FBA AND PSBP PLANS
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Transcript FBA AND PSBP PLANS
Jennifer Briggs-Russell, LMSW, ASD/Behavior Consultant
Stacie Hopkins-Schrumpf, LMSW, Behavior Consultant
Muskegon Area Intermediate School District
August 12, 2014
Summer 2013 – MAISD Consultants research &
develop new FBA & PBSP Forms
Fall 2013
present new forms to local directors
establish pilot group, prior to “forms training”
attend Illinois PBIS Conference, attend breakout with
Horner, Loman et. al.
present changes to training component
to local directors
Scheduled Four, ½ Day Training Series
Functionality
Reliance on checkboxes
Systematic process to tie the FBA to the PBSP
Place for a summary (day to day operations)
Action plan and clear assignment of roles &
responsibilities
Place to document data review meetings,
changes and next steps
“Developing Effective Behavior Intervention Plans:
Suggestions for School Personnel,” Killu, K., Intervention in
School and Clinic, Vol. 43 No.3, 1/08
Michigan Department of Education School-wide Positive
Behavioral Interventions & Supports Implementation
Guide, 2010
Building Positive Behavior Support Systems in Schools:
Functional Behavioral Assessment, Crone, D. & Horner, R.,
2003
Interventions based on an FBA
result in significant change
in student behavior.
(CARR et al., 1999, INGRAM, LEWIS-PALMER, & SUGAI, 2005)
FBA is a systematic, evidence based process for
assessing the relationship between a behavior
and the context in which that behavior occurs.
(BLAIR, UBRIET, & BOS, 1999; CARR et. al., 1999)
FBA is a proactive response that can be used at
the first signs of difficulty. (SCOTT et al., 2003; SUGAI et al., 2000)
Sheldon Loman, Ph.D.; M. Kathleen StricklandCohen, Ph.D.; Chris Borgmeier, Ph. D., Robert
Horner, Ph.D.
www.pbis.org
▪ www.basicfba2.bsp.pbworks.com
▪ www.basicfba.pbworks.com
Loman, S., Strickland-Cohen, M.K., Borgmeier, C.,
& Horner, R. (2014) Examining the Efficacy of a Basic
Functional Behavioral Assessment Training Package
for School Personnel, Journal of Positive Behavior
Interventions.
The Basic FBA to PBSP Process
1. Define the Problem Behavior
2. Conduct assessment for behavior support planning
a. Functional Behavioral Assessment
• Defining behavior in observable & measureable terms
• Ask staff and student about where, when, & why behavior occurs
• See the behavior during specified routines
• Hypothesize a final summary of where, when, & why behavior occurs
3. Design an individualized behavior support plan (BSP)
• Ensure technical adequacy
• Ensure contextual fit
4. Ensure Fidelity of Implementation
5. Monitor Plan Impact on Student Behavior
Adapt BSP and
implementation as needed
based on on-going
monitoring
Adapted from Horner, Albin, Todd, Newton & Sprague, 2011
Basic vs. Complex FBA/PBSP
Basic
Complex
For:
Students with mild to
moderate problem behaviors
(behaviors that are NOT
dangerous or occurring in
many settings)
Students with moderate to severe
behavioral problems; may be
dangerous and/or occurring in
many settings
What:
Relatively Simple and
Efficient process for
behavior support planning
based on “practical” FBA
data
Time-intensive process that
involves emergency planning, familycentered planning, and collaboration
with outside agencies
Developed
by whom:
Team of school-based
professionals (e.g., PBS team
members whose job
responsibilities include FBA
and behavior support
planning)
School-based team including
professionals trained to develop and
implement intensive interventions for
students with severe problem
behaviors (e.g., behavior
specialist)
9
Module 1- Defining & Understanding Behavior
Module 2- Interviewing
Module 3- Observing
Module 4- Critical Features
Module 5- Selecting Function-Based Interventions
Module 6- Implementation & Evaluation
Module 7- Leading a PBSP Team
Comprehensive Training
7 Modules –1.5 hours per module
2 full days
4 half days
7 staff meetings
Identify staff who should attend based on role
Building-Wide Professional Development
All Staff - Modules 1 & 4
Observable/Measurable Definition
Non-observable/measurable Definition
Talks when teacher is lecturing, calling out in a
loud voice, singing
Disruptive behaviors
Draws pictures during group work time
Off-task behaviors
Throwing objects, Kicking over chairs
Physical aggression
Calls peers names
Inappropriate language
Tapping/ drumming on desk, looking around
the classroom
Attention problems
Refuses to do work by putting head down
Non-compliance
Yells “No” or “You can’t make me” when given
direction
Defiance
12
To obtain information to make a hypothesis/summary
statement you need to ASK & SEE.
Interview teachers, staff, and student to narrow focus of
student’s problem behavior
ABC Observations
Used to confirm accuracy of information
Provides observational data summary
Create Hypothesis: Final summary of where when &
why behaviors occur.
Basic FBA process
D.A.S.H.
Define behavior in observable & measurable terms
Ask about behavior by interviewing staff & student
-specify routines where & when behaviors occur
-summarize where, when, & why behaviors occur
See the behavior
-observe the behavior during routines specified
-observe to verify summary from interviews
Hypothesize: a final summary of where, when &
why behaviors occur
14
Problem
Behavior
Escape/
Avoid
Something
Obtain/Get
Something
Stimulation/
Sensory
Tangible/
Activity
Social
Adult
Peer
15
Setting Events/
“Set ups”
Antecedent/
Trigger
Infrequent
events that
affect value
of outcome
Preceding
events that
trigger
Problem
Behavior
Observable
behaviors of
concern
Consequence/
Outcome
Following
events that
maintain
behaviors of
concern
16
1)
Competing Behavior Pathway
2)
Function-Based Behavior Support
3)
Implementation Plan
4)
Evaluation Plan
Use a Competing Behavior Pathway to Identify
Function-based behavior supports that:
Use strategies to prevent problem behavior
& prompt positive behaviors
Teach positive behaviors to replace
problem behavior
Reinforce replacement & desired behaviors
Effectively respond to problem behaviors
by redirecting & minimizing their pay-off
Long Term/Final Outcome
Hypothesis Statement
Short Term/Acceptable for now
1. Serve same function?
2. Is it easier?
3. Is it socially acceptable?
ALL BEHAVIOR PLANS MUST…
Begin with a complete and accurate FBA
Summary Statement
Include replacement behaviors that
Serve the same function
Are easy to do
Are socially appropriate
Contain Preventative, Teaching & Consequence
strategies
When generating interventions we use
FUNCTION to develop ideas to change A, B & C
Antecedent
Problem
Behavior
Maintaining
Consequence
& Function
FUNCTION
Function
should guide
selection of
prevention
strategies
Function
should guide
selection of
alternative/
replacement
behaviors
Function
should guide
selection of
consequences:
(+) and (-)
If the student is currently out of seat and off task for the
most of the class period and is not turning in any
completed assignments.
Probably NOT reasonable to expect:
▪ To earn reinforcer, student will be on task for entire class
period, and complete all assignments for one week.
More reasonable INITIAL goal:
▪ Student will: a) be in seat and on task for at least 20
minutes of the class period, and b) turn in assignments that
are at least 30% completed for 2 consecutive days.
During writing class, Leroy is currently engages
in problem behavior - throwing materials and
cursing - to escape difficult tasks in Math
approximately 4 days per week. On average, he
is completing only 25-30% of his work in class.
Leroy will complete at least 80% of his assigned
work in his math class with no more than 3
incidences of problem behavior (throwing
materials, cursing) for one month.
Intermediate Goals: Approximations
Leroy’s Long-Term Goal
Leroy will complete at least 80% of his assigned work in his math class
with no more than 3 incidences of problem behavior (throwing
materials, cursing) for one month.
Leroy will ask appropriately to cross off up to 60% of difficult math
problems and will have no more than 3 problem behavior incidents for
2 consecutive weeks.
Leroy will ask appropriately for an easier task or for a “break” no more
than 3 times during Math block with no more than 2 problem behavior
incidents for 4 consecutive days .
Leroy’s Short-Term Goal
Leroy will ask appropriately for an easier task or for a “break” from
difficult tasks without throwing materials or cursing at least 75% of the
time as measured by a daily point card for 2 consecutive weeks.
Dexter
Desired Behavior: Complete MultiDigit Math Problems independently
Antecedent:
Task too
difficult
Approximation Step #3: Ask for
teacher help
Asked to do
multi-digit
multiplication
or division
math
worksheets
Approximation Step #2:
With permission student can cross off
60% of difficult items
Approximation Step #1: Ask for break
using only 3 break tokens per period
Replacement Behavior: Ask for Break
from Difficult Double Digit Tasks
Natural
Consequence:
Success on
problems, more
math tasks
Function:
Escape Difficult
Math Tasks
PREVENT problem behaviors by directly addressing
triggers & prompting replacement behavior based on
function of behavior
REPLACE problem behavior by TEACHING a socially
acceptable, efficient behavior that allows student to
obtain the function (pay-off)
REDIRECT problem behaviors by quickly & effectively
redirecting student to replacement behavior & function
REINFORCE replacement & desired behaviors based on
function (pay-off) for student
Minimize reinforcement by ensuring that problem
behavior does NOT pay off for the student (does NOT
result in function)
Function-based strategies are most likely to be
implemented if they have CONTEXTUAL “fit.”
Skills of the plan implementers
Values of the plan implementers
Resources available to the plan implementers
ACTION PLAN (Implementation Plan) specifying Who
will do What by When
DATA COLLECTION (Evaluation Plan) for determining
if the plan is being implemented
if the plan is making a difference in student behavior
when team members will meet again to discuss progress
Do the function-based strategies “fit” with:
The skills and values of the implementers
The available resources
Administrative structure/support
Strategies with good “fit” are more likely to be
implemented accurately and consistently
FBA to PBSP Training Series
Pre & Post Test Data
2013-2014
100%
90%
80%
70%
60%
Pre Test Mean
50%
Post Test Mean
40%
30%
20%
10%
0%
MAISD
Loman & Horner
MAISD 2013-2014Test Score Comparison
120
100
80
Pre-test
60
Post-test
40
20
0
1
3
5
7
9 11 13 15 17 19 21 23 25 27 29
One Day Teacher & Administrator Training
Modules 1 & 4
Staff frequently involved in PBSP
Two Day FBA to PBSP Training
Modules 1-7
New Schedule
New Staff