent and relevant members of the IEP team must
determine whether the conduct is a manifestation of the child’s
disability.
• If it is determined that the behavior is a manifestation of the
student’s disability, an FBA must be conducted and BIP
implemented, unless one has been conducted previously.
• If a BIP has already been developed, review the BIP and
modify it, as necessary, to address the behavior.
Starting the Tier 2 FBA/BIP Process
• Secondary/Tier 2 systems team:
 Identifies youth needing FBA/BIP
 Refers to individual problem solving team
• FBA/BIP facilitator (i.e. SW, counselor, psychologist)
take lead in using tools & organizing data
(FBA)
• FBA/BIP facilitator:
 generates FBA summary based on data
 shares with problem-solving team (stakeholders)
 guides team in developing BIP
Tools/Data Used for Brief FBA/BIP
•
Tools:
Functional Assessment Interview (FACTS)
•
Student-Directed Functional Assessment
•
Family-Directed Functional Assessment
Data:
•
CICO data graphs
•
SWIS individualized student report
•
Grades
Transitioning to Tier 3
FBA/BIP
• Problem-Solving Team reconvenes with
stakeholders 4-6 weeks after Brief BIP is
implemented
• If student did not respond well enough to
Brief BIP, the Tier 2 FBA/BIP Facilitator
refers youth to Tier 3 FBA/BIP Facilitator or
Wrap Facilitator to start Tertiary process
(may be same Tier 2 FBA/BIP Facilitator)
Tier 3 FBA/BIP Facilitator
a) Interviews all stakeholders & reviews data to generate FBA
(including previously implemented Brief FBA/BIP)
b) Illustrates FBA to the rest of the team through the
Competing Behavior Pathway; including hypothesized
function; and shares data sources and process used;
including interviews that were done
c) Leads the team in creating a BIP; making sure all
stakeholders have chance to give input and agree with
aspects of the plan that require their action/support
Other team members/Stakeholders:
a) Ask questions for clarification on FBA & come to consensus on
hypothesized function or briefly brainstorm alternative function
together with FBA/BIP Facilitator
b) Using youth’s strengths, helps in creating the BIP; contributing as an
‘implementer’ for parts of BIP where needed (ex. SW may add
student to group counseling, Special Education teacher may see youth
for after-school tutoring, Counselor may add youth to CICO)
The Process for Conducting a FBA
1. Describe the behaviors that are interfering with learning in
concrete and observable terms.
2. Collect data from multiple sources to measure the
challenging behavior to establish a baseline.
3. Analyze the data and develop a hypothesis that describes
why the behavior is occurring, a replacement behavior that
leads to the same outcomes, and the conditions that will
make it more likely to occur.
Next Step: Use this data to develop a Behavior Intervention Plan.
Functional behavior assessments should look for
patterns to determine the conditions under which
the behavior is likely to occur:
– When does the behavior occur (and when is it
less likely to occur)?
– Who does the behavior occur with?
– How frequently does it occur?
– For how long does the behavior occur?
– What happens before behavior? (antecedent)
– What happens after behavior?
(consequence/outcome)
FBA/BIP Competing Behavior Pathway
Student Strengths
5
6
Desired Behavior
2
4
Setting Event
1
Trigger/Antecedent
Problem Behavior(s)
7
Replacement Behavior
Adapted from Sugai, G., Lewis-Palmer, T., & Hagan-Burke, S., 2000
Current Consequence
8
3
Maintaining
Consequence
Function
Setting Event
Manipulations
Antecedent
Manipulations
Behavior
Manipulations
Consequence
Manipulations
Tier 3 Behavior Intervention
Planning
• All areas must be addressed:




Setting Events
Triggering Antecedents
Behavior or skills
Consequences
• All individuals must be involved:
 Family
 Non-teaching staff/bus drivers etc.
 Teachers/administrators
Scatter Plots
E = Engaged/working
A = Using angry words
C = Using calming strategies
9/24
9/28
10/1
10/5
10/6
10/8
9:109:15
E
E
E
C
E
E
9:159:20
E
E
C
C
E
E
9:209:25
A
A
C
E
C
E
9:259:30
A
A
A
E
A
E
9:309:35
A
A
A
E
A
A
9:359:40
A
C
A
E
A
A
9:409:45
C
C
A
E
A
A
Scatter Plots
E = Engaged/working
A = Using angry words
C = Using calming strategies
9/24
9/28
10/1
10/5
10/6
10/8
9:109:15
A
E
E
E
E
E
9:159:20
A
E
E
A
E
E
9:209:25
A
C
E
A
C
E
9:259:30
A
C
C
C
A
E
9:309:35
A
C
C
C
A
C
9:359:40
C
C
C
E
C
C
9:409:45
C
C
C
E
C
C
Scatter Plots
E = Engaged/working
A = Using angry words
C = Using calming strategies
9/24
9/28
10/1
10/5
10/6
10/8
9:109:15
A
A
A
C
C
A
9:159:20
A
A
A
A
C
A
9:209:25
A
A
C
A
C
C
9:259:30
C
A
E
C
E
C
9:309:35
E
A
E
C
E
E
9:359:40
E
C
E
E
E
E
9:409:45
E
C
E
E
E
E
Scatter Plot Exercise
• Find scatter plot in your folder.
• Select a behavior of the trainer or someone
else in the room.
 OPERATIONALIZE the behavior
 For the purposes of this exercise the behavior
should not be a “problem behavior”
• Write the behavior on the top of the scatter
plot and track behavior.
Scatter Plot Exercise
ABC Recording Form
Observer:
Setting:
# Time
1
2
Student:
Date:
Activity/
Task
Antecedent
Behavior
Outcome/
Consequence
Considerations for Collecting Data
Direct Data Collection
Observations over multiple
settings and multiple days
• Scatter plots
• ABC analysis
Indirect Data Collection
• Student, parent, and teacher interviews
• Record reviews
• Review of work samples, tests, etc.
Summarize the Antecedents and Setting Events:
What situations seem to set off the problem behavior?
(difficult tasks, transitions, structured activities, small group
settings, teacher’s request, particular individuals, etc.)
When is the problem behavior most likely to occur? (times
of day and days of the week)
When is the problem behavior least likely to occur? (times
of day and days of the week)
Setting Events: Are there specific conditions, events, or
activities that make the problem behavior worse? (missed
medication, history of academic failure, conflict at home,
missed meals, lack of sleep, history or problems with peers,
etc.)
Describe the Consequences (or outcomes)
of the Target Behavior
What usually happens after the behavior occurs?
• What is the teacher’s reaction?
• How do other student’s react?
• Is the student sent to the office, does the student get out
of doing work, does the student get in a power struggle,
etc.)
“Sam”
• Kindergartener
• Aggressive with peers, not participating in
activities or following routines, difficulty
focusing on any activity
 ECC program red flagged him due to
behavior and lack of academic progress
 DCFS involved
FBA/BIP Competing Behavior Pathway
Student Strengths
Follow routines
Coupons, praise
5
6
Desired Behavior
Conflict at
home: mornings
when not
organized for
school, not sure
who will take
Sam to school
4
Setting Event
Morning
activity when
teacher requests
that he sit on
chair or carpet
for structured
activity
Does not join
activity – walks
around the
classroom
poking and
pushing kids
2
1
Trigger/Antecedent
Problem Behavior(s)
Walk to a designated
area of classroom
7
Replacement Behavior
Adapted from Sugai, G., Lewis-Palmer, T., & Hagan-Burke, S., 2000
Current Consequence
Gets a time out
to calm down
and misses
activity
Escape
8
3
Maintaining
Consequence
Function
Do we have all of the information we need?
1. Is the behavior clearly defined in observable and
measurable terms?
2. Have replacement behaviors that serve the same
function and the conditions under which they should
occur been identified?
3. Has the data been triangulated using multiple sources
and multiple measures over multiple settings?
4. Has a hypothesis been developed based on the data
collected which identifies the conditions under which
the replacement behavior will occur?
Setting Event
Manipulations
•Walk with
“responsible”
4th grade cousin
to school.
•CICO modified
(new adult and
more specific
goals)
Antecedent
Manipulations
•Re-teach
expected behavior
for all classroom
settings
•Additional rating
periods for
expectations
•Individualized
positive greeting
by teacher in the
morning
Behavior
Manipulations
Consequence
Manipulations
•Teach how to
quietly walk to a
designated area
of the room
•Points/
coupons when
quietly goes to
his “area”
•Teach how to sit
and complete
tasks for 5
minutes up to 10
minutes
•Points/
coupons when
participates in
activities
•Does not earn
points if puts
hands on
students
Moving from Brief FBA/BIP to
Complex FBA/BIP
• Team developing plan became more
individualized
• Additional data tool used—Educational
Information Tool (SIMEO)
• BIP strategies applied in multiple settings
(at school)
FBA/BIP Competing Behavior Pathway
Student Strengths
Coupons, praise
Follow routines
5
6
Desired Behavior
Conflict at
home: problem
behavior at
home before
school
Structured
academic tasks
Does not
complete work,
throws things,
laughs,
disturbing
others
2
4
Setting Event
1
Trigger/Antecedent
Problem Behavior(s)
Ask teacher for help
7
Replacement Behavior
Adapted from Sugai, G., Lewis-Palmer, T., & Hagan-Burke, S., 2000
Current Consequence
Teacher walks
over, talks to
him and helps
him get on task
Adult attention
8
3
Maintaining
Consequence
Function
Setting Event
Manipulations
Cousin involved in
CICO process
(more
encouragement,
helping to get
DPR home for
guardian to see)
Antecedent
Manipulations
•More reteaching for
whole class,
how to quietly
work
•Higher rates of
praise during
activities
•Use timer so
all kids could
see how much
time they had
for activity
Behavior
Manipulations
• Teach how to
ask for help
•Teach how to
work in close
proximity to
peers -- sharing
supplies and
asking for help
from peers
Consequence
Manipulations
•Points earn
extra playtime
of choice at end
of class
•Planned
ignoring of
problem
behavior
(teacher will
reward nearby
youth)
•Reward at
home when
earns DPR
points
Data-based Progress
Month
Average Daily Progress
Report points
Sept-November
(CICO and Mentoring)
32%
December-February
(Added Brief FBA/BIP)
63%
March-May
(Moved to Complex
FBA/BIP)
70%
Educational-Information Tool
Dibels Testing 2008/09
Letter Naming Fluency
Letter Sound Fluency
Beginning BenchmarksAt risk
Beginning BenchmarksAt risk
Ending BenchmarksEmerging
Ending BenchmarksEmerging
TEAMING: What modifications are
needed to your FBA/BIP System to
ensure practices are efficient and
effective at Tier 2 & Tier 3?
Do we have all of the information we need?
1. Is the behavior clearly defined in observable and
measurable terms?
2. Have replacement behaviors that serve the same
function and the conditions under which they should
occur been identified?
3. Has the data been triangulated using multiple sources
and multiple measures over multiple settings?
4. Has a hypothesis been developed based on the data
collected which identifies the conditions under which
the replacement behavior will occur?
Positive
Behavior
Support
Social Competence &
Academic Achievement
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
PRACTICES
Adapted from “What is a systems
Approach in school-wide PBS?”
OSEP Technical Assistance on
Positive Behavioral Interventions and
Supports. Accessed at http://www.
Pbis.org/schoolwide.htm
‫٭‬
Supporting
Student Behavior
FBA/BIP 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
Additional Data Tools Used for
Complex FBA/BIP
•
•
•
•
Problem-Behavior Questionnaire
Forced-Choice Reinforcement Menu
Complex FBA Family-Directed Interview
Direct observation tools (scatter plot, ABC
chart)
• SIMEO (IL)
 Educational Information Tool
 Student Disposition Tool
Recommended Time-frames
for Data Review
• Simple Secondary: (ex. Check-in Check-out,
Social/Academic Instructional Groups)
 Facilitator reviews bi-weekly, secondary system team
only reviews in aggregate two times monthly
• Individualized Simple Secondary: (ex. Check-nConnect, Brief FBA/BIP)
 Facilitator reviews weekly, problem solving team
reviews monthly
• Tertiary/Complex Individualized Interventions:
(ex. FBA/BIP & Wraparound)
 Facilitator reviews daily, team reviews weekly/biweekly
TEAMING: What modifications are
needed to your tool menu to ensure
efficient and effective data use at Tier 3?
When a Complex FBA/BIP
is Not Enough
• When setting events are too big
(challenging, confusing, multi-faceted)
• When placement is at-risk (home, school
&/or community)
• When adults are not getting along
• In these situations…Wraparound can help
Deciding Which Tertiary Level
Intervention is Most Appropriate
Complex FBA/BIP (T200):
• Brief FBA/BIP was not
successful
AND
• NONE of Wraparound
criteria are present
Wraparound (T300+):
• Youth with multiple needs
across home, school,
community & life domains
• Youth at-risk for change of
placement
• The adults in youth’s life
are not effectively engaged
in comprehensive planning
(i.e. adults not getting along
well)
Function
Big Need
• The purpose/reason for
demonstrating a specific type of
behavior within a specific
context/routine.
• The underlying reason preventing
successful experiences/interactions
in multiple
settings/contexts/routines
• Specific behaviors have been
strengthened by consistent
reinforcement.
• When a big quality of life need is
unmet, it impacts
perception/judgment, often
resulting in chronic problem
behavior.
• Family voice is not necessary to
identify function of behavior in the
school setting.
• Family voice is necessary to identify
the Big Need for the school setting.
• Once Function is correctly
identified, putting a plan in place • Once Big Need is identified, it takes
can produce rapid behavior
a while to achieve and involves
change. This can be accomplished
action planning across multiple life
in a single meeting.
domains. Meeting the big need
always involves multiple Child &
Family Team meetings.
Function
Big Need
• Function is identified through
• Big needs are identified through
structured interviews focusing on
open-ended conversation and use
the problem behavior,
of SIMEO tools with those engaged
antecedents, consequences, and
with the youth on a regular basis.
setting events
• Big Need statements motivate a
• Focus is on developing functionfamily to participate on the team
based support plan (replacement
(know we are working on
behavior, antecedent,
something ‘bigger’ than specific
consequence, and setting event
behaviors).
supports).
• If met, the need will improve
• When achieved, situations
quality of life for the youth or those
improve for the youth or those
engaged with the youth on a
engaged with the youth on a
regular basis (e.g., the family, the
regular basis (e.g., the family, the
teacher).
teacher).
Big Need: “Andy needs to feel like he
belongs at school”
• School Behaviors: Aggressive with peers, excessive
absences/tardies, history of academic failure
• Other indicators: Family frequently relocated, lack of home
school communication, community support needs
Starting with FBA would not have been an effective
approach—why?
 Discussing problem behaviors would not have motivated family to
participate on team.
 Probably not the first time schools have approached family in this
manner (“let’s talk about behavior”)
 Open-ended conversation and use of SIMEO tools helped engage
family
 Bigger needs to work on to improve quality of life for youth and
family
Example of FBA Fidelity Check:
Using the ISSET Checklist
FBA includes:
• Operational definition of problem
behavior(s) that is observable & countable.
• Statement about relation between events
that precede (trigger) problem behavior
and/or events that follow and maintain the
behavior.
BIP includes:
• Operational definition of problem behavior (or attached
FBA that included the operational definition)
• Statement about the relation between FBA results and the
BIP
• Statement that identifies at least 1 strategy for preventing
the problem behavior
• At least 1 strategy for minimizing reinforcement of problem
behavior
• At least 1strategy for reinforcing the use of the
desired/alternative behaviors
• Identifies a safety plan for preventing physical harm to self
or others
• A formal and regular (at least twice a month) system for
assessing the fidelity with which the plan of support is
being implemented
• A formal and regular (at least twice a month) system for
assessing the impact of the plan on student outcome.
Activity: FBA/BIP Systems
Using the Tier 2/Tier 3 Guiding Questions,
brainstorm on the following:
• Do you have a brief & a complex version of
FBA/BIP support?
• How many youth are receiving each?
(tracking tool)
• Are youth responding to these supports?
• Complete section Tertiary I: Complex
FBA/BIP
Report Out: Wrap-up & Next Steps for
Action Planning
• What parts of your FBA/BIP system are
working best? Why?
• What needs to be added/changed (systems,
data, practices)?
• What info needs to be gathered?
• What are next steps?
• Who will take lead?
• Timeline?
Questions?
References
Burchard, J.D., Bruns, E.J. & Burchard, S.N., (2002). The Wraparound approach. In B. Burns &
K. Hoagwood (Eds.). Community treatment for youth: Evidence-based interventions for
severe emotional and behavioral disorders. New York: Oxford University Press.
Crone, D.A. & Horner, R.H. (2003). Building positive behavior support systems in schools:
Functional behavioral assessment. New York: Guilford.
Crone, D.A., Horner, R.H. & Hawken, L.S. (2004). Responding to problem behavior in schools:
The behavior education program. New York: Guilford.
Day, H.M., Horner, R.H., & O’Neill, R.E. (1994). Multiple functions of problem behaviors:
Assessment and intervention. Journal of Applied Behavior Analysis, 27, 279-289.
Eber, L. (2005). Wraparound: description and case example. In Sugai, G. & Horner, R. (Eds.),
Encyclopedia of Behavior Modification and Cognitive Behavior Therapy: Educational
Applications. 1601-1605. Thousand Oaks: Sage.
Eber, L., Sugai, G., Smith, C.R., & Scott, T. (2002). Wraparound and positive behavioral
interventions and supports in the schools. Journal of Emotional and Behavioral Disorders,
10, 171-181.
References
Freeman, R., Eber, L., Anderson, C., Irvin, L., Horner, R., Bounds, M., et al. (2006). Building
inclusive school cultures using school-wide positive behavior support: Designing effective
individual support systems for students with significant disabilities. Research and Practice for
Persons with Severe Disabilities, 31, 4-17.
Scott, T., & Eber, L. (2003). Functional assessment and wraparound as systemic school processes:
Primary, secondary, and tertiary systems examples. Journal of Positive Behavior Supports, 5,
131-143.
Sugai, G., Lewis-Palmer, T., & Hagan-Burke, S. (2000). Overview of the functional behavioral
assessment process. Exceptionality, 8, 149-160.
Turnbull, A., Edmonson, H., Griggs, P., Wickham, D., Sailor, W., Freeman, R., et al., (2002). A
blueprint for schoolwide positive behavior support: Implementation of three components.
Exceptional Children, 68, 377-402.
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