Leading a Team from a Functional Behavioral Assessment to a Behavior Support Plan

Rob Horner, Cindy Anderson and Anne Todd University of Oregon TA-Center on Positive Behavior Support www.pbis.org

Assumptions and Objectives

•

Assumptions

▫ You are already implementing School-wide PBIS ▫ You already conduct functional behavioral assessments ▫ You are already working with teams to build behavior support plans for individual students.

•

Objectives

▫ Define a process for moving from assessment to behavior support plan.

▫ Start with FBA -> Frame the Challenge -> Select Options

Main Messages

• Know the “foundation” information BEFORE building a plan:  What, Where, When, Who, Why  For complex plans build information about social, family, medical and contextual issues that may be influencing behavior.

• Make the plan fit the student and the context  Efficient, tailored support • Behavior support has levels of complexity: Typical school personnel can do a lot.

 You can do this.

 … but you also need to know when to ask for more help.

• Implement individual behavior support plans within school wide systems.

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-/Classroom Wide Systems for All Students, Staff, & Settings ~80% of Students

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.

Behavior Support Elements

Problem Behavior *Team *Specialist Functional Assessment *Hypothesis statement *Competing Behavior Analysis *Contextual Fit Content of Support Plan *Implementation Plan * Strengths * Preferences * Lifestyle vision Fidelity of Implementation *Technical Adequacy Impact on Behavior and Lifestyle

Behavior Support Elements

Problem Behavior *Team *Specialist Functional Assessment *Hypothesis statement *Competing Behavior Analysis *Contextual Fit Content of Support Plan *Implementation Plan * Strengths * Preferences * Lifestyle vision Fidelity of Implementation *Technical Adequacy Impact on Behavior and Lifestyle

Functional Behavioral Assessment

• Defined: ▫ Functional behavioral assessment is a process for identifying the events that reliably predict and maintain problem behavior.

Outcomes of a Functional Behavioral Assessment

• Operationally defined problem behavior(s) ▫

By response class

• Identify routines in which the problem behavior is

most and least

likely to occur • Define the antecedent events (triggers; setting events) that predict when the problem behavior is most likely • Define the

ONE

consequence that contributes most to maintaining the problem behavior in that routine.

• Summary Statement of findings.

Setting Events 4

Allergies

FBA Summary Statement Triggering Antecedents 2

In room with Noise and/or too many people

Problem Behavior 1

Head Hit

Maintaining Consequences 3

Avoid noise/people

Identifying

What about

Maintaining Consequences

Given a Problem Behavior

Video These are large social constructs that Social do not help in the design of specific Precise Event behavior support. Each can be Object/ Activity you avoid.” To make functional Precise Event Physiological Precise Social Precise Event Object/ Activity Precise Event Physiological Precise Event

Many ways to do FBA

• Simple/ Typical FBA ▫ Interview the person who knows the student best ▫ Build a summary statement Setting  Antecedent  Prob Beh  Consequence Event (Trigger) (Maintaining) ▫ Use direct observation to verify the summary statement FACTS Demo

Use FBA to Design Effective Support:

The Design of Effective Environments • Problem behaviors are

irrelevant

▫ ▫ Aversive events are removed Access to positive events are more common • Problem behaviors are

inefficient

▫ ▫ Appropriate behavioral alternatives available Appropriate behavioral alternatives are taught • Problem behaviors are

ineffective

▫ ▫ Problem behaviors are not rewarded Desired behavior ARE rewarded

Use FBA to Design Effective Support:

• Use the FBA to narrow the challenge ▫ Behavior in Routine maintained by Function • Help the team produce a plan that is uniquely appropriate, specific and practical. • Do this by asking the right questions, not providing the solution.

Using FBA to Design Effective Support:

The Simple BSP • • • • • • • How can we prevent problem situations?

What should we teach as an alternative behavior?

How to increase reward of appropriate behavior?

How to minimize reward of problem behavior?

Are negative consequences for problem behavior needed?

Are safety routines needed?

What data to collect?

▫ Are we doing the plan?

▫ Is the plan working?

Intervention Development

Prevention Teaching Reward/Recognition Extinction Corrective Consequence (if needed) Safety Plan (if needed) Data Collection/ Monitor

Marion: 3 rd grader, Asperger’s Syndrome Strong preferences for games Setting Events Reprimand during prior class Triggering Antecedents Playground Desired Alternative Play with others Problem Behavior Scream at / threaten others Acceptable Alternative Ask for Help Typical Consequence Peer social interaction Maintaining Consequences Get access to game or equipment BSP

COMPETING PATHWAYS BEHAVIOR SUPPORT PLANNING Make Problem Behavior Irrelevant Examples of Interventions Make Problem Behavior Inefficient Make Problem Behavior Ineffective And Positive Behavior More Effective

COMPETING PATHWAYS Alice BEHAVIOR SUPPORT PLANNING Make Problem Behavior Irrelevant Make Problem Prevention Irrelevant * Food *Provide many toys *Precorrect asking Make Problem Teaching Inefficient * Teach Sharing Routine *Teach Asking Teacher for Help Make Problem Consequences Ineffective *Scream, push does NOT result in keeping toy *Extra reward for Sharing or Asking

Selecting an “alternative behavior”

• Alternative behaviors: ▫ 1. Produce the SAME outcome as problem behaviors ▫ 2. Are socially appropriate ▫ 3. Are as (or more) efficient than problem behavior  Amount of physical effort   Speed of effect Number of time performed to get reward

Which of the Following are Appropriate Alternative/Replacement Behaviors?

▫ Jason is nine and cries when asked to do difficult tasks. The crying is maintained by avoiding or escaping the tasks .

• ▫ ▫ ▫ Possible Replacement Behaviors: ▫ More token rewards for doing tasks ▫ Asking for a break from tasks Asking to do something other than the tasks Requesting adult attention Asking to have soda after tasks are done

Which of the Following are Appropriate Alternative/Replacement Behaviors?

▫ Jason is nine and cries when asked to do difficult tasks. The crying is maintained by avoiding or escaping the tasks.

• Possible Replacement Behaviors: ▫ More rewards for doing tasks ▫ ▫ ▫ ▫

Asking for a break from tasks Asking to do something other than the tasks

Requesting adult attention Asking to have soda after tasks are done

Which of the Following are Appropriate Alternative/Replacement Behaviors?

▫ Leslie is 12, has severe intellectual disabilities, does not use words, and hits her head. Head hitting is maintained by adult attention during work periods.

• Which is the best Replacement Behavior ▫ hide under her desk and be ignored ▫ ▫ ▫ ▫ sign for “more” to another student take completed work up to show the teacher move to sit by another student engage in stereotypies

Which of the Following are Appropriate Alternative/Replacement Behaviors?

▫ Leslie is 12, has severe intellectual disabilities, does not use words, and hits her head. Head hitting is maintained by adult attention during work periods.

• Which is the best Replacement Behavior ▫ hide under her desk and be ignored ▫ ▫ ▫ ▫ sign for “more” to another student

take completed work up to show the teacher

move to sit by another student engage in stereotypies

Mitch

• • • 8 years old, no disabilities, highly verbal, good sense of humor -------------------------------------------------------------- Problem behaviors: Talks out, calls other children names, uses teasing voice tone • Context: In less structured contexts where he is not getting peer attention (e.g. independent seat work) • Primary Maintaining Function: obtain peer attention • Setting Events: Extended time without peer contact.

Mitch Setting Events Minimal peer contact Triggering Antecedents Seat work, Alone Desired Behavior Do work Problem Behavior Tease, Taunt peers Replacement Behavior ?

Typical Consequences Complete work, Get more work Maintaining Consequences Obtain Attention from peers

Five steps to helping a team build a better plan of support

• • • • •

Summarize the FBA

 Build Agreement

Clarify core features of BSP

 Effective environment

Ask questions to define intervention options

 Not just one option

Select options with strong “contextual fit”

 Not just “effective” but “doable”

Define how the BSP will be implemented

Minimize the current rewards for problem behavior

• • • • Teacher controlled  Teacher Attention (withhold…redirect)   Activity Privilege Student controlled  Peer attention Activity  First in line  Four square lead Tangible  Food

Examples:

Define (a) FBA summary statement and (b) possible elements of support

• Emmit • Eric • Rayette • Jason

Five Steps in Leading a Team from FBA to a Behavior Support Plan

• 1.

Summarize FBA

 Setting Events-> Antecedents -> Behavior -> Consequence • 2

. Define goals of BSP process

:     Make problem behavior irrelevant Make problem behavior inefficient Make problem behavior ineffective Do all this in a contextually appropriate manner • 3.

Lead discussion to identify options

    Ask questions, don’t give solutions Paraphrase, elaborate, integrate Always bring group back to FBA logic Produce multiple ideas (elements )

Leading a Team from FBA to BSP

• • 4.

Given an array of possible BSP elements, shift discussion to contextual fit

.

▫ What elements are feasible, acceptable, sustainable?’ ▫ What is the smallest change that will produce the largest effect?

▫ ---------------------------------------------------------- Contextual Fit Defined: ▫ The extent to which the people who will implement a behavior support plan find the elements of the plan   

Consistent with their personal values Consistent with the professional skills Consistent with the resources available in the setting



Consistent with the available administrative support

Leading a Team from FBA to BSP

• 5. ▫

Transform ideas for BSP elements into a formal plan for implementation

Who will do what, when, and how will we know?

COMPETING PATHWAYS

Do quiz without complaints.

Discussion about answers & homework.

On Mondays and/or when up all of the night before.

Daily nongraded quiz on previous night’s homework

BEHAVIOR SUPPORT PLANNING

Verbal protests, slump in chair, walks out of room.

Turn in with name & sit quietly w/o interrupting.

Avoids doing quiz & homework discussion.

COMPETING PATHWAYS

On Mondays when he has had little sleep Daily nongraded quiz on previous night’s homework

BEHAVIOR SUPPORT PLANNING

Do quiz without complaints.

Discussion about answers & homework.

Verbal protests, walks out of room.

Avoids doing quiz & homework discussion.

Turn in with name & sit quietly w/o interrupting.

Make problem behavior irrelevant

.

Make problem behavior irrelevant

.

Make problem behavior inefficient

.

Make problem behavior ineffective

.

Make desired behavior effective

Interventions

COMPETING PATHWAYS

Do quiz without complaints.

Discussion about answers & homework.

On Mondays and/or when up all of the night before.

Daily nongraded quiz on previous night’s homework

BEHAVIOR SUPPORT PLANNING

Verbal protests, slump in chair, walks out of room.

Turn in with name & sit quietly w/o interrupting.

Avoids doing quiz & homework discussion.

Give time to review homework.

Give quiet time before starting.

Give easy “warm up” task before doing quiz.

Precorrect behavior options & consequences.

Teach options to problem behavior: 1. Turn in blank 2. Turn in with name 3. Turn in with name & first item done.

4. Turn in with name & 50% completed.

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.

Outline of a Behavior Support Plan

• Assessment (FBA, Person-Centered Plan, Wraparound)  Operational Descriptions, Routines, FA Hypotheses • Competing Behavior Pathway • Prevention • Teaching/Education • Reward desired behavior • Place Problem behavior on extinction • Corrective consequences for problem behavior (if needed) • De fine safety/emergency procedures (if needed) • Evaluation and Monitoring for Improvement  Steps for implementation BSP Cindy

Planning for Implementation

Action/ Task Who By When Teach Marion “asking routine” David Orientation for Gloria Emily Enter data Emily December 12 December 10 Daily

• •

Assessing Implementation

Behavior Support Plan Weekly Assessment

Student:_________________________ Week: _______________________________ • • • • • • • • • • • • • • • •

To what level did we implement the plan we proposed?

Low Moderate High 1 2 3 4 5 6

To what degree is the plan having a positive impact on the student?

Low Moderate High 1 2 3 4 5 6

Eric: BSP Implementation and Perceived Impact 6 5 4 3 2 1 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 Implementation 16 17 18 19 20 21 4 3 6 5 2 1 Perceived Impact 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 Aide Teacher

Summary

• Invest in building consensus around FBA summary statement.

• Recruit strategies that are local, practical, but still consistent with FBA…(Lead don’t tell). Recruit local knowledge • Using Competing Pathway to build efficient plans (the smallest changes that produce the largest effect) • Ensure that the plan includes procedures for getting implementation to occur.

• Always include procedures for evaluation ▫ Are we doing what we said we would do?

▫ Is the process having an effect on the student?

Intervention Effectiveness "Very High or "High" by Type of Intervention

Met SET N = 43 schools Not Met SET N = 34 schools 100% 80% 60% 40% 20% 163 92 39 35 0% School-wide Targeted 35 27 38 13 Individual Wraparound 245 167 Total