Behavioral Observation Data for Individual Intervention Decision Making George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut Nov 18, 2010 www.pbis.org www.cber.org www.swis.org.
Download ReportTranscript Behavioral Observation Data for Individual Intervention Decision Making George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut Nov 18, 2010 www.pbis.org www.cber.org www.swis.org.
Behavioral Observation Data for Individual Intervention Decision Making George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut Nov 18, 2010 www.pbis.org www.cber.org www.swis.org Participants should be able to describe… Assumptions & principles of a behavioral approach to observational data Relationship between response or behavior class or setting Functional and testable explanations Important of using functional assessment information to develop behavior intervention plans SWPBS Conceptual Foundations Behaviorism ABA Laws of Behavior Applied Behavioral Technology PBS Social Validity SWPBS All Students OUR BEHAVIORAL PERSPECTIVE Behavior is environmentally influenced Behavior is learned Behavior is biological Observable behavior is emphasized Behavior is influenced by environmental manipulations Positive Behavioral Interventions & Supports Socially & educationally important behaviors are emphasized Culture, context, & learning history are important Individual is integrally related to all Student benefits are related to integration of evidencebased practices, valid data, effective implementation systems, and important student outcomes IMPLEMENTATION W/ FIDELITY CONTINUUM OF CONTINUOUS EVIDENCE-BASED PROGRESS INTERVENTIONS MONITORING UNIVERSAL SCREENING RtI DATA-BASED DECISION MAKING & PROBLEM SOLVING CONTENT EXPERTISE & FLUENCY PREVENTION & EARLY INTERVENTION SWPBS is Framework for enhancing adoption & implementation of Continuum of evidencebased interventions to achieve Academically & behaviorally important outcomes for All students Integrated Elements Supporting Social Competence & Academic Achievement OUTCOMES Supporting Decision Making Supporting Staff Behavior PRACTICES Supporting Student Behavior Practices Outcomes Effective Students Evidence-based practice Training & coaching Relevant Measurable Implementation fidelity Evaluation Progress monitoring Leadership Efficient Durable Scalable Educationally/soc ially importance Examples, demonstrations, & exemplars Data Systems Political support Funding & visibility Policy CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT FEW ~5% ~15% SOME Primary Prevention: School-/ClassroomWide Systems for All Students, Staff, & Settings ALL ~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 Intensive Targeted Universal Few Some All Dec 7, 2007 RTI Continuum of Support for ALL Math Intensive Continuum of Support for ALL Science Targeted Spanish Reading Soc skills Universal Soc Studies Basketball Label behavior…not people Dec 7, 2007 Intensive RTI Anger man. Prob Sol. Targeted Continuum of Support for ALL Ind. play Adult rel. Attend. Universal Coop play Peer interac Label behavior…not people Dec 7, 2007 ESTABLISHING CONTINUUM of SWPBS ~5% ~15% TERTIARY PREVENTION • Function-based support • Wraparound • Person-centered planning • • SECONDARY PREVENTION • Check in/out • Targeted social skills instruction • Peer-based supports • Social skills club • PRIMARY PREVENTION • Teach SW expectations • Proactive SW & classroom discipline • Positive reinforcement • Effective instruction • Parent engagement • Active supervision ~80% of Students Databased decision making Continuous progress monitoring of some Universal Screening of All Good Data Systems Behavior defined in observable terms Data easy to collect/access Data easy to summarize & present Data linked to decisions & actions 4 Main Data Concerns Student outcomes Practice selection Practice implementation Systems integration What are “behavioral observation data?” Information collected from direct observations of social behavior event Information sample Why collect behavioral observation data?” 1. Describe Learning history Relationship Context Observation context Behavior Student doing 2. Improve quality of behavioral intervention 3. Monitor progress & implement. fidelity Behavior Speed/frequency Locus Intensity Latency With clear beginning & end Duration Perceptible & measurable description of individual, set, or chains of actions Topography Defined by dimensions 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, and relevant behaviors Attention to behavior of implementers Non-examples of Function-Based approach 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.” “Function” “Response Class” Association between response class & consequence event Set of behaviors defined by function How many “functions” have been validated Peer/adult social Activities/tasks Tangibles Sensory/stimulation Get/Access Avoid/Escape (positive reinforcement) (negative reinforcement) 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 Response Class Set of topographically different behaviors with similar or related function or purpose Escape difficult task request: Hit, spit, runaway, yell Obtain adult attention: Cry, hit, whine, raise hand, spit Response Chain Predictable sequence of behaviors with possibly different functions at beginning & end of chain Given doable task, student…. 1. Whispers “work is stupid” 2. Writes on papers 3. Yells “work is real stupid” 4. Throws paper in basket 5. Leaves room Given difficult task, student…. 1. Says “work is stupid” 2. Pokes student at next table 3. Argues w/ student 4. Tells teacher to butt out 5. Threatens teacher 6. Runs away from chasing teacher What is basic behavior unit of behavioral observation? Setting Events Triggering Antecedents Infrequent event/ condition affecting main. conseq. Events signal conseq. likely if behavior emitted Problem Behavior Observ. action & response class • “Best guess” about behavior & conditions under which it is observed • Represents basic working unit of FBA TE = Functional Relationship when • Directly guides development of BIP describing a predictable & verifiable relationship among 4 elements Maintaining Consequences Events following behavior & increase probability 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 Antecedent Response Misses 12:30 medication Teachers make multiple task demands Sequoia makes negative selfstatements & writes profane language Consequence 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. Setting event Antecedent Caesar is teased several times about his hair by his friends before class His teacher stares at his hair in class Escape adult & What function? peer attention Response Consequence 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 Response New student Student approaches & speaks in English 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 None Teacher asks what capitol city of country is Accessfunction? peer & What adult attention Response Consequence Napoleon give correct answer 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 Antecedent ?? Look at him. “What’s up!” Access OR escape What function? peer attention? Response Consequence How do do you you know? know? How “Who ya Kids shake Assess? lookin’ at?” “Ya want Some?” “Ya talkin’ to me? heads & call him “weirdo” What if testable hypothesis is incorrect? Review what we know Collect more information Modify hypothesis Test/confirm new hypothesis TH1 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 testable hypothesis! TH2: “When Hillary sits next to boys, she whispers in their ears. The boys laugh.” • Test manipulation? – Put Monica in Bill’s seat. • Effect: – Hillary does not whisper. Use info to develop intervention Example 1: Different behaviors with different functions • Kirsten’s teachers agree that she has 2 response classes that interfere with her social success at school, & develop two testable hypotheses: Setting Event Antecedent Event None Teacher presents multiple step request. Implication! 2 intervention Setting Antecedent variations Event 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 (1 response class). They developed following two testable hypotheses: Setting Event Antecedent Event None Setting Event Implication! Antecedent 2 intervention Event variations None Peers try to engage Amy in conversations. 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_____ Date: ____January 11___________ Interviewer: ___________Sugai________ 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 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. When has FBA been done? Clear & measurable definition of problem behaviors. Complete testable hypothesis or summary statement is provided. Data (direct observation) to confirm testable hypothesis. Behavior intervention plan based on testable hypothesis 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). How is FBA information used to develop BIP? “Problem Behavior” “Desired Alternative” “Acceptable Alternative” Set of behaviors triggered by antecedent events, & maintained by problem consequences (function) Set of behaviors that is expected in problem context & maintained by typical consequences, but not triggered by antecedent events Set of behaviors that are acceptable in context & maintained by problem consequences (function) but not normative 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 Summary Statement Setting Events Triggering Antecedents Desired Alternative Typical Consequence Problem Behavior Maintaining Consequences Acceptable Alternative Setting Event Antecedent Behavior Manipulations Manipulations Manipulations Consequence Manipulations Setting Event Antecedent Behavior Manipulations Manipulations Manipulations Consequence Manipulations ADD antecedent events that trigger desired behavior AND REMOVE antecedent events that trigger problem behavior ADD consequence events that maintain & support desired behavior AND REMOVE consequence events that maintain problem behavior Neutralize, prevent, remove, minimize, or precorrect for influence of setting events TEACH alternative & desired behavior that is more effective, efficient, & relevant than problem behavior 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. Setting Event Manipulations Arrange for peer interaction before math class Provide positive adult contact Sit with preferred peer Antecedent Manipulations Introduce review type problem before difficult tasks Remind of alternative behaviors Do first problem together Behavior Manipulations Consequence Manipulations Immediately reinforce entering class. Teach options to problem behavior: 1. Ask for break 2. Ask for help 3. Turn in assignment as is. Provide reinforcer w/in 1 min. of starting task (3 min., 5 min., 10 minutes) Teach missing math skills Give break & help Sit with preferred peer when done Summary Statement Setting Events Rides city bus Triggering Antecedents Teacher corrects peers Desired Alternative Typical Consequence Ignore & problem solve later Delayed teacher attention. Problem Behavior Maintaining Consequences Profanity Verbal protests Teacher attention Function Why is function important? Because consequences compete!! Acceptable Alternative Discuss in private Setting Event Manipulations Antecedent Manipulations Behavior Manipulations On days city bus ridden, check in with counselor to review days schedule & walk with counselor to classroom 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) FBA-BIP Team Process 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 Conducted by team • Behaviorally competent • Student-knowledgeable Led by behavior specialist Link behavioral strategies to summary statement Ensure that implementers are fluent Monitor continuously & evaluate early 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 • Behavior competence * Implementation support * Data plan * Continuous improvement * Sustainability plan Fidelity of Implementation Impact on Behavior & Lifestyle PBIS Prevention Goals & Bullying Behavior • Establish positive, predictable, consistent, rewarding Goal 1 school culture for all across all settings • Teach social skills that work at least as well as or better than problem behavior Goal 2 • Respond to nonresponsive behavior positively & differently, rather than reactively & more of same Goal 3 • Actively supervise & precorrect for problem behaviors & settings, especially nonclassroom Goal 4 Goal 5 • Individualize support based on responsiveness & effect Big Ideas Observable behavior Behavior in context Functional relationship Function based intervention Responsiveness to Intervention