Transcript Addressing Individual Challenging Behavior through Function-based Support George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut November 25, 2008 www.pbis.org www.cber.org www.swis.org [email protected].

Addressing Individual
Challenging Behavior through
Function-based Support
George Sugai
OSEP Center on PBIS
Center for Behavioral Education & Research
University of Connecticut
November 25, 2008
www.pbis.org
www.cber.org
www.swis.org
[email protected]
• Prerequisites review
• FBA basics
• BIP basics
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
Outcomes (“Answers”)
• Supporting context
– Effective SWPBS
• 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
Basics Review
PBIS Logic!
Successful individual student
support is linked to host
environments or school
climates that are effective,
efficient, relevant, integrated,
durable, & scalable for all
students
(Zins & Ponti, 1990)
Evaluation Criteria
Effective
• Desired Outcomes?
Efficient
• Doable?
Relevant
• Contextual & Cultural?
Durable
• Lasting?
Scalable
• Transportable?
VIOLENCE PREVENTION
• Positive, predictable school-wide
climate
• Surgeon General’s
Report on Youth
Violence (2001)
• High rates of academic & social
success
• Formal social skills instruction
• Coordinated Social
Emotional &
Learning
(Greenberg et al.,
2003)
• Positive active supervision &
reinforcement
• Center for Study &
Prevention of
Violence (2006)
• Positive adult role models
• White House
Conference on
School Violence
(2006)
• Multi-component, multi-year
school-family-community effort
Integrated
Elements
Supporting Social Competence &
Academic Achievement
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
PRACTICES
Supporting
Student Behavior
SWPBS
Practices
Classroom
Non-classroom
Student
• Smallest #
• Evidence-based
Family
• Biggest, durable effect
School-wide
1. Leadership team
2. Behavior purpose statement
3. Set of positive expectations & behaviors
4. Procedures for teaching SW & classroom-wide
expected behavior
5. Continuum of procedures for encouraging expected
behavior
6. Continuum of procedures for discouraging rule
violations
7. Procedures for on-going data-based monitoring &
evaluation
Non-classroom
• Positive expectations & routines
taught & encouraged
• Active supervision by all staff
– Scan, move, interact
• Precorrections & reminders
• Positive reinforcement
Franzen, K., & Kamps, D. (2008).
Classroom
• Classroom-wide positive expectations taught
& encouraged
• Teaching classroom routines & cues taught &
encouraged
• Ratio of 6-8 positive to 1 negative adultstudent interaction
• Active supervision
• Redirections for minor, infrequent behavior
errors
• Frequent precorrections for chronic errors
• Effective academic instruction & curriculum
Allday &
Pakurar (2007)
Family
• Continuum of positive behavior support for
all families
• Frequent, regular positive contacts,
communications, & acknowledgements
• Formal & active participation & involvement
as equal partner
• Access to system of integrated school &
community resources
Individual Student
• Behavioral competence at school & district
levels
• Function-based behavior support planning
• Team- & data-based decision making
• Comprehensive person-centered planning &
wraparound processes
• Targeted social skills & self-management
instruction
• Individualized instructional & curricular
accommodations
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
July 2, 2008
% Students
3
100%
8
9
15
16
8
90%
80%
70%
60%
6+
50%
2-5
89
77
40%
0-1
74
30%
20%
10%
0%
K-6
6-9
9-12
School Level
ODR rates vary by level
% Major ODRs
100%
90%
33
45
80%
44
70%
60%
6+
50%
42
2-5
0-1
40%
38
38
17
18
30%
20%
26
10%
0%
K-6
6-9
School Level
July 2, 2008
9-12
Bethel School District Office Discipline Referrals
1000
900
800
Number of Referrals
700
600
2001-02
2002-03
2003-04
500
2004-05
2005-06
400
2006-07
2007-08
300
200
100
0
K
1
2
3
4
5
6
Grade Level
7
8
9
10
11
12
ESTABLISHING CONTINUUM of SWPBS
~5%
~15%
•
•
•
•
•
•
••
•
•
•
~80% of Students
•
•
•
•
•
•
TERTIARY PREVENTION
PREVENTION
TERTIARY
• Function-based support
• Wraparound
• Person-centered planning
•
•
SECONDARY PREVENTION
PREVENTION
SECONDARY
• Check in/out
Targeted social skills instruction
• Peer-based supports
• Social skills club
•
PRIMARY PREVENTION
PREVENTION
PRIMARY
• Teach SW expectations
• Proactive SW discipline
• Positive reinforcement
• Effective instruction
• Parent engagement
•
ESTABLISHING A CONTINUUM of SWPBS
TERTIARY PREVENTION
Practice Selection
• Function-based support
• Wraparound/PCP
Audit
•
Evidence-based
• Specialized individualised
~5%
supports
Identify existing
practices
by tier
•1. Measurable
outcome
aligned
with
•
need
& student
~15%
2.
Specify
outcome for each effort
SECONDARY PREVENTION
• Check in/out
•
Rules
for
data-based
decisions
3.
Evaluate
implementation
• Targeted social skills instruction
• Peer-based supports
accuracy &with
outcome
•
Integrated
related practices
• Social skills club
effectiveness
•
based
on outcomes, need,
4. student
Eliminate/integrate based on
PRIMARY PREVENTION
• Teach & encourage positive
outcomes
• Implementation
fidelity
SW expectations
• Proactive SW discipline
Establish decision
rules (RtI)
•5. Continuous
monitoring
• Effective instruction
• Parent engagement
•
~80% of Students
Intensive
Targeted
Universal
Few
Some
All
Dec 7, 2007
RTI
Continuum of
Support for
ALL
PBS Systems Implementation Logic
Funding
Visibility
Political
Support
Leadership Team
Active & Integrated Coordination
Training
Coaching
Evaluation
Local School Teams/Demonstrations
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
-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
Check In/Out Pt Card
Name________________ Date ________
GOALS
9:30
10:30
11:30
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
8:30
Goal _____
Pts Possible _____
Pts Received_____
% of Pts _____
Goal Met? Y N
12:30
1:30
Class B
Results +
Composite
Peers
100
BL
CI/
CO
90
CI/CO
+75%
CI/CO
+80%
CI/CO
+90%
80
Helena
70
60
Peer
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
50
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
Study 2
Results +
Composite
Peer
100
BL
90
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
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
Blair
70
www.pbis.org
Horner, R., & Sugai, G. (2008). Is
school-wide positive behavior support
an evidence-based practice? OSEP
Technical Assistance Center on
Positive Behavioral Interventions and
Support.
http://www.pbis.org/files/101007eviden
cebase4pbs.pdf.
FBA Basics
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
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
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.”
Functional approach logic
• Behaviors are maintained by consequence
events (function)
– Positive or negative reinforcement
• Behaviors are occasioned by antecedent events
– Relate antecedent to emission of behavior &
likelihood of consequence event
• Changing behaviors requires consideration of
maintaining consequences
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
SWPBS Conceptual Foundations
Behaviorism
ABA
Laws of Behavior
Applied Behavioral Technology
PBS
Social Validity
SWPBS
All Students
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?
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
Consider behavior dimensions:
– Topography/shape
– Frequency
– Duration
– Latency,
– Intensity or force
– Locus
Non- v. Observable
(-)
hyperactivity
(+) initiates 5 different tasks within 2
minutes
(+) leaves room at least 3 times during
a 30 minute lesson
(+)….
Which is described in
observable terms?
Hits with his fist
OR
Aggressive
Which is described in
observable terms?
Hits with his fist
OR
Aggressive
Delinquent
OR
Takes money from peers
Delinquent
OR
Takes money from peers
Psychotic
OR
Says she hears voices
Psychotic
OR
Says she hears voices
Arrives 10 minutes late
OR
Irresponsible
Arrives 10 minutes late
OR
Irresponsible
Out of seat 55% of time
OR
Hyperactive
Out of seat 55% of time
OR
Hyperactive
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)
5
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
Setting Events
–
Unique situations in which factors unique
to individual
•
–
Make problem behavior more intense or
more likely to occur (e.g., illness, fatigue,
hunger, social conflict).
By changing value of reinforcers
E.g., praise less effective, peer attention is
more reinforcing, work completion is less
important.
• Work completion is less important
(reinforcing) to Demetri after he has had
an argument with his girlfriend before
class, or
• Cologne’s use of verbal profanity is
more likely (escape) when she hasn’t
had enough sleep night before, or
• Peer attention is less distracting
(reinforcing) when Manuella isn’t feeling
well.
• Lack of sleep decreases value
(reinforcement) of getting to school on
time, increases value of going to Hot
Dog Haven.
• Lack of breakfast increases value
(reinforcement) of getting sent to office
(by fending machines) for failing to
follow directions.
• Having a fight with boyfriend decreases
value (reinforcement) of listening to
lecture.
• Getting >50% of problem wrong
decreases value (reinforcement) of
starting new worksheets.
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.”
Access OR escape
What function?
peer attention?
Setting event
??
Antecedent
Look at him.
“What’s up!”
Response
Consequence
How do
do you
you know?
know?
How
“Who ya
Kids shake
Assess?
lookin’ at?”
heads
&
“Ya want
Some?” “Ya
talkin’ to me?
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
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.
Avoid explanatory fictions
Restatement of problem & not
measurable
(-) She’s aggressive because she’s angry
(+) When she is teased about her looks &
family, she uses profanity & hits until the
teasing stops.
Avoid explanatory fictions
Not measurable or testable
(-) He’s emotionally disturbed
(+) When he is with peers, he talks about
hurting them & himself.
“Petunia”
• Problem: Petunia is in 9th grade & very
inattentive. In class, she is forever inattentive,
distractible, off-task, & bothering others.
• Explanatory fiction: Petunia has ADHD &
conduct disorders
• Testable hypothesis: Petunia works on each
assignment for about 2 minutes, answers
before presentation of questions are
completed, asks other students for help, &
gets out of her seat 12 times per 30 min.
period.
“Rhus”
• Problem: Rhus is an 11th grader with autism.
He’s high functioning but is hated by his
peers. When he gets frustrated, he screams
& bites his hand.
• Explanatory fiction: Rhus has Fragile X & is
emotionally disturbed
• Testable hypothesis: Rhus has verbal skills to
describe his situation, but if presented with
difficult academic work & short timelines, he
screams until teachers help him. If peers
tease him, he bites his hand, & the teasing
stops.
“Catoneaster”
• Problem: Catoneaster is a 7th grader who
resists going to school each morning.
• Explanatory fiction: Catoneaster has parent
separation anxiety
• Testable hypothesis: Catoneaster finds
attention from his Dad to be very rewarding.
His mother died when he was 5 years old.
When he argues with his Dad in the parking
lot, his Dad takes him out for breakfast &
brings him back during 2nd period.
“Azalea”
• Problem: Azalea is an 8th grader who skips
most of her morning classes.
• Explanatory fiction: Azalea is a school phobic.
• Testable hypothesis: On days she misses
breakfast, Azalea goes to the cafeteria to eat
instead of going to class. When she gets to
the cafeteria, she visits with her friends until a
teacher tells her to go class. Her friends tell
her she is cool the way she talks to teachers
& skips 1st period.
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”
6
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.
7
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.
25
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).
8
Summary Statement
Setting Events
Triggering
Antecedents
Desired
Alternative
Typical
Consequence
Problem
Behavior
Maintaining
Consequences
Acceptable
Alternative
Summary Statement
9
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
10
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
11
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
Problem
Behavior
Maintaining
Consequences
12
Setting Events
Triggering
Antecedents
Acceptable
Alternative
Setting Event
Manipulations
Antecedent
Manipulations
Behavior
Manipulations
Consequence
Manipulations
Summary Statement
Desired
Alternative
Ignore &
problem
solve
later
13
Setting Events
Rides city
bus
Triggering
Antecedents
Teacher
corrects
peers
Problem
Behavior
Profanity
Verbal
protests
Typical
Consequence
Delayed
teacher
attention.
Maintaining
Consequences
Teacher
attention
Function
Why is function important?
Because consequences
compete!!
Acceptable
Alternative
Discuss
in
private
Setting Event
Manipulations
On days city bus
ridden, check in
with counselor
to review days
schedule & walk
with counselor
to classroom
Antecedent
Manipulations
Behavior
Manipulations
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)
14
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.
12
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
15
6 FBA Misrules
1. Only one way to conduct
FBA…. NO
–
FA process is basically same
–
Methods for collecting data may vary
•
Observe
•
Ask
•
Review records
•
Test
2. Must do everything every
time….NO
•
Base FBA activity on what you know
•
FBA is systematic planning process
3. Everyone has to know how
to do a full FBA…. NO
•
Small number of people must have high
fluency
•
All people must know process & what to
expect
•
Some individuals must work on
sustainability
4. FBA is it….. NO
•
One component of comprehensive plan of
behavior support
academic, medical, vocational, mental health,
etc.
5. FBA is only for students with
disabilities… NO
•
Process for behavior of all individuals
across multiple settings
6. “Power,” “authority,” “control,”
etc. are functions…. NO
2 research validated functions
Pos. & Neg. Reinf.
BIP Basics
FBA Team Process
Steps
17
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.
18
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
‫٭‬