Leading a Team from a Functional Behavioral Assessment to a Behavior Support Plan Rob Horner and Anne Todd University of Oregon TA-Center on Positive Behavior.
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Leading a Team from a Functional Behavioral Assessment to a Behavior Support Plan Rob Horner and Anne Todd University of Oregon TA-Center on Positive Behavior Support www.pbis.org Assumptions and Objectives • Assumptions ▫ You are already implementing School-wide PBIS ▫ You already conduct functional behavioral assessments ▫ You are already working with teams to build behavior support plans for individual students. • Objectives ▫ Define a process for moving from assessment to behavior support plan. ▫ Start with FBA -> Frame the Challenge -> Select Options Main Messages • Know the “foundation” information BEFORE building a plan: What, Where, When, Who, Why For complex plans build information about social, family, medical and contextual issues that may be influencing behavior. • Make the plan fit the student and the context Efficient, tailored support • Behavior support has levels of complexity: Typical school personnel can do a lot. You can do this. • Implement individual behavior support plans within schoolwide systems. School-Wide Positive Behavior Support Primary Prevention: School-/ClassroomWide Systems for All Students, Staff, & Settings ~5% ~15% ~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 A Context for PBS • Behavior support is the redesign of environments, not the redesign of individuals • Positive Behavior Support plans define changes in the behavior of those who will implement the plan. ▫ A behavior support plan describes what we will do differently. Behavior Support Elements Problem Behavior *Team *Specialist Functional Assessment *Hypothesis statement *Competing Behavior Analysis *Contextual Fit Content of Support Plan * Strengths *Implementation Plan Fidelity of *Technical Adequacy Implementation * Preferences * Lifestyle vision Impact on Behavior and Lifestyle Functional Behavioral Assessment • Defined: ▫ Functional behavioral assessment is a process for identifying the events that reliably predict and maintain problem behavior. Outcomes of a Functional Behavioral Assessment • Operationally defined problem behavior(s) ▫ By response class • Identify routines in which the problem behavior is most and least likely to occur • Define the antecedent events (triggers; setting events) that predict when the problem behavior is most likely • Define the ONE consequence that contributes most to maintaining the problem behavior in that routine. • Summary Statement of findings. FBA Summary Statement Setting Events 4 Allergies Triggering Antecedents 2 In room with Noise and/or too many people Problem Behavior 1 Head Hit Maintaining Consequences 3 Avoid noise/people Video Identifying Maintaining Consequences Given a Problem Behavior Get: Object, Activity, Sensation Social Precise Event Object/ Activity Precise Event Avoid: Object, Activity, Sensation Physiological Social Object/ Activity Physiological Precise Event Precise Event Precise Event Precise Event Many ways to do FBA • Simple/ Typical FBA ▫ Interview the person who knows the student best ▫ Build a summary statement Setting Antecedent Prob Beh Consequence Event (Trigger) (Maintaining) ▫ Use direct observation to verify the summary statement FACTS Demo Use FBA to Design Effective Support: The Design of Effective Environments • Problem behaviors are irrelevant ▫ Aversive events are removed ▫ Access to positive events are more common • Problem behaviors are inefficient ▫ Appropriate behavioral alternatives available ▫ Appropriate behavioral alternatives are taught • Problem behaviors are ineffective ▫ Problem behaviors are not rewarded ▫ Desired behavior ARE rewarded Use FBA to Design Effective Support: • Use the FBA to narrow the challenge ▫ Behavior in Routine maintained by Function • Help the team produce a plan that is uniquely appropriate, specific and practical. • Do this by asking the right questions, not providing the solution. Using FBA to Design Effective Support: The Simple BSP • • • • • How can we prevent problem situations? What should we teach as an alternative behavior? How to increase reward of appropriate behavior? How to minimize reward of problem behavior? Are negative consequences for problem behavior needed? • Are safety routines needed? • What data to collect? ▫ Are we doing the plan? ▫ Is the plan working? Intervention Development Prevention Teaching Reward/Recognition Extinction Corrective Consequence (if needed) Safety Plan (if needed) Data Collection/ Monitor Marion: 3rd grader, Asperger’s Syndrome Strong preferences for games Setting Events Reprimand during prior class Triggering Antecedents Playground Desired Alternative Play with others Typical Consequence Peer social interaction Problem Behavior Maintaining Consequences Scream at / threaten others Get access to game or equipment Acceptable Alternative Ask for Help BSP Examples: Define (a) FBA summary statement and (b) possible elements of support • Emmit • Eric • Raymond • Jason Five Steps in Leading a Team from FBA to a Behavior Support Plan • 1. Summarize FBA Setting Events-> Antecedents -> Behavior -> Consequence • 2. Define goals of BSP process: Make problem behavior irrelevant Make problem behavior inefficient Make problem behavior ineffective Do all this in a contextually appropriate manner • 3. Lead discussion to identify options Ask questions, don’t give solutions Paraphrase, elaborate, integrate Always bring group back to FBA logic Produce multiple ideas (elements) Leading a Team from FBA to BSP • 4. Given an array of possible BSP elements, shift discussion to contextual fit. ▫ What elements are feasible, acceptable, sustainable?’ ▫ What is the smallest change that will produce the largest effect? ▫ ----------------------------------------------------------- • Contextual Fit Defined: ▫ The extent to which the people who will implement a behavior support plan find the elements of the plan Consistent with their personal values Consistent with the professional skills Consistent with the resources available in the setting Consistent with the available administrative support Leading a Team from FBA to BSP • 5. Transform ideas for BSP elements into a formal plan for implementation ▫ Who will do what, when, and how will we know? Outline of a Behavior Support Plan • Assessment (FBA, Person-Centered Plan, Wraparound) Operational Descriptions, Routines, FA Hypotheses • Competing Behavior Pathway • Prevention • Teaching/Education • Reward desired behavior • Place Problem behavior on extinction • Corrective consequences for problem behavior (if needed) • De fine safety/emergency procedures (if needed) • Evaluation and Monitoring for Improvement Steps for implementation BSP Cindy Planning for Implementation Action/ Task Who By When Teach Marion “asking routine” David December 12 Orientation for Gloria Emily December 10 Enter data Emily Daily Assessing Implementation • Behavior Support Plan Weekly Assessment • Student:_________________________ Week: _______________________________ • • To what level did we implement the plan we proposed? • • • • • • • Low 1 Moderate 2 3 High 4 5 6 • To what degree is the plan having a positive impact on the student? • • • • • • Low 1 Moderate 2 3 High 4 5 6 Quality of Implementation 6 + Eric: BSP Implementation and Perceived Impact 6 Aide 5 4 Teacher 3 2 1 Implementation 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 Quality of Behavior 6=+ 6 5 4 3 2 1 Perceived Impact 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 Summary • Invest in building consensus around FBA summary statement. • Recruit strategies that are local, practical, but still consistent with FBA…(Lead don’t tell). Recruit local knowledge • Using Competing Pathway to build efficient plans (the smallest changes that produce the largest effect) • Ensure that the plan includes procedures for getting implementation to occur. • Always include procedures for evaluation ▫ Are we doing what we said we would do? ▫ Is the process having an effect on the student?