District Implementation of Effective Practices: Using an RTI model to Implement Functional Behavioral Assessment Rob Horner University of Oregon www.pbis.org.
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District Implementation of Effective Practices: Using an RTI model to Implement Functional Behavioral Assessment Rob Horner University of Oregon www.pbis.org Goals • Summarize an integrated model for behavior support systems within a school. • Define role of function-based support • Clarify protocol for moving from functional behavioral assessment to behavior support plan design/implementation. School-Wide Positive Behavior Support Primary Prevention: School-/ClassroomWide Systems for All Students, Staff, & Settings ~5% ~15% ~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 CONTINUUM of SWPBS TERTIARY PREVENTION • Function-based support • Wraparound/PCP Audit • Special Education ~5%• 1. Identify existing practices • ~15% • • • • • by tier 2. Specify outcome for each effort SECONDARY PREVENTION Check in/out 3. Evaluate implementation Targeted social skills instruction Peer-based supports accuracy & outcome Social skills club effectiveness Eliminate/integrate based on PRIMARY4. PREVENTION • Teach & encourage positive outcomes SW expectations • Proactive SW discipline 5. Establish decision rules (RtI) • Effective instruction • Parent engagement • ~80% of Students School-Wide Positive Behavior Support Primary Prevention: School-/ClassroomWide Systems for All Students, Staff, & Settings ~5% ~15% ~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 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 Teaching as the most effective approach Environmental redesign, Antecedent Manipulations • Function-based support Functional assessment Team-based design and implementation of support • Comprehensive Interventions Support plans with multiple elements Link Behavior Support to Lifestyle Plan Person-centered planning, Wraparound, Systems of Care • Systems Change Intervention at the “whole-school” level Systems that nurture and sustain effective practices Systems that are durable Purposes of Behavior Support Plan • Define critical features of environments where the focus person will be successful. ▫ Behavior support plans describe what we will do differently to establish these critical features. • Facilitate consistency across multiple implementers. • Provide professional accountability. Behavior Support Elements Problem Behavior *Team *Specialist Functional Assessment *Hypothesis statement *Competing Behavior Analysis *Contextual Fit Content of Support Plan * Strengths *Implementation Plan Fidelity of *Technical Adequacy Implementation * Preferences * Lifestyle vision 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 * Strengths *Implementation Plan Fidelity of *Technical Adequacy Implementation * Preferences * Lifestyle vision Impact on Behavior and Lifestyle FBA Updates • Emphasize “Levels” of FBA • Gathering information to generate summary statements. • Build capacity for schools/districts to: ▫ Conduct FBA ▫ Move from FBA to BSP Functional Behavioral Assessment • Defined: ▫ Functional behavioral assessment is a process for identifying the events that reliably predict and maintain problem behavior. Ingram 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. Levels of Functional Behavioral Assessment • Informal Functional Behavioral Assessment Done in school by typical teachers/staff Done as part of normal daily problem solving • Level I: Simple FBA Done by trained members of school setting Typically involves interview(s), and brief observation • Level II: Complex FBA Done by behaviorally trained member of school or district Typically involves interviews and observation • Level III: Functional Analysis Done by trained behavior analyst Involves interviews, direct observation, and systematic manipulation of conditions. Building FBA Capacity Teachers School District Behavior Staff Specialist Specialist Analysts Informal FBA X Level I: Simple FBA X X Level II: Complex FBA X X X Level III: Functional Analysis X X X X Organizing for Individual Student Supports District School CICO Team PBS Team Student Support Team Team Responsibilities School PBS Team School-wide Systems Universal Screening CICO Team 2-3 members of School PBS Team Simple FBA Student selection CICO operation CICO data CICO and SST team supervision Data System Student Support Team Report to School PBS Team Design of BIP District Support Implement BIP Advanced FBA Monitor BIP and Individual support report to School FTE/ resources PBS team Levels of Functional Behavioral Assessment • All levels of FBA focus on the same basic goals: ▫ Define the behavior of concern Determine if behavior is a response class ▫ Identify the events that reliably predict occurrence and non-occurrence ▫ Identify the consequences that maintain the behavior in the most common “predictor conditions” ▫ Identify setting events that increase likelihood of problem behavior. • Summary statement ▫ Setting Event Antecedent Prob Beh Consequence FBA Summary Statement Setting Events Triggering Antecedents 4 2 Allergies In room with Noise and/or many people Problem Behavior 1 Head Hit Maintaining Consequences 3 Avoid noise/people Maintaining Consequence • Always identify the consequence in “context” ▫ Define the behavior, routine, Sd…then ask about consequence • Typically define the most powerful consequence. Avoid labeling multiple consequences. Identifying Maintaining Consequences Given a Problem Behavior 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 Primary Purposes of Functional Behavioral Assessment • The primary purpose of functional behavioral assessment is to improve the effectiveness and efficiency of behavior support. Behavior support plans built from functional assessment are more effective Didden et al., 1997 Newcomer & Lewis, 2006 Carr et al., 1999 Ingram, Sugai & Lewis-Palmer Ellingson, et al., 2000; Filter (2004) • Create order out of chaos Define contextual information, where, when, with whom, etc. FACTS • Professional accountability Demo Examples • Review video Define problem behavior Define context (antecedents) Define maintaining consequence Define possible setting events. 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 Place Summary Statement in Competing Pathways Model • Use information from interviews and observations to summarize: Problem behavior Antecedent Triggers Maintaining Consequences Setting Events Setting Events Triggering Antecedents Desired Alternative Typical Consequence Problem Behavior Maintaining Consequences Acceptable Alternative Acceptable Alternative: 1.Same consequence 2.Socially acceptable 3.Very efficient Desired Alternative Play with others Setting Events Reprimand during prior class Triggering Antecedents Playground Typical Consequence Peer social interaction Problem Behavior Maintaining Consequences Scream at / threaten others Get access to game or equipment Acceptable Alternative Use “pass” Ask supervisor Leading a Team from FBA to BSP • 1. Summarize FBA • 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) 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 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: ▫ 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? Outline of a Behavior Support Plan • Set Up (description, strengths, vision) Outline • Assessment (FBA, Person-Centered Plan, Wraparound) Operational Descriptions, Routines, FA Hypotheses • Prevention • Teaching/Education • Consequence Procedures Minimize reward for problem behavior Ensure regular, clear reward for positive behavior Punishers (if needed) • Define safety/emergency procedures (if needed) • Evaluation and Monitoring for Improvement Steps for implementation BSP Template Examples: Define (a) summary statement (b) prevention, (c) teaching, (d) consequences • Emmit • Eric • Rayette ▫ FACTS ▫ Behavior Support Plan 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 • 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?