Transcript Functional Assessment Intervention System (FAIS) “Lite

Functional Assessment Intervention
System (FAIS)
“Light Version”
Presented by:
AVRSB Psychologists
FAIS Light =
a behavioural assessment and
program plan for “Yellow Zone”
students
Continuum of School-Wide
.Instructional and Positive
.Behaviour Support
5%TERTIARY PREVENTION
SECONDARY PREVENTION 15%
Yellow Zone
PRIMARY PREVENTION  80%
Green Zone
Red Zone
FAIS Light and PEBS
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Every behaviour has a function.
Identify the function of the problem behaviour.
Teach an alternative behaviour that serves
the same function.
Adapt environment to promote use of
alternative behaviour.
“Behaviour is predictable, thus preventable”
Programming Links:
FAIS LIGHT
Adaptations
FAIS (full)
IPP
FAIS Light - Program Planning Process
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Identification of student with behaviours of
concern.
Exploration of classroom strategies by
teacher / Problem-Solving meeting at school.
Referral to Program Planning Team meeting
to complete the FAIS Light (parents,
teachers, administrator, Guidance, School
Psychologist, other Student Services staff as
appropriate).
FAIS Light - Program Planning Process
(cont.)
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Follow-up Program Planning Team meetings
to evaluate FAIS Light plan.
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Next step: Monitor/Revise plan. The team
may decide to refer to Behavioural Intervention
Team.
Structure of FAIS Light
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Identify Concern, Function, and Positive
Alternative Behaviour.
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Design Positive Support Plan.
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Evaluate Progress and Plan Next Steps.
A. Identify the Priority Concern
 What
difficulty or problem is
causing the greatest concern?
Criteria for Identifying and Describing the
Priority Concern
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Have the classroom teacher identify the
concern that MOST interferes with the child’s
productive functioning and the learning
environment.
As a team, describe the concerns in concrete
and observable terms, when it happens, and
how it happens.
Ensure there is consensus regarding the
behaviour description.
Examples of a Priority Concern:

Talking out during small group time.
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Wandering around during independent work.
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Insults classmates on the playground.
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Easily agitated and prone to anger outbursts.
B. Identifying Context/Setting Conditions
Describe distant or proximal situations that
contribute to the behaviour.
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Setting (e.g., hallways)
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Task/Activity (e.g., large group)
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Specific Triggers (e.g., adult request)
Check all context or setting conditions in which the student is
most likely to have difficulties.
Setting
Classroom
Special Class
Hallways
Cafeteria
Playground
Bus
Gym/Locker room
Restroom
Home
Community setting
Unstructured
setting
Unfamiliar setting
Crowded setting
Noisy setting
Other
Task/Activity
Large group
Small group
Partner task
Independent task
Difficult task
Uninteresting task
Specific task
Specific materials
Task transition
Location transition
Unstructured
activity
Unexpected
activity
Interruption in
routine
Other
Specific Triggers
Not receiving
attention
Adult request
Negative feedback
Positive feedback
Unclear
expectations
Sleepiness
Physical
discomfort
Sick, allergies
Over-stimulated
Under-Stimulated
Extreme Emotion
Denied something
Health issue
Home issue
Other
Time of Day
Arrival time
Dismissal time
Morning
Afternoon
Lunch
Recess
Non-specific
Other
Individuals
Involved
Particular adult(s)
Particular peer(s)
Authority figure
Support staff
Parents
Strangers
Other
Identifying the Function of the Behaviour
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As a team, identify the apparent functions
(underlying reasons, intents, or pay-offs) that
cause the behaviour of concern.
C. Identify the Function of the Behavior Check all that
apply.
Escape
Gain Attention/Control
Avoid demand or
Get desired item
request
Gain adult attention
Avoid/Escape activity Gain peer attention
or task
Control situation
Escape classroom or
Gain/Grab power
setting
Gain acceptance
Escape the school
Other :
Escape consequences
Other:
Other Functions
Communication
Affiliation/Affirmation
Self -expression
Gratification
Justice/Revenge
Self-stimulation
Other
Other Reasons
Does not have skills
Does not have
motivation
Does not know
expectations
Fears failure
Medical problem
Attentional problem
Substance abuse
Lack of security
Transitional issue
(e.g., divorce, home
conflict)
Other:
Escape/Protection
(Avoid task; Escape Consequence)
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Tantrum at the start of each structured
activity.
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Looks spacey when given math seatwork.
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Lights a cigarette as principal walks by.
Gain Attention/Control
(Focus attention on self/Control an
event, situation, or person)
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Pulls his scribbler from teacher’s hands.
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Refuses to move out of her desk when
requested.
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Burps loudly in class.
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Tells teacher off.
Other Functions:
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Communication
(Lack of skill or experience)
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Withdraws from the group
Throws food that she doesn’t like
Affiliation/Affirmation
(Become wanted or chosen)
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Chooses “troublemakers” as friends.
Acts silly to be popular.
Bullies other students to belong in negative
peer group.
Other Functions:
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Self-Expression
(Express feelings or needs)
- Draws pictures of serial bombings or
weird fantasies.
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Gratification (Feels good, rewards self)
- Hoards the computer.
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Refused to give up a toy in class.
Other Functions:
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Justice/Revenge
(Settle a score, restitution)
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Destroys another’s work.
Grabs toys or objects from others.
Engages in physical aggression.
Sensory Stimulation
(Neurological needs or problems)
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Sucks on clothes or clothing items.
Taps foot constantly.
Rocks body.
D. Identify Competencies and Positive
Alternatives
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Describe social or academic competencies
that may serve as a positive alternative for
the concern.
Designing the Positive Support Plan
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Environmental strategies
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Teaching strategies
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Altered Response strategies
Environmental Strategies
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Environmental strategies prevent or minimize
the occurrence of the prioritized concern by
adjusting or modifying the features of the
classroom, school, or home environment.
Types of Environmental Strategies:
A.
Problem Preventers
B.
Modifying Classroom Arrangements
C.
Optimizing Rules, Routines, and Transitions
D.
Techniques for Matching Instructional
Demand with Learning Capability
A. Environmental Strategies:
Problem Preventers
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Signal Interference
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Child Cues
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Flexible Planning
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Proximity Control
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Cooperation Boosting
A. Environmental Strategies:
Problem Preventers (cont.)
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Remove Nuisance Objects
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Humour or Comic Relief
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Hurdle Helping or Joining with the Child
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Bother Bouncing
A. Environmental Strategies:
Problem Preventers (cont.)
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High Probability Requests
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Touch Control
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Foreshadow
B. Environmental Strategies:
Modifying Classroom Environment
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Seating Arrangement
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Adult Presence
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Optimize Room Arrangement
C. Environmental Strategies:
Optimizing Rules, Routines, and
Transitions
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Clarify Directions and Expectations
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Provide Equivalent Choices
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Scaffold Prompts and Practice
C. Environmental Strategies:
Optimizing Rules, Routines, and
Transitions
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Schedules and Routines
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Consensus Classroom Rules
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Streamline Transitions
D. Environmental Strategies:
Techniques for Matching Instructional
Demand and Learning Capability
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Task-Skill Matching
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Class-Wide Peer Tutoring
Teaching Strategies
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Designed to teach children positive
alternative behaviours that meet the same
need as the challenging behaviour.
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Examples of competencies a child may need
to develop include learning how to request
assistance, how to communicate a need, how
to interact with a peer, or how to complete a
classroom task.
Priority Concern
Behaviour
Talking out during small
group time
Positive Alternative
Behaviour
Raising hand to
communicate answer;
Being the group “reporter”
Wandering around room
during independent work
Staying in seat and
completing assignments
Easily agitated, prone to
anger outbursts
Use coping and anger
control skills
Types of Teaching and Competence
Strategies:
A.
Peer-mediated strategies
B.
Teacher-mediated strategies
Instruction in relaxation skills is an
example of a teaching strategy.
A. Teaching and Competence Strategies:
Peer-Mediated Strategies
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Peer Proximity
Peer Prompting
Peer-Initiation
Guidelines for Using Peer-Prompting and
Peer Initiation
Peer Buddies
B. Teaching and Competence Strategies:
Teacher-Mediated Strategies
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Social Stories and Puppets
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Empowering Roles
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Structured Games or Play Groups
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Friendship Activities
Altered Response Strategies
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Teacher’s response is altered.
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Designed to minimize the occurrence of
challenging behaviour by responding
effectively AFTER behaviour occurs.
Altered Response Strategies:
Proven Positive Responses
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De-escalate and Resist Conflict
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Promote Peace
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Catch Being Good
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Counter Conflict With Consequences for
Caring
Example of an Altered Response Strategy:
De-escalate
and resist
conflict
• Maintain a calm style when responding to
challenging behaviour. Resist matching the intensity of
your response and becoming overly angry when the
child is not complying.
If you sense your escalation, “let go” of the situation
for a while by walking away or focusing on another
child.
•
Use a “Patrol Pet” (e.g., stuffed animal that monitors
classroom behaviour) to gently remind the child what
he/she is expected to do (e.g., paying attention).
•
Model for the child alternative actions to deal with
anger and frustration.
•
Altered Response Strategies:
Proven Positive Responses (cont.)
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Negotiate Response Choices
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Reframe with Empathy
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Encourage Coping
Altered Response Strategies:
Proven Positive Responses (cont.)
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Natural and Logical Consequences
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Praise Effectively
The Problems with Punishment (negative
consequence)

It is a stopgap measure that may temporarily
suppress the behaviour but does not address the
“why” or function behind the behaviour.

It does not provide guidance to students by
indicating what they should do differently to meet
their needs.

It is associated with unwanted side effects –
aggression, avoidance, or emotional outbursts.
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It often leads to an INCREASE in the very behaviour
targeted to decrease.
Altered Response Strategies: Guidelines
for Judicious Use of Negative
Consequences
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Use infrequently and Only as Transition Tools
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Rehearse Consequences
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Balance with Positive
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Think About How Given
Developing the Positive Support Plan
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As a team, brainstorm positive support
strategies (i.e., environmental, teaching, and
altered response strategies) to reinforce the
positive alternative behaviour.
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Enter a few feasible strategies into the
Positive Support Plan table.
Evaluate Progress and Plan Next
Steps
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On the review date, Program Planning Team meets.
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Describe student’s current progress with the behavioural
adaptations.
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Summarize strategies that facilitated progress.
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Summarize strategies that impeded progress.
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Plan next steps. Monitor/Revise plan. The team may decide to
refer to Behavioural Intervention Team.
Student with Behaviours of Concern

Meet Alexander:
Alexander exhibits physical aggression (e.g.,
hitting, yelling), verbal aggression (e.g.,
taunting), and defiance daily toward peers
and playground supervisor on the playground
(i.e., recess periods). Alexander is rejected
by his peers (e.g., plays alone, seldom
chosen as partner) daily within the
classroom.
Functional Assessment and Intervention System
FAIS-LIGHT RECORD FORM
Based on the FAIS by Karen Stoiber, PhD
Students
Name
Alexander Doe
Grade 4
School
Happy Days School
Age
Team meeting
date
September 14, 2007
Team Members Names
Role
Mr. Terry Ific
Teacher
Mr. and Mrs. Doe
Parents
Mrs. Ima Incharge
Principal
Ms. Lotta Help
Educational Assistant
Ms. Rita Thefaismanual
Psychologist
10
Check all context or setting conditions in which the student is
most likely to have difficulties. (ALEXANDER)
Setting
Classroom
Special Class
Hallways
Cafeteria
Playground
Bus
Gym/Locker room
Restroom
Home
Community setting
Unstructured
setting
Unfamiliar setting
Crowded setting
Noisy setting
Other
Task/Activity
Large group
Small group
Partner task
Independent task
Difficult task
Uninteresting task
Specific task
Specific materials
Task transition
Location transition
Unstructured
activity
Unexpected
activity
Interruption in
routine
Other
Specific Triggers
Not receiving
attention
Adult request
Negative feedback
Positive feedback
Unclear
expectations
Sleepiness
Physical
discomfort
Sick, allergies
Over-stimulated
Under-Stimulated
Extreme Emotion
Denied something
Health issue
Home issue
Other
Time of Day
Arrival time
Dismissal time
Morning
Afternoon
Lunch
Recess
Non-specific
Other
Individuals
Involved
Particular adult(s)
Particular peer(s)
Authority figure
Support staff
Parents
Strangers
Other
C. Identify the Function of the Behavior (Alexander)
Check all that apply.
Escape
Gain Attention/Control
Avoid demand or
Get desired item
request
Gain adult attention
Avoid/Escape activity Gain peer attention
or task
Control situation
Escape classroom or
Gain/Grab power
setting
Gain acceptance
Escape the school
Other :
Escape consequences
Other:
Other Functions
Communication
Affiliation/Affirmation
Self -expression
Gratification
Justice/Revenge
Self-stimulation
Other
Other Reasons
Does not have skills
Does not have
motivation
Does not know
expectations
Fears failure
Medical problem
Attentional problem
Substance abuse
Lack of security
Transitional issue
(e.g., divorce, home
conflict)
Other:
Design Positive Support Plan (Alexander)
Positive Support
Strategies
Strategy Steps
Who will Implement
When and Where
Implemented
Environmental Strategies – to counter the influence of setting conditions or specific triggers
Optimize rules, routines,
and transitions
Wake up Alexander 15 minutes earlier
Parents
Daily: Home
Modify classroom
arrangement
Greet Alexander at school entrance
Teacher and
playground supervisor
Daily in morning:
School
Problem Preventers
Seat Alexander near peers with advanced social
skills.
Teacher
Daily: Classroom
Classroom social problem-solving sessions.
Guidance/ School
Psychologist
Bi-weekly:
Classroom
Teaching Strategies – to enhance or develop positive alternative behaviors that achieve the same function
Fundamental strategies
Leadership tasks (need for power/control)
Teacher
Daily: Classroom
Teacher-mediated
strategies
Structured play (need for acceptance)
Playground supervisor
Daily: Playground
Affect awareness and
anger management
Role-play activities concerning positive social
interactions
Guidance/
School Psychologist
Bi-weekly:
Classroom
Altered Response Strategies – to counter functions or “pay-offs” maintaining the priority concern
Proven Positive
Responses
Behavioural monitoring of positive recess play
Teacher and
playground supervisor
Daily: Playground
Cooperation Promoters
Choice in school and home reward for attaining
specified criterion of positive social interactions.
Teacher and parents
When warranted:
Social and
Home
Praise for appropriate social interactions
All team members
When observed:
School and Home
Positive note home
Teacher
When warranted:
School
C. Identify the Function of the Behavior (Alexander)
Check all that apply.
Escape
Gain Attention/Control
Avoid demand or
Get desired item
request
Gain adult attention
Avoid/Escape activity Gain peer attention
or task
Control situation
Escape classroom or
Gain/Grab power
setting
Gain acceptance
Escape the school
Other :
Escape consequences
Other:
Other Functions
Communication
Affiliation/Affirmation
Self -expression
Gratification
Justice/Revenge
Self-stimulation
Other
Other Reasons
Does not have skills
Does not have
motivation
Does not know
expectations
Fears failure
Medical problem
Attentional problem
Substance abuse
Lack of security
Transitional issue
(e.g., divorce, home
conflict)
Other:
Alexander: Positive Support Plan (cont.)
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Resources needed for Positive Support Plan:
(Parents, teacher, playground supervisor, and
Guidance/ school psychologist )

Review date: October 12, 2007
Alex: Evaluate progress and plan next steps
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Describe student’s current progress with the behavioural adaptations.
Reduction of physical and verbal aggression, increased peer acceptance,
as well as the emergence of peer-related social competencies.
Summarize strategies that facilitated progress.
Wake up Alexander 15 minutes earlier.
Greet Alexander at school entrance.
Classroom social problem sessions.
Leadership tasks (need for power/control).
Structured play (need for acceptance).
Role-play activities concerning positive social interactions.
Behavioural monitoring of positive recess play.
Choice in school and home reward for attaining specified criterion of
positive social interactions.
Praise for appropriate social interactions.
Positive note home.
Summarize strategies that impeded progress.
He did not respond well to seating change.
Plan next steps. Remove seating strategy. Continue and monitor. Next
program planning meeting date: March 10, 2008.