Transcript Assessment to Intervention: Implications for School Psychologists Serving Students with Emotional/Behavioral Disorders Tim Lewis, Ph.D. University of Missouri OSEP Center on Positive Behavioral Intervention & Supports pbis.org.

Assessment to Intervention:
Implications for School
Psychologists Serving Students with
Emotional/Behavioral Disorders
Tim Lewis, Ph.D.
University of Missouri
OSEP Center on Positive
Behavioral Intervention & Supports
pbis.org
Purpose
• Identify issues with evaluation for EBD
• Propose best practices
– yes, more forms
• Answer questions
• Pre-Correct: Content = my interpretation of
law, regulations, & professional literature
At Issue
• Definition
• Regulation Interpretation
– Confusion / misinterpretation
– Numbers
• “Rule out” issues
• Current process
– Wait/Fail model
– Alternatives?
Being Sane in Insane Places
(Rosenhan, 1973)
Study 1
8 pseudo patients called hospital (3 psychologist, 1 psychiatrist, painter, housewife)
admissions office complained of hearing voices; "empty," "hollow," "thud," everything
else factual. Upon admission cease complaints, behave normally, & write notes
Goals:
1 get out on your own
2 convince staff that sane
3 cooperate
4 no abnormal behaviors
Results
• Pseudo patients never detected
• Each diagnosed with "schizophrenia in remission"
• Average stay 19 days (7-52)
• 35 of 118 patients suspicious “You’re not crazy. You’re a journalist, or a professor
(referring to the continual note taking). You’re checking up on the hospital.”
Being Sane in Insane Places
(Rosenhan, 1973)
Study 2
Staff told pseudo patients to be admitted over next 3 months 193
ratings obtained from staff on patients
Results
No pseudo patients actually used!!!
41 rated as pseudo patients with “high confidence”
23 “suspect” by one psychiatrist
19 “suspect” by one psychiatrist and one other staff member
It is clear that we cannot distinguish the sane from the insane in
psychiatric hospitals. The hospital itself imposes a special
environment in which the meanings of behavior can easily be
misunderstood. The consequences to patients hospitalized in such
an environment - the powerlessness, depersonalization,
segregation, mortification, and self-labeling -seem undoubtedly
counter therapeutic (p. 237).
Myth One
Using the term “Emotional Disturbance” to
replace “Behavior Disorders” necessitates a
DSM IV diagnoses
IDEA General Definition
(3) CHILD WITH A DISABILITY(A) IN GENERAL- The term 'child with a disability' means a child -(i) with mental retardation, hearing impairments (including deafness),
speech or language impairments, visual impairments (including blindness),
serious emotional disturbance (hereinafter referred to as emotional
disturbance), orthopedic impairments, autism, traumatic brain injury, other
health impairments, or specific learning disabilities; and
(ii) who,
by reason thereof, needs special
education and related services.
IDEA Definition (SED/ED)
(i) The term means a condition exhibiting one or more of the following
characteristics over a long period of time and to a marked degree, which
adversely affects educational performance:
(A) An inability to learn which cannot be explained by intellectual, sensory, or health
factors;
(B) An inability to build or maintain satisfactory interpersonal relationships with peers and
teachers;
(C) Inappropriate types of behavior or feelings under normal circumstances;
(D) A general pervasive mood of unhappiness or depression; or
(E) A tendency to develop physical symptoms or fears associated with personal or school
problems.
(ii) The term includes children who are schizophrenic. The term does not include
children who are socially maladjusted, unless it is determined that they are
seriously emotionally disturbed.
Missouri Definition
“Emotional Disturbance” means a condition exhibiting one or more of the
following characteristics over a long period of time and to a marked degree
that adversely affects a child’s educational performance:
A. an inability to learn that cannot be explained by intellectual, sensory or health
factors;
B. an inability to build or maintain satisfactory interpersonal relationships with
peers and teachers;
C. inappropriate types of behavior or feelings under normal circumstances;
D. a general pervasive mood of unhappiness or depression; and,
E. a tendency to develop physical symptoms or fears associated with personal or
social problems.
The term includes schizophrenia, but does not apply to children who are
socially maladjusted unless it is determined they have an emotional
disturbance.
Fact…
Bad news
– No clear formula
– No consensus on Standard instruments
– No consensus in the field
Good News
– Triangulation of data & confidence in professional
judgment
– Label simply provides access to service
Myth Two
By changing the regulatory language,
those students most in need will get
services
Numbers
• US prevalence = 0.85% (9.7% of all students on IEP K-12)
• Estimated prevalence = 5-7%
• Implication (5%) = 2,201,943 students who
could qualify who might not be receiving
services (456,407 EBD on IEP / 53,167,000 students K-12)
Designing an Evaluation Process
for EBD
Multiple Data Points
Multi-disciplinary Team
Criteria for Initial
Determination of Eligibility
A child displays an emotional disturbance when:
A. through evaluation procedures that must include observation of behavior in
different environments, and an in-depth social history the child displays
one of the following characteristics:
B. 1) an inability to learn that cannot be explained by intellectual, sensory or
health factors;
2) an inability to build or maintain satisfactory interpersonal relationships
with peers and teachers;
3) inappropriate types of behavior or feelings under normal circumstances;
4) a general pervasive mood of unhappiness or depression; and,
5) a tendency to develop physical symptoms or fears associated with
personal or social problems.
Criteria for Initial
Determination of Eligibility
C. the characteristic(s) must have existed to a marked degree and over an
extended period of time. In most cases, an extended period of time would
be a range from two (2) through nine (9) months depending upon the age of
the child and the type of behavior occurring. For example, a shorter
duration of disturbance that interrupts the learning process in a younger
student might constitute an extended period of time. Difficulties may have
occurred prior to the referral for evaluation; and
D. the emotional disturbance adversely affects the child’s educational
performance.
NOTE: Manifestations of an emotional disturbance can be observed along a
continuum ranging from normal behavior to severely disordered behavior.
Children who experience and demonstrate problems of everyday living
and/or those who develop transient symptoms due to a specific crisis or
stressful experience are not considered to have an emotional disturbance.
Keys…
• Direct observation
• Social History
• 2- 9 month history with behavior (except in
extremes)
• Impacts Educational Performance
• No definition of “marked degree”
Educational Performance
•
•
•
•
•
•
•
Achievement
Grades
Attendance
Participation in school-related activities
Social interactions with peers and adults
Pre-vocational related skills
Informed citizen within community
Social History
Standard Scales
•
•
•
•
Behavior Rating Profile (Brown & Hammill)
Child Behavior Checklist (Achenbach & Edelbrock)
Revised Behavior Problem Checklist (Quay et al)
Behavior Assessment Scale for Children
(Reynolds & Kamphaus)
• Behavior Evaluation Scale (McCarney)
Systematic Screening for Behavior Disorders
(Walker & Severson)
Social Competence/Social Skills
• Social Skills Rating System (Gresham & Elliott)
• The Walker-McConnell scale of social
competence and school adjustment: A social
skills rating scale for teachers. (Walker & McConnell)
Interviews
• First hand knowledge of child
• Repeated measures across multiple sources
–
–
–
–
Teacher(s)
Parent
Student
Members of community
Archival Review
• School Archival Records Search (Walker, Block-Pedego, Todis
& Severson)
• What to look for:
–
–
–
–
–
–
Lack of intervention / non-responsiveness to intervention
Expressed concerns/ within school referrals for assistance
Out-of-school referrals for assistance
Attendance
Achievement
Discipline contacts
• Making sense of archival data:
– Red Flags (Tobin)
– Patterns/ chronicity
Archival Review
Tobin, T., Sugai, G., & Colvin, G. (2000, May). Using
discipline referrals to make decisions. NASSP
Bulletin, 84(616), 106-117.
Tobin, T. J., & Sugai, G. M. (1999a). Discipline
problems, placements, and outcomes for students
with serious emotional disturbance. Behavioral
Disorders, 24(2), 109-121.
Tobin, T. J., & Sugai, G. M. (1999b). Using sixth-grade
school records to predict violence, chronic discipline
problems, and high school outcomes. Journal of
Emotional and Behavioral Disorders, 7(1), 40-53.
“Rule Out” Issues
• Medical-Health / Cognitive / Other Disability /
Acute Stressor / Culture
Inappropriate educational accommodations
Inappropriate behavioral intervention
• Social maladjustment
C olumbia Public School District
Sugges ted BD/ED Exclusion Data Sources/Questions
Exclusion
Medical
Data Source
 Nurse
 Archival
 Parents
 Family
Physician
Stressor


Education
Program




Family
Interview
Teacher
Interview
Child Interview
Archival
Observations
Interviews
Questions
 Does the student have a medical diagnosis?
 Does the student have a physical/health condition that
may impact learning?
 Is the student currently on medication?
 Are there known/predictable side effec ts of the
medication?
 Is the student's behavior signifi cantly differe nt pre/post
event?
 Has the student's behavior improved, with intervention,
over time (6 months)?





Behavior
Intervention
Culture








Substance Abuse



Archival
Observations
Interviews
Parent ratings
Peer ratings
Self ratings
Multiple
observations
Archival
Parent reports
Incident/arrest
records
Self Report











Has an individualized educational program been
developed for the student?
Is the plan content specific?
Is the plan based on assessment of the student's present
level of performance and learning style?
Was the plan developed with/by expertise in area of
accommodation?
Was the plan modified based on student outcome?
Has an individualized behavior intervention plan been
developed for the student?
Is the plan specific to the behavior of concern?
Is the plan based on functional assessment outcomes?
Was the plan developed with/by expertise in area of
behavior?
Was the plan implemented for at least 6 weeks?
Was the plan modified based on student outcome?
Do significant others in the student's environment view
the behavior as significa ntly differe nt (e.g., parents, peers,
home-school communicators)?
Do observations indicate significa nt differe nces between
the student and his/her peers?
Does the behavior of concern significantly violate
school/community norms?
Primary reason educational perfo rmance suffers?
Linked to socialization
How does SM differ
from SED?
How is SM similar to SED
IDEA Characteristics
SMA Characteristics
An inability to learn which
cannot be explained by
intellectual, sensory, or health
factors
(13) often stays out at night despite parental prohibitions, beginning before age 13
years
(14) has run away from home overnight at least twice while living in parental or
parental surrogate home
(15) is often truant from school, beginning before age 13 years
An inability to build or maintain
satisfactory interpersonal
relationships with peers and
teachers
(1) often bullies, threatens, or intimidates others
(2) often initiates physical fights
(3) has use a weapon that can cause serious physical harm to others
(4) has been physically cruel to people
(6) has stolen while confronting a victim
(7) has forced someone into sexual activity
Inappropriate types of behavior or
feelings under normal
circumstances
(5) has been physically cruel to animals
(8) has deliberately engaged in fire setting with the intention of causing serious
damage
(9) has deliberately destroyed others' property
(10) has broken into someone else's house, building, or car
(11) often lies to obtain goods or favors or to avoid obligations
(12) has stolen items of nontrivial value without confronting a victim
A general pervasive mood of
unhappiness or depression
A tendency to develop physical
symptoms or fears associated
with personal or school problems.
Myth Three
We have to identify students the same
way we always have
Special Education
Evaluation Process
• Wait & Fail
• Largest percentage of students identified @
2nd -4th grade
• Outcomes =
If antisocial behavior is not changed by
the end of grade 3, it should be
treated as a chronic condition much
like diabetes. That is, it cannot be
cured but managed with the
appropriate supports and continuing
intervention (Walker, Colvin, & Ramsey, 1995).
Re-Thinking the Process
• Consensus on data points and process
• Focus on prevention/early intervention
– Non-response as additional data point
– Building Capacity
• Continuum of student supports
– w/ accompanying adult supports
School-wide Positive Behavior
Support
PBS is a broad range of systemic
and individualized strategies for
achieving important social and
learning outcomes while
preventing problem behavior
OSEP Center on PBIS
School-wide Positive Behavioral Support
 Expectations for student behavior are defined by a building based
team with all staff input
 Effective behavioral support is implemented consistently by staff
and administration
 Appropriate student behavior is taught
 Positive behaviors are publicly acknowledged
 Problem behaviors have clear consequences
 Student behavior is monitored and staff receive regular feedback
 Effective Behavioral Support strategies are implemented at the
school-wide, specific setting, classroom, and individual
student level
 Effective Behavioral Support strategies are designed to meet the
needs of all students
Positive
Behavior
Support
Social Competence &
Academic Achievement
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
PRACTICES
Supporting
Student Behavior
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
Universal Strategies:
School-Wide
Essential Features
•
•
•
•
•
•
Statement of purpose
Clearly define expected behaviors (Rules)
Procedures for teaching & practicing expected behaviors
Procedures for encouraging expected behaviors
Procedures for discouraging problem behaviors
Procedures for record-keeping and decision making
Benton
I am….
All Settings
Classroom
Hallways
Cafeteria
Bathrooms
Playground
Assemblies
Safe
•Keep bodies
calm in line
•Report any
problems
•Ask
permission to
leave any
setting
Maintain
personal
space
Walk
Stay to
the right on
stairs
Banisters
are for
hands
•Walk
•Push in
chairs
•Place trash
in trash can
Wash hands with
soap and water
Keep water in the
sink
One person per
stall
Use equipment for
intended purpose
Wood chips are for
the ground
Participate in
school approved
games only
Stay in approved
areas
Keep body to self
•Walk
•Enter and exit
gym in an
orderly manner
Respectful
•Treat others
the way you
want to be
treated
•Be an active
listener
•Follow adult
direction(s)
•Use polite
language
•Help keep
the school
orderly
Be honest
Take care
of yourself
Walk
quietly so
others can
continue
learning
Eat only
your food
Use a
peaceful
voice
Allow for privacy of
others
Clean up after self
•Line up at first
signal
•Invite others who
want to join in
•Enter and exit
building peacefully
•Share materials
•Use polite language
Be an active
listener
Applaud
appropriately to
show
appreciation
A
Learner
•Be an active
participant
•Give full
effort
•Be a team
player
•Do your job
•Be a risk
taker
•Be
prepared
•Make
good
choices
Return to
class
promptly
•Use proper
manners
•Leave when
adult
excuses
•Follow bathroom
procedures
•Return to class
promptly
•Be a problem solver
•Learn new games
and activities
•Raise your
hand to share
•Keep
comments and
questions on
topic
Universal Strategies:
Non- Classroom Settings
• Identify Setting Specific Behaviors
• Develop Teaching Strategies
• Develop Practice Opportunities and
Consequences
• Assess the Physical Characteristics
• Establish Setting Routines
• Identify Needed Support Structures
• Data collection strategies
Universal Strategies:
Classroom
Needed at the classroom level...
• Use of school-wide expectations/rules
• Effective Classroom Management
– Behavior management
– Instructional management
– Environmental management
• Support for teachers who deal with students
who display high rates of problem behavior
Why build strong universal
systems of support?
• We can’t “make” students learn or behave
• We can create environments to increase
the likelihood students learn and behave
• Environments that increase the likelihood
are guided by a core curriculum and
implemented with consistency and fidelity
across all learning environments
Process for Disseminating Practice
SAT Process
Teacher Training and
Support
Targeted Interventions
Individual Student Plans
Core Team/Classrooms
Implement AIS
Monitor Progress
Refer to SAT
SAT
Team
Administrator
Counselor
Behavior Specialist
STAT Team
Core Team Representative
SAT Partner
Core Team Teachers
*Meets Weekly
School-Wide Systems
Matrix
Lesson Plans
School-Wide Data
Acknowledgement
Communication
RRKS Team
Core Team Representative
District PBS Support
Building Administrator and
Counselors
*Meets Monthly
Pyramid to Success for All
Office Issues
Bus referrals, Truancy, Chronic offender, Threatening student or adult,
Fighting, Refusal to go to or Disruptive in Buddy Room, Sexual harassment,
Weapons, Drug/cigarettes/ tobacco/alcohol, Assault – physical or verbal
Teacher Method for handling student behaviors
Referral Form – send student to office with completed form
Process with student before re-entry
Office Method for handling student behaviors
Proactive: RRKS Review, Parent Contact
Corrective: Loss of Privilege, Saturday detention, Opportunity Center,
Suspension, etc.
Team Issues
Repeated minor & major disruptions in multiple classrooms, Throwing things, Hallway/Lockers problems,
Attendance, Repeated disrespect to peers or adults, Cheating, Inappropriate to substitute, Insubordination,
Chronic Disruptions
Method for handling student behaviors
Proactive: Parent contact (mandatory), RRKS review, Team conference, Team conference with student,
Team conference with Parents, Team conference with Administrator/Counselor, Triage in the AM with the
student, Triage at lunch with the student, Team Focus, etc.
Corrective: Removal of privilege on team, Recovery Study Hall, Buddy Room, etc.
Classroom Teacher Issues
Out of seat, Talking to classmates, Talking out, Off-task, Violation of class rules, Inappropriate language,
Lack of materials, Gum, Disrespect, Cheating, Tardies, Minor destruction of property
Method for handling student behaviors
Proactive: Positive call to parents, Use praise, Use Rewards, Daily/Weekly Goal sheets, Proximity to
instructor, Provide choices, One-to-One assistance, Pre-correct for transitions/trouble situations, Regular
breaks for exercise, Give a job, RRKS Review, Reward lunch with teacher, etc.
Corrective: One and only one REDIRECT, RRKS Review, Safe-seat, Buddy Room, Think Sheet, Parent
Phone call, Lunch Detention, Recovery Study Hall, Removal of privilege in classroom, etc.
Serving Students with EBD
All facets of programming should include:
•
•
•
•
•
•
•
Systematic, data based interventions
Continuous assessment and monitoring of progress
Provision for practice of new skills
Treatment matched to problem
Multi-component treatment
Programming for transfer & maintenance
Commitment to sustained intervention
(Peacock Hill Working Group, 1991)
Level of Supports
within EBD Programs
For All Students, pre-school – Grade 12
Prevention – prior to identification / pre-referral /
universal supports for all students – the intent of
universal support is three-fold: a) prevention of EBD,
b) early intervention for high risk students (across all
grade levels), and c) supportive environments for
those students identified as EBD.
(see www.pbismissouri.org)
Level of Supports within EBD Programs
Intermittent – Support on an “as needed basis.” Characterized by
episodic nature, person not always needing the support(s), or
short term supports needed during life span transitions.
Intermittent supports may be a high or low-level intensity
when provided.
Examples
Academic
– Consult with general education teacher
– Specific event accommodations (e.g., test reader, more time, quiet room)
Behavior
– Targeted social skills
– Quiet room
– Check in
– Self management/monitoring
Related Supports
– On-call counseling / social worker
– Receives meds at school
Level of Supports within EBD Programs
Limited – An intensity of supports characterized by constancy
over time, time limited but not of an intermittent nature, may
require fewer staff members and less cost than more intensive
levels of support
Examples
Academic
– Consistent accommodations in one or more academic domains (IEP goals)
– Regular contact with special educator (scheduled pull out time)
Behavior
– Targeted social skill IEP goals
– FBA- BIP
Related Supports
– Counseling services on a regular basis (e.g., weekly)
– Need for on-going medication monitoring with physician
– Social work monitoring
– Juvenile officer monitoring
Level of Supports within EBD Programs
Extensive – Supports characterized by regular involvement
(daily) in at least some (work, or home) environments and not
time limited (long term).
Examples
Academic
– Special education curriculum or general education curriculum delivered in pull out special education placement for
majority of day
Behavior
– Behavior supports delivered by or with daily support of a special educator
– Requires frequent intensive behavior supports outside of typical scheduled activities across the day or school week
(e.g., removal from classroom due to behavioral concerns)
– Behavior intervention plans reflect implementation by specialized personnel and or specialized strategies
Related Supports
– Behavior consultant
– One-on-one paraprofessional
– Daily or multi-modal counseling
• Outpatient
• Family involvement
– Active Community case worker (e.g., social worker, family services, health)
– Active juvenile justice involvement
– Multiple medications requiring close monitoring
Level of Supports within EBD Programs
Pervasive - Supports characterized by their constancy, high
intensity; provided across environments; potential life
sustaining nature. Pervasive supports typically involve more
staff members and intrusiveness than do extensive or time
limited supports.
Examples
Academic
– Requires highly individual and specialized instruction to benefit within curriculum
Behavior
– History of requiring in-patient
– History of home-bound placement
– On-going and intensive behavioral supports implemented by specialized personnel required across the
school day
– Requires environment with continual monitoring and immediate intervention by specialized personnel
Related Supports
– Requires intensive mental health services (frequent counseling with access for on-the-spot assistance
across the school day)
– Medications must be monitored on an on-going basis
– Frequent and active involvement with community case workers
Research-Based
• Related Supports*
– Comprehensive case management / wrap
around
– Family supports/ parent training
*limited empirical support
Research-Based
• Academic
– “Effective instruction” (see nwrel.org)
– Antecedent / setting modifications
– Peer tutoring
– Direct Instruction
– Self-management targeting academic related
skills
– Opportunities to Respond
Research-Based
• Behavior
– Environmental modifications and supports
– Contingent positive performance based
feedback
– Self Management
– Social Skill Instruction (with maintenance and
generalization strategies)
FBA-PBS
Why Conduct a Functional
Behavioral Assessment
FBA
Baselin e
Non-Fun ct io n
Based Int erven t ion
Funct ion Based Int erv en t ion
1 0 0
9 0
8 0
7 0
6 0
5 0
4 0
3 0
2 0
1 0
Mat t hew
Percentage of Intervals Inappropriate Behavior
0
10 0
90
80
70
60
50
40
30
20
Jerro d
10
0
1 00
9 0
8 0
7 0
6 0
5 0
4 0
3 0
Em ma
2 0
1 0
0
1
3
5
7
9
1 1
1 3
1 5
1 7
1 9
2 1
2 3
2 5
Daily Sessio ns
2 7
2 9
3 1
3 3
3 5
3 7
3 9
4 1
4 3
4 5
4 7
4 9
FBA – PBS Plan Process
Success requires:
1. Individual(s) with expertise in FBA-PBS
2. Fluency with a clear process among all
staff whereby roles are clearly defined
3. A basic understanding of Applied
Behavior Analysis (Behavior is
functionally related to the teaching
environment) among all school staff
Essential Steps to Individual PBS
Plans
1.
2.
3.
4.
Request for assistance
Operationally define problem/replacement behavior
Background/archival data/ data
collection/Environmental Assessment
Functional Behavioral Assessment


5.
6.
Develop hypothesis regarding function of problem
behavior
Develop a PBS plan



7.
Indirect measures
Direct observation
Social skill instruction
Self management
Environmental modifications
Implement, Monitor and Evaluate progress
Basics
• Focus on observable behavior
– Label free approach
– Acknowledgement of other factors
• Instructional approach
• Emphasis on understanding the
principles of behavior not specific forms
or “cook book” strategies
Basics
•
•
•
•
Best Practice vs. Discipline
Process vs. a set of Forms
Rule out explanations
Move from personal experience with
“discipline”
• Repeated practice to build fluency
• Teach - Practice
The Key
Behavior is functionally
related to the teaching
environment
The Basics
Behavior is learned
• Do not assume children know
your rules, expectations, or social
skills
• Every social interaction you have
with a child teaches him/her
something
The Basics
Behavior communicates need
• Children engage in behavior(s) to "get"
what they find reinforcing or to "avoid"
what they find aversive
• Need is determined by observing what
happens prior to and immediately after
behavior
The Basics
• FBA leads to hypotheses about the
functional relationships between
BEHAVIOR and the TEACHING
ENVIRONMENT
• “Functional Relationships”
–When “X” happens, high degree of
likelihood “Y” will result
Functional relationships with the
Teaching Environment
Events that follow behavior
• Following a student behavior the
environment “gives” something to
the student and student behavior
maintains or increases -- what
ever was given is reinforcing to
that individual
Functional relationships with the
Teaching Environment
Events that follow behavior
• Following a behavior the environment
allows the student to stop an activity
or is removed from the situation and
the student behavior maintains or
increases -- the event the student is
avoiding is aversive to that individual
Functional relationships with the
Teaching Environment
Events that precede behavior
• Events in the environment can “trigger”
challenging behavior - they serve as
cues for the student to perform a
behavior because the student can
predict the outcome when the cue is
present
Functional Assessment
Pre-Assessment
• Interviews
• Rating Scales
• Student Guided
Direct Observation
• A-B-C
• Checklists
Outcome = Hypothesis
Hypothesis statement regarding
the likely functions of the
problem behavior and the
context (social and
environmental conditions) in
which it is most likely to occur.
Hypothesis
• When this occurs….
• The student does….
• To get/avoid...
Functional Assessment : Common
Hypotheses
• Receive attention from adults & peers
• Receive tangible objects or access to
preferred activities
• Avoids interaction with adults & peers
• Avoids tasks or responsibilities
Competing Behavior
Pathways Model
Setting
Events
Triggering
Antecedents
Desired
Alternative
Maintaining
Consequences
Problem
Behavior
Maintaining
Consequences
Acceptable
Alternative
Setting
Event
Manipulations
Antecedent
Manipulations
Behavior
Teaching
Consequence
Manipulations
Sugai, Lewis-Palmer & Hagan, 1999
Ar gum ent on Play gr ound
On Task
Reading
Class /
Peer s
Of f Task
Wor k
Completion /
Gr ades
Peer
Attention
On Task
Wor king
w /Peer s
Setting Predictors
Events
Behavior
Consequences
• Playgroun
d monitor
debriefs
student
prior to
coming
into
building.
• Set up cooperative peer groups.
• Identify appropriate peers and teach
cooperative strategies.
• Teach rules and skills of cooperative groups
to target student.
• Role play cooperative learning with peers
and target student.
• Monitor progress (momentary time sampling)
• Verbal praise when ontask (VI 3 minutes).
• Error correction for offtask.
• Free time with peers for
meeting established daily
criteria.
• Change seating
arrangement during
reading class.
• Pre-correct class RE
rules of cooperative
groups.
Creating a Sustainable System
Essential Steps to
Individual PBS Plans
1. Request for assistance
2. Operationally define problem/replacement behavior
3. Background/archival data/ data collection/Environmental
Assessment
4. Functional Behavioral Assessment
– Indirect measures
– Direct observation
5. Develop hypothesis regarding function of problem behavior
6. Develop a PBS plan
– Social skill instruction
– Self management
– Environmental modifications
7. Implement, Monitor and Evaluate progress
Key Steps
• FBA process example
• Plan development
FBA – PBS Plan Process
Success requires:
1. Individual(s) with expertise in FBA-PBS
2. Fluency with a clear process among all staff
whereby their role is clearly defined
3. A basic understanding of Applied Behavior
Analysis = Behavior is functionally related to
the teaching environment across all school
staff
Step
Document
Who is responsible for
completing document?
Completed document should
be given to:
One
Request for Assistance (A)
Referring Teacher
Case Manager
Two
Archival Review (B)
Teacher w/ Office Staff
assistance
Case Manager
Three
Problem Behavior Questionnaire (C)
Referring Teacher
Case Manager
Four
FACTS –Teacher Interviews (D)
Referring teacher and Case
Manager complete together
Case Manager
Five
Environmental Inventory (E)
Case Manager
Six
Intervention development meeting
Seven
Optional Additional Interviews
a) AVAF (F)
b) CVAF (G)
c) IVAF (H)
d) Student (I)
Case Manager
Eight
Optional Observations
MU & Case Manager
Nine
Intervention development meeting
FBA Student Plan Development
Context Summary
When/during
there is an increase
in problem behavior.
FBA Student Plan Development
• Possible Function of Problem Behavior [5 minutes]
Data Source
Hypothesized Function
Team Confidence in Hypothesized Function
PBQ (Form C)
Get / Avoid
Low
Medium
High
FACTS (Form D)
Get / Avoid
Low
Medium
High
3. Summarize Data
1. Data sources not clearly pointing toward function or
confidence is low – conduct direct observation and
reconvene planning meeting with additional information
(See below)
2. Data sources pointing toward a clear function and
confidence is high – develop a hypothesis(es)
FBA Student Plan Development
Hypothesis One
• When/during (condition)
student (behavior)
to (get/avoid)
Data Source (form #)
Hypothesized Function
Team Confidence in Hypothesized Function
Additional Teacher
Interview (F,G,H)
Get / Avoid
Low
Medium
High
Student Interview (I)
Get / Avoid
Low
Medium
High
A-B-C observation
Get / Avoid
Low
Medium
High
FA test protocol
Get / Avoid
Low
Medium
High
FBA Student Plan Development
4. Develop Plan Based on Assessment [15 minutes]
A) Define Replacement behavior (observable & measurable):
• Detail strategies to teach replacement behavior:
B) Context alteration to support use of replacement behavior:
• Prompts prior to “trouble spots”
• Changes in environment (e.g., routines, grouping, work difficulty)
C) Outcomes when student uses replacement behavior (matched to
function) & scheduled delivery {GET = teacher attention, earn
free time with peers, special privileges; AVOID = task choice,
ask for assistance, peer tutor, “take-a-break,” re-seated}:
FBA Student Plan Development
5. Share Plan with Family/External Agency
[1 minute]
Check appropriate actions
6. Plan Review Schedule [1 minute]
a. Copy one page plan and distribute
b. Prior to next meeting (check appropriate actions)
C. Team meeting review date
Evaluating the Process
• FBA checklist
• Social Validity Scale
More Information
• OSEP Center on Positive Behavioral
Interventions and Supports
– http://pbis.org
• What Works Clearinghouse
http://ies.ed.gov/ncee/wwc
• IDEAs that Work
http://www.osepideasthatwork.org