Transcript The Behavior Triangle - NMSU College of Education

PBS
FBA
BIP
Your Presenters:
Ann Brendal
Samantha Stark
What can PBS do?
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Increase attendance
Increase student
learning
Increase teacher
satisfaction
Increase appropriate
classroom behaviors
Decrease discipline
problems
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Change school culture
Comply with IDEA
Increase life
expectancy
Increase general health
Get rid of ugly belly
fat
PBS- built on behavioral research
Behavior that is reinforced will increase
 Avoidance-very rewarding
 Extinguishing behavior/replacing behavior
 Behavior that is in the process of being
extinguished will increase before decreasing
 Behaviors will resurface
 Inconsistency increases behavioral strength
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15-25%
PBS- Strategies
for students IEP
and Functional
Behavior
Assessment SST
Process and
Interventions
5-10% Behavior
Intervention Plan
Functional
Behavior
Assessment
75-80%
Positive Behavior
Supports implemented
school wide and
Effective Classroom
Management
What level of management?
General classroom management strategies
 Modified management strategies
 Goals and Accommodations
 FBA/BIP- Individualized, legally binding
document
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Top 10 Behavior Problem
Areas
Minor (but taxing) Diversions
Inappropriate or
Abusive Language
Physical Aggression
Defiance & Disrespect
Storytelling, Lying, Cheating
Harassment,
Teasing, Taunting
Disruption
Tardiness
Skipping Class, Truancy
Property Damage
What about?
Drugs
 Serious Bodily Injury
 Weapons
 Automatic 45 days- regardless
 FBA/BIP; MDR, IEP/IAES
 SST/SAT
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An FBA…
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Is data and information gathered from school records, interviews,
classroom observations, and other sources
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May reveal patterns of behavior
or triggers that lead to
inappropriate behavior and consequences that may be reinforcing the
behavior
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When does student act appropriately
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Involve parents- student
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Affects of disability? Communication?
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WHAT IS STUDENT TRYING TO OBTAIN
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WHAT IS THE FUNCTION OF THE BEHAVIOR
Why do an FBA?
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As a study and problem-solving process
To look beyond the behavior itself and
identify the function of the behavior
To address behaviors that do not readily respond to intervention or
classroom management
techniques, impede
learning, or are ongoing
As a foundation and/or
baseline for the BIP
This is the data collection process
When to do an FBA
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Review or develop no later than 10 days after a disciplinary action involving any
Interim Alternative Education Service (Manifestation Determination Review, FBA,
BIP, IEP for new placement)
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When behavior regularly interferes with student and class learning
Before or whenever a
BIP appears needed
Who Does the FBA?
The SS Team
(for any students
- this includes 504 )
IEP Team
select school team
members, other school
staff, specialist, parents and student
FBA Basic Steps
Step 1: Identify
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Describe the problem.
Define it in concrete terms.
Does it involve learning, behavior, both?
Can general classroom management strategies work?
“Mike doesn’t listen. He’s a dreamer. He
often looks sleepy. He seldom finishes
class work, unless it is about a subject he
likes. If Mike doesn’t want to do something,
he simply won’t.”
Four Basic Steps
Step 2: Collect
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Collect information from
more than one source.
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Consider the context in
which the behavior occurs.
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Use multiple methods—
direct and indirect.
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Utilize available data tools.
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Review the IEP file
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What already works?
Direct Data Collection Tool
ABC Observation
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What do the letters ABC
stand for?
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Antecedent
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Behavior
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Consequences
FBA tools
PLUS/DELTA- PDSA
 Needs to be objective
 Time/place/person
 Intent/communication/function
 Maslow’s hierarchy- student healthy?
 WHEN IS THE BEHAVIOR
APPROPRIATE
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Four Basic Steps
Step 3: Hypothesize
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Analyze the data collected about when, where, and how
the behavior occurs.
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Categorize the behavior
by function, skill deficit,
and/or performance deficit.
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Consider physiological aspects including access,
nutrition, drugs/medication, anxiety, STRESS
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Different behaviors may have different motives
A Skill Deficit?
Oh, I hope she
doesn’t call on
me to answer.
I CAN’T.
A Performance Deficit?
Why should I
have to read
this stuff?
Well,
I WON’T.
The Function = WHY
The function in Functional Behavioral Assessment is the reason,
reward, reinforcement, or payoff for the behavior.
•
to get or seek
•
to escape or avoid
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to control something
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sensory input
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communication
Four Basic Steps
Step 4: Devise & Test
hth
FBA -develop and modify
Hypotheses- examine, refine, review
Student changes, teacher changes, FBA must change
Manipulate one or more variables that may redirect the
behavior.
Devise one or more interventions that teach the student how
to replace the “old” behavior with a “new”
one that meets the same need.
Give the plan time to work.
Monitor – DOCUMENT- and evaluate progress.
The BIP is a legal document
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Update the FBA, see
what changes
behavior-based on
data
The BIP cannot be
changed until there is
another BIP
All staff are
responsible for
implementation
Elements
of a
Positive
BIP
Positive Behavioral Supports
Don’t be punitive
 Build on strengths
 Rewards need to be developmentally
appropriate, healthy- and REWARDING
 Intermittent Reinforcement is more
generalizing and effective
 Shaping and secondary reinforcement
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Purpose
Purpose of the PLAN. . .
…to teach the student more
acceptable ways to get what he or
she wants
…to decrease future occurrences
of the
problem behavior
…to address repeated episodes
of the behavior
Promoting student involvement
When discussing the behaviors- make it
clear to all involved – The purpose of the
discussion is to help the student
 Do not allow punishment –lecturing,
embarrassment or other issues interfere with
developing the plan
 “We are here to help you stay out of
trouble”
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Different students need different
levels of support
Not everyone’s brain is the same
 Rewards and Consequences work best if
immediate
 Communicate about the student’s behavior
 Some people do not process stimulation
immediately or in the same ways
 Be culturally and linguistically sensitive
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Staff Supports
Control your anxiety
 Communicate clearly
 Be objective and supportive
 Talk with others on your team
 Document student’s progress
 Don’t “write up”- document
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Five Things You Can Do
teach recognition of trigger” situations
manipulate antecedents
How
about a Knuckle
Sandwich, kid?
manipulate consequences
modify curriculum/instruction
reinforce appropriate behavior
A word about. . .
Do you know the rules?
Time-Out Rooms,
Medication Mandates,
Physical Restraints
Can the student
understand cause and effect
 have insight
 identify what the desired behavior looks
like
 benefit from behavior changes
 work toward intrinsic motivation
 Understand concept “don’t”
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Does the Student Need a Crisis
Plan?
If it is even a possibility that a student will
create or react in a manner that requires
immediate, intrusive, or restrictive intervention,
YES!
Spell out the details of
what, when, who, and
how a crisis is to be
managed.
Make sure the parent is
aware of the plan.
Crisis Planning
CIT=crisis intervention team
Are there physical or emotional aspects to
what the team should do?
 If CIT is utilized, is there a representative
from the team in the FBA/BIP?
 How will the CIT team be informed about
the BIP?
 How can events be PREVENTED?
 Are crises being rewarded/reinforced?
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Why Didn’t Our Plan Work?!
Perhaps
you didn’t watch
out for the
common
pitfalls…
Choosing Interventions
Choosing interventions
align with the function
directly teach replacement behavior
are skills obtainable for student level of abilities
are strategies the least intrusive to achieve goal
are interventions most likely to positively change behavior
are least likely to produce negative side effects
have proven to be effective-research basedare acceptable to those implementing them
are most likely to be accepted by student
promote & reinforce replacement in all settings
build on strengths and preferences
A Word About General
Behavior Management
GUILTY or
Not GUILTY?
Have yelled or lost temper
Made threats not carried out
Asked a child to TRY to behave differently
Spoken “over” noise and/or Repeated directions several times
Have used sarcasm, ridicule, or labels
Made assumptions about a child’s behavior
Made a “deal” or bribed child to behave
Been inconsistent
Bent the Behavior Plan
Not made the plan clear to the child
Affected other students negatively
Given into the child as the behavior escalates (reinforcing it)
Taken a child’s behavior personally
Argued with a child
a PLAN
On Your Own…
The best PBS program is the PBS program
that works for your school
Adopt- Implement- Maintain
Consistency and Structure
FBA/BIP Activity
Groups of 5
 Choose a student
 Develop a FBA and BIP with your group
 Present to the whole group
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