Addressing Individual Challenging Behavior through Function-based Support George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut April 12 2011 www.pbis.org www.cber.org www.swis.org [email protected].
Download ReportTranscript Addressing Individual Challenging Behavior through Function-based Support George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut April 12 2011 www.pbis.org www.cber.org www.swis.org [email protected].
Addressing Individual Challenging Behavior through Function-based Support George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut April 12 2011 www.pbis.org www.cber.org www.swis.org [email protected] • Prerequisites review • FBA basics • BIP basics 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 plan implementers Non-validated Interventions for Students with EBD CONCERNS EXAMPLES • Sensory re-integration or stimulation • Facilitated communication • Introspective psychoanalytic therapies • Poor ecological (school) validity • Redirected specification of actual causal factors • Adverse side effects • False hopes & expectations • Rebirthing therapies • Inefficient use of resources & opportunities • • Lack of empirical support • 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 Outcomes (“Answers”) • Supporting context – Effective SWPBS • 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 Basics Review Integrated Elements Supporting Social Competence & Academic Achievement OUTCOMES Supporting Decision Making Supporting Staff Behavior PRACTICES Supporting Student Behavior District-Region School SWPBS Leadership Team Specialized Behavior Support Team SWPBS Tier 1 T1 Systems T1 Practices Group-based Tier 2 T2 Systems T2 Practices Individual Tier 3 T3 Systems T3 Practices CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT FEW SOME Primary Prevention: School-/ClassroomWide Systems for All Students, Staff, & Settings ALL Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior SWPBS Practices Classroom Family Non-classroom • Smallest # • Evidence-based • Biggest, durable effect Student ESTABLISHING CONTINUUM of SWPBS ~5% ~15% • • • • • • •• • • • ~80% of Students • • • • • • TERTIARY PREVENTION PREVENTION TERTIARY • Function-based support • Wraparound • Person-centered planning • • SECONDARY PREVENTION PREVENTION SECONDARY • Check in/out Targeted social skills instruction • Peer-based supports • Social skills club • PRIMARY PREVENTION PREVENTION PRIMARY • Teach SW expectations • Proactive SW discipline • Positive reinforcement • Effective instruction • Parent engagement • Intensive Targeted Universal Few Some All Dec 7, 2007 RTI Continuum of Support for ALL FBA 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 1. Why do FBA? Understand factors that contribute to occurrences of PB Antecedent stimuli Consequence stimuli Improve quality of BIP Better alternatives Remove triggers & maintainers of PB Add triggers & maintainers of SS 2. What is FBA? Systematic problem solving process for Developing statements about factors that contribute to occurrences of PB Serving as bases for developing high quality of BIP 3. How do I know if FBA has been done? 1. Clear & measurable definition of problem behaviors. 2. Complete testable hypothesis or summary statement 3. Data (direct observation) to confirm testable hypothesis. 4. Behavior intervention plan based on testable hypothesis SWPBS Conceptual Foundations Behaviorism ABA Laws of Behavior Applied Behavioral Technology PBS Social Validity SWPBS All Students 4. What is “testable hypothesis?” Probability statement about behavior occurrences Triggering antecedents Maintaining consequences Elements of TE used to develop BIP 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 (RC) • “Best guess” about behavior & conditions under which it is observed • Represents basic working unit of FBA • Directly guides development of BIP Maintaining Consequences Following events that maintain behaviors of concern (function) 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. • Work completion is less important (reinforcing) to Demetri after he has had an argument with his girlfriend before class, or • Cologne’s use of verbal profanity is more likely (escape) when she hasn’t had enough sleep night before, or • Peer attention is less distracting (reinforcing) when Manuella isn’t feeling well. • Lack of sleep decreases value (reinforcement) of getting to school on time, increases value of going to Hot Dog Haven. • Lack of breakfast increases value (reinforcement) of getting sent to office (by fending machines) for failing to follow directions. • Having a fight with boyfriend decreases value (reinforcement) of listening to lecture. • Getting >50% of problem wrong decreases value (reinforcement) of starting new worksheets. “FUNCTION” = outcome, result, purpose, consequence NONEXAMPLES “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.” 5. What is “behavior function?” Function = maintaining factors 2 basic functions Positive reinforcement (get/access) Negative reinforcement (escape/avoide) Only 2 Basic Functions Problem Behavior Pos Reinf Escape/ Avoid Something Obtain/Get Something Stimulation/ Sensory Tangible/ Activity Social Adult Neg Reinf Peer % Intervals w/ P.B. for Bryce % Intervals w/ P.B. Baseline 100 90 80 70 60 ContraIndicated Indicated ContraIndicated Indicated 50 40 30 20 10 0 1 3 5 7 9 11 13 15 17 19 21 23 25 27 29 31 33 35 37 39 41 Sessions* *Data points with arrows indicate no medication Ingram, Lewis-Palmer, & Sugai, 2005 % Intervals w/ P.B. for Carter 100 Baseline Indicated 90 ContraIndicated Contrandicated Indicated Indicated Modified % Intervals w/ P.B. 80 70 60 50 40 30 20 10 0 1 3 5 7 9 11 13 15 Sessions 17 19 21 23 25 27 6. What is “response class?” Set of topographically different behaviors having same function Development of BIP based on RC Teaching more contextually appropriate behaviors from same RC as PB More effective in receiving consequence At least as relevant as PB Easier to do than PB More likely triggered “More contextually appropriate” 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 & all him “weirdo.” Access OR escape What function? peer attention? Setting event ?? Antecedent Look at him. “What’s up!” Response Consequence How do do you you know? know? How Kids shake “Who ya Assess? heads & lookin’ at?” “Ya want Some?” “Ya talkin’ to me? call him “weirdo” TE is “best guess.” What if testable hypothesis is incomplete or inaccurate? Review what you know Collect more information Change hypothesis statement Test/confirm new hypothesis statement 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! Summary Statement Setting Events Triggering Antecedents Desired Alternative Typical Consequence Problem Behavior Maintaining Consequences Acceptable Alternative 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 Competing Behavior Pathway Desired Alternative Comply with request Setting Events Triggering Antecedents Problem Behavior Peer conflict Teacher/ peer request Escalated profanity physical aggression Acceptable Alternative Caesar Walk away Desired Maintaining Consequence Request completed Maintaining Consequence Avoid request Competing Behavior Pathway Setting Events None Desired Alternative Normal volume response Triggering Antecedents Problem Behavior Teacher Request Eyes/head down on arms Acceptable Alternative Lisa Whisper response Desired Maintaining Consequence Praise for task completion Maintaining Consequence Teacher directs request to another 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 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. 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 Summary Statement Desired Alternative Ignore & problem solve later Setting Events Rides city bus Triggering Antecedents Teacher corrects peers Problem Behavior Profanity Verbal protests Typical Consequence Delayed teacher attention. Maintaining Consequences Teacher attention Function Acceptable Alternative Discuss in private Setting Event Manipulations On days city bus ridden, check in with counselor to review days schedule & walk with counselor to classroom Antecedent Manipulations Behavior Manipulations Give >3 positive acknowledgements per min. to peers during transitions. Teach J. how, when, & where to express verbal protest, & how to walk away from problem situations in transitions. Give private & quiet corrections to peers. Remind J. of acceptable & desired replacement behaviors Consequence Manipulations When J. engages in problem behavior immediately disengage from him, & engage peers. When J. engages in replacement behaviors provide adult attention (discussion) 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 nongraded 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. + Precorrect 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 reinforcers. 7. How quality of function-based behavior intervention plans be improved? 1. BIP should reflect information from FBA 2. BIP should describe what should adults do 3. BIP will vary across settings based on TH & RC function 4. Student, family, &/or advocates should participate in planning 5. BIP should be developed by team of individuals who collectively have • (a) direct knowledge & experience with student, (b) behavioral expertise, & (c) implementation fluency 6. Teams should develop formal routine & structure for developing BIP 7. Progress should monitored continuously to • (a) make formative decision, (b) check implementation fidelity, & (c) evaluate progress toward intended outcomes FBA/BIP 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. 6 FBA Misrules 1. Only one way to conduct FBA…. NO – FA process is basically same – Methods for collecting data may vary • Observe • Ask • Review records • Test 2. Must do everything every time….NO • Base FBA activity on what you know • FBA is systematic planning process 3. Everyone has to know how to do a full FBA…. NO • Small number of people must have high fluency • All people must know process & what to expect • Some individuals must work on sustainability 4. FBA is it….. NO • One component of comprehensive plan of behavior support academic, medical, vocational, mental health, etc. 5. FBA is only for students with disabilities… NO • Process for behavior of all individuals across multiple settings 6. “Power,” “authority,” “control,” etc. are functions…. NO 2 research validated functions Pos. & Neg. Reinf.