Behavior & Classroom Management Week 9 – Function-Based Interventions; Introduction to BSP J Geurts, M.S. Special Education Portland State University jgeurts@pdx.edu Adapted from slides by Chris Borgmeier

Proactive v. Reactive - REVIEW PBS v. Aversive approach

PBS v. Aversive Model (ABC) PBS (Positive Behavior Support) – Proactive Interventions to prevent problem behavior Explicitly Teach Alternate and Desired behavior Reinforcement of Alternate and Desired behavior Traditional Aversive/Punitive Model - Reactive approach Limited focus on Antecedent Interventions Little focus on teaching behavior Emphasis on punitive response to problem behavior

Competencies Standard 5: Learning Environments/Social Interactions *** Council for Exceptional Children: Initial Special Education Teachers of Individuals with Exceptional Learning Needs with Emotional and Behavior Disorders Standard 5: Learning Environments/Social Interactions *** Modify the learning environment to manage behavior Use effective and varied behavior management strategies Standard 7: Instructional Planning *** Prepare individuals to exhibit self-enhancing behavior in response to societal attitudes and actions Plan and implement individualized reinforcement systems and environmental modifications at the levels equal to the intensity of the behavior

Traditional / Punitive Approach B C Traditional Aversive Model - Reactive approach No intervention: repeatedly ask student to do problem on board; “should be able to do it just like everyone else” No focus on teaching: student “would have learned it if he was paying attention in class or tried harder” Find punitive response: send student to hallway, Behavior Intervention Center, or office Student Situation & what the student has learned Asked to do math problem at the board, in front of the whole class 1st time…tried to do the problem and struggled Peers laughed and said “that one’s easy”. Ever since…student refuses loudly and/or is silly at the board Teacher sends student out & calls on someone else to do the problem.

PBS Approach (ABC) A B C Set up Success: PBS (Positive Behavior Support) – Proactive approach Set up Success: Provide problem in advance (and help if needed) Tell student when they’ll be called up Teach & Practice: How to politely request a “pass” Math skills needed to tackle that problem Reinforce student for Politely requesting a “pass”. Attempting the math problem (at desk or at board) Student Situation & what the student has learned Asked to do math problem at the board, in front of the whole class 1st time…tried to do the problem and struggled Peers laughed and said “that one’s easy”. Ever since…student refuses loudly and/or is silly at the board Teacher sends student out & calls on someone else to do the problem.

PBS v. Aversive Model (ABC) PBS (Positive Behavior Support) – Proactive Interventions to prevent problem behavior Explicitly Teach Alternate and Desired behavior Reinforcement of Alternate and Desired behavior Traditional Aversive/Punitive Model - Reactive approach Limited focus on Antecedent Interventions Little focus on teaching behavior Emphasis on punitive response to problem behavior

Function Based Interventions 8

Activity 1: Function Based Interventions 2 copies of the Pre-Test Complete 1 (be sure your name is on it). Keep 1 for your notes/today’s activities. You may want to transcribe your answer from the “turn-in” copy to the “keep” copy. Turn in Pre-Test

Behavior Support Planning FBA  BSP The most important outcomes/characteristics of FBA: Identify the function of the problem behavior Identify the variables that predict (A) and maintain (C) the problem behavior Develop a Behavior Support Plan that addresses the function of the problem behavior Of these, the MOST IMPORTANT….and the reason for FBA: 10

Steps in Behavior Support Planning Step 1: Develop Competing Behavior Pathway Step 2: Develop Behavior Support Plan Step 3: Implementation Plan Step 4: Evaluation Plan Step 5: Follow-up Meetings to Review Progress Next 3 classes

Function-Based Interventions Start with FBA results = Summary of Behavior Summary of Behavior should include a detailed and specific description of: Targeted Routine Antecedents triggering behavior Problem Behavior Consequence/Outcome of Problem Behavior Function of Behavior

Analyzing the Summary of Behavior Read over the Summary of Behavior, but pay special attention to the Function identified for the problem behavior The Function of Behavior will be central to identifying effective interventions to address: Antecedents Behaviors to Teach & Consequences/outComes

PBS v. Aversive Model (ABC) PBS (Positive Behavior Support) – Proactive Interventions to prevent problem behavior Explicitly Teach Alternate and Desired behavior Reinforcement of Alternate and Desired behavior Traditional Aversive/Punitive Model - Reactive approach Limited focus on Antecedent Interventions Little focus on teaching behavior Emphasis on punitive response to problem behavior

Start w/ Summary of Behavior from FBA Targeted Routine Antecedent Maintaining Consequence & Function Problem Behavior

FBA: Summary of Behavior Targeted Routine Maintaining Consequence & Function Antecedent Problem Behavior FUNCTION FUNCTION is where student behavior intersects with the environment Function = Learning Student learns…. When (A), if I (B), then (C)… Function = how I benefit so I keep doing B

Competing Behavior Pathway

This information comes from your FBA Summary Statement Summary of Behavior Setting Events: Antecedent: Current Behavior: Currency/outCome: This information comes from your FBA Summary Statement Adapted by C. Borgmeier (2002) from multiple sources: M. Bergstrom and D. Crone (2000); March, Horner, Lewis-Palmer, Brown, Crone & Todd (1999); O’Neill, Horner, Albin, Sprague, Story, & Newton (1997); Palmer & Sugai (2000); and Sprick, Sprick, & Garrison (1993); Martin, Hagan-Burke, & Sugai (2000)

!!!Function-Based Planning!!! (Interventions at SE, A, B, and C) SETTING EVENTS ANTECENDENT BEHAVIOR CURRENCY Describe: Makes student’s day worse. Outside the environment you control. Prevent: Change the environment to prevent known trigger from setting off problem behavior. Teach Alternate: Immediate replacement behavior you will teach the student. How and when will you teach; review? Reinforce alternate behavior: Contingent response to alternate behavior. Reinforces student use of replacement behavior you taught. Minimize: You can’t change…but you can minimize the effects. Ex: Hungry  food; Conflict  check in; Forgot supplies  offer extras. Prompt alternate behavior: Cue the alternate behavior before a behavior choice has been made by the student. Teach Desired: Behavior you will eventually teach the student to improve upon the immediate replacement/alternate behavior. Correct misbehavior: How will you respond if the problem behavior occurs? Adapted by C. Borgmeier (2002) from multiple sources: M. Bergstrom and D. Crone (2000); March, Horner, Lewis-Palmer, Brown, Crone & Todd (1999); O’Neill, Horner, Albin, Sprague, Story, & Newton (1997); Palmer & Sugai (2000); and Sprick, Sprick, & Garrison (1993); Martin, Hagan-Burke, & Sugai (2000)

Competing Behavior Pathway Desired Behavior: Future outCome: Setting Events: Antecedent: Current Behavior: Currency/outCome: Alternate Behavior: Adapted by C. Borgmeier (2002) from multiple sources: M. Bergstrom and D. Crone (2000); March, Horner, Lewis-Palmer, Brown, Crone & Todd (1999); O’Neill, Horner, Albin, Sprague, Story, & Newton (1997); Palmer & Sugai (2000); and Sprick, Sprick, & Garrison (1993); Martin, Hagan-Burke, & Sugai (2000)

Competing Behavior Pathway Completed from FBA

So this is what we want…. Desired Behavior Natural Consequence Targeted Routine Antecedent Maintaining Consequence & Function Problem Behavior Alternate Behavior But… Why can’t we go right to the Desired Behavior?

Understanding Desired Behavior Long-term goal = to follow regular classrooms routines and norms, as independently as possible (w/ supports reduced or eliminated) and looking as similar as possible to peers Often requires a sustained, focused teaching effort to build missing skills Academic deficits (often related to Avoiding difficult tasks) Example: student avoids reading because 3 grade levels behind in reading… requires intensive reading instruction to close gap Social Skills deficits (often related to seeking attention) Example: student seeks negative attention due to isolation from peers and adults resulting from aggressive behavior and limited social skills… requires sustained, targeted social skill instruction generalized to natural context Communication deficit Example: student screams and rocks vigorously back and forth due to limited communication skills which might result in getting a snack… requires teaching communication skills (PECS, sign language, etc.) Organizational/school skills deficits Example: student doesn’t complete homework due to limited scheduling and organization strategies which might result in (a) task avoidance due to limited background knowledge or (b) avoiding negative interactions with teacher because homework is frequently not done… requires teaching school skills

Why the Alternate Behavior? 4. The student is going to need to gain the math skills before being able to do this like peers 3. Look how different this is from what’s happening now 1. This is what we’re asking the student to do. Complete math problem Success, another problem Given double digit addn problems Sent back to table (escape task) None identified Throws a Tantrum 2. This is what the student wants now. Raise hand & ask for break 5. So… in the meantime we use the alternate behavior

Function Based Interventions When generating interventions we use Function to develop ideas to change A, B & C Targeted Routine Maintaining Consequence & Function Antecedent Problem Behavior And we work B-A-C wards FUNCTION Function should guide selection of alternative/ replacement behaviors

Understanding Alternate/ Replacement Behaviors Alternate Behaviors are: an immediate attempt to reduce disruption & potentially dangerous behavior in the classroom Take some of the pressure off the teacher designed to actively begin breaking the student’s habit of using problem behavior to meet their needs, by replacing it with a more acceptable alternate behavior 26

Essential Characteristics of Replacement / Alternate Behavior An appropriate Alternate/Replacement Behavior: Serves the same function as the problem behavior Is easier to do and more efficient than the problem behavior Alternate Behaviors require less physical effort & provide quicker, more reliable access to desired outcome/response than problem behavior Is more socially acceptable than the current (problem) behavior 27

Which of the Following are Appropriate Replacement Behaviors? Leslie is 12, has severe intellectual disabilities, does not use words, and hits her head. Head hitting is maintained by adult attention during work periods. Which is the best Replacement Behavior hide under her desk and be ignored sign for “more” to another student take completed work up to show the teacher move to sit by another student Use picture communication system to request teacher help Start w/ the Function 1. Serve same Function? Does it provide adult attn? 2. Is Behavior easier to do than problem behavior? 3. Is Behavior socially acceptable? 28

Which of the Following are Appropriate Replacement Behaviors? Jason is nine and cries when asked to do difficult tasks. The crying is maintained by avoiding or escaping difficult tasks. Possible Replacement Behaviors: More rewards for doing tasks Asking for an easier task/ worksheet Asking to play w/ his Gameboy Requesting adult attention Asking to have soda after tasks are done Start w/ the Function 2. Is Behavior easier to do than problem behavior? 1. Serve same Function? Does it provide adult attn? 3. Is Behavior socially acceptable? 29

Competing Behavior Pathway: Alternative Behavior Example: Jason (from previous example) Antecedent Problem Behavior Consequence Asked to do difficult tasks Avoid/Escape Difficult Task Crying Asking for an easier task/ worksheet NOTE: This antecedent is not specific enough 30

Identifying the Alternate Behavior Yes or No? Why? What are the critical features of an Alternate Behavior? 1. Serve same Function? Does it provide adult attn? 2. Is Behavior easier to do than problem behavior? 3. Is Behavior socially acceptable?

Competing Behavior Pathway

Activity 2 With a partner go through each of the Competing Behavior Pathway options in Pre-Test #2  Yes or No & Why

5 minutes BREAK

Identify an appropriate REPLACEMENT BEHAVIOR: Same function as problem behavior Easier to do than problem behavior More socially appropriate than problem behavior BEHAVIOR: Scribbles all over, then tears up math paper. FUNCTION: Avoid math work. MY ANSWER: Cross out odds or evens. Practice #1 ALTERNATE/REPLACEMENT BEHAVIOR

Identify an appropriate REPLACEMENT BEHAVIOR: Same function as problem behavior Easier to do than problem behavior More socially appropriate than problem behavior BEHAVIOR: Gets out Reading HW when time to do planner. FUNCTION: Gain adult attention. MY ANSWER: Signal (cue card, hand signal) for adult to watch him/her write in planner. Practice #2 ALTERNATE/REPLACEMENT BEHAVIOR

Identify an appropriate REPLACEMENT BEHAVIOR: Same function as problem behavior Easier to do than problem behavior More socially appropriate than problem behavior BEHAVIOR: Head down, refusing to follow directions. FUNCTION: Avoid adult attention. MY ANSWER: 5 minutes head down coupon. Practice #3 ALTERNATE/REPLACEMENT BEHAVIOR

Identify an appropriate REPLACEMENT BEHAVIOR: Same function as problem behavior Easier to do than problem behavior More socially appropriate than problem behavior BEHAVIOR: Blurting out jokes during quiet work time. FUNCTION: Gain peer attention. MY ANSWER: Student reads assignment directions to whole class. Practice #4 ALTERNATE/REPLACEMENT BEHAVIOR

Developing Function-Based Interventions

Behavior Support Planning Identify a range of interventions that address prevention (A), teaching (B) & consequences (C) You may not use them all, but it is good to identify multiple interventions options across A, B & C

!!!Function-Based Planning!!! (Interventions at SE, A, B, and C) SETTING EVENTS ANTECENDENT BEHAVIOR CURRENCY Describe: Makes student’s day worse. Outside the environment you control. Prevent: Change the environment to prevent known trigger from setting off problem behavior. Teach Alternate: Immediate replacement behavior you will teach the student. How and when will you teach; review? Reinforce alternate behavior: Contingent response to alternate behavior. Reinforces student use of replacement behavior you taught. Minimize: You can’t change…but you can minimize the effects. Ex: Hungry  food; Conflict  check in; Forgot supplies  offer extras. Prompt alternate behavior: Cue the alternate behavior before a behavior choice has been made by the student. Teach Desired: Behavior you will eventually teach the student to improve upon the immediate replacement/alternate behavior. Correct misbehavior: How will you respond if the problem behavior occurs? Adapted by C. Borgmeier (2002) from multiple sources: M. Bergstrom and D. Crone (2000); March, Horner, Lewis-Palmer, Brown, Crone & Todd (1999); O’Neill, Horner, Albin, Sprague, Story, & Newton (1997); Palmer & Sugai (2000); and Sprick, Sprick, & Garrison (1993); Martin, Hagan-Burke, & Sugai (2000)