Transcript Function-Based Behavior Support: Big Ideas

Function-Based
Behavior Support:
Big Ideas
George Sugai
University of Connecticut
Center on PBIS
www.PBIS.org
“How many of you have….”
• Participated in behavior intervention
planning meeting?
• Used functional assessment information to
develop behavior intervention plan?
• Conducted functional
assessment….Informally? Formally?
• Know why functional assessments are
conducted?
“Have you ever seen….”
• “Lantana, you skipped 2 school days, so
we’re going to suspend you for 2 more.”
• “Phloem, 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.”
Functional Approach?
Outcomes (“Answers”)
• Features & requirements of function-based
approach to behavior support
– Process
• Behavioral description of “function”
– Get or escape/avoid
• Steps in function-based approach to
behavior intervention planning
– Behaviorally competent team
Positive
Behavior
Support
Social Competence &
Academic Achievement
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
PRACTICES
Supporting
Student Behavior
CONTINUUM OF
SCHOOL-WIDE
INSTRUCTIONAL &
POSITIVE BEHAVIOR
SUPPORT
~5%
~15%
Primary Prevention:
School-/ClassroomWide Systems for
All Students,
Staff, & Settings
~80% of Students
Tertiary Prevention:
Specialized
Individualized
Systems for Students
with High-Risk Behavior
Secondary Prevention:
Specialized Group
Systems for Students
with At-Risk Behavior
Behavior Support Elements
*Response class
*Routine analysis
*Hypothesis statement
Problem
Behavior
*Alternative behaviors
*Competing behavior analysis
*Contextual fit
*Strengths, preferences, & lifestyle outcomes
*Evidence-based interventions
Functional
Assessment
Intervention
& Support
Plan
• Team-based
*Implementation support
*Data plan
*Continuous improvement
*Sustainability plan
Fidelity of
Implementation
• Behavior competence
Impact on
Behavior &
Lifestyle
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.
Function-based support is all
about…
Re-design & improvement of
learning & teaching environments
– Not re-design of individuals
– Change in behavior of implementers of
plan
Functions
Problem
Behavior
Pos Reinf
Escape/
Avoid
Something
Obtain/Get
Something
Stimulation/
Sensory
Tangible/
Activity
Social
Adult
Neg Reinf
Peer
When has FBA been done?
1.
Clear & measurable definition of problem
behaviors.
2.
Complete testable hypothesis or summary
statement is provided.
•
Statement of function (purpose) of behavior
3.
Data (direct observation) to confirm
testable hypothesis.
4.
Behavior intervention plan based on
testable hypothesis
•
Contextually appropriate supports for accurate
implementation
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
When Sequoia misses her 12:30 medication &
teachers present 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
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 student
Student
approaches &
speaks in
English
Response
Cleo turns
away
Consequence
Other
student walks
away
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
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 &
call him “weirdo.”
What function?
Access peer attention
Setting event
??
Antecedent
Response
Look at him.
“What’s up!”
“Who ya
lookin’ at?”
“Ya want
Some?” “Ya
talkin’ to me?
Consequence
Kids shake
heads &
call him
“weirdo”
Fundamental Rule
“You should not propose to reduce a
problem behavior without also
identifying alternative, desired
behaviors the person should perform
instead of problem behavior” (O’Neill et
al., 1997, p. 71).
Summary Statement
Setting Events
Triggering
Antecedents
Desired
Alternative
Typical
Consequence
Problem
Behavior
Maintaining
Consequences
Acceptable
Alternative
C om peting B e havior
P athw a y
S etting E vents
P e er
c on flic t
D esir ed A lte rnative
C o m p ly
w ith
r eq u est
T rigge ring A nte cedents
P roblem B eha vior
T e ac h er /
p ee r
r eq u est
E sc alate d
pr ofanity
phy sica l
ag gr ession
A cceptable A lter native
C ae sar
W a lk
aw ay
D esir ed
M ainta ining
C onsequence
R eq u est
com p leted
M ainta ining
C onsequence
A v oid
r eq u est
Summary Statement
Setting Events
Triggering
Antecedents
Desired
Alternative
Typical
Consequence
Problem
Behavior
Maintaining
Consequences
Acceptable
Alternative
C om petin g B e havior
P athw a y
D esir ed A lternative
N o rm a l
v olum e
r espo n se
S etting E vents
N o ne
T rigge ring A nte cedents
P roblem B eha vior
T e ac h er
R e qu e st
E y es/h e ad
d ow n o n
a rm s
A cceptable A lter native
L isa
W h ispe r
r espo n se
D esir ed
M ainta ining
C onsequenc e
P r aise
fo r ta sk
c om p le tio n
M ainta ining
C onsequenc e
T e ac h er
d ir e cts
r eq u est to
a no th e r
Summary Statement
Desired
Alternative
Typical
Consequence
Do work
w/o
complaints.
Points,
grades,
questions,
more work.
Setting Events
Triggering
Antecedents
Problem
Behavior
Maintaining
Consequences
Lack of peer
contact in 30
minutes.
Do difficult
math
assignment.
Noncompliance,
profanity,
physical
aggression,
Avoid task,
remove from
class.
Why is function important?
Because consequences
compete!!
Acceptable
Alternative
Ask for
break,
ask for
help.
Function
Setting Event
Manipulations
Antecedent
Manipulations
Arrange for peer
interaction
before math
class
Introduce review
type problem
before difficult
tasks
Provide positive
adult contact
Remind of
alternative
behaviors
Sit with
preferred peer
Do first problem
together
Behavior
Manipulations
Teach options to
problem behavior:
1. Ask for break
2. Ask for help
3. Turn in
assignment as is.
Teach missing
math skills
Consequence
Manipulations
Immediately
reinforce
entering class.
Provide
reinforcer w/in 1
min. of starting
task (3 min., 5
min., 10
minutes)
Give break &
help
Sit with
preferred peer
when done
COMPETING PATHWAYS
On Mondays and/or
when up all of the
night before.
Daily nongraded quiz
on previous night’s
homework
BEHAVIOR SUPPORT
PLANNING
Do quiz without
complaints.
Verbal protests, slump
in chair, walks out of
room.
Turn in with name &
sit quietly w/o
interrupting.
Discussion about
answers & homework.
Avoids doing quiz &
homework discussion.
COMPETING PATHWAYS
On Mondays and/or
when up all of the
night before.
Daily non-graded quiz
on previous night’s
homework
BEHAVIOR SUPPORT
PLANNING
+ Give time to
review
homework.
+ Give quiet time
before starting.
+ Give easy “warmup” task before
doing quiz.
+ Pre-correct
behavior options &
consequences.
Do quiz without
complaints.
Verbal protests, slump
in chair, walks out of
room.
Discussion about
answers & homework.
Avoids doing quiz &
homework discussion.
Turn in with name &
sit quietly w/o
interrupting.
Teach options to
problem behavior:
1. Turn in blank
2. Turn in w/ name
3. Turn in w/ name
& first item done.
4. Turn in w/ name
& 50% of items
done.
+ With first sign of
problem behaviors,
remove task, or
request completion
of task next period.
+ Remove task
based on step in task
analysis (STO).
+ Provide effective
verbal praise &
other re-inforcers.
C O M PE T IN G P A T H W A Y S
B E H A V IO R SU P P O R T
P L A N N IN G
Neutralize/
eliminate
setting
events
Add relevant
& remove
irrelevant
triggers
Teach
alternative
that is more
efficient
Add effective &
& remove
ineffective
reinforcers
S ta r t
C onduct
FA.
D e v e lo p
b e h a v io r
s u p p o r t p la n .
Y es
H ig h
c o n fid e n c e in
h y p o th e s is ?
No
S a tis fa c to r y
im p r o v e m e n t
in b e h a v io r ?
No
C onduct
fu ll F A .
Y es
M o n ito r &
m o d ify B S P
r e g u la r ly .
D e v e lo p
b e h a v io r
s u p p o r t p la n .
Process
1. Conducted by team
•
Behaviorally competent
•
Student-knowledgeable
2. Led by behavior specialist
3. Link behavioral strategies to summary
statement
4. Ensure that implementers are fluent
5. Monitor continuously & evaluate early
‫٭‬
FBA Team Process Steps
1.
Collect information.
2.
Develop testable hypothesis or summary
statement.
3.
Collect direct observation data to confirm summary
statement.
4.
Develop “competing pathways” summary
statement.
5.
Develop BIP.
6.
Develop details & routines for full implementation of
BSP.
7.
Develop strategies for monitoring & evaluating
implementation of BSP.
Behavior Support Elements
*Response class
*Routine analysis
*Hypothesis statement
Problem
Behavior
*Alternative behaviors
*Competing behavior analysis
*Contextual fit
*Strengths, preferences, & lifestyle outcomes
*Evidence-based interventions
Functional
Assessment
Intervention
& Support
Plan
• Team-based
*Implementation support
*Data plan
*Continuous improvement
*Sustainability plan
Fidelity of
Implementation
• Behavior competence
Impact on
Behavior &
Lifestyle