Tier 2/3 Matching Support to Function of Behavior Using The FACTS

Main Ideas We MUST understand the interaction between behavior and the teaching environment Behavior is functionally related to the teaching environment To intervene effectively we need the right information 2

Consequence & Function The Function of Behavior Should be at the center of strategies for : Prevention, teaching and Responding to Behavior Problem Behavior Consequence & Function Antecedent FUNCTION Function should guide selection of alternative/replacement behaviors Function should guide selection of teacher responses: positive and negative Function should guide selection of prevention strategies

Continuum of Positive Behavior Supports Individualized Support Tier II / Small Group Supports Classroom Supports Student School-Wide Universal Supports Continuum of Positive Behavior Supports

Basic Steps for Tier 2/3 Support Ensure school-wide, including classroom, universals in place Identify students who need additional supports Identify what supports student needs Environment Intervention Monitor & evaluate progress

Universal Strategies: School-Wide Essential Features Statement of purpose Clearly define expected behaviors (Rules) Procedures for teaching & practicing expected behaviors Procedures for encouraging expected behaviors Procedures for discouraging problem behaviors Procedures for record-keeping and decision making Family Awareness and Involvement

Universal Strategies: Non-classroom Settings Identify Setting Specific Behaviors Develop Teaching Strategies Develop Practice Opportunities and Consequences Assess the Physical Characteristics Establish setting routines Identify Needed Support Structures Data collection strategies

Universal Strategies: Classroom Use of school-wide expectations/rules for procedures Effective Classroom Management Behavior management Instructional management Environmental management Support for teachers who deal with students who display high rates of problem behavior

All in building understand Staff/Staff/Staff All in building understand Steps in process for all Tiers “Science of Behavior” (function) Purpose of Tier 1/2/3 Intervention Their role in supporting Tier 1/2/3 Intervention

Evidence-Based Tier 2/3 Interventions Check in - Check Out Check & Connect Social Skill Groups Academic Supports How will your team determine what the best intervention is to support the student?

Functional Assessment Checklist for Teachers FACTS Functional Assessment Checklist for Teachers

A Basic or Brief FBA Defines observable behaviors ( the WHAT of an FBA) Identifies events that predict WHEN & WHERE the specific behavior occurs Identifies WHY a student engages in the specific behavior ( the FUNCTION of the behavior) Constructs a hypothesis statement that summarizes the WHAT, WHEN, WHERE, & WHY of a student’s behavior

When to use the FACTS Basic FBA methods may be used with students who: Basic FBA methods are NOT sufficient for use with students who: Exhibit high frequency behaviors that are NOT dangerous (e.g., talking out, running, 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). Exhibit dangerous behaviors (e.g., hitting, throwing objects, property destruction). Exhibit behaviors in 3 or more school routines.

When to Use the FACTS Basic Complex For: Students with mild to moderate behaviors (NOT dangerous or occurring in many settings) Students with moderate to severe behavioral problems; may ne dangerous and/or occurring in 3 or more settings/routines What: Relatively simple and efficient process for behavior support. Time-intensive process that involves emergency planning, family-centered planning, and collaboration with outside agencies Developed by Whom: Teams of school-based professionals (e.g., PBIS team members whose job responsibilities include FBA and behavior support planning School-based team including professionals trained to develop and implement intensive interventions for students with severe problem behaviors (e.g., behavior specialist).

Purpose of the FACTS Purpose of the FACTS interview: ASK staff who work with the student to identify & focus in on a specific problem behavior routine, so you can go and SEE the behavior.

FACTS about the FACTS The FACTS is a two-page interview. The FACTS is usually completed by someone on the student's team who is familiar with behavioral principles. The FACTS can be completed in a short period of time (5-15 min).

The Process the FACTS follows Interview staff and/or students Utilize information obtained from the FACTS interviews to plan for observations Observe students within routines identified by the FACTS Observe to test the Summary of Behavior obtained from FACTS interviews

Why use the FACTS? Knowing the function of a student’s behavior will help the team create an effective and efficient positive behavior support plan. The FACTS is an efficient way for helping to determine how we can best support students.

Why use the FACTS? Details about settings where a student is successful can be used to redesign problematic routines Environmental variables associated with routines that are successful can be introduced to naturally reduce the likelihood of problem behavior. Intervention strategies are more powerful when they address specific routines and activities, and the team will be able to use their time and energy more efficiently by targeting the most problematic routines.

How will the FACTS help? FACTS interviews with staff and students will identify: Student Strengths Problem behaviors Routines in which problem behaviors occur Triggers or predictors of the problem behavior Pay-off (function) the behaviors have for the student Possible setting events Summary of behavior

Steps to Completing the FACTS Part A Part B Step #1: Start with the student’s strengths. Step #2: Ask: Where, when, with whom, problem behaviors that are most likely Step #3: List the Routines in Priority of Behavior Support & Select the single most prioritized routine to focus on for FACTS Part-B Step #4: Identify Top Priority Problem Behaviors for the identified routine Step #5: Ask about the Frequency, Duration Step #6: Ask if the behavior is an immediate danger to self/others Step #1. Identify the Target Routine Step #2. Ask about the ANTECEDENT(s) Step #3. Before moving on with the interview, ask yourself the following about the antecedent response Step #4. Ask about the CONSEQUENCES Step #5. Before moving on ask yourself the following questions about the consequence response Step #6. Ask about the SETTING EVENTS Step #7. Summarize the interview using the SUMMARY OF BEHAVIOR Step #8. After completing the Summary of Behavior, read the summary back to the respondent according to the following format Step #9. Lastly, ask the person interviewed to rate the extent they believe the summary of behavior is accurate on the provided 6 point scale

Completing Part A of The FACTS Step #1: Start with the student’s strengths.

Step #2: Ask: Where, when, with whom, problem behaviors that are most likely Step #3: List the Routines in Priority of Behavior Support & Select the single most prioritized routine to focus on for FACTS Part-B

Step #4: Identify Top Priority Problem Behaviors for the identified routine Step #5: Ask about the Frequency, Duration Step #6: Ask if the behavior is an immediate danger to self/others

Part B of the FACTS Step #1 Identify the Target Routine Identify Setting Events Step #1 Identify the Target Routine Step #2 Ask about the ANTECEDENT(s) Part B of the FACTS

Step #4 Ask about the CONSEQUENCES Step #5. Before moving on ask yourself the following questions about the consequence response

Step #6 Ask about the SETTING EVENTS Step #7 Summarize the interview using the SUMMARY OF BEHAVIOR Step #8 After completing the Summary of Behavior, read the summary back to the respondent Step #9 Lastly, ask the person interviewed to rate the extent they believe the summary of behavior is accurate on the provided 6 point scale

Next Step: Observation

Develop a competing behavior pathway Develop a behavior support plan Steps in Behavior Support Planning With a team made up of people closely involved with the student (e.g., teacher, parent, (older students) Develop a competing behavior pathway Develop a behavior support plan Create an implementation plan Outline an evaluation plan Consistently review and follow-up on plan

Now we can match support to the function of the behavior and increase the chances that the support plan will succeed 

Team Discussion Questions Are your universal systems in place (school-wide, non- classroom, classroom)? What is your process for Tier 2/3 Support? Who on your team could complete the FACTS? Find the FACTS in your manual and take a few moments to look it over and talk about when you would use the FACTS in your Tier 2/3 Process.

Link To More information http://www.pbis.org/common/pbisresources/pu blications/PracticalFBA_TrainingManual.pdf http://www.pbis.org/common/pbisresources/pu blications/TrainerManual.pdf