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Introduction and Practice in Functional Behavior Assessment and Behavior Intervention Planning (FBA/BIP) From FBA to BIP. Part 1.0. BEST Expectations: FBA Training Team Norms. Learning Objectives. Day One: Understand the concepts of “ function ” and “functional behavior assessment” - PowerPoint PPT Presentation
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Introduction and Practice in Functional Behavior Assessment
and Behavior Intervention Planning (FBA/BIP)
From FBA to BIP
1
Part 1.0
BEST Expectations:FBA Training Team Norms
Learning Objectives
Day One:• Understand the concepts of “function” and “functional
behavior assessment” • Consider how FBA/BIP fits within a multi-tiered system of
supports• Learn the FBA process and practice with selected studentDay Two:• Develop a BIP for selected student• Plan for implementing FBA/BIP within your multi-tiered
system
Materials:www.pbisvermont.org
Introduction and Practice in Functional Behavior Assessment
and Behavior Intervention Planning (FBA/BIP)
From FBA to BIP
Planning Workbook
http://www.youtube.com/watch?v=hkKOqij_Tdw
What is the function of this behavior?
Function Based ApproachFocuses on:
Changing environmental factorsinstead of
fixing the person.
It’s about what we as adults will do differently!
Functional Behavior Assessment
Is a process for identifyingthe events that reliably predict
and maintain problem behavior.
• Behavior is predictable.
• Behavior is changeable.
• Human behavior occurs within an environmental context, not in a vacuum.
• Human behavior is learned and can be taught by manipulating aspects of the environmental context--Behavior is a function of the environment
Source: Crone , D.A. & Horner, R.H., 2003
Guiding Principles
Behavior is…..
any action which is observable and measurable, and has a distinct onset and offset.
Defining Problem Behavior(Challenging Behavior)
KickingKicking
PinchingPinching
CursingCursing
HittingHitting
SpittingSpitting
YellingYelling
DisrespectDisrespect
DefianceDefiance
Off taskOff task
AngerAnger
What is Function?ProblemBehavior
Obtain/GetSomething
Escape/Avoid
Something
SocialTangible/Activity
Adult
Stimulation/Sensory
Peer
Pos Reinf Neg Reinf
Example1: Determining Function
Given a 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 the function of behavior?
Example 2: 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 teacher6. Runs away from teacher who chases.
What is the function of behavior?
At the Foundation of FBA are 3 major tenets about behavior
Human behavior is functional
Human behavior is predictable
Human behavior is changeable…?
Human behavior is changeable
16
Design of effective environmental routines.
These routines focus on changing the conditions that set up, set off or maintain problematic behavior
FBA switches the focus from “treatment of within-child pathology” to:
Functional Assessment of Behavior
A problem solving process that identifies the events that reliably predict and maintain problem behavior.
“A simple functional assessment can be done in your head.”
Who may benefit from a FBA?
Students with…….•Academic/Behavior data indicates challenge(s)•Chronic Misbehavior•3-5 Discipline Referrals for Major Behaviors•Frequent Absences•Multiple ISS/OSS•Don’t understand behavior•Other interventions have not been successful
Simple FBA vs. Comprehensive FBASimple FBA COMP. FBA
What Relatively simple and efficient process to guide behavior support planning
Time-intensive process that also involves archival records review, family-centered planning, and collaboration. May or often includes agencies outside of school
Who School-based personnel (e.g., teachers, special educators, counselors, administrators)
Professionals trained to conduct functional assessments with students with severe problem behaviors (e.g., Often by school psychologists, behavior specialists)
Simple FBA vs. Comprehensive FBASimple FBA COMP. FBA
For Students that:Exhibit high frequency behaviors that are not dangerous (e.g., not following directions, not completing work)
Have received interventions that did not improve behavior
Exhibit behaviors that occur in 1 to 2 school routines (e.g., specific classrooms/activities, lunch, recess)
Students that:
Exhibit dangerous behaviors (e.g., hitting, throwing objects, property destruction)
Exhibits behaviors on 3 or more more school routines
How Does the Functional Approach
Fit Into Your School’sMulti-Tiered System of
Supports?
Six Components of Universal
1. Purpose Statement2. 3-5 Expectations3. System for Teaching
Expectations4. System for Acknowledging
Expectations5. System for Discouraging
Problem Behavior6. Data-based Decision MakingTh
ink Fu
nction
ally!
Targeted Interventions• Implement Universal with
Fidelity• Inventory Existing Targeted
Practices• Develop Intervention – ie.
Check-in/Check-out• Develop Data System to
Support Targeted Interventions
Match in
terventions to th
e functi
on of
the behavior!
Examples: Targeted Group Interventions Based on Functions of Behavior
Access Adult Attention/Support:
Check-In/Check-Out Adult Mentoring
Programs
Access Peer Attention/Support:
Social Skills Instruction Peer Mentoring Self-Monitoring with Peer
Support (function: academic task escape)
Academic Skills Support: Organization/
Homework planning support
Homework completion club
Tutoring
• Jot down a list of your school’s targeted behavior interventions.
• What function(s) are these interventions trying to meet for students?
ACTIVITY 1:
INTENSIVE LEVEL• Establish Intensive Team• Establish SU Supports for
the Intensive Level• Establish SU and
interagency• Develop Capacity for
Wraparound SupportsCreate comprehensiv
e FBA/BIP
School-wide Positive Behavioral Supports
80% of Students
Secondary Group
Supports10-15% of Students
Individualized Supports
5% of Students
Behavior Specialist responsible for 25 FBAs in school of 500
Personnel with “flexible” roles conduct proactive Simple FBA to expand the scope of FBA, prevent intensive problem behaviors, & decrease reliance on specialist.
FBA LOGIC MODELSheldon Loman, University of Oregon
So who is responsible for conducting the FBA/BIP in your
school?
How does someone access this FBA/BIP?
Requesting a FBA
• Teachers & school teams should be able to identify the system for requesting assistance
• Teachers should be able to identify who to access assistance from
• The targeted team (EST) will determine when a FBA/BIP referral is necessary based on data
ACTIVITY 2:
Using the questions in the workbook, review/develop your school’s process
for accessing a FBA/BIP
Reflect on your student….
What is the problem?What is he/she getting out of it or avoiding?What do you want him/her to do instead?How can you help this happen more often?How will you know if the problem has been resolved?
FBA ProcessD.A.S.H.
Adapted from Sheldon Loman, University of Oregon
1. Define behavior in observable & measurable terms2. Ask about behavior by interviewing staff & student
– specify routines where & when behaviors occur– summarize where, when, & why behaviors occur
3. See the behavior1. observe the behavior during routines specified2. observe to verify summary from interviews
• Hypothesize: a final summary of where, when & why behaviors occur
What are some of the challenging behaviors you are currently dealing with in your classroom/school?
Are the behaviors you listed observable?Measurable?
Defined so clearly that a person unfamiliar with the student could
recognize the behavior without any doubts?
VAGUE DESCRIPTIVE
Julia is aggressive Julia hits other students during PE class when she does not get her way
Michael is disruptive Michael blurts out and makes inappropriate comments during classroom discussions
Jenny is hyperactive Jenny leaves her assigned area without permission. Jenny only completes small portions of her work. Jenny blurts out answers without raising her hand.
Define Behavior in Clear Terms
• Provide an observable and measurable
• definition for the behaviors• listed in your workbook
ACTIVITY 3:
2. ASK (Gather Information/Data)Staff, Student, Parents about the
ABCs
D.A.S.H
Functional (Behavioral Assessment) Behavior Support Plan (F-BSP)
An interview tool for collecting information about problematic behavior.
For staff, parents and students
ACTIVITY 4:
• Review the F-BSP Protocol example
• Complete the Student Profile and Step 1 of the F-BSP Protocol for your student
• Pair up with someone to discuss the teacher/staff/parent Interview for your student
3. See the behavior (Gather information/data)
Behavior Observation Forms ABCs
D.A.S.H
FBA Always start with the behavior
2Antecedent/Trigger:
When _____ happens….
1 Behavior:
the student does (what)__
3Consequence/Outcome
..because (why) ______
ACTIVITY 5:
Using the ABC charts in your workbook,
document the antecedents, behavior and consequences in the following
video clip.
4. Write A Hypothesis/Function Statement
All behavior has a function (purpose).At the simplest level, a hypothesis
statement identifies the function of the student’s behavior.
D.A.S.H
Creating a Hypothesis Statement
• What is the problem behavior?• Where does it happen?• When does it happen?• What are the consequences?• What is the function?
Anatomy of an Hypothesis Statement“When _____________________________________, (summarize the antecedents here)
he/she will __________________________________ (summarize the problem behavior here)
in order to _____________________________.” (summarize the function here)
When asked to participate orally in math class, Shane typically ignores the teacher’s request. If the teacher
confronts Shane in front of the class and continues to direct him to participate, Shane will become highly agitated and
begin to yell at the teacher. These behaviors allow Shane to avoid attention
from his peers
.
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.
Setting event Antecedent Behavior Consequence
Misses 12:30medication
Teachersmake
multipletask demands
Sequoia makesnegative self-statements &
writes profanelanguage
Teacher sendsSequoia to
office for beingdisrespectful
What function?Avoid difficult tasks
Setting event Antecedent Behavior Consequence
Caesar isteased severaltimes about his
hair by his friends before
class
His teacherstares at his hair in class
Caesar askshis teacher what she’sstaring at
His teachersends him to
in-school detention
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 in-school detention.
What function?Escape adult &peer attention
ACTIVITY 6:
Using your workbook, create Behavior Pathways for each of the following
student scenarios.
SCENARIO: Jason
During independent work time, Jasonmakes disruptive noises and the teacher responds by redirecting him to work quietly. Jason goes back on task temporarily but continues to interrupt throughout the lesson.
Setting Events Antecedents Behavior Consequences
Behavior Pathway
Adapted from Crone, D.A. and Horner,R.H., 2003
Makes Disruptive Noises
Independent Work
Classroom Teacher Redirection
FUNCTION: Obtain Attention
FUNCTION: Obtain Attention
SCENARIO: Beth
When the teacher asks Beth to read aloudduring literacy class, she curses at the teacherand is sent to the planning room to process witha staff member.
Setting Events Antecedents Behavior Consequences
Behavior Pathway
Adapted from Crone, D.A. and Horner,R.H., 2003
Curses at teacherAsked to Read Aloud
Literacy Class Sent into planning room
FUNCTION: Avoid Difficult Task
FUNCTION: Avoid Difficult Task
SCENARIO: William
During math class William continually interruptsthe teacher making jokes. When redirected bythe teacher he calls her a f-ing bleep. Afterremoving himself from the classroom and goingin the hallway for 5 minutes, William returnsand continues to interrupt the lesson.
Setting Events Antecedents Behavior Consequences
Behavior Pathway
Adapted from Crone, D.A. and Horner, R.H., 2003
Interrupts Teacher/ Making
JokesTeacher
Instruction Math Class
Group Setting
Teacher Redirection
FUNCTION: Obtain Attention
FUNCTION: Obtain Attention
Setting Events Antecedents Behavior Consequences
Behavior Pathway
Adapted from Crone, D.A. and Horner,R.H., 2003
Calls Teacher a F-ing Bleep
Teacher Redirection
ClassroomRemoves Self from Room
FUNCTION: Avoid Confrontation;
Work
FUNCTION: Avoid Confrontation;
Work
Re-enters Room
ACTIVITY 7:
Using your F-BSP Protocol (Step 2), create a behavior pathway and write a hypothesis statement for your student
Developing a Competing Behavior Pathway
Natural Consequence
Maintaining Consequence that meets function*
Desired Behavior
Problem Behavior
Alternative Behavior
AntecedentSetting Event
Targeted Routine
Summary Statement: We already have this!!!
*Function is: ____________________
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).
“That’s disrespectful
language girl. I’m sending you to
the office so you’ll learn never
to say those words again!”
“That’s disrespectful
language girl. I’m sending you to
the office so you’ll learn never
to say those words again!”
“l hate this F__ing
school and you’re a
dumbF___”
“l hate this F__ing
school and you’re a
dumbF___”
Build a Competing Behavior Pathway
Independent class work Does not have
teacher attention
Completestask
Makes noises
Gets verbal praise from
teacher
Raises hand and
asks forhelp or break
Gets help from teacher
ACTIVITY 8:
Using the F-BSP Protocol, complete the Competing Behavior Pathway (upper
portion) for your student (Step 6).
Part 1.0 Summary
1. The function of behavior should always be considered when selecting interventions for students.
2. Use the F-BSP Protocol form to conduct a FBA
3. Functions based problem solving is about changing environmental factors rather than “fixing kids.”
4. The Competing Behavior Pathway is a template that allows your team to develop a functions based behavior intervention plan.
73
HOMEWORK
1. Confirm the competing pathway you developed with relevant others back at school. If needed, get more information using the F-BSP Protocol.
2. Experiment with altering at least one of the intervention strategies: setting events, antecedents, behavior teaching or consequences.
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