Transcript Behavioral Assessment and Intervention: A Continuum of
Behavioral Assessment and Intervention: A Continuum of Effective Strategies in Schools
Nicholas A. Gage, PhD IES Postdoctoral Fellow Center for Behavioral Education and Research UCONN
Using Evidence-based Classroom Management Strategies within a PBIS Framework
Goals
I will define continuum of assessment practices in schools- Macro to Micro Framework I will define evidence-based behavioral interventions that map to assessment procedures You will ask at least three questions I will not talk too fast or “hop” too much
Continuum
A continuous sequence in which adjacent elements are not perceptibly different from each other, although the extremes are quite distinct (dictionary.com) Although features of behavior assessments and interventions are different, the underlying theory is consistent (not perceptibly different) Theory in use is behaviorism
Intensive Targeted Few Some
Continuum of Behavioral Support for ALL
Universal All
Continuum of Assessment Data
Key Starting Point
Behavior is functionally related to the teaching environment.
Functional approach logic
Behaviors are maintained by consequence events (function) Behaviors are occasioned by antecedent events Changing behaviors requires consideration of maintaining consequences
The 3 Term Contingency with Bonus Setting Event!
Setting --> Predictor -->
Problem
--> Maintaining Event (Antecedent)
Behavior
Consequence
Beauty of function-based Thinking: Closely examine what may be obvious
How do we enact function-based thinking?
Data-Based Decision Making
What is DBDM?
Data-based decision refers to the use of data to make decisions in schools
Data
Student
Academic (e.g. DRA, DIBELS, high-stakes tests) Behavior (e.g. ODRs, rate of aggression, time on-task)
Social (e.g. # of positive interactions, social reciprocity) Teacher
Personal assessment (e.g. # of OTRs)
Outside assessment (e.g. CLASS, value-added) Schools
Academic progress (e.g. annual high-stakes tests)
Financial stability (e.g. monthly resource costs)
DBDM is…
A process
Not static
Involves actionable steps that… Define the problem Collect the data Interpret the data Make a decision
Is iterative
Logic of DBDM
The elegance of DBDM is that it allows us to partition our bias Suspend opinion Objective, not subjective (e.g. anecdotes) Quantification of experience
Kauffman
’
s thoughts
“
The teacher who cannot or will not pinpoint and measure the relevant behaviors of the student he or she is teaching is probably not going to be very effective
”
(Kauffman, 2005, p. 439)
DATA: 4 Simple Data-Based Decision Making Steps to Success
Define the problem and establish judgment criteria Who, what, where, when, why?
What are the socially acceptable criteria? What is success (e.g. 80%)?
Acquire a plan Use operational definitions How will you collect and analyze data?
Track data Consistently and objectively collect and track data Actively inspect data and modify instruction Organize, describe, and analyze data Relate results back to problem Evaluate student progress and intervention effectiveness
Behavioral Objectives
Specific and measurable statements about expected or desired behaviors and levels of performance at the end of an instructional time period
During a 20 minute recess period, plato will verbally respond to peers in a positive or neutral manner in 80% of opportunities for three consecutive days by
the end of the first term.
Four essential components of all objectives
learner .... who
behavior ... what
condition .... when, where
criterion... how much and by when
Operational Definitions
Key: You can see it and you can measure it!
Engagement: Target student opportunities.
’
s body/eyes are oriented to a task or activity that is either asked of her/him or appropriate to setting, such as reading or playing with peers during free
Instructional talk: The teacher is engaged in direct instructional talk with the classroom or small group of students.
Data Collection Methods
Paper Pencil
Simple- post-it notes Complex- partial interval sheet
Golf counter
Cell phones and apps
Rubber band or penny in the pocket
“
trick
”
Organize and Analyze the Data
Excel or other software (e.g. OpenOffice, Numbers, etc.)
Graph paper
Inter-ocular test of significance Mean Trend Variability
Continuum of Assessment and Behavior: Part 1 Macro-Level: School-wide Positive Behavioral Interventions and Supports (SWPBIS)
Intensive Targeted Few Some
Continuum of Behavioral Support for ALL
Universal All
4 PBS Elements Supporting Social Competence & Academic Achievement OUTCOMES Supporting Staff Behavior Supporting Decision Making PRACTICES Supporting Student Behavior
Doesn’t Work Label student Exclude student Blame family Punish student Assign restitution Ask for apology Works Teach targeted social skills Reward social skills Teach all Individualize for non responsive behavior Invest in positive school-wide culture
Experimental Research on SWPBIS
Bradshaw, C.P., Koth, C.W., Thornton, L.A., & Leaf, P.J. (2009). Altering school climate through school-wide Positive Behavioral Interventions and Supports: Findings from a group randomized effectiveness trial. Prevention Science, 10(2), 100-115 Bradshaw, C.P., Koth, C.W., Bevans, K.B., Ialongo, N., & Leaf, P.J. (2008). The impact of school wide Positive Behavioral Interventions and Supports (PBIS) on the organizational health of elementary schools. School Psychology Quarterly, 23(4), 462-473.
Bradshaw, C. P., Mitchell, M. M., & Leaf, P. J. (2010). Examining the effects of School-Wide Positive Behavioral Interventions and Supports on student outcomes: Results from a randomized controlled effectiveness trial in elementary schools. Journal of Positive Behavior Interventions, 12, 133-148.
Bradshaw, C.P., Reinke, W. M., Brown, L. D., Bevans, K.B., & Leaf, P.J. (2008). Implementation of school-wide Positive Behavioral Interventions and Supports (PBIS) in elementary schools: Observations from a randomized trial. Education & Treatment of Children, 31, 1-26.
Horner, R., Sugai, G., Smolkowski, K., Eber, L., Nakasato, J., Todd, A., & Esperanza, J., (2009). A randomized, wait-list controlled effectiveness trial assessing school-wide positive behavior support in elementary schools. Journal of Positive Behavior Interventions, 11, 133-145.
Horner, R. H., Sugai, G., & Anderson, C. M. (2010). Examining the evidence base for school-wide positive behavior support. Focus on Exceptionality, 42(8), 1-14.
Bradshaw, C., Waasdorp, T., Leaf. P., (in press). Effects of School-wide positive behavioral interventions and supports on child behavior problems and adjustment. Pediatrics.
Experimental Research on SWPBIS
Bradshaw, C.P., Koth, C.W., Thornton, L.A., & Leaf, P.J. (2009). Altering school climate through school-wide Positive Behavioral Interventions and Supports: Findings from a group randomized effectiveness trial. Prevention Science, 10(2), 100-115 Bradshaw, C.P., Koth, C.W., Bevans, K.B., Ialongo, N., & Leaf, P.J. (2008). The impact of school wide Positive Behavioral Interventions and Supports (PBIS) on the organizational health of elementary schools. School Psychology Quarterly, 23(4), 462-473.
Bradshaw, C. P., Mitchell, M. M., & Leaf, P. J. (2010). Examining the effects of School-Wide Positive Behavioral Interventions and Supports on student outcomes: Results from a randomized controlled effectiveness trial in elementary schools. Journal of Positive Behavior Interventions, 12, 133-148.
Bradshaw, C.P., Reinke, W. M., Brown, L. D., Bevans, K.B., & Leaf, P.J. (2008). Implementation of school-wide Positive Behavioral Interventions and Supports (PBIS) in elementary schools: Observations from a randomized trial. Education & Treatment of Children, 31, 1-26.
Horner, R., Sugai, G., Smolkowski, K., Eber, L., Nakasato, J., Todd, A., & Esperanza, J., (2009). A randomized, wait-list controlled effectiveness trial assessing school-wide positive behavior support in elementary schools. Journal of Positive Behavior Interventions, 11, 133-145.
Horner, R. H., Sugai, G., & Anderson, C. M. (2010). Examining the evidence base for school-wide positive behavior support. Focus on Exceptionality, 42(8), 1-14.
Bradshaw, C., Waasdorp, T., Leaf. P., (in press). Effects of School-wide positive behavioral interventions and supports on child behavior problems and adjustment. Pediatrics.
Continuum of Assessment and Behavior Support: Part 2 Classrooms
Ok, but what about classrooms?
Are school systems and classrooms symbiotic? Can we utilize the same prevention logic in classrooms (tiered models of support)?
Are there evidence-based practices for addressing classroom-based behaviors?
1.
2.
Evidence Based Practices in Classroom Management
Maximize structure in your classroom. 3.
Actively engage students in observable 4.
Establish a continuum of strategies to 5.
Establish a continuum of strategies to respond (Simonsen, Fairbanks, Briesch, Myers, & Sugai, 2008)
1 . Maximize structure in your classroom.
Develop Predictable Routines
Teacher routines
Student routines
Design environment to (a) elicit appropriate distraction: Arrange furniture to allow easy traffic flow.
Ensure adequate supervision of all areas.
Designate staff & student areas.
Seating arrangements (groups, carpet, etc.)
2. Behavioral expectations/Rules
A small number (i.e., 3-5) of positively stated rules. Tell students what we want them to do,
rather than telling them what we do not want them to do.
3. Actively engage students in observable ways.
Provide high rates of opportunities to respond Consider various observable ways to engage students Link engagement with outcome objectives
4 . Establish a continuum of strategies to acknowledge appropriate behavior .
Specific and Contingent Praise Group Contingencies Behavior Contracts Token Economies
5. Establish a continuum of strategies to respond to inappropriate behavior .
• Error Corrections • Differential Reinforcement • Planned ignoring • Response Cost • Time out from reinforcement
Continuum of Assessment and Intervention: Part 3 Micro-Level Supports: Structural Analysis and Functional Analysis
Structural Analysis in the Classroom
Structural Analysis
Structural Analysis is an assessment procedure that manipulates antecedents and/or setting events to increase the occurrence of pro-social behaviors and reduce the occurrence of problem behaviors.
How do you do it?
Stichter and Conroy (2005) outlined a 5 step approach 1.
Collect preliminary data- interviews and observations 2.
Develop hypotheses and conduct manipulations 3.
Analyze the Data 4.
Develop intervention plan 5.
Implement and continue to monitor data
Step 1: Data Collection
Interview teachers, staff, paraprofessionals, etc.
Ask open ended question
“
What happens right before the behavior?
”
Key things: Identify behavior and operationally define, develop summary statements (A-B-C)
Collect baseline data
Start with
“
big picture
”
and move to specific situations.
Develop data collection methods if appropriate
Operational Definition
Key: You can see it and you can measure it!
Engagement: Target student
’
s body/eyes are oriented to a task or activity that is either asked of her/him or appropriate to setting, such as reading or playing with peers during free opportunities.
Instructional talk: The teacher is engaged in direct instructional talk with the classroom or small group of students.
Big Picture Example
Situational Example
Step 2: Develop and Conduct Manipulations
Review all data sources
including interviews, summary statements, baseline data, and other relevant materials
Develop hypotheses
What antecedents seem to be triggering the behavior?
Example: Nick
’
s frequency of swearing seems to increase during independent seat work and when the teacher is working with another student
Step 2: Develop and Conduct Manipulations (cont.)
Develop manipulations and define how you will do them
Conduct manipulations and Collect Data
STEP 3: Analyze the Data
• Graph the data • Use Excel or graph paper • Review Graph for patterns • Is there a functional relationship present?
• Identify the most effective environmental variables
Step 4: Develop Intervention Plan
Based on the results, develop an intervention plan
If high attention reduces the occurrence, develop an attention intervention that is not strictly contingent, but can be, such as check in every 30 seconds, fading to 1 minute, then to 2 minutes , etc.
Step 5: Implement Intervention and Assess Continue to monitor the student
’
s behavior. If the intervention is not effective, reassess
Recap
Structural Analysis can be used as part of an FBA or as a stand alone procedure
5-step procedure can be used to guide process
Procedures outlined can be simplified and tailored to meet the needs of the teacher.
Don
’
t think that we all get it right away and remember the best laid plans do not ensure success, persistence does.
Functional Analysis and Functional Behavior Assessment
School-Wide Positive Behavior Support ~5% ~15% Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Primary Prevention: School-/Classroom Wide Systems for All Students, Staff, & Settings ~80% of Students
What is FBA?
Functional behavioral assessment is a process for identifying the events that reliably predict and maintain problem behavior.
Functional behavioral assessment improves the effectiveness and efficiency of a behavior intervention plan.
An FBA that does not affect the content of a BIP is not useful.
Create order out of chaos (define contextual information, where, when, with whom, etc) Professional accountability (IDEA, 1997)
What is FBA?
A systematic process for developing statements about factors that contribute to occurrence & maintenance of problem behavior, & more importantly, serve as basis for developing proactive & comprehensive behavior support plans.
Fundamental Rule!
“You should not propose to reduce a problem behavior without also identifying alternative, desired behaviors person should perform instead of problem behavior” (O’Neill et al., 1997, p. 71).
Functional approach logic
Behaviors are maintained by consequence events (function) Positive or negative reinforcement Behaviors are occasioned by antecedent events Relate antecedent to emission of behavior & likelihood of consequence event Changing behaviors requires consideration of maintaining consequences
The 3 Term Contingency with Bonus Setting Event!
Setting --> Predictor -->
Problem
--> Maintaining Event (Antecedent)
Behavior
Consequence
Definition of Problem Behavior or Class Contextually Appropriate Support
FBA
Testable Hypothesis
Elements
Behavior Intervention Plan Competing Path Analysis Function Statement Supporting Data
FUNCTIONAL BEHAVIORAL ASSESSMENT: OUTCOMES
A functional behavioral assessment should result in the following: Operational
definition(s
) of problem behavior(s) Identification of the
contexts
(locations, activities, routines, times of day, people) where the problem behavior(s) is most likely, and least likely.
Identification of the behavior(s).
specific antecedent events
(setting events and discriminative stimuli) most likely to predict (occasion) the identified problem Identification of the
consequence(s)
(reinforce) the problem behavior.
that maintain
FUNCTIONAL BEHAVIORAL ASSESSMENT: THE PROCESS
Gather general information about student Gather specific information to build a summary statement Validate the summary statement through direct observation of student Use FBA information to build behavior intervention plan.
FUNCTIONAL BEHAVIORAL ASSESSMENT: THE PROCESS
Review medical, academic, social history.
Three primary sources of FBA information
Indirect Assessment
: Rating Scales or Interviews
Direct Observation
: Observe student
Functional Analysis
: Formal manipulation of context with measurement of student behavior.
FUNCTIONAL BEHAVIORAL ASSESSMENT: INDIRECT ASSESSMENT
Indirect assessments rely on reports about a student’s behavior rather than direct observation of the behavior.
Many interviews and rating scales exist Any interview or rating scale you use should result in identifying: The problem behavior(s) Context/routines where problem behavior is most and least likely Specific events (discriminative stimuli) that occasion the problem behavior(s) Specific consequences that appear reinforcing.
FUNCTIONAL BEHAVIORAL ASSESSMENT: DIRECT OBSERVATION
Direct observation is often done to validate information obtained through interviews.
The student is observed in the context/routine where the problem behavior is most likely to occur.
Direct observation focuses on identifying the specific antecedents and consequences that appear to control the problem behavior.
FUNCTIONAL BEHAVIORAL ASSESSMENT: FUNCTIONAL ANALYSIS
Functional analysis involves direct observation of problem behavior during experimental manipulations of environmental events to systematically identify the antecedent events that occasion problem behaviors, and the consequences that reinforce problem behaviors.
Functional analysis typically is conducted only by trained behavior analysts.
Consider response class
Set of topographically different behaviors with similar or related purpose or function – – •
Hit, spit , runaway, yell…
• Escape difficult task request
Cry, hit, whine, raise hand, spit …..
Obtain adult attention
Only 2 Basic Functions
Problem Behavior Pos Reinf Obtain/Get Something Stimulation/ Sensory Social Escape/ Avoid Something Neg Reinf Tangible/ Activity Adult Peer
COMPETING PATHWAYS BEHAVIOR SUPPORT PLANNING
Neutralize/ eliminate setting events Add relevant & remove irrelevant triggers Teach alternative that is more efficient Add effective & & remove ineffective reinforcers
Competing Behavior Pathway Setting Events
Peer conflict
Triggering Antecedents
Teacher/ peer request
Desired Alternative
Comply with request
Problem Behavior
Escalated profanity physical aggression
Acceptable Alternative
Caesar
Walk away
Desired Maintaining Consequence
Request completed
Maintaining Consequence
Avoid request
Competing Behavior Pathway Setting Events
None
Triggering Antecedents
Teacher Request
Desired Alternative
Normal volume response
Problem Behavior
Eyes/head down on arms
Acceptable Alternative
Lisa
Whisper response
Desired Maintaining Consequence
Praise for task completion
Maintaining Consequence
Teacher directs request to another
SUMMARY
Functional behavioral assessment is a process for identifying problem behaviors and the events that prompt and maintain problem behaviors.
The reason for conducting an FBA is to gather information that will help make behavior intervention plans more effective and efficient.
Five Steps in Leading a Team from FBA to a Behavior Support Plan 1. Summarize FBA Setting Events-> Antecedents -> Behavior -> Consequence 2. Define goals of BSP process: Make problem behavior irrelevant Make problem behavior inefficient Make problem behavior ineffective Do all this in a contextually appropriate manner 3. Lead discussion to identify options Ask questions, don’t give solutions Paraphrase, elaborate, integrate Always bring group back to FBA logic Produce multiple ideas (elements)
Sum-up
Behavior assessment and intervention is a collaborative process Data must inform all interventions Basic theory is the same across the continuum
Intensive Targeted Few Some
Continuum of Behavioral Support for ALL