Addressing Individual Challenging Behavior through Function-Based Support George Sugai University of Connecticut Center on Positive Behavioral Interventions & Supports www.PBIS.org.
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Addressing Individual Challenging Behavior through Function-Based Support George Sugai University of Connecticut Center on Positive Behavioral Interventions & Supports www.PBIS.org What is RtI? Basics Implementation Fidelity Comprehensive screening Early & timely decision making Databased decision making Support for nonresponders Need for better Instructional accountability & justification Assessment -instruction alignment Resource & time use IMPLEMENTATION W/ FIDELITY UNIVERSAL SCREENING RtI CONTINUUM OF EVIDENCE-BASED INTERVENTIONS DATA-BASED DECISION MAKING STUDENT & PROBLEM PERFORMANCE SOLVING CONTINUOUS PROGRESS MONITORING RtI: Good “IDEiA” Policy Approach or framework for redesigning & establishing teaching & learning environments that are effective, efficient, relevant, & durable for all students, families & educators • NOT program, curriculum, strategy, intervention • NOT limited to special education • NOT new Precision Teaching CBM Early Screening & Intervention Applied Behavior Analysis Behavioral & Instructional Consultation Prereferral Interventions Diagnostic Prescriptive Teaching Teacher Assistance Teaming 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 Designing School-Wide Systems for Student Success Academic Systems Intensive, Individual Interventions •Individual Students •Assessment-based •High Intensity 1-5% 5-10% Targeted Group Interventions •Some students (at-risk) •High efficiency •Rapid response Universal Interventions •All students •Preventive, proactive Behavioral Systems 80-90% 1-5% Intensive, Individual Interventions •Individual Students •Assessment-based •Intense, durable procedures 5-10% Targeted Group Interventions •Some students (at-risk) •High efficiency •Rapid response 80-90% Universal Interventions •All settings, all students •Preventive, proactive RtI Application Examples EARLY READING/LITERACY SOCIAL BEHAVIOR TEAM General educator, special educator, reading specialist, Title I, school psychologist, etc. General educator, special educator, behavior specialist, Title I, school psychologist, etc. UNIVERSAL SCREENING Curriculum based measurement SSBD, record review, gating PROGRESS MONITORING Curriculum based measurement ODR, suspensions, behavior incidents, precision teaching EFFECTIVE INTERVENTIONS 5-specific reading skills: phonemic awareness, phonics, fluency, vocabulary, comprehension Direct social skills instruction, positive reinforcement, token economy, active supervision, behavioral contracting, group contingency management, function-based support, selfmanagement DECISION MAKING RULES Core, strategic, intensive Primary, secondary, tertiary tiers Intensive Targeted Universal Few Some All Dec 7, 2007 RTI Continuum of Support for ALL What is function-based support? Basics 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 Positive Behavior Support Social Competence & Academic Achievement OUTCOMES Supporting Decision Making Supporting Staff Behavior PRACTICES Supporting Student Behavior 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. What is Function Based Support? • Foundations in behavioral theory, applied behavior analysis, & positive behavior support • Attention to environmental context • Emphasis on function of behavior • Focus on teaching effective, efficient, & relevant behaviors • Attention to behavior of implementers PBS Foundations Behaviorism ABA PBS • Behavior & physiology • Learned behavior • Behavior & environment • Behavior lawfulness • Observable behavior • Socially important questions • Applied settings • Functional relationship Function-based support is all about… Re-design & improvement of learning & teaching environments – Attention to environment & function – Not re-design of individuals – Change in behavior of implementers of plan 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 Only 2 Basic Functions Problem Behavior Pos Reinf Escape/ Avoid Something Obtain/Get Something Stimulation/ Sensory Tangible/ Activity Social Adult Neg Reinf Peer FBA LEVELS MORE Archival Review 1. Informal INFORMAL Problem Solving Meeting EASIER SIMPLE Checklist INDIRECT 2. Indirect FA Interview Routine Analysis A-B-C MORE 3. Direct DIRECT Structured, Planned Observation COMPLICATED Observation 4. Planned DIFFICULT Experimental or FORMAL Manipulation Functional Analysis 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 Definition of Problem Behavior or Class Contextually Appropriate Support Behavior Intervention Plan Testable Hypothesis FBA Elements Competing Path Analysis Function Statement Supporting Data 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 Consider response chains • Predictable sequence of behaviors • Possibly different functions at beginning & end of chains 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 Features 1. “Best guess” about behavior & conditions under which it is observed 2. Composed of (a) problem behavior, (b) triggering antecedent, (c) maintaining consequences, & (d) setting events. 3. Represents basic working unit of FBA 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 Functional Assessment Checklist for Teachers “FACTS” STEP 1: Student/ Grade: _____Clarence/5th grade_____ 11___________ Interviewer: ___________Sugai________ Date: ____January Respondent(s): ____Thomas_____ STEP 2: Student Profile: Please identify at least three strengths or contributions the student brings to school. C. has leadership potential. Peers listened to him, and he can be very convincing and sincere. He’s academically competent and seems to be moving smoothly and successfully through the school curriculum. STEP 3: Problem Behavior(s): Identify problem behaviors ___Tardy_X Fight/physical Aggression ___ Disruptive___ Theft___ UnresponsiveX Inappropriate Language_X__ Insubordination___ Vandalism___ Withdrawn_X__ Verbal Harassment____Work not done___ Other __________ ____X _ Verbally Inappropriate___ Self-injury Describe problem behavior:C. may have one of the shortest fuses I’ve seen. One little tease by a peer, and he quickly and predictably escalates through a behavioral sequence that begins with passive in subordination (non response), moves to a mild protest, shifts to harassment and name calling, increases to property damage and even to physical aggression. Its interesting that he seems to “enjoy” the reactions he gets from peers that he aggresses toward, and from peers who look up to him for his aggressiveness. STEP 4: Routine Analysis Schedule (Times) Activity Likelihood of Problem Behavior Specific Problem Behavior 8:00 Waiting to enter building Low 1 2 High 5 6 See escalation described above 3 4 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 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). Kutash, K., Duchnowski, A. J., & Lynn, N. (2006). School-based mental health: An empirical guide for decision makers. Tampa, FL: University of South Florida. Louis De la Parte Florida Mental Health Institute, Department of Child & Family Studies, Research & Training Center for Children’s Mental Health. http://rtckids.fmhi.usf.edu Crone, D. A., & Horner, R. H. (2003). Building positive behavior support systems in schools: Functional behavioral assessment. New York: Guildford Press. Crone, D. A., Horner, R. H., & Hawken, L. S. (2004). Responding to problem behavior in schools: The behavior education program. New York: Guilford Press. Summary Statement Setting Events Triggering Antecedents Desired Alternative Typical Consequence Problem Behavior Maintaining Consequences Acceptable Alternative Setting Event Manipulations Antecedent Manipulations Behavior Manipulations Consequence Manipulations 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. FBA LEVELS INFORMAL Archival Review EASIER 1. Informal Problem Solving Meeting SIMPLE RESPONSIVE INDIRECT Checklist 2. Indirect FA Interview Routine Analysis DIRECT A-B-C NOT 3. Direct Structured, Planned RESPONSIVE Observation Observation COMPLICATED 4. Planned HARDER Experimental or FORMAL Manipulation Functional Analysis • Checklist 1. Indirect Observation • FA Interview • Archival Review FBA LEVELS • Routine Analysis 2. Direct Observation • A-B-C 3. Planned Manipulation • Experimental or Functional Analysis • Structured, Planned Observation Process Guidelines 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 ٭ Problem Solving Situations Activity Notes • Defining SWPBS – Not….magic bullet or curriculum, – Is….process for improving school-wide behavior and climate • Data based, action plan based • All communities, all students • District priority • Pay attention to purpose of behavior • Focus on positive behavior by acknowledging what they do • Teaching prosocial behavior to enhance learning and life success • Support for administrator • Goal for all students to be successful • Integrated practices • Self-assessment for focus • Outcomes-data-practices-systems • Continuum of behavior support "What is triangle?" – Representation of how we respond to kids behavior • Goal to get most of kids doing well • More intense for some • Application to groups of individuals • Represents how we think learning academic skills • Relates to types of interventions….more intense for kids whose behavior is not responsive – Change interventions not kids • SWPBS elements – Focuses on • Teaching small number of positively expectations taught • Strive towards more positives than negatives interactions – "kids shouldn't have to be rewarded for what their supposed to do" – "what about kids who are doing well?" – Not all kids need same level of supports/positives » All kids should get positives – Judging kid's behaviors based on perspectives/biases/preconceived • Data systems • Coaches are a set of functions/tasks/activities – Knowledgeable and committed to pbs – Delegation of activities – Facilitator of others growth/success/capacity building – Cheerleader, acknowledeger – Coordinator/manager of tasks – Trainers • Special educator only does special education – Team effort – All benefit and contribute – All kids are all of ours – Specialized knowledge that we all can use across all environments