Function - based Behavior Support at the Team, School and District Levels Rob Horner, and George Sugai University of Oregon and University of Connecticut www.pbis.org.
Download
Report
Transcript Function - based Behavior Support at the Team, School and District Levels Rob Horner, and George Sugai University of Oregon and University of Connecticut www.pbis.org.
Function - based Behavior
Support at the Team, School
and District Levels
Rob Horner, and George Sugai
University of Oregon and University of Connecticut
www.pbis.org
Question
What happened to the woman with pica?
36
Questions
How often do you recommend sending out
newsletters, and is it possible to get samples?
How can Mental Health agencies effectively
collaborate with SWPBS?
Questions
What you said about 8th grade students is true
with regard to “they don’t need it”…but what
about teachers to think kids should already
know how to behave…if we coddle them will
they be ready for high school?
Goals
Define the critical features of a team implementing
individual behavior support plans.
Define the role of functional behavioral assessment
in the design of behavior support.
Define the features of individual student behavior
support plans.
Define a system for monitoring behavior support
efforts.
Positive Behavior Support Defined
“Positive behavior support” is the rational
integration of:
(a) valued outcomes,
(b) behavioral and biomedical science,
(c) validated procedures, and
(d) systems change
… to enhance quality of life, and minimize/prevent
problem behaviors.
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.
Major Changes in Behavior Support
Prevention
Function-based support
Functional assessment
Team-based design and implementation of support
Comprehensive Interventions
Teaching as the most effective approach
Environmental redesign, Antecedent Manipulations
Link Behavior Support to Lifestyle Plan
Multi-component interventions
Linking behavioral, educational, mental health strategies
Systems Change
Intervention at the “whole-school” level
Systems that nurture and sustain effective practices
Systems that are durable
SCHOOL-WIDE
POSITIVE BEHAVIOR
SUPPORT
~5%
~15%
Tertiary Prevention:
Specialized
Individualized
Systems for Students
with High-Risk Behavior
Secondary Prevention:
Specialized Group
Systems for Students
with At-Risk Behavior
Primary Prevention:
School-/ClassroomWide Systems for
All Students,
Staff, & Settings
~80% of Students
27
“Reiko”
Assessments indicate that Reiko performs in
average to above average range in most
academic areas. However, her teacher has
noticed Reiko’s frequent talking-out & asking
& answering questions without raising her
hand has become an annoying problem to
other students & to teacher.
What would you do?
“Seth”
Seth is a highly competent student, but has a long
history of antisocial behavior. He is quick to
anger, & minor events quickly escalate to major
confrontations. He has few friends, & most of his
conflicts occur with peers in hallways & cafeteria
& on bus. In last 2 months, he has been given 8
days of in school detention & 6 days of out of
school suspension. In a recent event, he broke the
glasses of another student.
What would you do?
“Mitch”
Mitch displays a number of stereotypic (e.g., light
filtering with his fingers, head rolling) & selfinjurious behaviors (e.g., face slapping, arm
biting), & his communications are limited to a
verbal vocabulary of about 25 words. When his
usual routines are changed or items are not in
their usual places, his rates of stereotypic & selfinjurious behavior increases quickly.
What would you do?
“Rachel”
Rachel dresses in black every day, rarely interacts with
teachers or other students, & writes & distributes poems &
stories about witchcraft, alien nations, gundams, & other
science fiction topics. When approached or confronted by
teachers, she pulls hood of her black sweatshirt or coat over
her head & walks away. Mystified by Rachel’s behavior,
teachers usually shake their heads & let her walk away.
Recently, Rachel carefully wrapped a dead squirrel in black
cloth & placed it on her desk. Other students became
frightened when she began talking to it.
What would you do?
Assumptions about problem behavior
Problem Behavior (Aggression, Disruption,
Insubordination, Withdrawal, Defiance) is a
major barrier to BOTH social and academic
success in school.
Problem behavior arises from an interaction
between biology, context and learning.
Problem behavior can be changed.
Assumptions about behavior support
Context matters
Combining social, behavioral, psychopharmacological,
and educational variables is appropriate
All elements of a multi-component intervention need to
be consistent with assumptions about the mechanisms
sustaining problem behavior.
Understanding behavioral function is essential
Implement effective practices WITH the systems that
will support and sustain those practices
Steps in Building a
Behavior Support Plan
Defining the Challenge
Assessment
Design of support strategies
Implementation of strategies
Evaluation and adaptation
Behavior Support Elements
Problem
Behavior
*Team
*Specialist
*Hypothesis statement
*Competing Behavior Analysis
Functional *Technical Adequacy of Plan
Assessment * Contextual Fit
Content of
Support Plan
*Person-centered
planning
* Wraparound
*Implementation Plan
Fidelity of
Implementation
*Monitor, Adapt
Impact on
Behavior and
Lifestyle
Behavior Support Planning
Define the challenge
Establish a functional team
Define behaviors of concern
Define outcomes (behavioral, educational, lifestyle)
Person-centered planning
Functional Assessment
Support Plan Design
Implementation
Evaluation and modification
Defining the Challenge
Valued outcomes
Not just reduction of problem behavior
Focus on credible lifestyle, learning, social outcomes
Technical soundness of plan
Contextual fit of plan
Procedures are consistent with (a) laws of human behavior,
(b) functional behavioral assessment outcomes
Procedures are consistent with the values, skills, resources
and administrative support of those who will implement
the plan
Knowledgeable team process
Team needs to be composed of people with the knowledge
needed to build an individualized intervention.
Technically Sound Plan of Support
The elements of the plan are consistent with
basic laws of behavior
The elements of the plan are consistent with
basic laws of physiology
The elements of the plan are consistent with
the summary statement(s) from the functional
behavioral assessment.
Contextual Fit
The people who will implement a BSP:
Are knowledge about elements of the BSP
Have the skills required to implement BSP
Are comfortable with the procedures (Values)
Have administrative support to implement BSP
Have the expectation that the BSP will be effective
Believe that BSP is in the best interest of focus person
Have the resources (time, materials) to implement are
available and efficiently used.
Establish a Functional Team
Knowledge about the individual
His/her
behavior, interests, strengths, challenges,
future
Knowledge about the context
Instructional
goals, curriculum, social contingencies,
schedule, physical setting.
Knowledge about behavioral technology
Elements
of behavior
Principles of behavior
Intervention strategies
Which team is more likely to bring the
three sources of knowledge?
Team A
Team B
Child
Parent
Teacher
Coordinator
Behavior specialist
Friend
School Psychologist
Counselor
Teacher
Importance of Team Composition
Leah Bennazi (University of Oregon)
How does the composition of a behavior support
team affect:
(a)
the technical soundness of the behavior support
plan, and
(b) the contextual fit of the behavior support plan
selected for implementation.
Leah
Functional Behavioral Assessment:
Defined
Functional behavioral assessment is a
process for identifying (a) observable problem
behaviors, (b) the contexts or routines where
the problem behaviors are most likely, (c) the
specific antecedent events within a context or
routine that reliably predict occurrence of
problem behaviors, and (d) the consequences
that appear to maintain the problem behavior.
Functional Behavioral Assessment:
Purpose
The primary purpose of a functional behavioral
assessment is to improve the effectiveness and
efficiency of a behavior intervention plan.
An FBA that does not affect the content of a BIP is
not useful.
Multiple levels of FBA are needed. Most schools
should have at least three approaches to FBA.
Defining Behavioral Function
Define the behavior
Define the routine/context
Be specific, and operational (what you can count)
Place the behavior in a context.
In that context, that behavior, by that student
is most likely maintained by ????
Focus on the single most controlling consequence
Use three-step logic model
Identifying Behavioral Function:
Maintaining Consequences
Given a Problem Behavior and Routine
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
Video
Define Behavior
Define Context/ Routine
Define behavioral function
Get/Obtain
vs.
Escape/Avoid
Social/Object/Activity/Sensation?
Specific Event
Using Behavioral Function
School-wide/Classroom Prevention
Targeted Interventions
Individual Student Interventions
Functional Behavioral Assessment
Ingram
Bergstrom
facts
demo
Moving from FBA to
Behavior Support Plan
COMPETING PATHWAYS
BSP Template
Charles
BEHAVIOR SUPPORT
PLANNING
Main Themes of Effective
Interventions
Make the problem behavior irrelevant
Make the problem behavior inefficient
Change the context so the problem does not arise
Teach alternative skills that produce same effect as
problem behavior
Exaggerate rewards for appropriate behavior
Make the problem behavior ineffective
Minimize the likelihood that a problem behavior will
be rewarded.
COMPETING PATHWAYS
BSP Template
Setting Event
Maintaining
Consequence
Charles
Antecedent
Stimulus
BEHAVIOR SUPPORT
PLANNING
Make Problem
Behavior
Irrelevant
Desired
Behavior
Make Problem
Behavior
Irrelevant
Problem
Behavior
Maintaining
Consequence
Replacement
Behavior
Make Problem
Behavior
Inefficient
Make Problem
Behavior
Ineffective
Summary
Focusing on the “behavioral function” of
problem behavior places the challenge in the
context rather than in the student.
Behavioral function affects how we organize
support at all levels of SWPBS.