Transcript Slide 1

Topics in
Functional Behavior Assessment
& Behavior Intervention Planning
Kevin Murdock, BCBA, Ph.D.
Sponsored by SEDNET on Behalf of the
School District of Clay County, Florida
August 18, 2008
• Please do not copy or distribute any part of the
presentation handouts or the electronic version
without my advance permission.
• If you wish to use the presentation for training
other persons, please email me with a
description of your target audience and the
goals for the training.
Target audience
• Educators with advanced or graduate training in
behavioral assessment, intervention, monitoring,
and ethics, or with certification in Behavior Analysis.
• Some of you have many years of experience and
extensive training. Some of you are experts who
may be qualified to make this presentation yourself.
– Please support other participants.
• Some of you are newly trained and certified and/or
have recently begun your professional careers.
• Most of you are probably somewhere in between.
• Every participant can give suggestions to improve
the presentation by completing the feedback form at
the end of the presentation.
Broad Objectives
• Gain knowledge from rich pool of talent and
experience in the room
• Suggest future directions for leaders
• Stimulate follow-up training
• Review – Assess “Maintenance”
• Practice Terms and Skills – Build “Fluency”
• Generalize – Apply to New Situations
• Use tools to enhance your knowledge & skills
• Enhance problem-solving “networks”
• Avoid “Death by Powerpoint”
• Have some fun
Objectives:
• Consider how RTI, EBD, and FBA-BIPs are related
• Discuss features of the new EBD psychological
evaluation
• Answer “Why do a FBA?”
• Address reasons educators resist behavioral
assessments & interventions
• Explore methods to “triage” FBA-BIP cases versus
basic intervention plans
“But, wait there’s more!”
• Address common problems with behavior
definitions, measurement procedures, and
information gathering
• Practice the selection of effective evidence-based
interventions
• Examine graphing templates and review data-based
decision tips
• Consider the complexities of treatment integrity
• Work in small groups (“teams”) with interactive tools
to make the above processes more efficient
General Notes
• This presentation is “a work in progress.”
– Please send corrections, suggestions, comments,
different perspectives, etc.
• Terms used in the presentation and handouts:
–
–
–
–
student = individual, consumer or client
parent = legal guardian, primary caretaker
educator or teacher = trainer or provider staff
BIP = Behavior Intervention Plan, Positive Behavior
Intervention Plan (PBIP), Behavior Analysis Services
Plan (BASP)
RTI and Behavior (RTI-B)
• Florida DOE Workgroup is examining core
components, necessary infrastructures, systemic
and professional development issues, resources,
barriers, etc.
• Technical Assistance Paper will be produced
• 3 Tier model
– Schoolwide - universal screening and behavioral systems
– Targeted group – progress monitoring and group-based
interventions
– Intensive, individualized interventions with frequent
progress monitoring
• RTI is closely tied to effective problem-solving
processes
Problem Solving/RTI (PS/RTI) is
a relatively new approach to
solving behavior challenges.
However, PS/RTI has produced
some significant improvements in
academic skills.
What documentation is used
with the RtI model?
• The use of graphs and charts is a basic component
of RtI.
• In addition, other data collection strategies may be
employed at the teacher or building level. Such
strategies should produce documentation of a
student’s progress or lack of progress (e.g., graphs,
charts).
2006 DOE RTI Technical Assistance Paper
http://floridarti.usf.edu/floridaproject/faq.html
RTI – Illustrated Case Examples
Target Behavior: Work Completion
(could apply to an Academic or Behavioral Referral)
• Thanks to Joe Kovaleski and Ed Shapiro of the PA
State-wide RtI Initiative for the original example
• Thanks to Michael Curtis for sharing the example
The next set of frames show
how data may be graphed and
used to assess RTI
through a
Problem-Solving process
Yellow colors represent new
content on the frame, or questions
to consider.
Constructing the graph
100
90
80
60
50
40
30
20
10
Weekly measures
Fe
b
n
Ja
ec
D
ov
N
ct
O
t
0
Se
p
Percent
70
Correct, Independent Worksheet Completion
100
90
80
60
50
40
30
20
10
Fe
b
n
Ja
ec
D
ov
N
ct
O
t
0
Se
p
Percent
70
Correct, Independent Worksheet Completion
100
90
Benchmark
80
60
50
40
30
20
10
Fe
b
n
Ja
ec
D
ov
N
ct
O
t
0
Se
p
Percent
70
Correct, Independent Worksheet Completion
Tier 1 —
Universal Interventions
• School-Wide Behavior Lottery
100 • Grade Level Social Skill Training (SST)
90
Benchmark
80
60
50
40
30
20
10
Fe
b
n
Ja
ec
D
ov
N
ct
O
t
0
Se
p
Percent
70
Correct, Independent Worksheet Completion
Tier 1 —
Universal Interventions
• School-Wide Behavior Lottery
100 • Grade Level Social Skill Training (SST)
90
Benchmark
80
60
50
40
35
35% represents average Peer Performance in September
%
30
20
10
= Peer Group
Fe
b
n
Ja
ec
D
ov
N
ct
O
t
0
Se
p
Percent
70
Correct, Independent Worksheet Completion
Tier 1 —
Universal Interventions
• School-Wide Behavior Lottery
100 • Grade Level Social Skill Training (SST)
90
Benchmark
80
60
50
Top of box represents highest Peer Performance in September (approx. 48%)
40
35
%
30
20
10
= Peer Group
Fe
b
n
Ja
ec
D
ov
N
ct
O
t
0
Se
p
Percent
70
Correct, Independent Worksheet Completion
Tier 1 —
Universal Interventions
• School-Wide Behavior Lottery
100 • Grade Level Social Skill Training (SST)
90
Benchmark
80
60
50
40
35
%
30
Bottom of box represents lowest Peer Performance in September (approx. 27%)
20
10
= Peer Group
Fe
b
n
Ja
ec
D
ov
N
ct
O
t
0
Se
p
Percent
70
Correct, Independent Worksheet Completion
Tier 1 —
Universal Interventions
• School-Wide Behavior Lottery
100 • Grade Level Social Skill Training (SST)
90
Benchmark
80
60
50
%
50
40
35
%
30
20
10
= Peer Group
Fe
b
n
Ja
ec
D
ov
N
ct
O
t
0
Se
p
Percent
70
Correct, Independent Worksheet Completion
Tier 1 —
Universal Interventions
• School-Wide Behavior Lottery
100 • Grade Level Social Skill Training (SST)
90
Benchmark
80
60
50
%
50
55
%
40
35
%
30
20
10
= Peer Group
Fe
b
n
Ja
ec
D
ov
N
ct
O
t
0
Se
p
Percent
70
Correct, Independent Worksheet Completion
Tier 1 —
Universal Interventions
• School-Wide Behavior Lottery
100 • Grade Level Social Skill Training (SST)
90
Benchmark
80
60
50
%
50
55
%
60
%
40
35
%
30
20
10
= Peer Group
Fe
b
n
Ja
ec
D
ov
N
ct
O
t
0
Se
p
Percent
70
Correct, Independent Worksheet Completion
Tier 1 —
Universal Interventions
• School-Wide Behavior Lottery
100 • Grade Level Social Skill Training (SST)
90
Benchmark
80
60
50
%
50
55
%
60
%
40
35
%
30
20
10
= Peer Group
Fe
b
n
Ja
ec
D
ov
N
ct
O
t
0
Se
p
Percent
70
75
%
Correct, Independent Worksheet Completion
Tier 1 —
Universal Interventions
• School-Wide Behavior Lottery
100 • Grade Level Social Skill Training (SST)
90
Benchmark
80
60
50
%
50
55
%
60
%
40
35
%
30
20
10
= Peer Group
Fe
b
n
Ja
ec
D
ov
N
ct
O
t
0
Se
p
Percent
70
75
%
= Aim Line
Expected line of student progress,
from Baseline to Achieving Near Benchmark by Year End
Case Example: Bob
“Bob” - Correct, Independent Worksheet Completion
Tier 1 —
Universal Interventions
• School-Wide Behavior Lottery
100 • Grade Level Social Skill Training (SST)
90
Benchmark
80
60
50
%
50
60
%
55
%
40
35
45
%
40
30
35
20
25 23
28
10
= Peer Group
 = Target Student
= Aim Line
Fe
b
n
Ja
ec
D
ov
N
ct
O
t
0
Se
p
Percent
70
75
%
“Bob” - Correct, Independent Worksheet Completion
Tier 1 —
Universal Interventions
• School-Wide Behavior Lottery
100 • Grade Level Social Skill Training (SST)
90
Benchmark
80
60
50
%
50
60
%
55
%
40
35
45
%
40
30
35
20
25 23
28
10
= Peer Group
 = Target Student
= Aim Line
= Trend Line
Fe
b
n
Ja
ec
D
ov
N
ct
O
t
0
Se
p
Percent
70
75
%
“Bob” - Correct, Independent Worksheet Completion
Tier 1 —
Universal Interventions
• School-Wide Behavior Lottery
100 • Grade Level Social Skill Training (SST)
90
Benchmark
80
60
50
%
50
60
%
55
%
40
35
Adequate RTI?
45
%
40
35
Did the intervention have
sufficient power and time?
10
= Peer Group
 = Target Student
Continue, modify or end
intervention?
ec
D
ov
N
ct
O
t
0
= Aim Line
= Trend Line
Fe
b
25 23
n
20
Adequate treatment integrity?
28
Ja
30
Se
p
Percent
70
75
%
• Adequate RTI? Yes, the data trend appears to
cross or approach the aim line.
• Adequate treatment integrity? Yes, according
to the teacher’s reports and the consultant’s
direct observations of treatment implementation
by the teacher.
• Did the intervention have sufficient power
and time? Apparently good power to cause
progress. Apparently sufficient time; numerous
data points were used to assess trend.
• Continue, modify or end intervention?
Continue.
Case Example: Jean
“Jean” - Correct, Independent Worksheet Completion
Tier 1 - Universal
• School-Wide
Behavior Lottery
• Grade Level Social
Skill Training (SST)
100
90
Benchmark
80
75
%
60
50
%
50
55
%
60
%
40
35
%
30
25 23 26
20
10
= Peer Group
 = Target Student
= Aim Line
= Trend Line
Fe
b
n
Ja
ec
D
ov
N
ct
O
t
0
Se
p
Percent
70
“Jean” - Correct, Independent Worksheet Completion
Tier 1 - Universal
• School-Wide
Behavior Lottery
• Grade Level Social
Skill Training (SST)
100
90
Benchmark
80
75
%
60
50
%
50
60
%
55
%
40
Adequate RTI?
35
%
30
Adequate treatment integrity?
Did the intervention have
sufficient power and time?
= Peer Group
 = Target Student
Continue, modify or end
intervention?
ec
D
ov
N
ct
O
t
0
= Aim Line
= Trend Line
Fe
b
10
n
25 23
26
Ja
20
Se
p
Percent
70
• Adequate RTI? No, the data trend appears to
move downward, away from the aim line.
• Adequate treatment integrity? Yes. Although the
teacher’s reports and consultant’s direct
observations initially indicated incorrect and
inconsistent treatment implementation, retraining
and more frequent monitoring increased the
treatment integrity to an acceptable level.
• Did the intervention have sufficient power and
time? Possibly not enough power. Relatively few
data points were used to assess the trend. The
downward direction warranted an intervention
decision.
• Continue, modify or end intervention? Modify.
“Jean” - Correct, Independent Worksheet Completion
Tier 1 - Universal Tier 2 - Supplemental
• School-Wide
Behavior Lottery
• Small Group SST
(1X/week)
• Grade Level Social
Skill Training (SST)
• Class-wide Good
Behavior Game
100
90
Benchmark
80
60
50
%
50
65
%
60
%
55
%
52
47
40
43
35
%
30
35
25 23 26 27
20
30
10
= Peer Group
 = Target Student
= Aim Line
= Trend Line
Fe
b
n
Ja
ec
D
ov
N
ct
O
t
0
Se
p
Percent
70
75
%
“Jean” - Correct, Independent Worksheet Completion
Tier 1 - Universal Tier 2 - Supplemental
• School-Wide
Behavior Lottery
• Small Group SST
(1X/week)
• Grade Level Social
Skill Training (SST)
• Class-wide Good
Behavior Game
100
90
Benchmark
80
55
%
52
47
40
Adequate RTI?
43
35
%
30
35
20
25 23
26 27
Adequate treatment integrity?
30
Did the intervention have
sufficient power and time?
10
= Peer Group
 = Target Student
Continue, modify or end
intervention?
ec
D
ov
N
ct
O
t
0
= Aim Line
= Trend Line
Fe
b
50
60
%
n
50
%
65
%
Ja
60
Se
p
Percent
70
75
%
• Adequate RTI? Yes, the data trend crossed the
aim line.
• Adequate treatment integrity? Yes, according
to the teacher’s reports and the consultant’s
direct observations of treatment implementation
by the teacher.
• Did the intervention have sufficient power
and time? Apparently good power since there
was progress. Numerous data points used to
assess trend.
• Continue, modify or end intervention?
Continue.
Case Example: Lynn
“Lynn” - Correct, Independent Worksheet Completion
Tier 1 - Universal
• School-Wide
Behavior Lottery
• Grade Level Social
Skill Training (SST)
100
90
Benchmark
80
75
%
60
50
60
%
55
%
50
%
40
35
%
30
20
25
28
23
10
= Peer Group
 = Target Student
= Aim Line
= Trend Line
Fe
b
n
Ja
ec
D
ov
N
ct
O
t
0
Se
p
Percent
70
“Lynn” - Correct, Independent Worksheet Completion
Tier 1 - Universal
• School-Wide
Behavior Lottery
• Grade Level Social
Skill Training (SST)
100
90
Benchmark
80
75
%
60
50
60
%
55
%
50
%
40
Adequate RTI?
35
%
30
23
Did the intervention have
sufficient power and time?
= Peer Group
 = Target Student
Continue, modify or end
intervention?
ec
D
ov
N
ct
O
t
0
= Aim Line
= Trend Line
Fe
b
10
n
25
Adequate treatment integrity?
28
Ja
20
Se
p
Percent
70
• Adequate RTI? No, the data trend appears to
move downward, away from the aim line.
• Adequate treatment integrity? Yes, according to
the teacher’s reports and the consultant’s direct
observations of treatment implementation by the
teacher.
• Did the intervention have sufficient power and
time? Possibly not enough power. Relatively few
data points were used to assess the trend. The
downward direction warranted an intervention
decision.
• Continue, modify or end intervention? Modify.
“Lynn” - Correct, Independent Worksheet Completion
Tier 1 - Universal Tier 2 - Supplemental
• School-Wide
Behavior Lottery
• Small Group SST
(1X/week)
• Grade Level Social
Skill Training (SST)
• Class-wide Good
Behavior Game
100
90
Benchmark
80
60
50
60
%
55
%
50
%
65
%
40
35
%
35 37 36
30
20
25
41 40
28 27 30
23
10
= Peer Group
 = Target Student
= Aim Line
= Trend Line
Fe
b
n
Ja
ec
D
ov
N
ct
O
t
0
Se
p
Percent
70
75
%
“Lynn” - Correct, Independent Worksheet Completion
Tier 1 - Universal Tier 2 - Supplemental
• School-Wide
Behavior Lottery
• Small Group SST
(1X/week)
• Grade Level Social
Skill Training (SST)
• Class-wide Good
Behavior Game
100
90
Benchmark
80
60
50
60
%
55
%
50
%
65
%
40
35
%
35 37 36
30
20
25
41 40
28 27 30
Adequate RTI?
Adequate treatment integrity?
23
= Peer Group
 = Target Student
Fe
b
Continue, modify or end
intervention?
Ja
ec
D
ov
N
ct
O
t
0
n
Did the intervention have
sufficient power and time?
10
Se
p
Percent
70
75
%
= Aim Line
= Trend Line
• Adequate RTI? No, the data trend
appears to move downward, away from
the aim line.
• Adequate treatment integrity? Yes,
according to the teacher’s reports and the
consultant’s direct observations of
treatment implementation by the teacher.
• Did the intervention have sufficient power
and time? Apparently low power.
Numerous data points were used to
assess the trend.
• Continue, modify or end intervention?
Modify.
“Lynn” - Correct, Independent Worksheet Completion
Tier 1 - Universal Tier 2 - Supplemental Tier 3 - Intensive
• School-Wide
Behavior Lottery
• Small Group SST
(1X/week)
• Grade Level Social
Skill Training (SST)
• Class-wide Good
Behavior Game
• FBA-BIP
•Individualized Behavior Contract
• Self-Monitoring Training
• Home-School Notes
100
90
Benchmark
80
60
50
%
50
60
%
55
%
62
52
35 37 36
30
20
65
%
57
40
35
%
25 23
41 40 42 40
45
28 27 30
10
= Peer Group
 = Target Student
= Aim Line
= Trend Line
Fe
b
n
Ja
ec
D
ov
N
ct
O
t
0
Se
p
Percent
70
80
%
75
%
75
%
“Lynn” - Correct, Independent Worksheet Completion
Tier 1 - Universal Tier 2 - Supplemental Tier 3 - Intensive
• School-Wide
Behavior Lottery
• Small Group SST
(1X/week)
• Grade Level Social
Skill Training (SST)
• Class-wide Good
Behavior Game
• FBA-BIP
•Individualized Behavior Contract
• Self-Monitoring Training
• Home-School Notes
100
90
Benchmark
80
60
50
%
50
60
%
55
%
62
52
35 37 36
30
20
65
%
75
%
57
40
35
%
25 23
41 40 42 40
28 27 30
45
Adequate RTI?
Adequate treatment integrity?
= Peer Group
 = Target Student
Fe
b
Did the intervention have
sufficient power and time?
n
ec
D
ov
N
ct
O
t
0
Ja
10
Se
p
Percent
70
80
%
75
%
Continue, modify or end
= Aim Line
intervention?
= Trend Line
• Adequate RTI? Yes, the data trend appears to
cross or approach the aim line.
• Adequate treatment integrity? Yes, according
to the teacher’s reports and the consultant’s
direct observations of treatment implementation
by the teacher.
• Did the intervention have sufficient power
and time? Apparently good power since there
was progress. Numerous data points were used
to assess the trend.
• Continue, modify or end intervention?
Continue.
“Raye” - Correct, Independent Worksheet Completion
Tier 1 - Universal Tier 2 - Supplemental
• School-Wide
Behavior Lottery
• Small Group SST
(1X/week)
• Grade Level Social
Skill Training (SST)
• Class-wide Good
Behavior Game
100
90
Benchmark
80
60
50
60
%
55
%
50
%
65
%
40
35
%
35 37 36
30
20
25
41 40
28 27 30
23
10
= Peer Group
 = Target Student
= Aim Line
= Trend Line
Fe
b
n
Ja
ec
D
ov
N
ct
O
t
0
Se
p
Percent
70
75
%
“Raye” - Correct, Independent Worksheet Completion
Tier 1 - Universal Tier 2 - Supplemental
• School-Wide
Behavior Lottery
• Small Group SST
(1X/week)
• Grade Level Social
Skill Training (SST)
• Class-wide Good
Behavior Game
100
90
Benchmark
80
60
50
60
%
55
%
50
%
65
%
40
35
%
35 37 36
30
20
25
41 40
28 27 30
Adequate RTI?
Adequate treatment integrity?
23
= Peer Group
 = Target Student
Fe
b
Continue, modify or end
intervention?
Ja
ec
D
ov
N
ct
O
t
0
n
Did the intervention have
sufficient power and time?
10
Se
p
Percent
70
75
%
= Aim Line
= Trend Line
• Adequate RTI? No, the data trend appears to
move downward, away from the aim line.
• Adequate treatment integrity? Yes, according
to the teacher’s reports and the consultant’s
direct observations of treatment implementation
by the teacher.
• Did the intervention have sufficient power
and time? Apparently low power. Numerous
data points were used to assess the trend.
• Continue, modify or end intervention?
Modify.
“Raye” - Correct, Independent Worksheet Completion
Tier 1 - Universal Tier 2 - Supplemental Tier 3 - Intensive
• School-Wide
Behavior Lottery
• Small Group SST
(1X/week)
• Grade Level Social
Skill Training (SST)
• Class-wide Good
Behavior Game
• FBA-BIP
•Individualized Behavior Contract
• Self-Monitoring Training
• Home-School Notes
100
90
Benchmark
80
60
50
%
50
60
%
55
%
40
35
%
35 37 36
30
20
25 23
65
%
41 40 42 40 41 40 39 41
28 27 30
10
= Peer Group
 = Target Student
= Aim Line
= Trend Line
Fe
b
n
Ja
ec
D
ov
N
ct
O
t
0
Se
p
Percent
70
80
%
75
%
75
%
“Raye” - Correct, Independent Worksheet Completion
Tier 1 - Universal Tier 2 - Supplemental Tier 3 - Intensive
• School-Wide
Behavior Lottery
• Small Group SST
(1X/week)
• Grade Level Social
Skill Training (SST)
• Class-wide Good
Behavior Game
• FBA-BIP
•Individualized Behavior Contract
• Self-Monitoring Training
• Home-School Notes
100
90
Benchmark
80
60
50
%
50
60
%
55
%
40
35
%
35 37 36
30
20
25 23
65
%
75
%
41 40 42 40 41 40 39 41
28 27 30
Adequate RTI?
Adequate treatment integrity?
= Peer Group
 = Target Student
Fe
b
Did the intervention have
sufficient power and time?
n
ec
D
ov
N
ct
O
t
0
Ja
10
Se
p
Percent
70
80
%
75
%
Continue, modify or end
= Aim Line
intervention?
= Trend Line
• Adequate RTI? No, the data trend appears to
move downward, away from the aim line.
• Adequate RTI? No, the data trend appears to
move downward, away from the aim line.
The current Gap Analysis also shows a large
discrepancy.
• Adequate RTI? No, the data trend appears to
move downward, away from the aim line. The
current Gap Analysis also shows a large
discrepancy.
• Adequate treatment integrity?
Was there enough objective evidence or
repeated measures demonstrating acceptable
treatment integrity?
• Adequate RTI? No, the data trend appears to
move downward, away from the aim line. The
current Gap Analysis also shows a large
discrepancy.
• Adequate treatment integrity?
If the answer to this question is No
Address these questions:
• Is the procedure description detailed enough (e.g.,
what to do, when, where, how much, how long) so
that others could replicate it?
• Is it agreed upon by all stakeholders?
• Is it “do-able” within the classroom routine?
– Eliminate any barriers to the intervention
– (Re)train staff on the intervention, increase practice
opportunities
– Increase positive incentives to deliver the intervention
– Monitoring the intervention more frequently
• Adequate RTI? No, the data trend appears to
move downward, away from the aim line. The
current Gap Analysis also shows a large
discrepancy.
• Adequate treatment integrity?
If the answer to this question is Yes
Go to the next frame
• Adequate RTI? No, the data trend appears to
move downward, away from the aim line. The
current Gap Analysis also shows a large
discrepancy.
• Adequate treatment integrity? Yes
• Did the intervention have sufficient power
and time?
Can all of the questions on the next frame be
answered affirmatively?
• Does the intervention have sufficient “power”?
–
–
–
–
–
–
–
–
Does it fit the student’s culture, ethnicity & gender?
Is it based on a complete assessment & sound hypothesis?
Is it evidence-based? Were strong effects expected?
Is the procedure description detailed enough (e.g., what to
do, when, where, how much, how long) so that others could
replicate it?
Is it agreed upon by all stakeholders?
Is it “do-able” within the classroom routine?
Is it delivered with sufficient intensity? (e.g., time invested
per day/week, direct instructional contact, extent of
modifications or supports, frequency of feedback)
If RTI was low, were intervention modifications
implemented? (e.g., more effective procedure, increased
intensity)
• Was the intervention delivered for enough time?
– Are there enough data points to fairly and accurately
assess the trend?
– Were the data points stable enough to assess the trend?
• Adequate RTI? No, the data trend appears to
move downward, away from the aim line. The
current Gap Analysis also shows a large
discrepancy.
• Adequate treatment integrity? Yes
• Did the intervention have sufficient power and
time?
If the answer to this question is No
Consider:
– conducting a more comprehensive assessment
– modifying the intervention
– extending the duration of the intervention to get stable
data and better assess data trends
• Adequate RTI? No, the data trend appears to
move downward, away from the aim line. The
current Gap Analysis also shows a large
discrepancy.
• Adequate treatment integrity? Yes
• Did the intervention have sufficient power and
time?
If the answer to this question is Yes
Consider:
– conducting a more comprehensive assessment
– modifying the intervention
– other forms of assessment to answer questions about
needs for additional instructional resources, eligibility
for special education services, and related questions.
– all of the above
• Adequate RTI? No, the data trend appears to
move downward, away from the aim line. The
current Gap Analysis also shows a large
discrepancy.
• Adequate treatment integrity? Yes
• Did the intervention have sufficient power and
time? Yes
• Continue, modify or end intervention?
– Continue the current intervention without changes,
or
– Modify the intervention and continue intervening!
For a student with a behavior
challenge, if…
• There is inadequate RTI (e.g., the data trend appears to move
downward, away from the aim line), and
• The current Gap Analysis shows a large discrepancy, and
• There is enough objective evidence or repeated measures
demonstrating acceptable treatment integrity, and
• The intervention appears to have sufficient power & time.
Proceed to the next component of the EBD evaluation.
• The school team may also consider:
– gathering information for a more comprehensive FBA
– modifying the intervention
• In all cases, the behavioral intervention should be
continued or modified.
Behavioral interventions should NOT stop when the
psychological evaluation begins.
Tools for Graphing and
Data Analysis
• interventioncentral.mysdhc.org
(there is no www. before the address)
• Go to the Graphing Progress tab
• Scroll through the templates – select and open
one and enter data
• Scroll down to:
Directions for interpreting graphs and
“Response to Intervention”
Hot Questions
• How long must an intervention be
implemented before it is modified or ended?
• Interventions should be implemented for a
reasonable period of time and with a level of
intensity that matches the student’s needs. A
reasonable period of time is determined by the
local problem-solving team on a case-by-case
basis, dependent on the nature of the
problem(s), the nature and intensity of
interventions, frequency of progress monitoring,
and ability to evaluate trends.
Source: “What are the general education intervention
requirements?”
DOE 2008 TAP Emotional/Behavioral Disabilities
Hot Questions
• How long must an intervention be
implemented before it is modified or ended?
• When are multiple attempts (e.g., phases) at
intervention (or types of intervention)
necessary?
• What level of progress indicates an adequate
versus inadequate response to intervention?
• What is the criterion for a successful
intervention?
• An academic intervention is successful if there is a
sustained narrowing of the achievement gap for the
struggling learner as demonstrated by data
collected through progress monitoring.
• A behavioral intervention is successful if there is a
reduction in the problem behavior and/or an
increase in desired replacement behaviors.
Source: 2006 DOE RTI Technical Assistance Paper
http://floridarti.usf.edu/floridaproject/faq.html
Pre-intervention and progress monitoring data should
be collected, and
there should be evidence that school, classroom, and
small group interventions are effective with the
majority of students before implementing individual
interventions.
The progress of an individual student is compared to
school-wide or classroom expectations and peer
performance. Peer comparisons should be made
with peers of similar gender and ethnicity in order to
ensure that E/BD are not attributed to age, culture,
gender, or ethnicity (Rule 6A-6.03016(1), FAC.).
Source: “What are the general education intervention
requirements?”
DOE 2008 TAP Emotional/Behavioral Disabilities
More Hot Questions
• How can we access and/or develop relevant
state, district, school, and classroom
benchmarks and norms for behavior?
Remember this example?...
“Raye” - Correct, Independent Worksheet Completion
Tier 1 - Universal Tier 2 - Supplemental Tier 3 - Intensive
• School-Wide
Behavior Lottery
• Small Group SST
(1X/week)
• Grade Level Social
Skill Training (SST)
• Class-wide Good
Behavior Game
• FBA-BIP
•Individualized Behavior Contract
• Self-Monitoring Training
• Home-School Notes
100
90
Benchmark
80
60
50
%
50
60
%
55
%
40
35
%
35 37 36
30
20
25 23
65
%
41 40 42 40 41 40 39 41
28 27 30
10
= Peer Group
 = Target Student
= Aim Line
= Trend Line
Fe
b
n
Ja
ec
D
ov
N
ct
O
t
0
Se
p
Percent
70
80
%
75
%
75
%
More Hot Questions
• How can we access and/or develop relevant state,
district, school, and classroom benchmarks and
norms for behavior?
• Currently, there seem to be few examples available
and they address broad topographies like on-task,
compliance, or waits for turn.
Where can we get clear procedures for the
following?:
– selecting relevant replacement behaviors for peer
comparison
– selecting typical peer groups for norms
– establishing local (i.e., district, school or classroom)
norms
Back to…
RTI and Behavior (RTI-B)
• PS/RTI-B is closely tied to FBA
• FBA is a more comprehensive problemsolving process that can produce better
outcomes
• Are there alternatives to the FBA and BIP?
Basic Intervention Plan
Action
Start
Date
Time
of
Day
How
Often
Location
Materials
Persons(s)
Responsible
Supports for Intervention
When
How
Often
Persons(s)
Responsible
Type of Progress Monitoring
Start
Date
How
Often
Persons(s)
Responsible
RTI and Behavior (RTI-B)
• PS/RTI-B is closely tied to FBA
• FBA is a more comprehensive problemsolving process that can produce better
outcomes
• Are there alternatives to the FBA and BIP?
• But, do we know “why” there is a problem?
• Hypothesis-driven interventions work best
It is helpful to use FBA tools
for observation and interviews
early in the intervention
process, including Tier 1.
RTI and Behavior (RTI-B)
• PS/RTI-B is a major paradigm shift
• With change comes resistance
• Survival of the Fittest
– Role Shifters versus Dinosaurs
– Budget crises are forcing some hard decisions
– “Some sacred cows must die”
EBD eligibility
• What do we write in an EBD psychological
evaluation report?
DOE 2008 TAP
Emotional/Behavioral Disabilities
Minimum evaluation components:
(a) Review the FBA previously completed to assist in
the development of individual interventions. The FBA
should identify the conditions under which the behavior
is most and least likely to occur, the functions of the
student’s behavior, and document the student’s
response to implemented interventions. It may be
necessary to revise the FBA as part of the evaluation. If
a formal FBA has not been completed, one must be
completed as part of the evaluation; and,
DOE 2008 TAP
Emotional/Behavioral Disabilities
Minimum evaluation components:
(a) Review the FBA previously completed to assist in the
development of individual interventions. The FBA
should identify the conditions under which the
behavior is most and least likely to occur, the
functions of the student’s behavior, and document
the student’s response to implemented
interventions. It may be necessary to revise the FBA as
part of the evaluation. If a formal FBA has not been
completed, one must be completed as part of the
evaluation; and,
FBA-BIP Quick Check tool
• interventioncentral.mysdhc.org
(there is no www. before the address)
• Go to the Individual Students - FBA tab
• Scroll down to:
Set of blue colored boxes, column 1, row 3
DOE 2008 TAP
Emotional/Behavioral Disabilities
Minimum evaluation components:
(a) Review the FBA previously completed to assist in the
development of individual interventions. The FBA should
identify the conditions under which the behavior is most
and least likely to occur, the functions of the student’s
behavior, and document the student’s response to
implemented interventions. It may be necessary to
revise the FBA as part of the evaluation. If a formal
FBA has not been completed, one must be completed as
part of the evaluation; and,
DOE 2008 TAP
Emotional/Behavioral Disabilities
Minimum evaluation components:
(a) Review the FBA previously completed to assist in the
development of individual interventions. The FBA should
identify the conditions under which the behavior is most
and least likely to occur, the functions of the student’s
behavior, and document the student’s response to
implemented interventions. It may be necessary to revise
the FBA as part of the evaluation. If a formal FBA has
not been completed, one must be completed as part
of the evaluation; and,
DOE 2008 TAP
Emotional/Behavioral Disabilities
Minimum evaluation components:
(b) Conduct a a psychological evaluation including
assessment procedures necessary to identify the factors
contributing to the development of an
emotional/behavioral disability, which includes
behavioral observations and interview data relative
to the referral concerns, an assessment of emotional
and behavioral functioning, and may also include
information on developmental functioning and skills.
The psychological evaluation shall include a review of
evidence-based interventions that have already been
implemented, the student’s responses to those
interventions, and the criteria used to evaluate their
success; and,
(c) a review of educational data…; and,
(d) a social/developmental history…
Comments on psychological evaluations for EBD:
• School Psychologists should not become the “FBABIP Police”
• Evaluation report formats are being developed in
some school districts (some are still working on
SLD formats)
• Some districts are waiting on the EBD TAP or more
guidance from DOE
• Some districts are gradually increasing their
requirements for better FBAs and evaluations
• When good PS/RTI processes are in place,
evaluations should occur infrequently and ample
data, intervention details, etc. should be available
Why Do
Functional Behavior Assessments?
• Activity
– Common barriers
– Common outcomes when there is resistance
• Activity
– Legal reasons
– Really important reasons
Go to end of Part A:
Crisis management
• DOE proposed rule for Reasonable Force
(restraint and seclusion)
• Last public hearing will occur soon
• Refer to schoolwide strategies
• Recommend trained and currently certified
personnel
• Analyze current strategies carefully to
identify and minimize any actions that may
inadvertently reinforce the problem behavior
Crisis management
• Transitions may be scheduled to reduce risk and
difficulty with safely managing behaviors and to
efficiently implement emergency procedures. For
example, outside or lengthy transitions may be
especially difficult. Additional, trained support staff
may be “on call” to assist during crises.
• Procedures may be specified for blocking problem
behaviors (e.g. open hand blocks, protective pads).
Limits may be described so that these procedures are
stopped, replaced, or supplemented by other
procedures (e.g., X events of forceful behavior in a Y
minute period that cannot be blocked by open hand or
pad result in additional support, alternative
procedures, consultation by specific team members).
Crisis management
• Procedures may be specified for the application and
removal of protective devices (e.g., wraps, cushions,
arm pads, helmet). Limits may be described so that
these procedures are stopped, replaced, or
supplemented by other procedures. Procedures may
be included for sanitizing and drying procedures, if
needed.
• Procedures may be specified for the application,
fading, and termination of manual restraints. Limits
may be described so that these procedures are
stopped, replaced, or supplemented by other
procedures.
Crisis management
• Procedures may be specified for carrying or escorting
the student (e.g., from specific indoor or outdoor
school settings, from high traffic area, when there is
an inclement weather risk, when disrupting an activity,
to a specific room, to sit or lay on a mat, bean bag).
Limits may be described so that these procedures are
stopped, replaced, or supplemented by other
procedures.
• Procedures may be specified for recording (e.g., start
and end times for each event, student responses),
sharing (e.g., via graphs), interpreting and making
decisions about changes to the above procedures
(e.g., modifying, fading, ending).
Crisis management
• Ideally the school-based team will discuss, role play,
and carefully define the procedures to support 100%
consistency across all team members.
• When a student has a history of dangerous behaviors
in the community or home:
– Identify the triggers and consequences (FBA)
– Develop an intervention plan
– Develop procedures to de-escalate and safely intervene in
case of an emergency
• Note: A crisis management plan is not a substitute for
the FBA or PBIP. Complete Parts A, C and D.
Crisis management
• http://www.specialconnections.ku.edu/cgibin/cgiwrap/specconn/main.php?cat=beha
vior&section=main&subsection=pbsint/con
sequence
• Scroll to end of page
Note: See the roll-over tooltips at:
interventioncentral.mysdhc.org
Defining behavior
• Faulty definitions are a primary reason that
many FBA-BIPs fail
• Activity
– Typical (or wacky) reasons for referral
• Defining behavior is not an easy task.
• We need clear guidelines on defining
behavior with examples.
The Mr. Potato Head Rule
• If you can prop up the plastic, lifeless Mr.
Potato Head toy to do it, it is not a
behavior.
Mr. Potato Head does not move, so he
cannot behave.
• If Mr. Potato Head cannot do it, it is a
behavior.
Focuses on assignment
Mr. Potato Head can “focus on the assignment.”
So, it is not a behavior.
More bad examples
(violations of the Mr. Potato Head rule):
• Pays attention to assignment
• Stays on-task
• Head down
Good examples:
• Scans eyes across text and diagrams, follows
text with finger on page, turns pages
• Moves eyes to track teacher movement during
the lesson
• Moves pencil on paper and produces legible
responses to assigned work
• Responds to direct teacher questions, raises
hand, responds when called upon, ask relevant
questions, makes relevant comments
• Screams obscenity (f—k, s—t)
• Slams book on desk, stomps floor
• Talks to peers during silent assignments
Tools for Selecting and Defining
Target Behaviors
• interventioncentral.mysdhc.org
(there is no www. before the address)
• Go to the Measurement tab
• Click on the links to:
• Guide to Selecting a Target Behavior
• Guide to Defining a Target Behavior
Defining behavior
• A primary reason that many FBA-BIPs fail
• Activity
– Typical (or wacky) reasons for referral
• Activity - Define one of the following:
– Non-compliance
– Anger issues
– Off-task
– A familiar behavior of one of your students
Triage
• Not every behavioral referral warrants a FBA
and BIP
• Target Behavior Prioritization Tool
Triage
• Not every behavioral referral warrants a FBA
and BIP
• Target Behavior Prioritization Tool
• Establish multiple levels of support and
consultation
– Schoolwide (for discipline data monitoring and
schoolwide behavioral systems)
– Grade Level / Departmental (for targeted group
interventions)
– Individual Student Support (for intensive
interventions, FBAs, BIPs, wrap-around services)
Triage
• Not every behavioral referral warrants a FBA and
BIP
• Target Behavior Prioritization Tool
• Establish multiple levels of support and consultation
– Schoolwide (for discipline data monitoring and
schoolwide behavioral systems)
– Grade Level / Departmental (for targeted group
interventions)
– Individual Student Support (for intensive interventions,
FBAs, BIPs, wrap-around services)
• Consulting Behavior Analyst:
– Board Certified Behavior Analyst (BCBA)
– Florida Certified Behavior Analyst (CBA)
– Board Certified Assistant Behavior Analyst (BCaBA)
Gathering Useful Info
Tools for Measurement
• interventioncentral.mysdhc.org
(there is no www. before the address)
• Go to the Measurement tab
• Click on the link to:
• Guide to Selecting Measurement Methods
• Activity: Watch the grocery tantrum video
• Go through:
– Guide to Selecting a Target Behavior
– Guide to Defining a Target Behavior
– Guide to Selecting a Measurement Method
• Activity: Watch the grocery tantrum video
• Go through:
– Guide to Selecting a Target Behavior
– Guide to Defining a Target Behavior
– Guide to Selecting a Measurement Method
• Sketch the form on a blank page so you can
record some data, or enter data on the form via
your computer.
• Watch the video again and measure the
behavior.
• Be ready to share your results with all
participants.
Wanted!
• Good video recordings of student behaviors.
• Parent releases are signed and available.
• No problems with copyrights or other limitations on
use.
Suggestions:
• Find a drama class.
• Promise the students a nominal fee plus letters (for
their resumes) verifying they had a part in a
professional production.
• Get signed releases of all rights.
So… how long do you
measure the behavior?
DOE 2008 TAP
Emotional/Behavioral Disabilities
• What are the general education intervention
requirements?
• Interventions should be implemented for a
reasonable period of time and with a level of
intensity that matches the student’s needs. A
reasonable period of time is determined by the
local problem-solving team on a case-by-case
basis, dependent on the nature of the
problem(s), the nature and intensity of
interventions, frequency of progress monitoring,
and ability to evaluate trends.
Tools for Interviewing
• interventioncentral.mysdhc.org
(there is no www. before the address)
• Go to the Individual Students - FBA tab
• Scroll down to the
Structured Interview tools
Tools for Observation
• interventioncentral.mysdhc.org
(there is no www. before the address)
• Go to the Individual Students - FBA tab
• Scroll down to the:
Scatter Plot Analysis tools
A-B-C Pattern Analysis tools
Guess-timating “Why”
• The “Summary Statement”
• Most FBAs in schools are “descriptive,” since
they describe naturally occurring conditions.
The resulting hypotheses are guess-timates
about the functions of the behavior.
• The best hypotheses are confirmed by
systematic manipulation and precise
measurement, also known as “Functional
Analysis.” This is a skill familiar to most
BCBAs.
Guess-timating “Why”
• The “Summary Statement”
• Activity
– Typical (or wacky) hypotheses
Beware wacky hypotheses!
• 98% of convicted felons eat bread.
• The student’s great-grandfather spent two years
in the penitentiary for polygamy. He later
became a baker.
• More than 90% of violent crimes are committed
within 24 hours of eating bread.
• The student brings sandwiches to school nearly
everyday.
• Because of the student’s genetic
predispositions, he is more likely to attack
classmates after eating bread.
Unacceptable descriptions of the
Function of Behavior:
Descriptions of the Function of Behavior should not
include:
• unalterable variables
• the student’s mental states or traits
• other traditional explanations of behavior.
Unacceptable descriptions of the Function of
Behavior:
Personality, psychopathology
Disability
Thought disorder, cognitive processing deficit, impulse
control
Bad home conditions, family
Past trauma
Power, control
Revenge
Fear of failure
Beware misleading websites !
Jefferson County, CO, public school
website lists these hypotheses:
• Power / Control
• Protection/Escape Avoidance
• Attention / Affirmation
• Expression of Self
• Gratification
• Justice / Revenge
• Do NOT link well to interventions
Beware commercially
available products !
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The Function of the Behavior must
be described in a Hypothesis
Statement:
A hypothesis contains three parts:
• the relevant antecedent environmental variables (e.g.,
“When…”
• the target behavior (a brief description, may also describe
probability)
• the relevant consequence environmental variables (the
“function” or purpose of the behavior – “To get the results
of…”)
Multiple hypotheses may be written to describe:
• when the problem behavior is most likely
• when the problem behavior is least likely
• when the replacement behavior is most likely
• when the replacement behavior is least likely
Example of a FBA hypothesis:
When: the teacher gives the class directions to complete a
math problem worksheet
(Target behavior): Matthew nearly always (approx. 90% of
events) places his hands in his bookbag and plays with his
school supplies, trinkets, small toys, cell phone, etc.
To get the results of:
• delaying initiation of math classwork [social negative
reinforcement],
• seeing the teacher become exasperated and repeatedly
directing
• him to begin [social positive reinforcement],
• and sometimes being sent to time out in another classroom
[social negative reinforcement]
• where he may also receive attention from peers [social
positive reinforcement]
4 categories of reinforcement that
describe the function of a behavior:
• Social positive reinforcement
• Social negative reinforcement
• Automatic positive reinforcement
• Automatic negative reinforcement
Functions of Problem Behavior
Social positive reinforcement
(mediated by other persons)
Examples:
• social attention, communication, praise,
reactions
• looks - facial expressions
• scolding, correction, shouting
• hug, holding, calming talk, consolation
• access to tangible items or objects
• access to tasks or activities
Functions of Problem Behavior
Social negative reinforcement
(mediated by other persons)
avoidance (delay) or escape (e.g.,
reduction, removal, termination) from:
• social interactions, requests or demands
• tasks or activities (e.g., request to work is
stopped, sent to time out, breaks pencil tip
to stop writing task)
• “aversive” stimuli (e.g., run from big dog)
Functions of Problem Behavior
Automatic positive reinforcement
(not mediated by other persons)
• sensory consequences (stimulation)
presented after the behavior. Examples:
- headbanging (“flashing stars”)
- handmouthing
(oral and/or finger tactile stimulation)
- sexual activity
Functions of Problem Behavior
Automatic negative reinforcement
(not mediated by other persons)
• sensory consequences (stimulation) reduced or
terminated after the behavior. Examples:
– pain (e.g., headbanging dulls toothache)
– discomfort (out of seat - sore butt)
– hunger
– extreme or aversive stimulation (e.g., noise,
light, smell, vibration)
– anxiety (with observable indications, must rule
out other functions)
These functions of a behavior are the
most difficult to determine:
• Automatic positive reinforcement
• Automatic negative reinforcement
and may require consultation from a
Board Certified Associate Behavior
Analyst (BCABA) or a Board Certified
Behavior Analyst (BCBA)
• We’ve covered this part.
Designing the Intervention
Common Intervention Sources
Teachers Encyclopedia of Behavior
Management: 100 Problems 500
Plans (The Library Management
Motivation and Discipline Series)
by Randall S., Ph.D. Sprick
There may be some good ideas for intervention
here. But beware, the interventions are not linked
to the function of the behavior. Select the
interventions after you know the function of the
behavior.
Common Intervention Sources
• CHAMPS: a Proactive
and Positive Approach
to Classroom
Management
There may be some good ideas for intervention
here. But beware, the interventions are not linked
to the function of the behavior. Select the
interventions after you know the function of the
behavior.
Replacement Behaviors
First, ask:
“Do we have enough Functional
Behavior Assessment information to
confidently answer the question:
What is the function of the behavior?”
function =
• the purpose of the behavior
• why the behavior occurs
• the category of reinforcement that
previously maintained the behavior
4 categories of reinforcement that
describe the function of a behavior:
• Social positive reinforcement
• Social negative reinforcement
• Automatic positive reinforcement
• Automatic negative reinforcement
Prevention
Antecedent-based procedures
Reduction
Consequence-based procedures
a Visual Model
for Intervention Planning:
An adaptation of the
Competing Behavior Model
• developed by O’Neill et al., 1997
• Displays current variables
• Helps with planning an effective
intervention
Before intervention,
specific Triggers
Slow
Trigger
Setting Event
Fast
Trigger
Antecedent
Before intervention,
specific Triggers preceded the Problem Behavior.
Slow
Trigger
Setting Event
Fast
Trigger
Antecedent
Problem
Behavior
Before intervention,
the Problem Behavior
Slow
Trigger
Setting Event
Fast
Trigger
Antecedent
Problem
Behavior
Before intervention,
the Problem Behavior was followed by
a Reinforcing Consequence
(the behavior function).
Slow
Trigger
Setting Event
Fast
Trigger
Antecedent
Problem
Behavior
Reinforcing
Consequence
The intervention plan may include
procedures to STOP, reduce, or
weaken the specific Triggers
for the Problem Behavior.
Slow
Trigger
Setting Event
Fast
Trigger
Antecedent
Problem
Behavior
The intervention plan may include
procedures to STOP, reduce, or weaken the
Reinforcing Consequence that followed the
Problem Behavior.
Problem
Behavior
Reinforcing
Consequence
An intervention may be more powerful and long-lasting intervention
when it teaches or increases Replacement Behavior(s).
This Replacement Behavior may become a more acceptable and
efficient way for the student to get the Reinforcing Consequence.
Slow
Trigger
Setting Event
Fast
Trigger
Problem
Behavior
Antecedent
Replacement
Behavior
Reinforcing
Consequence
In this example, a descriptive assessment revealed a pattern.
Screeching was nearly always followed by the consequence of a
frown and a reprimand “Stop that!” (social positive reinforcement)
Group
lesson
in budgeting
Setting Event
Teacher
attends
to
other student
Antecedent
Screeches
“Hellfire
and
damnation!”
Teacher
frowns
& says
“Stop that!”
What Replacement Behavior can be taught to get the same form of
this reinforcing consequence (i.e., a frown and a reprimand “Stop
that!”)?
Group
lesson
in budgeting
Setting Event
Teacher
attends
to
other student
Antecedent
Screeches
“Hellfire
and
damnation!”
Replacement
Behavior
Teacher
frowns
& says
“Stop that!”
Instead, a Replacement Behavior may be taught to get a similar form
of social positive reinforcement.
Group
lesson
in budgeting
Setting Event
Teacher
attends
to
other student
Antecedent
Screeches
“Hellfire
and
damnation!”
Teacher
frowns
& says
“Stop that!”
Raises hand
Teacher
smiles & says
“May I
help you?”
However, this similar form of social positive reinforcement
consequence may be far less potent than the original form.
Group
lesson
in budgeting
Setting Event
Teacher
attends
to
other student
Antecedent
Screeches
“Hellfire
and
damnation!”
Teacher
frowns
& says
“Stop that!”
Raises hand
Teacher
smiles & says
“May I
help you?”
It may impractical or unethical to identify Replacement Behaviors to
access some reinforcers.
It also may be difficult to find acceptable similar forms of
reinforcement.
Elopes
Setting Event
Sexual
Intercourse
with
Prostitute
Antecedent
?
?
It may impractical or unethical to identify Replacement Behaviors to
access some reinforcers.
It also may be difficult to find acceptable similar forms of
reinforcement.
Sexual
contact
with
stranger
Setting Event
Receives money
and drugs
Antecedent
?
?
It may impractical or unethical to identify Replacement Behaviors to
access some reinforcers.
It also may be difficult to find acceptable similar forms of
reinforcement.
Burglary
Setting Event
Access to
preferred
tangibles
(e.g., jewelry)
Antecedent
?
?
It may impractical or unethical to identify Replacement Behaviors to
access some reinforcers.
It also may be difficult to find acceptable similar forms of
reinforcement.
Sells family TV
Setting Event
Buys and
chain smokes
cigarettes
Antecedent
?
?
Can you give some other examples?
Setting Event
Antecedent
?
?
Textbooks that discuss replacing the problem behavior
with a desirable behavior:
• Alberto & Troutman, 1995, Applied behavior analysis for
teachers
• Cooper, Heron, & Heward, 1987, Applied behavior
analysis
• Kazdin, 2001, Behavior modification in applied settings
• Miltenberger, 2004, Behavior modification: Principles and
procedures
Textbooks that recommend strengthening alternative
behaviors:
• Martin & Pear, 2003, Behavior modification: What it is and
how to do it
• Sarafino, 2001, Behavior modification
• Sulzer-Azaroff & Mayer, 1991, Behavior analysis for
lasting change
The Fair Pair Rule
“choose one or more alternatives to increase
for every behavior targeted for reduction"
• White, O. R., & Haring, N. G. (1980). Exceptional teaching (2nd ed.).
Columbus, OH: Merrill.
• Activity:
• Read Jolivette et al.:
• The Link Between Functional Behavior
Assessments (FBAs) and Behavior
Intervention Plans (BIPs)
Challenges to the Replacement Behavior
Rule
“A number of textbooks and professional volumes in
applied behavior analysis suggest that interventions
designed primarily to decrease a problem behavior
should routinely be accompanied by efforts to increase
the frequency of at least one appropriate behavior.
Some sources describe the objective of this tactic as
"replacing" the problem behavior…
although there may well be good reasons for considering
this tactic, their rationales are often not well articulated
and may even be unsound. It is also the case that
there are good reasons why this tactic may not always
be necessary, thus conflicting with an argument for a
general rule.”
• Johnston, James M. (2006) "Replacing" Problem Behavior: An
Analysis of Tactical Alternatives, The Behavior Analyst, 29, 111
Oversimplifications and misunderstandings may
unnecessarily constrain or bias decision making
about therapeutic options and even limit the
effectiveness of interventions.
Efforts to reduce the frequency of problem behaviors
need not always be accompanied by attempts to
establish or strengthen alternative or replacement
behaviors.
Decisions about whether or how to supplement
reduction contingencies by strengthening other target
behaviors should be reached only after considering
varied rationales in the context of particular clinical
features.”
• Johnston, James M. (2006) "Replacing" Problem Behavior: An
Analysis of Tactical Alternatives, The Behavior Analyst, 29, 111
“…when a single response class decreases in frequency, perhaps
to the point that it is rarely observed, some other response
classes must increase in frequency.
• An organism's repertoire is always "full," and therefore there is
no such phenomenon as a behavioral void. In other words,
when a problem behavior is targeted for removal from a
repertoire, an objective that is probably infrequently attained in
any complete sense, there is no hole in the repertoire that then
needs to be filled. Time that previously was spent engaging in
the problem behavior will now be spent engaging in other
behavior that is most likely already in the repertoire.
• Which of the many other response classes in a repertoire will
occur more often as one occurs less often will depend on an
admixture of influences in each case. These factors may
include the history of these other behaviors, their relative
strength in the repertoire, ongoing establishing operations
relevant to the consequences produced by these behaviors, the
contingencies presently associated with those behaviors, how
the reduction contingencies may change these factors, and how
changes in the target behavior influence the environment in
ways that might affect particular behaviors.”
• For example, if a hypothetical individual with mental retardation
engages in episodes of tantrums multiple times each day and
this behavior decreases to an average of once a week as the
result of an intervention, we may speculate about the other
changes in his or her repertoire that might take place as this
reduction develops. Certainly most of the time previously spent
in tantrums will now be spent engaging in behaviors that result
in reinforcement (otherwise he or she would not be engaging in
them). These reinforcers will often be different from those that
maintained the tantrums, and they will be contingent on other
behavior, which will make such behavior more likely over time
and which will in turn result in changes in the environment. The
particular behaviors that occur instead of tantrums will depend
on the relative strength of other behaviors in the repertoire,
which is a result of their past and ongoing consequences. The
ongoing consequences may well change, however, particularly
as the social environment is affected by decreases in tantrums
(e.g., staff may now interact differently). These speculations
may be taken in different directions, of course, but it should be
clear that decreasing problem behavior does not leave a
repertoire otherwise unchanged.”
Reasons to include Replacement Behaviors
in our interventions:
• Legal requirements or rules:
65G-4.009 Design, Implementation and
Monitoring of Behavior Analysis Services.
(4) Behavior analysis services designed by
the provider to decrease behavior shall
include procedures for increasing
replacement behavior.
• Opposition to the use of “aversives” (?)
• Cultural influences (?)
Replacement behaviors achieve the
same function as the problem
behavior.
Example:
• When: other students read aloud
• Kioko screams loudly
• To get the result of: getting the teacher’s immediate
attention (social positive reinforcement).
Replacement Behavior Examples:
• raise his hand
• politely say “excuse me”
• place a red card on his desk to signal that he wants
attention
Replacement Behavior
Interventions
Identify replacement behaviors that:
• make the Problem Behavior ineffective and
inefficient
• require the same or less effort to get the
reinforcing consequence
• result in getting the reinforcing consequence in
the same or less time
• gain consistent access to the reinforcing
consequence
Replacement Behavior
Interventions
• Teach the replacement behaviors via modeling,
role play, prompting, and reinforcement
strategies.
• Strengthen reinforcers. Pay close attention to the
quality, variety, density, frequency & subtlety of
reinforcement.
• Use more natural and relevant reinforcers.
• Fade use of reinforcers as progress occurs.
• Teach self-monitoring and self-reinforcement.
Replacement Behaviors
• are often OVERLOOKED as vital parts of an intervention
• should be stated in POSITIVE TERMS
• may be HARD TO IDENTIFY & DEFINE
Especially for behaviors with these functions:
Automatic Positive Reinforcement
Automatic Negative Reinforcement
• may be HARD TO TEACH TO THE STUDENT (requiring
expert skills in prompting, reinforcement, shaping, correction,
task analysis, chaining, etc. )
• May require consultation from a Board Certified Associate
Behavior Analyst (BCABA) or a Board Certified Behavior
Analyst (BCBA)
Replacement Behaviors
Promising New Direction for Children or
Adults with Developmental Disabilities or
Severe Language Deficits:
• Teaching language skills as replacement
verbal behaviors
(Sundberg & Partington)
A weaker, but sometimes helpful,
intervention involves teaching or
increasing a Desired Behavior.
Slow
Trigger
Setting Event
Fast
Trigger
Other
Desired
Behavior
Other
Reinforcing
Consequence
Problem
Behavior
Reinforcing
Consequence
Antecedent
Replacement
Behavior
The Desired Behavior is followed by a
different Reinforcing Consequence.
Slow
Trigger
Setting Event
Fast
Trigger
Other
Desired
Behavior
Other
Reinforcing
Consequence
Problem
Behavior
Reinforcing
Consequence
Antecedent
Replacement
Behavior
Desired behaviors
• Do NOT achieve the same function
(reinforcing consequence) as the problem
behavior.
• Relying on Desired Behaviors may result
in weaker, and sometimes unsuccessful,
interventions.
Desired behavior types
• alternative to the problem behavior, or
• incompatible with the problem behavior, or
• “coping” skills
A nice benefit:
When the student increases the time
engaged in desired behaviors, there is
less time for problem behaviors!
Desired Behaviors
Alternative behaviors are those behaviors that
are simply preferred over the problem
behavior.
Example:
• When: other students read aloud
• Kioko screams loudly
• To get the result of: getting the teacher’s
immediate attention (social positive
reinforcement).
Alternative Behavior Examples:
• staying on task
• completing his work independently
Desired Behaviors
Incompatible Behaviors are those behaviors
that cannot occur at the same time as the
problem behavior.
Example:
• When: other students read aloud
• Kioko screams loudly
• To get the result of: getting the teacher’s
immediate attention (social positive
reinforcement).
Incompatible Behavior Example:
• working quietly (“zipped lips”)
Desired Behaviors
Coping Skills may help a student adjust to, or tolerate
the situation.
Example:
• When: other students read aloud
• Kioko screams loudly
• To get the result of: getting the teacher’s immediate
attention (social positive reinforcement).
Coping Skills Examples:
• use breathing exercises until a teacher looks at him
• count silently while waiting for the teacher to
approach him
Desired Behaviors New
Pivotal responses prepare the student to respond
appropriately in a variety of social, communicative,
and behavioral situations.
Examples:
• responsivity to multiple cues
• self-initiated activities
• self-management
• social initiations
Pivotal response training has an emerging research
base supporting naturalistic training that focuses on
motivational procedures including choice, task
variation, interspersing maintenance tasks,
rewarding attempts, and the use of direct and
natural reinforcers.
• Activity:
• Identify the types of “replacement”
behaviors listed on the next frame
What types of behaviors are these?
• Recognize his emotions.
• Manage his anger with deep breathing,
counting 1 to 10, and visualization
exercises.
• Appropriately deal with frustration (e.g.,
walk away, relax) and refrain from
hitting.
• Earn contract rewards.
• Practice good social skills (e.g., respect
the personal space of other persons).
• Complete her self-management form.
Setting Event Manipulations
• Decreasing the M.O. for the Target
(Problem) Behavior
(M.O. = Motivating Operation)
• Increasing the M.O. for the
Replacement/Desired Behavior(s)
Antecedent Manipulations
• Decreasing Cues for the Target Behavior
• Increasing Cues for the
Replacement/Desired Behavior(s)
• Increasing Effort for the Target Behavior
• Decreasing Effort for the
Replacement/Desired Behavior(s)
Teaching Procedures for the
Replacement Behavior
• Teach (Acquire)
• Increase Fluency
• Generalize
Consequence Manipulations for the
Replacement Behavior
• Increase reinforcement !!!
When designing procedures, focus on
reinforcer:
• Potency
• Quality
• Variety
• Schedule: density, frequency
(check those inter-response times!)
See Cool Tools & Ideas for methods to
cue reinforcer delivery
• Subtlety, natural features
Gradually shift from:
• contrived, extrinsic, external reinforcers
to
• natural and social reinforcers (activities,
peer & adult attention, etc.) to
• self-managed (self-talk/intrinsic)
reinforcers
– “This looks great. I did well today.
I’m learning a lot that will help me later.
I’ll mark my chart and reward myself
with…”
Consequence Manipulations for the
Target Behavior
• Decrease reinforcement
• Punishment (if applicable)
Consequence Manipulations for
Behaviors Maintained by Social
Positive Reinforcement
• MO: Deprivation from attention
Treatment: Noncontingent attention (NCR)
• Maintaining reinforcer: Attention
Treatment: EXT (attention) or “planned ignoring”
• Behavioral replacement:
Treatment: Establish an alternative attention-seeking
response (e.g., Functional Communication Training)
• Brian Iwata (2006) Functional Analysis and Treatment of Severe Behavior
Disorders – March 2-3, 2006 - Orlando
Consequence Manipulations for
Behaviors Maintained by Social
Negative Reinforcement
• MO: Aversive stimulation (e.g., demands)
Treatment: Noncontingent task removal (NCR).
Task alteration (#, difficulty, novelty, etc.).
• Maintaining reinforcer: Escape
Treatment: EXT (escape), EXT (attention) contraindicated
• Behavioral replacement:
Treatment: Reinforce earlier responses in the escape chain.
Establish an alternative escape behavior (e.g., Functional
Communication Training).
Strengthen compliance (behavioral momentum).
•
Brian Iwata (2006) Functional Analysis and Treatment of Severe Behavior Disorders
– March 2-3, 2006 - Orlando
Consequence Manipulations for
Behaviors Maintained by Automatic
Positive Reinforcement
• MO: Generalized deprivation
Treatment: Noncontingent stimulation (NCR)
• Maintaining reinforcer: Sensory stimulation
Treatment: EXT (sensory) via mechanical devices,
blocking, etc.
• Behavioral replacement:
Treatment: Establish an alternative self-stimulatory
response (e.g, DRA – leisure item manipulation)
• Brian Iwata (2006) Functional Analysis and Treatment of Severe Behavior
Disorders – March 2-3, 2006 - Orlando
Consequence Manipulations for
Behaviors Maintained by Automatic
Negative Reinforcement
• MO: Medical condition, discomfort, etc.
Treatment: Alleviate condition (NCR)
• Maintaining reinforcer: Pain reduction
Treatment: N/A (EXT contraindicated)
• Behavioral replacement:
Treatment: Establish an alternative pain reduction
response
• Brian Iwata (2006) Functional Analysis and Treatment of Severe Behavior
Disorders – March 2-3, 2006 - Orlando
Resources at Special Connections
Setting event interventions:
• http://www.specialconnections.ku.edu/cgibin/cgiwrap/specconn/main.php?cat=behavior&section=
main&subsection=pbsint/setting
Antecedent interventions:
• http://www.specialconnections.ku.edu/cgibin/cgiwrap/specconn/main.php?cat=behavior&section=
main&subsection=pbsint/antecedent
Consequence interventions:
• http://www.specialconnections.ku.edu/cgibin/cgiwrap/specconn/main.php?cat=behavior&section=
main&subsection=pbsint/consequence
Functional Assessment:
Strategies to Prevent and
Remediate Challenging
Behavior in
School Settings (2nd Ed.)
by
Lynette K. Chandler
and Carol M. Dahlquist
Chandler and Dahlquist
Table of Contents
Part I. Introduction to Challenging Behavior and the
Functional Assessment and Intervention Model
Part II. Conducting a Functional Assessment
Part III. Selecting and Implementing Function-Based
Interventions
Part IV. Functional Assessment Within School Settings
References
Index
Chandler and Dahlquist
Table of Contents
Part III. Selecting and Implementing Function-Based
Interventions
Chapter 6 Selecting Setting Events, Antecedent, and
Consequence Strategies and Appropriate Replacement
Behaviors
Chapter 7 Intervention Strategies Related to the Positive
Reinforcement Function
Chapter 8 Intervention Strategies Related to the Negative
Reinforcement Function
Chapter 9 General Intervention Strategies Related to the
Sensory Regulation/Sensory Stimulation Function
Chapter 10 Specific Intervention Strategies Related to the
Increase and Decrease in Sensory Regulation/Sensory
Stimulation Functions
Chapter 11 Strategies to Promote Generalization and
Maintenance of Behavior and to Prevent the Development and
Recurrence of Behavior
More info to gather, and issues to “rule out”:
Setting Event(s)
Setting Event / M.O.
Manipulation(s)
↓ M.O. - Target Beh.
↑ M.O. – Repl./Des. Beh.
Antecedent(s)
Antecedent
Manipulation(s)
↓ Cues –
Target Behavior
↑ Cues –
Repl./Des. Beh.
Other Desired Behavior
Other Reinforcing Consequence
Target (Problem) Behavior
Original Reinforcing
Consequence(s)
Replacement Behavior(s)
Similar Reinforcing
Consequence(s)
Antecedent
Manipulation(s)
↑ Effort –
Target Behavior
Teaching or Increasing the
Fluency of Replacement Beh.
↓ Reinforcement - Target Beh.
↑ Reinforcement –
Replacement/Desired Beh.
Punishment - Target Beh.
(if applicable)
↓ Effort –
Repl./Des. Beh.
• Activity
• Complete the Competing Behavior Path
for the following FBA-BIP scenarios
• Today is Friday. Ms. Smith, Ann's teacher,
always gives the weekly spelling test on Friday
first thing in the morning. Ann gets off the bus
with a scowl on her face. She is wearing the
same clothes that she wore yesterday and her
face is dirty. As Ann enters the classroom, all of
the other students are sitting quietly at their
desks, feverishly studying for the upcoming test.
Ann takes her seat and folds her arms across
her chest. Ms. Smith says, "Okay everyone! Get
out a pencil and a piece of paper. It's time for
your spelling test!" Ann immediately hits a
smaller boy sitting next to her! Shocked, Ms.
Smith sends Ann to time out for hitting the boy.
This has happened every Friday for 3 weeks
now!
• Cara is a smart 6 year old girl. Her teacher, Mr.
Irons, is becoming increasingly frustrated with
her. Anytime quiet seatwork is given, Cara
constantly raises her hand, calls out to Mr. Irons,
or gets out of her seat to follow him around the
room. Cara always says, "I need help,“ or "But I
don't understand." Mr. Irons at first thought that
Cara truly needed help. But each time he went
to help Cara, she always had the right answer.
Mr. Irons spends so much time reassuring Cara
of her correct answers that he is beginning to
feel bad for the other kids. He wishes he could
spend equal time with all of the kids, but the
minute he tries to help someone else, Cara is
right there with a question or incessantly calling
out to him. Mr. Irons just doesn't know what to
do.
• Josh is a new student in school. His family
moved from Utah to Florida this past August in
their mini-van and the U-Haul truck. Along the
way, both vehicles broke down. The move took
three and a half weeks longer than expected. So
that meant that Josh was out of school for nearly
a month! Once in his new school, Josh seemed
like he was adjusting okay. But his teacher, Ms.
Notting is concerned. Whenever there is
individual work time, Josh is always raising his
hand to go to the bathroom or go to get a drink
of water or has to go to the nurse because he
doesn't feel good. Ms. Notting doesn't want to
not let him do these things - it would be cruel if
he really does have to go the bathroom or is
sick! But Josh isn't getting much work done, so
Ms. Notting doesn't know what to do!
• When Mr. Mayer gives a writing assignment during
Language Arts class, Dave takes forever to get
started. Sometimes he whines, complains of a
headache, and puts his head down. Lunch follows
Language Arts class. As the lunch period
approaches, Dave appears to cheer up. He never
resists going to lunch or complains of a headache
at lunch. Mr. Mayer says he is “fed up with Dave’s
bad attitude” and doesn't know what to do about it.
He must prepare his students for the upcoming
state-mandated writing achievement test. This
problem with writing tasks has been happening for
7 weeks of school - and now it is almost time to
send out the first progress report card!
• John is a bright fellow. He is rambunctious and
full of energy. But, his teacher is at her wits end
with him. She knows he is completely capable of
all she directs him to do, but he never does any
of it! Instead, he will sit under a table, roll around
on the floor, and sing songs out loud. His
teacher always has to go over to John and coax
him out from under the table or ask him to
please sit still or stop singing. Because she is
constantly redirecting John, his teacher feels like
she's not being fair to John’s classmates. She's
spending so much time trying to get John to
behave properly that she fears she may be
neglecting her other students.
• Does the intervention have sufficient “power”?
–
–
–
–
–
–
–
–
Does it fit the student’s culture, ethnicity & gender?
Is it based on a complete assessment & sound hypothesis?
Is it evidence-based? Were strong effects expected?
Is the procedure description detailed enough (e.g., what to
do, when, where, how much, how long) so that others could
replicate it?
Is it agreed upon by all stakeholders?
Is it “do-able” within the classroom routine?
Is it delivered with sufficient intensity? (e.g., time invested
per day/week, direct instructional contact, extent of
modifications or supports, frequency of feedback)
If RTI was low, were intervention modifications
implemented? (e.g., more effective procedure, increased
intensity)
Functional Intervention Tips
• Test the intervention procedure yourself.
This improves the credibility of the BIP
(and the BIP designers.)
• Consider running the intervention in a
limited, controlled setting first. After
demonstrating success:
– the intervention may be transferred to other
settings
– it is easier to convince others to use it
– consider a multiple-baseline design
Punitive Procedures
• Often do not address behavioral
functions
• Only temporarily suppress
behavior
• Come with many possible
undesirable “side effects”
• Should usually be avoided, but
may occasionally be warranted
(“Right to Effective Treatment”)
Punitive Procedures
• If it walks like a duck, & quacks
like a duck…it is a duck!
• If it functions as a punisher, it is a
punisher, no matter if its called
a(n):
• emergency procedure
• safety procedure
• “redirection” procedure
Punitive Procedures
• BIP must include strong
reinforcement procedures
• BIP must specify risks v. benefits,
special safeguards, limitations, &
considerations
• BIP must describe previous treatment
procedures and give a rationale for
selecting the present method among
alternatives
• BIP must have parent consent
Punitive Procedures
• Procedures must be based on
professional literature
• Must comply with ethical & legal
restrictions and rules for approval &
close monitoring of punishment or
“aversive” methods
• ALWAYS, FIRST get consultation
from someone who is certified in
behavior analysis
the Complete BIP
• Attached FBA Summary
• Subtle details about the student to help promote
success (likes, dislikes, fears, successful
approaches, etc.)
•
•
•
•
Proactive Component Procedures
Educational Component Procedures
Functional Component Procedures
Crisis Management Procedures, if needed
the Complete BIP
• Plan to sustain & transfer successes to all
relevant settings & persons (maintenance &
generalization)
• Methods of Staff Training and Support (consider
all contingencies operating on staff)
• Methods of Monitoring Procedure & Data
Reliability
• Signatures showing Parental Informed Consent
and Team Commitment (buy-in)
the Complete BIP
• Is technically sound; based on the
principles of human behavior
• Is written in non-technical jargon. It is
easy for any lay person or a new teacher
to understand and use.
• May include a step-by-step format
• Addresses daily routines when problem
behaviors are most likely
• Specifies intervention settings, schedules,
tasks, responsible person(s), timelines,
and the author’s name
the Complete BIP
• Must fit natural routines, be “do-able,” &
have “buy-in” (acceptance) by the team
• Must realistically allocate and manage
necessary resources (time, equipment,
consumable reinforcers, other costs, etc.)
• If the BIP includes many new procedures,
consider a plan to gradually introduce
small sets of the procedures in phases
• Is integrated with the IEP or Service Plan
• Various BIP formats are acceptable
Goals and
Progress Monitoring
Tools for Measurement,
Graphing and Data Analysis
• interventioncentral.mysdhc.org
(there is no www. before the address)
• Measuring Progress tab
• Graphing Progress tab
Treatment Integrity
Tools for Intervention Reliability
• interventioncentral.mysdhc.org
(there is no www. before the address)
• Go to the Intervention Reliability tab
• Scroll down to the:
Training and
Monitoring guidelines
Low treatment integrity (fidelity)
makes it impossible
to assess RTI.
Measure intervention integrity
Measure intervention integrity
Measure intervention integrity
Measure intervention integrity
Measure intervention integrity
Measure intervention integrity
Measure intervention integrity
* Methods for Monitoring Checks:
• Consultant Quick Check – Consultant briefly discusses
with Teacher and completes Monitoring Check
• Teacher Independent – Consultant distributes Monitoring
Check form with note requesting its completion and
return within a few days.
• Consultant Visit - Consultant visits classroom or
designated setting (20 minutes minimum), directly
observes student, interviews Teacher, and completes
separate Monitoring Check
• Teacher Independent & Consultant Visit – steps 2 and 3
(above). Consultant adds notes to Teacher’s Monitoring
Check instead of completing a separate one
• Team Member Check – Consultant arranges for other
Team Member(s) to do step 4
Measure intervention integrity
* * Planning Dates of Checks
• New Interventions may be monitored frequently the first
few weeks.
• Monitoring frequency may be faded pending satisfactory
progress and checks.
• Weekly checks are generally recommended as a
minimum frequency.
Measure intervention integrity
Best Practice Measure of Intervention Integrity
• Describe procedure in a step-by-step fashion (task analysis).
• Include a scoring key.
Example: + = Independent, correct performance
P = Prompted, correct performance
X = Incorrect performance
• Observe the intervention, score the implementation, and
calculate % of steps with independent, correct performance.
• Immediately retrain incorrect steps until performed
independently and correctly.
• Retrain all steps if less than 80% independent, correct
performance.
• Graph scores and share with observed staff.
• Provide reinforcement to maintain peak performance.
Jean S. - Orange Grove School - Feb. 2008
Baseline
.
40
Food Stealing
35
30
Point System Plus
Behavior Contract (Self-management)
started
Ritalin
15 mg.
Feb. 11
increase
Ritalin to
20 mg.
Feb. 18
New
Teacher
Feb. 22
20
Food Stealing
Aim Line
15
10Aggression to
Others (ATO)
5
0
ATO Aim Line
2/1
2/2
2/3
2/4
2/5
2/6
2/7
2/8
2/9
2/10
2/11
2/12
2/13
2/14
2/15
2/16
2/17
2/18
2/19
2/20
2/21
2/22
2/23
2/24
2/25
2/26
2/27
2/28
2/29
RATE PER DAY
25
PERCENT CORRECT
100
90
80
70
60
50
40
30
20
10
0
2/1
2/2
2/3
2/4
2/5
2/6
2/7
2/8
2/9
2/10
2/11
2/12
2/13
2/14
2/15
2/16
2/17
2/18
2/19
2/20
2/21
2/22
2/23
2/24
2/25
2/26
2/27
2/28
2/29
.
Jean S. Intervention Integrity Checks - Feb. 2008
92.0
84.0
78.0
90.0
82.0
94.0
88.0
94.0
M inor
BIP Revision
Jean S. - Orange Grove School - Feb. 2008
Baseline
.
40
Food Stealing
35
30
Point System Plus
Behavior Contract (Self-management)
started
Ritalin
15 mg.
Feb. 11
increase
Ritalin to
20 mg.
Feb. 18
New
Teacher
Feb. 22
20
10Aggression to
Others (ATO)
5
ATO Aim Line
2/1
2/2
2/3
2/4
2/5
2/6
2/7
2/8
2/9
2/10
2/11
2/12
2/13
2/14
2/15
2/16
2/17
2/18
2/19
2/20
2/21
2/22
2/23
2/24
2/25
2/26
2/27
2/28
2/29
0
Jean S. Intervention Integrity Checks - Feb. 2008
.
PERCENT CORRECT
Food Stealing
Aim Line
15
100
90
80
70
60
50
40
30
20
10
0
92.0
84.0
78.0
90.0
82.0
94.0
88.0
94.0
M inor
BIP Revision
2/1
2/2
2/3
2/4
2/5
2/6
2/7
2/8
2/9
2/10
2/11
2/12
2/13
2/14
2/15
2/16
2/17
2/18
2/19
2/20
2/21
2/22
2/23
2/24
2/25
2/26
2/27
2/28
2/29
RATE PER DAY
25
Monitor data reliability
• Check the behavior definition to see if it can pass the
Stranger Test:
• The Stranger Test is passed when a “stranger” can read
the behavior definition and spot the behavior every time
it occurs without any help.
• The best Stranger Test is having two or more observers
simultaneously observe the student and independently
record data. When the data is compared and there is
80% or better agreement, the Stranger Test is passed.
• Throughout the intervention data reliability may be
assessed to identify and correct any observer drift.
• As staff become more proficient with data recording,
90% or better agreement should be achieved.
• For more information please research, or consult with
someone with training in, data reliability, inter-observer
agreement, or inter-observer reliability.
Data Reviews and
Decision Making
Jean S. - Orange Grove School - Feb. 2008
Baseline
.
40
Food Stealing
35
30
Point System Plus
Behavior Contract (Self-management)
started
Ritalin
15 mg.
Feb. 11
increase
Ritalin to
20 mg.
Feb. 18
New
Teacher
Feb. 22
20
10Aggression to
Others (ATO)
5
ATO Aim Line
2/1
2/2
2/3
2/4
2/5
2/6
2/7
2/8
2/9
2/10
2/11
2/12
2/13
2/14
2/15
2/16
2/17
2/18
2/19
2/20
2/21
2/22
2/23
2/24
2/25
2/26
2/27
2/28
2/29
0
Jean S. Intervention Integrity Checks - Feb. 2008
.
PERCENT CORRECT
Food Stealing
Aim Line
15
100
90
80
70
60
50
40
30
20
10
0
92.0
84.0
78.0
90.0
82.0
94.0
88.0
94.0
M inor
BIP Revision
2/1
2/2
2/3
2/4
2/5
2/6
2/7
2/8
2/9
2/10
2/11
2/12
2/13
2/14
2/15
2/16
2/17
2/18
2/19
2/20
2/21
2/22
2/23
2/24
2/25
2/26
2/27
2/28
2/29
RATE PER DAY
25
Jean S. - Orange Grove School - Feb. 2008
Baseline
.
40
AM & PM rehearsals, Differential Reinforcement FR1
Aim Line
35
30
20
15 Mand (request)
food
10
5
0
ATO Aim Line
2/1
2/2
2/3
2/4
2/5
2/6
2/7
2/8
2/9
2/10
2/11
2/12
2/13
2/14
2/15
2/16
2/17
2/18
2/19
2/20
2/21
2/22
2/23
2/24
2/25
2/26
2/27
2/28
2/29
RATE PER DAY
25
Jean S. - Orange Grove School - Feb. 2008
Baseline
.
40
Food Stealing
35
30
Point System Plus
Behavior Contract (Self-management)
started
Ritalin
15 mg.
Feb. 11
increase
Ritalin to
20 mg.
Feb. 18
New
Teacher
Feb. 22
20
Food Stealing
Aim Line
15
10Aggression to
Others (ATO)
5
0
ATO Aim Line
2/1
2/2
2/3
2/4
2/5
2/6
2/7
2/8
2/9
2/10
2/11
2/12
2/13
2/14
2/15
2/16
2/17
2/18
2/19
2/20
2/21
2/22
2/23
2/24
2/25
2/26
2/27
2/28
2/29
RATE PER DAY
25
Jean S. - Orange Grove School - Feb. 2008
Baseline
AM & PM rehearsals, Differential Reinforcement FR1
.
40
Aim Line
35
30
20
15 Mand (request)
food
10
5
Jean S. Intervention Integrity Checks - Feb. 2008
.
PERCENT CORRECT
ATO Aim Line
2/1
2/2
2/3
2/4
2/5
2/6
2/7
2/8
2/9
2/10
2/11
2/12
2/13
2/14
2/15
2/16
2/17
2/18
2/19
2/20
2/21
2/22
2/23
2/24
2/25
2/26
2/27
2/28
2/29
0
100
90
80
70
60
50
40
30
20
10
0
92.0
84.0
78.0
90.0
82.0
94.0
88.0
94.0
M inor
BIP Revision
2/1
2/2
2/3
2/4
2/5
2/6
2/7
2/8
2/9
2/10
2/11
2/12
2/13
2/14
2/15
2/16
2/17
2/18
2/19
2/20
2/21
2/22
2/23
2/24
2/25
2/26
2/27
2/28
2/29
RATE PER DAY
25
Cool Tools & Ideas
To cue when to deliver reinforcers
for PDAs and phones:
• Countdown timers
with alarms
• Got Good Stuff ?
• Let me know!
To cue when to deliver reinforcers
Habitchange.com
Motiv-aider.com
• Approx. $50
To cue when to deliver reinforcers
Watchminder
www.biof.com
• Vibrating alert
and/or 30 alarms
• Can program
custom messages
• Approx. $80
To cue when to deliver reinforcers
Timetimer.com
To cue when to deliver reinforcers
Teach the child or adolescent how to use
the clock, task completion, etc. to ask for
feedback:
• “How am I doing?”
• “Is this alright?”
• “Do you like the way I …?”
Functional Assessment:
Strategies to Prevent and
Remediate Challenging
Behavior in
School Settings (2nd Ed.)
by
Lynette K. Chandler
and Carol M. Dahlquist
Behavior Leadership Team
Action Plan
• Schoolwide BLT meetings are regularly scheduled on:
day (e.g., 3rd Thursday)
location
time of day
length of meeting
• Grade Level BLT meetings are regularly scheduled on:
day (e.g., 1st and 3rd Tuesday)
location
time of day
length of meeting
• Intensive BLT meetings are regularly scheduled on:
day (e.g., every Monday)
location
time of day
length of meeting
• BLT Member Roles: (may serve multiple roles)
S = Schoolwide Discipline Monitoring and Behavioral Systems
G = Grade Level / Departmental Consultant (specify grade level)
I = Intensive, individualized student supports
Recommended Critical Elements:
1. Schoolwide, Grade Level and Intensive Teams
established (membership, meeting times, leader,
roles, mission)
2. Basic behavioral principles taught/reviewed with staff
3. Existing discipline data system is meaningful, data
entered weekly and analysis plan established
4. Discipline referral form updated, if needed
5. Behaviors defined & categorized (minor/major)
6. Discipline referral process established and flow chart
developed
7. Develop a Crisis Plan integrated into overall safety plans
Recommended Critical Elements:
8. Consequences hierarchy developed (for classroom &
office)
9. Expectations developed (3-5 positively stated)
10. Rules developed for specific settings
11. Lesson plans developed for teaching expectations/rules
12. Reward/recognition program established (what, when,
how)
13. Plans developed for training staff and students and
involving families and community
14. Implementation plan established (what’s going to
happen, when, how)
15. Evaluation of BLT activities and outcomes (How are we
doing? What needs to be modified, maintained or
terminated?)
Contact Information
• Dr. Kevin Murdock, Ph.D., B.C.B.A.
• Hillsborough County Public Schools
• Work Phone 813 273-7216
• Work Fax 813 273-7341
• Email: [email protected]