Transcript Addressing Individual Challenging Behavior through Function-Based Support George Sugai University of Connecticut Center on Positive Behavioral Interventions & Supports www.PBIS.org.

Addressing Individual
Challenging Behavior through
Function-Based Support
George Sugai
University of Connecticut
Center on Positive Behavioral
Interventions & Supports
www.PBIS.org
Purpose
Provide overview of critical
features of function-based
approach to addressing
problem behavior
Function Matters!
% Intervals w/ P.B. for Bryce
% Intervals w/ P.B.
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*Data points with arrows indicate no medication
Ingram et al., 2005
% Intervals w/ P.B. for Carter
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Baseline
Indicated
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ContraIndicated
Contrandicated
Indicated
Indicated
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Ingram et al., 2005
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• Refinement of behavioral skills
“How
many
of
you
have….”
• “Redundancy builds fluency”
• 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
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
Prerequisites
• Effective school-wide system of
behavior support in place
• Local behaviorally competent team
• Function-based approach
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
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.
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, &
relevant behaviors
• Attention to behavior of implementers
Only 2 Basic 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
Definition of
Problem Behavior
or Class
Contextually
Appropriate
Support
Behavior
Intervention
Plan
Testable
Hypothesis
FBA
Elements
Competing
Path
Analysis
Function
Statement
Supporting
Data
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
(+)….
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 doable 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
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
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.
• Checklist
1. Indirect
Observation
• FA Interview
• Archival Review
FBA LEVELS
• Routine Analysis
2. Direct
Observation
• A-B-C
3. Planned
Manipulation
• Experimental or Functional Analysis
• Structured, Planned Observation
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
‫٭‬
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