Transcript Overview of Secondary/Tertiary Tier Practices & Systems George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut April 22, 2009 www.pbis.org www.cber.org www.swis.org [email protected].

Overview of
Secondary/Tertiary Tier
Practices & Systems
George Sugai
OSEP Center on PBIS
Center for Behavioral Education & Research
University of Connecticut
April 22, 2009
www.pbis.org www.cber.org www.swis.org
[email protected]
Appendices
• Review
• Secondary/Tertiary Tier Behavior
Supports: Practices & Systems
• Action Planning (~11:00)
Integrated
Elements
Supporting Social Competence &
Academic Achievement
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
PRACTICES
Supporting
Student Behavior
Classroom
Non-classroom
Evidence-based
SWPBS
Practices
Family
• Smallest #
• Evidence-based
• Biggest, durable effect
Student
SCHOOL-WIDE
1.
Leadership team
2.
Behavior purpose statement
3.
Set of positive expectations & behaviors
4.
Procedures for teaching SW & classroomwide expected behavior
CLASSROOM
1. All school-wide
5.
Continuum of procedures for encouraging
expected behavior
6.
Continuum of procedures for discouraging
rule violations
7.
EVIDENCEBASED
INTERVENTION
PRACTICES
2. Maximum structure & predictability in routines
& environment
3. Positively stated expectations posted, taught,
reviewed, prompted, & supervised.
4. Maximum engagement through high rates of
opportunities to respond, delivery of evidencebased instructional curriculum & practices
5. Continuum of strategies to acknowledge
displays of appropriate behavior.
6. Continuum of strategies for responding to
inappropriate behavior.
Procedures for on-going data-based
monitoring & evaluation
INDIVIDUAL STUDENT
1.
Behavioral competence at school & district
levels
2.
Function-based behavior support planning
3.
Team- & data-based decision making
4.
Comprehensive person-centered planning &
wraparound processes
1.
2.
5.
6.
Targeted social skills & self-management
instruction
Individualized instructional & curricular
accommodations
FAMILY ENGAGEMENT
NONCLASSROOM
1.
Continuum of positive behavior support for all
families
2.
Frequent, regular positive contacts,
communications, & acknowledgements
3.
Formal & active participation & involvement
as equal partner
4.
Access to system of integrated school &
community resources
Positive expectations & routines
taught & encouraged
Active supervision by all staff
(Scan, move, interact)
3.
Precorrections & reminders
4.
Positive reinforcement
Response to Intervention
IMPLEMENTATION
W/ FIDELITY
UNIVERSAL
SCREENING
RtI
CONTINUUM OF
EVIDENCE-BASED
INTERVENTIONS
DATA-BASED
DECISION MAKING
STUDENT
& PROBLEM
PERFORMANCE
SOLVING
CONTINUOUS
PROGRESS
MONITORING
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
ESTABLISHING CONTINUUM of SWPBS
~5%
~15%
TERTIARY
TERTIARY PREVENTION
PREVENTION
•• Function-based support
•• Wraparound
•• Person-centered planning
••
••
SECONDARY
SECONDARY PREVENTION
PREVENTION
•• Check in/out
•• Targeted social skills instruction
•• Peer-based supports
•• Social skills club
••
~80% of Students
PRIMARY
PRIMARY PREVENTION
PREVENTION
•• Teach SW expectations
•• Proactive SW discipline
•• Positive reinforcement
•• Effective instruction
•• Parent engagement
••
Remember
1
• By definition, behaviors of “non-responders” are slow to
change & requires continuous monitoring
2
• Behavior occurs in social/educational context….not
vacuum
3
4
5
6
• Intervention defined by effect on behavior occurrence
• No pain or humiliation
• “Getting tougher” is ineffective for non-responders
• Behavior support involves all
Teach, precorrect, supervise, &
reinforce expected behavior &
routines
“Get tough” ineffective
Accurate & fluent
implementation
Screener for nonresponders
Prevention for 80%
SCHOOLWIDE
DISCIPLINE
(Primary
Tier)
Active administrator
participation
Integrated continuum
of evidence-based
behavior support
DISCIPLINE
Preventive actions to support
teaching & learning environments for
academic & social success
Decrease likelihood of
occurrences of problem
violating behavior
Decrease intensity,
frequency, & duration of
severe problem behavior
Increase likelihood of
occurrences of socially
appropriate behavior
Local specialized
behavior knowledge
Accurate & fluent
implementation
Function- & data-based
Weekly team-based
response
NONRESPONDERS
(Secondary &
Tertiary Tier)
School-wide
elements
Family & community
Integrated continuum
of evidence-based
behavior support
Team
GENERAL
IMPLEMENTATION
PROCESS
Agreements
Data-based
Action Plan
Evaluation
Implementation
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
Examples…
 “Check-in Check-out”
– Bethel School District, OR
 “Behavior Education Program”
– Fern Ridge Middle School, OR
 “H.U.G.”
– Tualatin Elementary School, OR
• “Social Skills Club”
– Missouri
• “Think Time”
– University of Nebraska
RTI & Secondary Intervention
in classroom
Fairbanks, Sugai, Guardino, &
Lathrop
(2007, EC)
RTI
• Increasing intervention intensity
based on responsiveness to
effective interventions
• “Check In/Out” at classroom level
Check In/Out Pt Card
Name____________________ Date ____________
GOALS:
8:30
9:30
10:30
11:30
12:30
1:30
1. RESPECT OTHERS
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
2. MANAGE SELF
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
3. SOLVE PROBLEMS
RESPONSIBLY
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
Rating Scale
2 = Great
1 = Ok
0 = Goal Not Met
Goal _____
Pts Possible _____
Pts Received_____
% of Pts _____
Goal Met? Y N
-O
ct
3N
o
16 v
-N
o
30 v
-N
ov
7D
ec
6Ja
n
13
-J
a
n
18
-J
a
n
27
-J
a
n
3F
eb
8F
e
17 b
-F
eb
25
-F
eb
4M
a
11 r
-M
a
30 r
-M
ar
5A
p
13 r
-A
p
29 r
-A
p
10 r
-M
a
19 y
-M
ay
26
Percent of Intervals Engaged in Problem Behavior
100
90
10
0
BL
CI/
CO
CI/CO
+75%
CI/CO
+80%
80
80
90
School Days
CI/CO
+90%
70
Helena
60
50
40
30
20
10
100
0
90
70
Jade
60
50
40
30
20
10
0
100
80
Farrell
70
60
50
40
30
20
Began
meds.
Class B
Results
100
BL
CI/
CO
90
CI/CO
+75%
CI/CO
+80%
CI/CO
+90%
80
Helena
70
60
Peer
50
40
30
20
10
0
100
90
Jade
80
70
60
Peer
50
40
30
20
10
0
100
90
Farrell
80
70
Peer
60
50
40
30
20
School Days
eb
4M
a
11 r
-M
a
30 r
-M
ar
5A
p
r
13
-A
pr
29
-A
p
10 r
-M
a
19 y
-M
ay
-F
25
17
-F
eb
eb
Began
meds.
8F
-O
ct
3N
ov
16
-N
ov
30
-N
ov
7D
ec
0
6Ja
n
13
-J
a
n
18
-J
a
n
27
-J
a
n
3F
eb
10
26
Percent of Intervals Engaged in Problem Behavior
Class B
Results
+
Compos
ite
Peers
100
BL
90
Study 2
Results
CI/
CO
CI/CO
75%
CI/CO
80%
FB
plan
FB
plan 2
80
Marce llus
70
60
50
40
30
20
10
0
100
80
Blair
70
60
50
40
30
20
10
0
100
90
80
Be n
70
60
50
40
30
20
10
0
100
90
80
Oliv ia
70
60
50
40
30
20
10
6Ja
n
13
-J
a
n
18
-J
a
n
27
-J
a
n
3F
e
b
8F
e
b
17
-F
e
b
25
-F
e
b
4M
a
11 r
-M
a
30 r
-M
ar
5A
p
r
13
-A
p
29 r
-A
p
10 r
-M
a
19 y
-M
ay
-O
ct
3N
ov
16
-N
o
30 v
-N
ov
7D
ec
0
26
Percent of Intervals Engaged in Problem Behavior
90
School Days
Summary Statement of Problem Behavior Contingencies across Students
Setting
Events
Antecedents
Behavior(s) of
Interest
Consequences
Marcellus
N/A
(a) Easy
unstructured
activities
(b) Difficult math
and writing tasks
(a) Out of seat &
making faces
(b) Talk outs, out
of seat, &work
not completed
(a) Peer
attention
(b) Escape
work
Blair
N/A
Independent work
time
Out of seat &
talking to peers
Peer & adult
attention
Ben
N/A
Teacher-led
instruction
When given
direction.
Non-compliance, Peer & adult
talk outs, making attention
jokes
Olivia
Thinking
During teacher- led Playing with
about the loss instruction
things, not
of her sibling
looking at
teacher, & not
following
directions
Teacher
attention
100
CI/
CO
CI/CO
75%
CI/CO
80%
FB
plan
FB
plan 2
80
Marce llus
70
60
Peer
50
40
30
20
10
0
100
90
80
Peer
Blair
70
60
50
40
30
20
10
0
100
90
80
Be n
70
60
Peer
50
40
30
20
10
0
100
90
80
70
Peer
Oliv ia
60
50
40
30
20
10
School Days
4M
a
11 r
-M
a
30 r
-M
ar
5A
p
r
13
-A
p
29 r
-A
p
10 r
-M
a
19 y
-M
ay
6Ja
n
13
-J
a
n
18
-J
a
n
27
-J
a
n
3F
eb
8F
eb
17
-F
e
25 b
-F
eb
-O
ct
3N
ov
16
-N
o
30 v
-N
ov
7D
ec
0
26
Percent of Intervals Engaged in Problem Behavior
Study 2
Results
+
Compo
site
Peer
BL
90
30
Number of Major and Minor Office
Discipline Referrals
CICO begins 11/15
25
20
15
10
5
0
Sep-04 Oct-04 Nov-04 Dec-04 Jan-05 Feb-05 Mar-05 Apr-05 May-05 Jun-05
Months
Referral,
Assessment,
& Orientation
FRMS Behavior Education
Plan (BEP)
(Hawkin, Horner, & March, 2002)
BEP Plan
Morning
Check-In
Weekly BEP Meeting
9 Week Graph Sent
Daily Teacher
Evaluation
Home
Check-In
Afternoon
Check-In
Program
Update
EXIT
Basic BEP Cycle
• Morning check-in
• Prior to each period, give BEP to
teacher
• End of day check-out
– Points tallied & reward
• Copy of BEP form taken home & signed
• Return signed copy next morning
Behavior Education Plan
Daily Progress Report
Goals
1/5
2/6
3/7
HR
4/8
Be respectful
2
1
0
2
1
0
2
1
0
2
1
0 2
1
0
Be responsible
2
1
0
2
1
0
2
1
0
2
1
0 2
1
0
Keep Hand &
Feet to Self
2
1
0
2
1
0
2
1
0
2
1
0 2
1
0
Follow Directions 2
1
0
2
1
0
2
1
0
2
1
0 2
1
0
Be There –
Be Ready
1
0
2
1
0
2
1
0
2
1
0 2
1
0
TOTAL POINTS
2
Identification & Referral
• Multiple office referrals
• Recommendations by
– Teacher
– Parent
• Time to action = 30 min to 7 days
Contract
• Agreement to succeed
– Student
– Parent
– BEP coordinator
– Teachers
• Written (pref.) or verbal contract
Organization & Structure
• BEP Coordinator
– Chair BEP meetings, faculty contact,
evaluation
• BEP Specialist
– Check-in, check-out, meeting, data entry,
graphs
– Coordinator + Specialist = 10 hrs/wk
• BEP meeting 40 min/wk
– Coordinator, specialist, sped faculty,
related Services
• All staff commitment & training
• Simple data collection & reporting
system.
Data Collection for DecisionMaking
• Monitor BEP points earned each
day
• Office discipline referrals
• Regular data use by BEP team
o f P o in t s
Daily Data Used for Decision Making
Ryan's BEP Performance
2000-2001
P e rc e n ta g e
100
80
60
40
20
0
03/07
03/08
03/09
03/12
Date
03/13
03/14
P e r c e n t a g e o f P o in t s
Daily Data Used for Decision Making
Rachelle's BEP Performance
2000-2001
100
80
60
40
20
0
02/05
02/08
02/13
Date
02/20
02/23
Importance of Functional
Assessment in BEP
DECREASE
NO
INCREASE TOTAL
CHANGE
Adult
Attention
Peer
Attention
Escape
3
1
1
5
1
6
1
8
2
3
6
11
TOTALS
6
10
8
24
Importance of Functional
Assessment in BEP
DECREASE
NO
INCREASE TOTAL
CHANGE
Adult
Attention
Peer
Attention
Escape
3
1
1
5
1
6
1
8
2
3
6
11
TOTALS
6
10
8
24
HUG: Hello, Update, Goodbye
Pam Hallvik, Nancy Ferguson, &
Sally Helton
Tigard-Tualatin Schools
H.U.G.
(Hello, Update, Goodbye)
Name: ____________________________
Date: ________________
Please indicate whether the student has met the goal during the time period indicated:
Meets = 2 pts
So, so = 1 point
Doesn’t meet = 0 pts
HUG Daily Goal
_____/_____
HUG Daily Score _____/_____
Teacher Comments: Please state briefly any specific behaviors or achievements that
demonstrate the student’s progress.
AM to
Recess
AM
Recess
Be Safe
J K L
J K L
J K L
J K L J K L
Be Kind
J K L
J K L
J K L
J K L J K L
Be Responsible
J K L
J K L
J K L
J K L J K L
Goals
AM Recess
to Lunch
Lunch
Recess
PM
Total Points
Teacher Initials
Parent’s Signature ___________________________________
Parent’s Comments _________________________________________________________
__________________________________________________________________________
H.U.G. Program
•
•
WHAT AND WHY?
The H.U.G. Program is a means to respond
positively to students who need extra support
with their behavior. On a daily basis, staff can
teach them appropriate behaviors and provide
them with opportunities to practice as they
move from activity to activity. Additionally, the
H.U.G. Program provides for reinforcement
and positive attention from adults. The H.U.G.
Program also provides for daily
communication between a student and his/her
teacher and between the school and parents.
Additionally, data is collected to determine
whether the program is successful or whether
changes need to be made.
The H.U.G. Program was designed to facilitate
positive interactions between at-risk students
and significant adults, teach good behavior
skills, and provide a means for home-school
communication. The H.U.G. check-in creates
a safe space for these students; they come to
trust and respect the adults who are
consistently there for them. The program
does not include negative consequences or
punishment, just encouragement and positive
attention. Parents are asked to provide
reinforcement at home when the H.U.G. goal
is met and consistently offer feedback and
encouragement to their sons or daughters.
•
•
•
•
•
•
•
HOW?
The H.U.G. Program consists of a plan
and process that allow students to:
Check-in with a significant adult before
school
Carry a tracking form
Ask their teacher to rate their behavior
Check-out at the end of each day
Take the form home to parents
Return the H.U.G. form the next morning
“Hello” - Morning
•
•
•
•
•
•
All H.U.G. students will check in at counselor’s office
between 8:00 & 8:30 each morning. At that time they
will receive following:
Positive, sincere greeting
Check to see if they are prepared for day (lunch ticket,
materials, etc.)
Check to learn how they are feeling (any morning
conflicts?)
Collection of returned H.U.G. form signed by parents
Verbal reinforcement for returning signed form
possibly accompanied by sticker or small reward
New H.U.G. form
“Update” - During Day
Student: give H.U.G. form to his or her
teacher on arrival to class
Teacher will rate student’s behavior at
times indicated on form & offer brief,
positive comment to student about
rating.
Adults in other setting, such as PE, Music,
& recess, etc., will complete ratings for
time period they have students.
“Goodbye” - End of Day
• Students will return with their H.U.G. forms to
counselor’s room at 2:25 each day:
• Students will again receive positive, sincere greeting
• Counselor or H.U.G. assistant will check to see whether
student met his/her goal.
– If so, student will receive small reward.
– If not, student will receive encouragement to try again tomorrow
along with problem-solving discussion of what they might do
differently.
• Students will put their H.U.G. forms into their backpacks
to take home to share with their parents.
• Parents are asked to also give positive feedback to their
children. Parents then sign form & put it in student’s
backpack for return to school.
H.U.G. Participant Responsibilities
H.U.G. Coordinator
Teachers
• Sign H.U.G. Contract Agreement.
• Sign H.U.G. Contract Agreement.
• Facilitate the check-in and check-out
process.
• Accept H.U.G. Report Form daily from
students.
• Provide H.U.G. participants with positive,
constructive feedback and small tangible
rewards.
• Evaluate student behaviors and complete
the form.
• Instruct involved staff members on the
use of the HUG form.
• Offer constructive and positive feedback
to students.
• Collect, summarize, and report H.U.G. data
each week.
Parents of H.U.G. Participants
H.U.G. Student Participants
• Sign H.U.G. Contract Agreement.
• Follow all H.U.G. Program Guidelines.
• Review H.U.G. Progress Report with child
daily.
• Sign H.U.G. Contract Agreement.
• Provide positive and constructive
feedback.
• Communicate with the school when there
are concerns or celebrations regarding the
student’s behavior.
• GIVE IT YOUR BEST!!!!
H.U.G Program Contract Agreement
I have read the H.U.G. Team Members’ Responsibilities Form. I
understand that my signature indicates that I am willing to
participate in the H.U.G. Program and fulfill all my
responsibilities.
•
•
•
•
•
Student signature: ___________________ Date ______
Parent(s) signature(s): _________________ Date ______
Teacher signature: ____________________ Date ______
Administrator signature: ________________ Date ______
H.U.G. Coordinator signature: _____________Date ______
Copies will be given to all H.U.G. participants. Thank you for
your participation and support!!!
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
*Response class
*Routine analysis
*Hypothesis statement
Problem
Behavior
Behavior Support Elements
*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
Fidelity of *Sustainability plan
Implementation
• Behavior competence
Impact on
Behavior &
Lifestyle
Function-based Logic
1
• Teach & reinforce context-appropriate
social behaviors or skills
2
• Remove antecedent triggers of problem
behavior
3
• Add antecedent triggers of context
appropriate social skills
4
• Remove consequences maintaining
(function) problem behaviors
5
• Add consequences maintaining context
appropriate social behaviors
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
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 plan
implementers
Non-examples of Function-Based
approach
“Function” = outcome, result, purpose,
consequence
• “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.”
What is FBA?
A systematic process for
developing statements about
factors that
– contribute to occurrence & maintenance
of problem behavior, &
– more importantly, basis for developing
proactive & comprehensive behavior
support plans.
Necessary FBA elements
1.
Clear & measurable definition of problem
behavior classes/sets
2.
Complete testable hypothesis or summary
statement (antecedents-behaviorsconsequences)
3.
Data (direct observation) to confirm
testable hypothesis.
4.
Contextually appropriate behavior
intervention plan based on testable
hypothesis
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
WRITE TESTABLE HYPOTHESIS: 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
Response
Look at him.
“What’s up!”
“Who ya
lookin’ at?”
“Ya want
Some?” “Ya
talkin’ to me?
Consequence
Kids shake
heads &
call him
“weirdo”
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
Consequence
Misses 12:30
medication
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.
What peer
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
None
Antecedent
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.”
Access OR escape
What function?
peer attention?
Setting event
??
Antecedent
Look at him.
“What’s up!”
Consequence
Response
How do you know?
“Who ya
Kids shake
Assess?
lookin’ at?”
heads &
“Ya want
call him
Some?” “Ya
“weirdo”
talkin’ to me?
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 Monica in Bill’s seat.
• Effect:
– Hillary does not whisper.
FBA LEVELS
MORE
 Archival Review
1. Informal INFORMAL
 Problem Solving Meeting
EASIER
SIMPLE
 Checklist
INDIRECT
2. Indirect
 FA Interview
 Routine Analysis
 A-B-C
MORE
3. Direct
DIRECT
 Structured, Planned
Observation
COMPLICATED
Observation
4. Planned DIFFICULT
 Experimental or
FORMAL
Manipulation
Functional Analysis
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.
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
Setting Event
Manipulations
Antecedent
Manipulations
Behavior
Manipulations
Consequence
Manipulations
Desired
Alternative
Typical
Consequence
Do work
w/o
complaints.
Points,
grades,
questions,
more work.
Triggering
Antecedents
Problem
Behavior
Maintaining
Consequences
Do difficult
math
assignment.
Noncompliance,
profanity,
physical
aggression,
Avoid task,
remove from
class.
Summary Statement
Setting Events
Lack of peer
contact in 30
minutes.
Why is function important?
Because consequences
compete!!
Acceptable
Alternative
Ask for
break,
ask for
help.
Function
Function-based Logic
1
• Teach & reinforce context-appropriate
social behaviors or skills
2
• Remove antecedent triggers of problem
behavior
3
• Add antecedent triggers of context
appropriate social skills
4
• Remove consequences maintaining
(function) problem behaviors
5
• Add consequences maintaining context
appropriate social behaviors
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
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
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.
Give private &
quiet corrections
to peers.
Remind J. of
acceptable &
desired
replacement
behaviors
Behavior
Manipulations
Teach J. how,
when, & where to
express verbal
protest, & how to
walk away from
problem situations
in transitions.
Consequence
Manipulations
When J. engages
in problem
behavior
immediately
disengage from
him, & engage
peers.
When J. engages
in replacement
behaviors
provide adult
attention
(discussion)
COMPETING PATHWAYS
On Mondays and/or
when up all of the
night before.
Daily nongraded quiz
on previous night’s
homework
BEHAVIOR SUPPORT
PLANNING
Do quiz without
complaints.
Verbal protests, slump
in chair, walks out of
room.
Turn in with name &
sit quietly w/o
interrupting.
Discussion about
answers & homework.
Avoids doing quiz &
homework discussion.
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
*Response class
*Routine analysis
*Hypothesis statement
Problem
Behavior
Behavior Support Elements
*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
Fidelity of *Sustainability plan
Implementation
• Behavior competence
Impact on
Behavior &
Lifestyle
Kutash, K., Duchnowski, A. J., & Lynn, N. (2006).
School-based mental health: An empirical guide for
decision makers. Tampa, FL: University of South
Florida. Louis De la Parte Florida Mental Health
Institute, Department of Child & Family Studies,
Research & Training Center for Children’s Mental
Health. http://rtckids.fmhi.usf.edu
Crone, D. A., & Horner, R. H. (2003). Building positive
behavior support systems in schools: Functional
behavioral assessment. New York: Guildford Press.
Crone, D. A., Horner, R. H., & Hawken, L. S. (2004).
Responding to problem behavior in schools: The
behavior education program. New York: Guilford
Press.
Secondary/Tertiary Tier Supports
(8 min)
• If primary tier is in place, what % of
your students could benefit from
sec/tert tier supports?
• How do you currently screen for
students needing sec/tert tier
behavior supports?
• Who in your school has behavioral
expertise to develop & implement
sec/tert level behavior supports?
Attention
1 Minute
Please