Functional Assessment of Behavior and Positive Behavior Intervention: Addressing both the function and social context of the behavior Richard Van Acker,

Functional Assessment of Behavior and Positive Behavior

Intervention: Addressing both the function and social context of the

behavior

Richard Van Acker, Ed.D.University of Illinois at Chicago College of Education (M/C 147)

1040 W. HarrisonChicago, Illinois 60607

[email protected]

School-wide Effective Behavior Systems100% of students

Clear expectations Teach behaviorsRules, routines and physical arrangements Effective instruction

Policy of consistent Administrator & Staff Implementation

Targeted InterventionsAt risk behavior

Increased cues and promptsIntensive instruction

IntensiveChronic behavior

FBA & BIP

Clear classroom rules – actively teach and review clear expectations – examples and

non-examples displayed during instruction andreview. Quality differentiated instruction

Systematic Interventions to addressHigh rate, moderate to mild disruptive

Behaviors (e.g. DRL Group Contingencies, Student/Teacher Game, Good Behavior Game).Supplemental or Booster Instruction

Significantly disruptive behavior –Partner classroom,

Contingent observation time outFBA/BIP

The Behavior Intervention Plan (BIP) is to be informed by a Functional

Assessment of the Student’s Behavior• Select and define target behavior.• Develop a hypothesis as to the function of

the behavior.• Collect data -

– Indirect data collection– Direct data collection

• Validate the function and key context variables related to the behavior– Triangulation of data– Functional analysis

• Develop the Behavior Intervention Plan

Schools were not prepared for IDEA 97

• Lack of personnel trained to conduct FBA and to develop adequate BIPs.

• The process does not coincide with the current disciplinary philosophies of many educators and administrators

• Lack of time.– To complete, – To implement, and – To evaluate

Schools have not fared well in recent litigation

• Schools often fail to conduct FBAs when required to do so.

• When FBAs are completed, they are often found to be inadequate

• BIPs are often not completed when required

• BIPs, when completed, are often inadequate.

• BIPs are poorly implemented. (Smith, 1999)

Behavior problems can occur for many different reasons:

• Knowledge deficits– Does not know what is expected

– Not enough practice of skill

– Has not learned to generalize skill

• To communicate intent - if language impaired– Indicate physical discomfort

– Indicate frustration or need for help

• Sensory/Perceptual Needs– Stereotypic or self-injurious

– Sensory input needs

• To Gain a Desired Goal• Attention• Peer affiliation• Tangible reward• Power/control/competence• Justice/revenge

• To Escape/Avoid

(Modified from: Neal & Cessna, 1993)

Selection of a Data Collection System

• Archival or Record Review– Previous discipline contacts– Previous referrals for special services

• Review of Permanent Products – Error analysis of student work

• Behavior Ratings or Checklists– ADHD Scales– Sociometric nominations/ratings– Child Behavior Checklist– Adaptive Behavior Scales– Task Analysis Checklists

• Standardized Tests– ISAT– ITBS– CAT

• Norm Referenced Tests– Curriculum Based Measurement– Teacher-made tests/probes

• Naturalistic Observation– Non-systematic observation

• Anecdotal Records• ABC Analysis of Behavior

– Systematic Observation• BEAST-R• Event Recording• Duration Recording• Latency Recording• Time Sampling/Interval Recording

• Interviews– Student– Parents– Teachers– Peers– Other Significant Adults

Anecdotal Records

Date Comments, Action, or Information Signature

10/23/02

10/24/02

10/25/02

10/28/02

Michael had a bad day today. Tried to call mother – no response.

Good day – only one episode at lunch = calmed down quickly.

Terrible day – throwing, kicking, and lots of loud crying. Had to be removed from class on several occasions. Pushed Rachel down on playground.

Michael bit Sonya on the arm when she was working with him. This type of behavior is going to have to stop. If we

RVA

RVA

JHK

Antecedent-Response-Consequence

Antecedent Response ConsequenceMs Katz asked Michael to hang up his coat.

Ms. Katz restrains Michael to keep him from running out of the school.

Michael begins to clam down – stops crying and appears to relax.

Michael pushed Ms. Katz and ran down the hall.

Michael starts to cry and bites Ms. Katz on the arm.

Ms. Katz says, “That’s better.” and releases Michael from the restraint hold (basket hold).

Ms. Katz had to run after Michael and restrain him.

Ms. Katz continues to restrain Michael and to remain calm – attempting to allow Michael to relax and calm down too.

Michael gets up quickly and runs out of the school building.

Error Analysis of Student Work

23 19 13 25 12

+ 14 +13 +64 +26 + 93

37 212 77 411 105

What seems to be the problem?

Request

Complies

Ignores

Resists

Consequence

1 = No Response/Planned Ignoring 4 =________________________

2 =Verbal Reprimand 5 = ________________________

3 = Re-issue Request 6 = ________________________

Compliance

Request X

Complies

Ignores

Resists

Consequence(Teacher Behavior)



3 = Re-issue Request 6 = ________________________

Compliance

Request X

Complies

Ignores X

Resists




3 = Re-issue Request 6 = ________________________

Compliance

Request X

Complies

Ignores X

Resists


1



3 = Re-issue Request 6 = ________________________

Compliance

Request X X X X X X X X X X

Complies X X X X

Ignores X X X X X

Resists X


1 1 2 1 1 1 3 2 1 1



3 = Re-issue Request 6 = ________________________

Compliance

Opportunity to Respond

Volunteer

Called On

Called Out

Correct

Consequence

(Teacher Behavior)

1= No Response, 2 = Verbal Praise, 3 = Verbal Reprimand, 4 = ___________

Academic Participation


X X X X X X X X X X

Volunteer X X X

Called On

Called Out X X X X

Correct X X X X

Consequence

(Teacher Behavior)1 1 1 1 2 1 1 1 3 1

1= No Response, 2 = Verbal Praise, 3 = Verbal Reprimand, 4 = ___________

Academic Participation

Teacher behavior impacts student behavior

Student talks-out

X X X X X X X X X X X X X

Teacher response

1 1 2 1 3 1 1 2 1 3 3 1 2

1 = Verbal Reprimand

2 = Planned Ignoring/No Response3 = Positive response to talk-out (response desired by student)

Data TriangulationSource 1 Source 2 Source 3 Source 4

If Alternative Undesired Behavior is Displayed...

• Develop a goal for the reduction of the undesired behavior.

• Develop a goal for display of desired behavior.

Clear Expectations

• Far too often, the expectations for desired behavior are implied rather than clearly stated for everyone to understand.

• This is especially true for students with disabilities – these students do not always grasp the hidden curriculum of the school setting.

• Often stress what a student should not do, with no clear indication of what they should do.

How will this be taught to the students?

• Direct instruction related to the expected behavior.– Examples– Non-examples (close and far

approximations)

• Opportunities to practice the desired behavior with feedback.

• Learning is a process – there will be errors.

Learn to “Double Dip” Combine academic and

social skill instruction when teaching

• Identify critical needs and select readings that have this as the theme.

• Employ instructional strategies that allow students to learn and practice social skills.

• Whenever possible use instructional consequences for behavioral infractions

Bibliotherapy Index

Student Recommended for CICO

CICO Implemented

ParentFeedback

Regular Teacher Feedback

AfternoonCheck-out

Morning Check-in

CICO CoordinatorSummarizes Data

For Decision Making

Bi-weekly Meetingto Assess Student

Progress

Graduate Program

ReviseProgram

EAGLE ReportDate ________ Student _______________Teacher______________

0 = No1= Good2= Excellent

Be Safe Be Respectful

Be Your Personal Best

Teacher initials

Keep hands, feet, and

objects to self

Use kind words

and actions

Follow directions

Working in class

Class 0 1 2

0 1 2

0 1 2

0 1 2

Recess 0 1 2

0 1 2

0 1 2

Class 0 1 2

0 1 2

0 1 2

0 1 2

Lunch 0 1 2

0 1 2

0 1 2

Class 0 1 2

0 1 2

0 1 2

0 1 2

Recess 0 1 2

0 1 2

0 1 2

Class 0 1 2

0 1 2

0 1 2

0 1 2

Total Points = Points Possible = 50

Today ______________% Goal ______________%

Selecting an Appropriate Consequence

(Function vs. Form)• The nature of the surface

behavior has little to do with the selection of an appropriate consequence.

• The function of the behavior should serve to direct the selection of the consequence.

Instructional Consequences

• Problems on playground

• Aggression

• Disrespect/ Insubordination

• Truancy

• Structured play group for a specified period of time.

• Intensive anger management curriculum.

• Lessons on dealing with authority and an adult mentor

• Service learning activity

Simple Consequence to Reduce High Rate

Behaviors

INTENT

Honest and Caring Communication and Feedback

BEHAVIOR

IMPACT

What did you observe?

How did it make you feel?

Was that the intention of the individual?

Behavior Intervention Plans...

• Must support desired alternative behaviors that allow student to meet their needs

• Must seek to make the current undesired behavior less effective in meeting the student’s need.

Blueprints for Intervention• Identify common behavior problems in

your school.• Identify possible alternative behaviors

that should be taught.• Explore the various functions for these

behaviors and identify:– Ways teachers can teach desired behaviors

and provide necessary practice and feedback.

– Teacher behaviors and interventions to avoid.

– Potentially effective ways to reinforce desired behavior.

– Potentially appropriate ways to address undesired behavior.

www.dpi.state.wi.us/dpi/dlsea/een/ebdbluepri.html

Altering the Social Context to Support Behavior Change

• Interventions that only target a change in student behavior without addressing the social context of the behavior are doomed to fail.

• Teacher behavior, the demands of the curriculum, peer affiliations, and family play a critical role in supporting behavior change.

General Education Teachers Must Implement the IEP

• Teachers have the responsibility to be aware of the student’s IEP.

• Teachers must make a reasonable effort to implement the IEP as written

• Teachers can be held liable (in civil court) for failure to implement a student’s IEP as directed by their district administration.

To effectively impact student behavior, we must

openly address teacher behavior

• For the most part student behavior works and there is little incentive for students to change.

• Teachers are not receiving the support and guidance they require to be successful with an increasingly diverse student population.

• Students pay the price!!!

F

Most schools have a teacher who screams at

children.• Screaming at children or using

interventions that embarrass or belittle children are seldom effective.

• These have an impact on the entire school climate.

• Who deals with the teacher who screams at your school?

• Why do they scream?

Teacher behavior impacts student behavior

Student talks-out

X X X X X X X X X X X X X

Teacher response

1 1 2 1 3 1 1 2 1 3 3 1 2

1 = Verbal Reprimand

2 = Planned Ignoring/No Response3 = Positive response to talk-out (response desired by student)

Classroom Layout

Teacher Attention and Feedback


Verbal Reprimand

for Behavior

Verbal Praise for

Academics

Verbal Praise for Behavior

Academic Correction

///// ///// //// (14)

// (2)

///// ///(8)

///(3)

//(2)

///(3)

///// ///// //(12)

//(2)

Providing Support and Honest Feedback to Teachers

• Pre-Helping Phase– Awareness– Attending – S.O.L.E.R

• Phase 1- Problem Identification– Respect– Genuiness– Concretness– Empathy

• Phase 2 – Deeper Exploration– Additive Empathy– Self Disclosure– Confrontation

• Phase 3- Developing Action Plans– Brainstorming– Evaluation of Options– Action Planning

Developing systems of teacher support

• Teacher collaborators• Technological supports

– Audio and video recording– Timers and other cues

• Peer Triads/Peer Monitoring• Automatic triggers for support of

teachers and students– Third student referral– Fifth teacher referral

• Programs for change and support - in-service staff development

Monitoring Implementation

• The most common causes for the failure of behavior intervention programs are:– the failure to

implement the program

– the improper implementation of the program

Change is Like Going to Heaven; Everyone Thinks It’s a Good Idea,

but No One Wants to Go First.

Documents

Functional Assessment of Behavior and Positive Behavior Intervention: Addressing both the function and social context of the behavior Richard Van Acker,