FBA/BIP

SPED 583 March 24, 2005

Today’s Objectives

• • •

Link an FBA and a BIP Identify the key components of a BIP List the types of changes that can be made to help reduce problem behavior

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Use a Behavior Pathways Chart (Competing Behavior Model) to select a behavioral equivalent

Today’s Objectives

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Develop a plan for teaching the replacement behavior Develop a plan for structuring the environment to reduce the inappropriate behavior and to reinforce the replacement behavior

Building a Behavior Support Plan

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The plan should

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indicate how staff, family, or support personnel will change and not just focus on how the person of concern will change

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be directly based on the functional assessment information

Building a Behavior Support Plan

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The plan should

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be technically sound

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Be a good fit with values, resources, and skills of persons responsible for implementation

»

(O’Neil, et al., 1997)

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indicate how staff, family, or support personnel will change and not just focus on how the person of concern will change Changes to:

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Physical setting

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Curriculum

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Medication

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Schedule

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Methods of instruction

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Rewards and punishers

»

(O’Neil, et al., 1997)

be directly based on the functional assessment information

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List summary statements in BIP

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Foundation for plan

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All intervention procedures must be consistent with this statement

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Competing behaviors model

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BIP indicates what person should not do

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BIP indicates what person should do

»

(O’Neil, et al., 1997)

be technically sound

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Make problem behaviors

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Irrelevant

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Reduce aversive features of task

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Increase activity and interest

» (O’Neil, et al., 1997)

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Inefficient

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Physical effort required to perform behavior

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Number of times behavior must be performed before reinforcement

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Time delay between first problem behavior and reinforcement

» (O’Neil, et al., 1997)

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Ineffective

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Extinction of problem behavior

» (O’Neil, et al., 1997)

Be a good fit with values, resources, and skills of persons responsible for implementation

• • • •

Time Money Effort Aversive

» (O’Neil, et al., 1997)

Competing Behavior Model

The link between the FBA and the BIP

Diagram functional assessment summary statements

Setting Event Antecedent

Little sleep Difficult task

Problem

Vomiting

Consequence

Escape task Negative Biology Interactions lecture Talking out Peer attention

(O’Neil, et al., 1997)

2. Define alternative behaviors and contingencies associated with those behaviors

Desired

Do the work

Consequence

Praise More tasks

Setting Event

Little sleep

Antecedent

Difficult task

Problem

Vomiting

Replacement

Ask for a break

(O’Neil, et al., 1997)

Consequence

Escape task

Setting Event

No setting Events Identified

Antecedent Problem

Independent Whine, talk assignment out, refuse to work, tantrum

(O’Neil, et al., 1997)

Consequence

Teacher attention

Desired

Work w/ little attn

Consequence

More work

Setting Event Antecedent

None identified Independent work

Problem Consequence

Whine, talk out Teacher attention refuse, tantrum

Replacement

Ask for help/ teacher attention

(O’Neil, et al., 1997)

Replacement behaviors

• • • • •

Should be as normal and typical as possible Useful class-wide Useful behavior/skill for student to learn?

Useful in multiple settings?

Age and developmentally appropriate?

–

Chandler & Dahlquist, 2002

Replacement behaviors

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Acceptable to

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Student

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Family

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Teachers

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Administrators

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Team members

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School and greater community

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Chandler & Dahlquist, 2002

Replacement behaviors

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Efficient

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Less time

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More reinforcement Produce function more frequently

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More immediate reinforcement Incompatible with challenging behaviors

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When appropriate

–

Chandler & Dahlquist, 2002

Positive Reinforcement Function

• Use reinforcer obtained for inappropriate behavior for replacement behavior • Eliminate reinforcer for inappropriate behavior • Teach methods to request reinforcement • Signals and prompts –

Chandler & Dahlquist, 2002

Positive Reinforcement Function

• Differential reinforcement to increase appropriate behavior – DR of incompatible behavior – DR of alternative behavior – DR of other behavior – DR of low rates of behavior –

Chandler & Dahlquist, 2002

Positive Reinforcement Function

• More reinforcement for appropriate behavior than received for inappropriate • Reinforcement for peers engaging in replacement behavior • Identify behavior: Tell student what to do vs what not to do • Redirect student to appropriate behavior –

Chandler & Dahlquist, 2002

Negative Reinforcement Function

• Difficult tasks • Nonpreferred tasks • Teacher-directed activities • Instructions to perform difficult or nonpreferred tasks • Instructions to use difficult or nonpreferred materials –

Chandler & Dahlquist, 2002

Negative Reinforcement Function

• Unwanted attention • Specific locations and seating arrangements • Requirements and instructions for participation –

Chandler & Dahlquist, 2002

Appropriate behaviors that result in avoidance or escape

• Teach appropriate way to communicate need to avoid activity • Teach appropriate way to request alternative • Teach appropriate way to request a break • Teach appropriate way to request an end to activities, interactions, tasks.

–

Chandler & Dahlquist, 2002

Strategies to change the function

• Reduce difficulty • Reduce or change task demands or shorten duration or length of task • Provide choice of task, activity, peers • Make task more interesting –

Chandler & Dahlquist, 2002

Arrange for incremental success

• Provide assistance during task • Provide positive corrective feedback during the task • Model task-related behavior and appropriate behavior • Provide prompts and cues prior to task • Reinforce partial task completion –

Chandler & Dahlquist, 2002

Arrange for incremental success

• Reinforce participation and successive approximations toward behavioral objective • Teach appropriate ways to request assistance • Use small cooperative groups or peer tutoring –

Chandler & Dahlquist, 2002

Intersperse activities, tasks, and materials

• Alternate tasks, activities, materials • Use behavioral momentum • Use preferred activities to reinforce participation in non-preferred activities • Provide breaks –

Chandler & Dahlquist, 2002

Other strategies

• Presignals and safety signals to increase self-control • Ignore challenging behavior • End task or activity on positive note –

Chandler & Dahlquist, 2002

Select intervention procedures

1.

2.

3.

4.

5.

6.

Assemble the implementation team Diagram the competing behavior model Begin with more distant setting events and identify changes Focus on changes in immediate antecedent events List strategies Examine changes to consequences

» (O’Neil, et al., 1997)

Writing a Positive Behavior Support Plan

1. Operational definitions of behaviors 2. Summary statements 3. General approach 4. Key routines 5. Monitoring and evaluation

» (O’Neil, et al., 1997)

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General approach

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Setting event strategies

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Immediate predictor strategies

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Teaching strategies

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Consequence strategies

» (O’Neil, et al., 1997)

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Key routines Scripted descriptions of daily routines

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Problem situations Crisis plan

» (O’Neil, et al., 1997)

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Monitoring and evaluation Is plan having effect on family and staff?

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Is plan impacting target student

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System for collecting data

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Process for data review by whom and how often

» (O’Neil, et al., 1997)