Transcript Function-Based Behavior Support: Big Ideas George Sugai University of Connecticut Center on PBIS www.PBIS.org “Lemon Drop Kid” • Problem contexts – Multiple task demands – Pending timelines – Halt in.

Function-Based
Behavior Support:
Big Ideas
George Sugai
University of Connecticut
Center on PBIS
www.PBIS.org
“Lemon Drop Kid”
• Problem contexts
– Multiple task demands
– Pending timelines
– Halt in engaging activities
– Adult directives
• Verbal & physical noncompliance
• Leaving classroom -> principal’s office
• Disruptive behavior = throwing school materials
& furniture
LDK – requested “intervention”
• At first sign of problem behavior,
immediately provide lemon drop
candy
• Provide shoulder rubs & pressure
• If escalation/crisis, enclose in “body
sock”
“LDK” - logic
“Body sock”
• Create secure environment
• Re-create maternal “womb-like”
conditions
“LDK” – Logic!
Repetitious tactile & sensory stimulation
Re-training & realigning neural
pathways
Improvement in neurological &
physiological functioning
Improvement in social
competence & academic achievement
“LDK” – Outcomes
At home….
• Decrease in problem behavior chain
• Increase in frequency of problem behavior
episodes
At school….
• Modification in intervention
• Decrease in problem behavior chain &
behavior episodes
• Increase in time in classroom & academic
engagement
Non-validated Interventions for
students
Concerns
Examples
• Sensory re-integration or
stimulation
• Facilitated
communication
• Introspective
psychoanalytic therapies
• Rebirthing therapy
•
• Poor ecological (school)
validity
• Redirected specification of
actual causal factors
• Adverse side effects
• False hopes & expectations
• Inefficient use of resources &
opportunities
•
•
Lack of empirical support
Purpose
Provide overview of critical features
of function-based approach to
addressing problem behavior
Function Matters!
“How many of you have….”
• Participated in behavior intervention
planning meeting?
• Used functional assessment information to
develop behavior intervention plan?
• Conducted functional
assessment….Informally? Formally?
• Know why functional assessments are
conducted?
Outcomes (“Answers”)
• 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
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
Positive
Behavior
Support
Social Competence &
Academic Achievement
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
PRACTICES
Supporting
Student Behavior
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
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.
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
Logic of functional approach
• 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
Functions
Problem
Behavior
Pos Reinf
Escape/
Avoid
Something
Obtain/Get
Something
Stimulation/
Sensory
Tangible/
Activity
Social
Adult
Neg Reinf
Peer
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
Defining behavior
Must result in clear, measurable, &
objective descriptions of individual, groups,
or sequences of related behaviors
•
Any observable or measurable action or act.
•
Observable beginning & end
•
Has measurable dimension(s)
•
Frequency, duration, latency, force, topography, locus
Non- v. Observable
(-)
hyperactivity
(+) initiates 5 different tasks within 2
minutes
(+) leaves room at least 3 times during
a 30 minute lesson
(+)….
Which is described in
observable terms?
Hits with his fist
OR
Aggressive
Which is described in
observable terms?
Hits with his fist
OR
Aggressive
Delinquent
OR
Takes money from peers
Delinquent
OR
Takes money from peers
Psychotic
OR
Says she hears voices
Psychotic
OR
Says she hears voices
Arrives 10 minutes late
OR
Irresponsible
Arrives 10 minutes late
OR
Irresponsible
Out of seat 55% of time
OR
Hyperactive
Out of seat 55% of time
OR
Hyperactive
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
Ex1. Behavior Chain
Given a task, student…
1. Whispers that work is stupid,
2. Writes on papers,
3. Says work is stupid,
4. Throws paper in waste basket, &
5. Leaves room.
What is function of behavior? (Test)
Ex2.
Given difficult task, student…
1. Says this work is stupid,
2. Pokes student at next table,
3. Argues with student,
4. Tells teacher to butt out,
5. Threatens teacher
6. Runs away from teacher who chases.
What is function of behavior? (Test)
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
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
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.”
Setting event
??
Access
escape
What OR
function?
peer attention?
Antecedent
Response
Look at him.
“What’s up!”
“Who ya
lookin’ at?”
“Ya want
Some?” “Ya
talkin’ to me?
Consequence
How do
do you
you know?
know?
How
Kids
shake
Assess?
heads &
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
TE1 for Hillary:
"When Hillary sits next to Bill, Hillary
whispers in his ear. Bill laughs."
• Test manipulation?
– Put Al in Bill’s seat.
• Effect:
– Hillary whispers in Al’s ear.
Develop new TE!
TE2:
“When Hillary sits next to boys, she
whispers in their ears. The boys
laugh.”
• Test manipulation?
– Put Tipper in Bill’s seat.
• Effect:
– Hillary does not whisper.
Avoid explanatory fictions
Restatement of problem & not
measurable
(-) She’s aggressive because she’s angry
(+) When she is teased about her looks &
family, she uses profanity & hits until the
teasing stops.
Avoid explanatory fictions
Not measurable or testable
(-) He’s emotionally disturbed
(+) When he is with peers, he talks about
hurting them & himself.
“Petunia”
• Problem: Petunia is in 9th grade & very
inattentive. In class, she is forever inattentive,
distractible, off-task, & bothering others.
• Explanatory fiction: Petunia has ADHD &
conduct disorders
• Testable hypothesis: Petunia works on each
assignment for about 2 minutes, answers
before presentation of questions are
completed, asks other students for help, &
gets out of her seat 12 times per 30 min.
period.
“Rhus”
• Problem: Rhus is an 11th grader with autism.
He’s high functioning but is hated by his
peers. When he gets frustrated, he screams
& bites his hand.
• Explanatory fiction: Rhus has Fragile X & is
emotionally disturbed
• Testable hypothesis: Rhus has verbal skills to
describe his situation, but if presented with
difficult academic work & short timelines, he
screams until teachers help him. If peers
tease him, he bites his hand, & the teasing
stops.
“Catoneaster”
• Problem: Catoneaster is a 7th grader who
resists going to school each morning.
• Explanatory fiction: Catoneaster has parent
separation anxiety
• Testable hypothesis: Catoneaster finds
attention from his Dad to be very rewarding.
His mother died when he was 5 years old.
When he argues with his Dad in the parking
lot, his Dad takes him out for breakfast &
brings him back during 2nd period.
“Azalea”
• Problem: Azalea is an 8th grader who skips
most of her morning classes.
• Explanatory fiction: Azalea is a school phobic.
• Testable hypothesis: On days she misses
breakfast, Azalea goes to the cafeteria to eat
instead of going to class. When she gets to
the cafeteria, she visits with her friends until a
teacher tells her to go class. Her friends tell
her she is cool the way she talks to teachers
& skips 1st period.
Example 1: Different behaviors
with different functions
• Kirsten’s teachers agree that she
has two behaviors that interfere
with her social success at school, &
develop two testable hypotheses:
Setting
Event
Antecedent
Event

None
Teacher
presents
multiple
step
request.
Setting
Event
Antecedent
Event

None
Peers play
game &
have
conflict.
Consequence
Event
Behavior

Verbal
protest,
noncompliance,
foot
stomping.

Consequence
Event
Behavior

Pushes
peers away,
uses
profanity,
throws
rocks.
Teacher
repeats
request 4 to
5 times &
threatens
after school
suspension.

Peers stop
playing with
Kirsten.
Example 2: Same behaviors with
different functions
• Amy teachers have noticed two
different conditions when Amy
displays same problem behaviors.
They developed following two
testable hypotheses:
Setting
Event
Antecedent
Event

None
Peers try to
engage Amy
in conversations.
Setting
Event
Antecedent
Event

None
Teachers
give Amy
corrective
feedback
about her
work.
Consequence
Event
Behavior

Turns eyes
away, does
not comply
verbally,
pulls
sweater
over his
head.

Peers move
away.
Consequence
Event
Behavior

Turns eyes
away, does
not comply
verbally,
pulls
sweater
over his
head.

Teachers sit
down next to
her, rub her
shoulders, &
say comforting
words.
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).
Summary Statement
Setting Events
Triggering
Antecedents
Desired
Alternative
Typical
Consequence
Problem
Behavior
Maintaining
Consequences
Acceptable
Alternative
Competing Behavior
Pathway
Setting Events
Peer
conflict
Desired Alternative
Comply
with
request
Triggering Antecedents
Problem Behavior
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
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
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
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.
COMPETING PATHWAYS
BEHAVIOR SUPPORT
PLANNING
Neutralize/
eliminate
setting
events
Add relevant
& remove
irrelevant
triggers
Teach
alternative
that is more
efficient
Add effective &
& remove
ineffective
reinforcers
Start
Conduct
FA.
Develop
behavior
support plan.
Yes
High
confidence in
hypothesis?
No
Satisfactory
improvement
in behavior?
No
Conduct
full FA.
Yes
Monitor &
modify BSP
regularly.
Develop
behavior
support plan.
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.
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
‫٭‬
6 FBA Misrules
1. Only one way to conduct FBA….
–
FA process is basically same
–
Methods for collecting data may vary
•
Observe
•
Ask
•
Review records
•
Test
NO
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.
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