Transcript Slide 1

Thinking Functionally About
Behavior
Hobbs Municipal Schools
June 9, 2011
Acknowledgments
• New Mexico would like to acknowledge Dr. Rob
Horner, University of Oregon, for his assistance
in the development of the NM PBS training
materials.
• Portions of this training module are adapted
from
• T. Scott, R. Horner, G. Sugai, et al.; 2005
• Project ACHIEVE Press, Howard Knoff; 2009
“Have you ever seen or heard….”
• “Jennifer, you skipped 2 school days, so we’re going to
suspend you for 2 more.”
• “Andrew, I’m taking your book away because you
obviously aren’t ready to learn.”
• “You want my attention?! I’ll show you attention,…let’s
take a walk down to the office & have a little chat with
the Principal.”
T. Scott, R. Horner, G. Sugai, et al.; 2005
“How many of you….”
• Know why functional assessments are
conducted?
• Have participated in behavior intervention
planning meeting? Led such meeting?
• Have conducted functional
assessment….Informally? Formally?
• Have used functional assessment information to
develop behavior intervention plan?
T. Scott, R. Horner, G. Sugai, et al.; 2005
Goals for Session
• Define FBAs and BIPs.
• Review the steps of the problem-solving
process.
• Apply the process to a student you know.
Part I: Defining FBAs and BIPs
Functional Assessment
Defined
• A functional behavior assessment (FBA) is an analysis of
the circumstances in the environment (teachers,
students, events, directions, etc.) that tend to predict a
behavior and help explain why the student engages in
that behavior at that particular time.
• Once we understand the function of a behavior, we can
help the student develop more appropriate ways to
meet his or her need. That is, we can teach the student
an appropriate strategy for getting attention, escaping
embarrassment, avoiding tasks, etc.
T. Scott, R. Horner, G. Sugai, et al.; 2005
Primary Purposes of Functional
Behavioral Assessment
• A primary purpose of functional behavioral
assessment is to improve the effectiveness and efficiency
of behavior support.
• Behavior support plans built from functional assessment are more
effective
• Didden et al., 1997
Newcomer & Lewis, in press
• Carr et al., 1999
Ingram, Sugai & Lewis-Palmer
• Ellingson, et al., 2000; Filter (2004)
• Create order out of chaos (define contextual
information, where, when, with whom, etc)
• Professional accountability
T. Scott, R. Horner, G. Sugai, et al.; 2005
Behavior Intervention Plan
Defined (Crone & Horner, 2003)
• A Behavior Intervention Plan (BIP) “is a written
record that summarizes the FBA information and
documents the intervention plan.”
• “An effective BIP describes in detail how, by
whom, and in what situations the intervention
strategies will be implemented…. (and)
monitoring and evaluation procedures.”
T. Scott, R. Horner, G. Sugai, et al.; 2005
An Overview of the Problem
Solving Process
Step 1. Review all existing data and history of the student.
Step 2. Complete a gap analysis, functionally describe the
problem, and identify replacement behaviors.
Step 3. Generate hypothesis (using functional
Assessment) to explain why problem is occurring).
Step 4. Assess (confirm or reject) hypothesis.
Step 5. Design and write the intervention plan.
Step 6. Implement the intervention plan and
interventions.
Step 7. Formatively and summatively evaluate the
interventions and intervention plan.
Project ACHIEVE Press, 2005
Part II: Problem Solving
Process
Problem Solving Process:
Step One
•
•
Review all existing data and history of the
student.
Collect any additional background data as
appropriate.
Project ACHIEVE Press, 2005
SAT Activity:
Working independently or as part of a
team,
•
•
•
review all existing data and history of the
student that the SAT has gathered, and
determine what additional background data
you need to collect, if any.
Problem Solving Process:
Step Two
•
•
Complete a gap analysis, functionally describe the
problem, and identify replacement behaviors.
Along with other data, consider information from-
SAT Teacher Input for Addressing Behaviors Form
•
•
•
•
Description of Problem Behaviors
Setting Events and Predictors
Consequences
Documentation- Behavior Intervention Plan
•
Functional Assessment Checklist, Steps 1-4
Project ACHIEVE Press, 2005
Schedule
(Times)
Activity
Likelihood of Problem Behavior
Specific Problem Behavior
8:00
Waiting to enter building
Low
1
2
High
6
See escalation described above
3
4
5
8:15
Advisory & Planning
1
2
3
4
5
6
Mostly teasing and touching
property of others. Doesn’t
escalate much further
9:15
Language Arts
1
2
3
4
5
6
Occasional name calling/teasing
10:15
Recess
1
2
3
4
5
6
See escalation described above
11:30
Math
1
2
3
4
5
6
Occasional teasing
12:00
Lunch
1
2
3
4
5
6
See escalation described above
12:35
Earth Science
1
2
3
4
5
6
Minor verbal harassment
1:15
Art or Phy Ed
1
2
3
4
5
6
See escalation described above
2:00
Reading
1
2
3
4
5
6
Rarely a problem
2:50
Waiting for bus
1
2
3
4
5
6
See escalation described above
Start with Behavior
• Clear, measurable and objective
descriptions
• Look at
• Individual behaviors
• Behavior sequences
• Response classes
T. Scott, R. Horner, G. Sugai, et al.; 2005
Response Chain
• Predictable sequence of behaviors
• Possibly different functions at beginning
& end of chains
T. Scott, R. Horner, G. Sugai, et al.; 2005
Behavior Chain Example 1.
Given difficult task, student…
1.
2.
3.
4.
5.
Whispers that work is stupid,
Writes on papers,
Says work is stupid,
Throws paper in waste basket, &
Leaves room.
What is function of behavior at beginning & end of
chain? (Test)
T. Scott, R. Horner, G. Sugai, et al.; 2005
Behavior Chain Example 2.
Given difficult task, student…
1.
2.
3.
4.
5.
6.
Says this work is stupid,
Pokes student at next table,
Argues with student,
Tells teacher to butt out,
Threatens teacher
Runs away from teacher who chases.
What is function of behavior at beginning or end of
chain? (Test)
T. Scott, R. Horner, G. Sugai, et al.; 2005
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
T. Scott, R. Horner, G. Sugai, et al.; 2005
Response Class
• Set of different behaviors that are maintained
by the same consequence.
•All behaviors maintained by adult attention
•All behaviors maintained by escape from academic
tasks
• Organize behavior support around response
classes embedded within functional routines.
T. Scott, R. Horner, G. Sugai, et al.; 2005
Response Class
• Which of these behaviors are to “avoid something” and which “to get attention?”
•
•
•
•
•
Scream
Throw
Kick
Spit
Hit own head
Name calling
Self-bite
Self-induced vomit
Strip
Run away
• Take a minute to discuss at your table/with your team.
T. Scott, R. Horner, G. Sugai, et al.; 2005
Response Class
• Which of these behaviors form a response
class?
•
•
•
•
•
•
Scream (attention)
Name calling (attention)
Throw (attention)
Self-bite
(attention)
Kick (avoid tasks )
Self-induced vomit (avoid)
Spit (avoid tasks)
Strip
(attention)
Hit own head (attention)
Run away (avoid tasks)
T. Scott, R. Horner, G. Sugai, et al.; 2005
We always need to consider
behavior in context!
Always examine environmental stimuli
that are associated with occurrence of
behaviors
–
Antecedent, consequence, & setting events
E.g., persons, activities, routines, materials,
events
T. Scott, R. Horner, G. Sugai, et al.; 2005
Antecedent events
• Stimuli that precede & “trigger” or
occasion behavioral events
• Occurs before response & signals or
occasions response
• When told to shut up, Jordon hits the
student.
• When asked to tell capitol of Western
Australia, Claire says Perth.
T. Scott, R. Horner, G. Sugai, et al.; 2005
• The teacher’s directions are triggers for
Demetri’s display of verbal noncompliance, or
• When a peer teases her walk, Cologne is
likely to use verbal profanity, or
• When sitting next to Manuella, Myounghee
passes notes.
T. Scott, R. Horner, G. Sugai, et al.; 2005
Consequence events
• Stimuli that follow & maintain or increase
likelihood of a behavioral event.
• Presented contingent upon performance of a
response
• When Luke makes rude noises in class, his peers tell him to
grow up.
• Whenever Electra raises her hand & smiles, her teachers
call on her.
T. Scott, R. Horner, G. Sugai, et al.; 2005
• Following Demetri’s verbal noncompliance, teacher
redirects her direction to another student (i.e., avoids
having to comply), or
• When Cologne uses verbal profanity, peer start to
argue with her (increases peer attention), or
• Myounghee passes notes, Manuella passes a note back
& teacher tells them both to get back to work
(increases peer & adult attention).
Maintaining Consequences
• Common maintaining consequences
• Obtain: social attention, food, access to preferred
activity, pleasing sensation
• Avoid: hard tasks, negative social contact, pain,
aversive stimulation, lack of predictability
• Avoid judgmental consequences:
•
•
•
•
“Revenge”
“Sense of well-being”
“Basically evil”
“Control”
T. Scott, R. Horner, G. Sugai, et al.; 2005
Identifying
Maintaining Consequences
Given a Problem Behavior
Get: Object, Activity, Sensation
Social
Precise
Event
Physical
Precise
Event
Avoid: Object, Activity, Sensation
Physiological
Social
Physical
Physiological
Precise
Event
Precise
Event
Precise
Event
Precise
Event
Maintaining Consequences
• One maintaining consequence per
hypothesis
• Maintaining consequences are narrowly
defined.
• Get or avoid?
• Social or Physiological?
• Precise event/action/object?
T. Scott, R. Horner, G. Sugai, et al.; 2005
• Following Demetri’s verbal noncompliance,
teacher redirects her direction to another
student (i.e., avoids having to comply), or
• When Cologne uses verbal profanity, peer
start to argue with her (increases peer
attention), or
• Myounghee passes notes, Manuella passes
a note back & teacher tells them both to
get back to work (increases peer & adult
attention).
When Sequoia misses her 12:30 medication &
teachers present difficult multiple task demands,
she makes negative self-statements & writes
profane language on her assignments. Teaching
staff typically send her to the office with a
discipline referral for being disrespectful.
What
function?
Avoid
difficult
tasks
Setting event
Misses 12:30
medication
Antecedent
Response
Consequence
Teachers
make
multiple
task demands
Sequoia makes
negative selfstatements &
writes profane
language
Teacher sends
Sequoia to
office for being
disrespectful
Caesar has dyed his hair three colors & is teased
several times by his friends before class. When he
enters the class, his teacher stares at his hair.
Caesar immediately says “what are you staring
at?” His teacher immediately sends him to inschool detention.
Escape
adult &
What
function?
peer attention
Setting event
Caesar is
teased several
times about his
hair by his
friends before
class
Antecedent
Response
Consequence
His teacher
stares at his
hair in class
Caesar asks
his teacher
what she’s
staring at
His teacher
sends him to
in-school
detention
When his teacher asks him what the capitol city
of a country is, Napoleon gives the correct
answers. His teacher praises his correct answer,
& tells him he may work by himself or a friend
on the rest of the assignment.
Setting event
Antecedent
Response
None
Teacher asks
what capitol
city of country
is
Napoleon
give correct
answer
Accessfunction?
peer &
What
adult
attention
Consequence
Teacher gives
verbal praise
& time to work
with a friend
Cleo is new to the 6th grade, & English is her
second language. When another student
approaches & says something to her in
English, Cleo turns away. The other student
walks away. This happens several times during
the day.
Whatpeer
function?
Escape
attention
Setting event
Antecedent
New context
Student
approaches &
speaks in
English
Response
Cleo turns
away
Consequence
Other
student walks
away
As Veloce is walking, other kids look at him &
say “what’s up?” He looks back and says:
“Who ya lookin’ at?!” “Ya want some of this?!”
“Ya talkin’ to me?!” Kids shake their heads &
all him “weirdo.”
Setting event
??
Access
escape
What OR
function?
peer attention?
Antecedent
Response
Look at him.
“What’s up!”
“Who ya
lookin’ at?”
“Ya want
Some?” “Ya
talkin’ to me?
Consequence
How do
do you
you know?
know?
How
Kids
shake
Assess?
heads &
call him
“weirdo”
Setting Events
• Unique situations in which factors unique
to individual
• Make problem behavior more intense or more
likely to occur (e.g., illness, fatigue, hunger, social
conflict) by changing value of reinforcers (e.g.,
praise less effective, peer attention is more
reinforcing, work completion is less important).
T. Scott, R. Horner, G. Sugai, et al.; 2005
• Work completion is less important to Demetri
after he has had an argument with his
girlfriend before class, or
• Cologne’s use of verbal profanity is more likely
when she hasn’t had enough sleep night
before, or
• Peer attention is less distracting (reinforcing)
when Manuella isn’t feeling well.
T. Scott, R. Horner, G. Sugai, et al.; 2005
• Lack of sleep decreases value of getting to school on time,
increases value of going to Hot Dog Haven.
• Lack of breakfast increases value of getting sent to office
(by vending machines) for failing to follow directions.
• Having a fight with boyfriend decreases value of listening to
lecture.
• Getting >50% of problem wrong decreases value of starting
new worksheets.
T. Scott, R. Horner, G. Sugai, et al.; 2005
Identify the “Replacement”
Behavior
• An appropriate Replacement Behavior:
• Serves the same function as the problem behavior
• The replacement behavior is a member of the
same response class as the problem behavior
• Is as, or more efficient than the problem behavior
• physical effort, schedule of reinforcement, time to
reinforcement
• Is socially acceptable
T. Scott, R. Horner, G. Sugai, et al.; 2005
SAT Activity:
Working independently or as part of a
team,
•
•
Review data including that from SAT Teacher Input
for Addressing Behavior Form
•
•
•
•
Description of Problem Behaviors
Setting Events and Predictors
Consequences
Complete- Behavior Intervention Plan
•
Functional Assessment Checklist, steps 1-4
Problem Solving Process:
Step Three
•
•
Generate hypothesis (using functional
assessment) to explain why problem is
occurring.
Documentation- SAT Teacher Input for
Addressing Behavior Form
•
Behavior Support Plan: Competing Behavior
Pathway
Project ACHIEVE Press, 2005
Generate a hypothesis
statement
• The hypothesis statement will answer the following
questions:
1
What is the problem behavior?
2
What is the antecedent or trigger for the behavior?
3
What is the maintaining consequence?
4
What is the setting event?
T. Scott, R. Horner, G. Sugai, et al.; 2005
Testable Hypothesis
“Basic Unit”
Setting Events
Triggering
Antecedents
Problem
Behavior
• “Best guess” about behavior & conditions
under which it is observed
• Represents basic working unit of FBA
• Directly guides development of BIP
Maintaining
Consequences
Testable Hypothesis
“Basic Unit”
Setting Events
Infrequent
events that
affect value
of maint.
conseq.
Triggering
Antecedents
Preceding
events that
trigger or
occasion
Problem
Behavior
Set of
related
behaviors
of concern
Maintaining
Consequences
Following
events that
maintain
behaviors
of concern
FBA Summary or Hypotheses Statement
Setting Events
4
Triggering
Antecedents
2
Problem
Behavior
1
Maintaining
Consequences
3
SAT Activity:
Working independently or as part of a
team, complete
•
Behavior Intervention Plan
•
•
•
Functional Assessment Checklist, Step 5
Behavior Support Plan: Competing Behavior
Pathway
Problem Solving Process:
Step Four
•
•
Assess (confirm or reject) hypothesis. Ask
yourself, “How confident efforts have been
used to control the problem behavior?”
Documentation- Behavior Intervention Plan
• Summary of Behavior, Step 6
Project ACHIEVE Press, 2005
SAT Activity:
•
Working independently or as part of a
team, complete
•
•
Behavior Intervention Plan
Summary of Behavior, Step 6
Problem Solving Process:
Step Five
•
Design and write the intervention plan.
•
•
The plan links your hypothesis to relevant, evidencebased modifications, remediations, accommodations
or interventions.
Documentation- Behavior Intervention Plan
•
•
Behavior Support Plan: Competing Behavior Pathway
Behavior Support Plan: Action Plan
Project ACHIEVE Press, 2005
Features of Effective
Interventions
• Interventions or practices that make problem
behavior ineffective, inefficient, & irrelevant
• Arrange environment for prevention
• Teach new skills
• Prevent reinforcement of problem behavior
• Increase reinforcement of desired &
replacement behaviors
• Establish consequences for problem behaviors
T. Scott, R. Horner, G. Sugai, et al.; 2005
• Supports that enable accurate & durable
implementation of interventions
• Ensure contextual fit
• Organize adult responsibilities, tasks, etc.
• Embed interventions in SAT/IEP
• Establish effective, efficient, & relevant
school-wide behavior support systems
T. Scott, R. Horner, G. Sugai, et al.; 2005
COMPETING PATHWAYS
BEHAVIOR SUPPORT
PLANNING
COMPETING PATHWAYS
Setting Event
Antecedent
Stimulus
BEHAVIOR SUPPORT
PLANNING
Make Problem
Behavior
Irrelevant
Make Problem
Behavior
Irrelevant
Desired
Behavior
Problem
Behavior
Maintaining
Consequence
Maintaining
Consequence
Replacement
Behavior
Make Problem
Behavior
Inefficient
Make Problem
Behavior
Ineffective
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
Problem Solving Process:
Step Six
•
•
Implement the intervention plan and
interventions.
Documentation-Behavior Intervention
Plan
•
Behavior Support Plan: Action Plan
Project ACHIEVE Press, 2005
Steps for Implementation
•
•
•
•
•
•
•
Teaching education
Place problem behavior on extinction
Reward desired behavior
Consequence problem behavior (if needed)
Define safety/emergency procedures (if needed)
Evaluation and monitoring for improvement
Be sure the team is on the same page when
implementing
COMMUNICATE, COMMUNICATE,
COMMUNICATE!
Problem Solving Process:
Step Seven
•
•
Formatively and summatively evaluate the
interventions and intervention plan.
Documentation- Behavior Intervention Plan
•
Behavior Support Plan: Evaluate Plan
Project ACHIEVE Press, 2005
Evaluate and Adapt Strategies
• Need a written plan to guide monitoring and
evaluation. Will answer the questions
• What do we want to know? What’s the simplest form
of data that will answer our question?
• What’s the simplest way for us to consistently collect
that data?
• Who, when, how?
• How should we summarize data and communicate
about the success of our strategy?
Build in review and adapting
if needed
• To be meaningful, that plan must be reviewed periodically;
however, the plan may be reevaluated whenever any member of
the student’s SAT/IEP team feels that a review is necessary.
• Circumstances that may warrant such a review include:
• The student has reached his or her behavioral goals and
objectives and new goals and objectives need to be established;
• The "situation" has changed and the interventions no longer
address the current needs of the student;
• There is a change in placement; or
• It is clear that the original behavioral intervention plan is not
producing positive changes in the student’s behavior.
• In the end, the process of functional behavioral assessment is
complete only when the SAT/IEP team produces positive
behavioral changes in student performance.
T. Scott, R. Horner, G. Sugai, et al.; 2005
Monitoring
• What do we want to know? What’s the
simplest form of data that will answer
our question?
• What’s the simplest way for us to
consistently collect that data?
• Who, when, how?
• How should we summarize data and
communicate about the success of our
strategy?
T. Scott, R. Horner, G. Sugai, et al.; 2005
Evaluate the Plan
Data to be
Collected
Procedures for Data
Collection
Person
Responsible
Timeline
Observations by
school
psychologist
Observations during
structured time
School Psych.
2/13/04
Behavior card (points
for appropriate
behavior)
Jenny
Daily review of card
Class periods with
no outbursts
Yes/no to
outbursts in
class
Check-ins with staff
(Hourly), weekly
SWIS system
Office discipline
referrals
Jenny
Jenny/ Elaine
On-going
T. Scott, R. Horner, G. Sugai, et al.; 2005
Part III: Wrapping it up…
What questions do you have?