Function-based Behavior Support at the Team, School and District Levels Rob Horner, George Sugai and Celeste Dickey University of Oregon and Bethel School District www.pbis.org www.bethel.k12.us.or/schools/ebs

Questions Next Meeting Dates? Please review the “Team Checklist” March 28, 30 Please review the “Team Checklist” www.pbssurveys.org How do we put SWIS data into AIERES? S-DEX

Please provide an example of a teaching plan

Goals Define the concept of “behavioral function” Identify how this concept improves: School-wide behavior support Targeted behavior support Individual behavior support

Basic Messages Behavioral Function The consequence that maintains a behavior. Obtain/Get positive (events, objects, activities, sensations) Avoid/Escape negative (events, objects, activities, sensations) The effectiveness and efficiency of behavior support is improved with knowledge of behavioral function. Developing support without regard for behavioral functional will result in plans that are as likely to make problem behavior WORSE as to produce improvement.

Defining Behavioral Function Define the behavior Be specific, and operational (what you can count) Define the routine/context Place the behavior in a context. In that context, that behavior, by that student is most likely maintained by ???? Focus on the single most controlling consequence Use three-step logic model

Identifying Behavioral Function: Maintaining Consequences Given a Problem Behavior and Routine Get: Object, Activity, Sensation Avoid: Object, Activity, Sensation Object/ Activity Social Object/ Activity Physiological Social Physiological Precise Event Precise Event Precise Event Precise Event Precise Event Precise Event

Video Define Behavior Define Context/ Routine Define behavioral function Get/Obtain vs. Escape/Avoid Social/Object/Activity/Sensation? Specific Event

Using Behavioral Function School-wide Prevention Targeted Interventions Individual Student Interventions Functional Behavioral Assessment

Functional Behavioral Assessment: Defined Functional behavioral assessment is a process for identifying (a) observable problem behaviors, (b) the contexts or routines where the problem behaviors are most likely, (c) the specific antecedent events within a context or routine that reliably predict occurrence of problem behaviors, and (d) the consequences that appear to maintain the problem behavior.

Functional Behavioral Assessment: Purpose The primary purpose of a functional behavioral assessment is to improve the effectiveness and efficiency of a behavior intervention plan. An FBA that does not affect the content of a BIP is not useful.

Behavioral Function: An integrating model

Behavior Support Elements Bennazi Ingram *Team *Specialist Problem Behavior *Hypothesis statement *Competing Behavior Analysis *Technical Adequacy of Plan Functional Assessment *Implementation Plan * Contextual Fit Content of Support Plan Fidelity of Implementation *Monitor, Adapt *Person-centered planning * Wraparound Impact on Behavior and Lifestyle

BSP Template Charles

Summary Focusing on the “behavioral function” of problem behavior places the challenge in the context rather than the student. Behavioral function affects how we organize support at all levels of SWPBS.