Talking to Adults About FBA:Keeping it Simple for Busy

Teachers

Terrance M. ScottUniversity of Louisville

Bruce StillerEugene School Dist. 4J, OR

Tertiary Prevention:specialized & individualizedstrategies for students with

continued failure

Secondary Prevention:supplementary strategies

for students who do not respond to primary

Primary Prevention:school-wide or class-wide

systems for all students and staff

~80% of Students

~15%

~5%

Student Outcome and Prevention

Model for Schools

Underlying Principles of 3-Tiered Prevention Models

4 ComponentsWhat are the predictable

failures? What can we do to prevent failure?

How will we maintain

consistency?How will we know if it’s working?

1

2

3

4

Same at Every Level!!

FBA Team Leader

FBA Teaming

CICO Coordinator

CICO

Academic and Cultural Intervention

RIDE

Lev

el 3

Lev

el 2

Lev

el 1

SECONDARY AND TERTIARY

INTERVENTION

in a System of PBS

Level 4

Experts

Wraparound

SW PBS Team

(look for prediction and refer)

Student Support Team

(decision making for intervention)

dataCICO

SST

HC

FBA

FBAFormal

FBAdata

datadata

data

Cla

ssro

om &

A

cade

mic

S

ucce

ss

Why Do People Behave?

Modeling? Accident? Instinct? Condition??

Why Do People Continue Behaving?

IT WORKS!

Fu

nctio

n o

f Beh

avior

Functional Behavior Pathways

SettingIndepend. work time

ProblemDisruptive

noises

AntecedentNo teacher attention

ConsequenceTeacher attention

ReplacementBehavior

Raise Hand

ERIC

FunctionAccess teacher

attention

5 QUESTIONS1. WHAT IS THE PROBLEM?

2. WHAT IS HE/SHE GETTING OUT OF IT?

3. HOW CAN WE TEACH HIM/HER A BETTER WAY TO GET THE SAME THING?

4. WHAT ELSE CAN WE DO TO HELP THE STUDENT TO BE SUCCESSFUL?

5. HOW WILL WE KNOW IF IT WORKS?

ERASEproblem behavior

Explain - What is the problem?

Reason - What is he/she getting out of it or avoiding?

Appropriate - What do you want him/her to do instead?

Support - How can you help this happen more often?

Evaluate - How will you know if it works?

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Functional Intervention ProcessFUNCTIONAL ASSESSMENT

-collaborative-proactive-determine function of behavior

Teach Functional Replacement Behaviors-teach key rules and skills-teach structure of environment-teach functional consequences

CELEBRATE AND FADE ARTIFICIAL COMPONENTS-environments and conditions-reinforcers-negative consequences

Facilitate Success -alter routines and physical arrangements,-instructional prompts in the natural environment-teach at the level of the student to ensure success

Enhance Reinforcement for Desired Behavior-more immediate reinforcement-more obvious connections to natural reinforcement-artificial reinforcers

Contingent Consequences for Undesired Behavior-extinction (differential reinforcement)-more obvious connections to natural reinforcement-artificial reinforcers

START

We must affect the efficiency of

target and replacement behaviors:

irrelevant ineffective inefficient

relevanteffectiveefficient

Goals for Target vs. Replacement Behaviors

Student Name: Jason S. Date: 5/1/05

BEHAVI OR SUPPORT PLAN: COMPETING BEHAV IOR PATHWAY

ConsequencePeers back off -- discontinueteasing

AntecedentTeasing orother negativepeerinteractions

Setting EventOverweight --contributes tooverreactions/lackof confidence

Alternative Behavior"This is insulting. Iwant it to stop"

Problem BehaviorDisruptive --throwing things;loud; noncompliant

Desired BehaviorInitiates positive

interactions with peers-- joins in activities ofmutual interest; etc.

ConsequencePositive attentionfrom peers

FunctionEscapeunwantedpeer att.

Behavior Support PlanJason S.

Setting Event Strategies (make the problem behavior irrelevant)

Build self esteem by giving the student a role in which he can excel. He is a good student. Pair him with a student who is not as academically able.

Behavior Teaching Strategies (make the problem behavior inefficient)

Teach student a replacement behavior that accomplishes the same thing

the problem behavior accomplishes. 3 half hour sessions with school

counselor on anger management, leading to the replacement behavior:

“this is insulting. I want it to stop” Prompt this behavior when he becomes agitated.

Teach classmates to say “Sorry” and stop.

Reinforcement Strategies (make the replacement behavior more rewarding)

Student earns the class 5 minutes free time on Friday for each day he gets through class without an anger outburst.

Jason S. -- Detentions

0

1

2

3

4

1 2 3 4 5 6 7 8 9 10 11 12

Weeks

Detentions

Student Name: Ronnie M. Date: 2/07

BEHAVIOR SUPPORT PLAN: COMPETING BEHAVIOR PATHWAY

Consequence Adults talk to him; take him to office for detention; Time-Out

Antecedent Other students getting attention from teacher/adults

Setting Event Less attention at home due to Dad's schedule

Alternative Behavior Raise hand and ask for attention

Problem Behavior Ignoring dire ctions from teacher; running around room; taking down materials; loud

Desired Behavior Wait for adult assistance at reasonable time interval

Typical Consequence Adult attention; academic success

Function Adult Attention

Behavior Support PlanRonnie M.

Antecedent Strategies (Prevention) 1. Use Green/Red Card to award points/praise every 5 minutes 2. Precorrect prior to each activityBehavior Teaching Strategies (make the problem behavior inefficient)

1. Teach R. to raise hand for attention2. Teach (role play) in room time-out

Reinforcement Strategies (make the replacement behavior more rewarding)

1. 80% of points earned and no blow-outs (trips to office) earns special time with adults and Jake (yellow lab). 3 time blocks per day 2. 80% of points earned and no blow-outs earns 20 minutes play time with Dad.

Extinction Strategies (Minimize reward for Problem Behavior See extinction flow chart -- next slide

Not following directions: ONE verbal prompt (ex. ÒReturn to seatÓ)

Green card ÒThank you.Ó

Red card ÒRonnie, you have a warning. Your choices are to ______ or go to time-out.Ó

Green card 1 bonus point * Future misbehavior: straight to T-O

NFD: 2 min in-room timeout * Head down, quiet

Green card No point * Future misbehavior: straight to T-O

NFD: 10 min office detention

Back to class * Future misbehavior: straight to T-O * Not compliant in T-O: Goes home

Goes home Loses privileges for remainder of day -

OR

OR

OR

OR

Ronnie M. Extinction Plan 2/07

Not quiet? ONE reminder: ÒYou are in time-out. Your choices are to sit quietly or go to detention.Ó

Ronnie M. Minutes in Office

0

20

40

60

80

100

120

140

160

180

1 3 5 7 9 11 13 15 17 19 21 23

Days

Min

ute

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ffice

Minutes

Where are the Clues?

• When does the problem behavior not happen? "It always happens everywhere" is neither correct, nor helpful.

• How do peers react to the problem behavior? What about adults? Parents?

• Remember that some problem behaviors are reinforced intermittently

• If you wanted to, could you create the problem behavior? What would you do?

Classic Pitfalls

• Identify one function per problem behavior. It is not a smorgasbord. Find the thing, that, if you took it away, the problem behavior would stop happening.

• Narrow the focus. Pick one or two problem behaviors (or classes of problem behaviors) and deal with those first. We cannot effectively deal with 25 problem behaviors at once.

Finding the Function

• On a scale of 1 to 6, how confident are we that we have identified the primary function of the problem behavior?