Basic FBA to BIP Using Functional Behavioral Assessment (FBA) to Develop Function-Based Behavior Intervention Plans (BIP) Day One

Learning Objectives Day One: Understand the concepts of “function” and “functional behavior assessment” Consider how FBA/BIP fits within a multi-tiered system of supports Learn the FBA process and practice with selected student Day Two: Develop a BIP for selected student Plan for implementing FBA/BIP within your multi-tiered system

Materials www.pbisvermont.org Introduction and Practice in Functional Behavior Assessment and Behavior Intervention Planning (FBA/BIP) From FBA to BIP Planning Workbook

What’s the function of this behavior? http://www.youtube.com/watch?v=hkKOqij_Tdw

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Function Based Approach Focuses on: Changing environmental factors instead of fixing the person. It’s about what we as adults will do differently!

Simple vs Complex FBA SIMPLE COMPLEX FOR WHAT DEVELOPED BY WHOM Students that demonstrate high frequency behaviors that are not dangerous, have received interventions that did not improve behavior, show behaviors in only 1-2 settings Students that demonstrate dangerous behaviors or show behaviors that occur in 3 or more school settings WHAT Relatively simple and efficient process to guide behavior support planning Time-intensive process that involves emergency planning, family-centered planning, and collaboration with outside agencies DEVELOPED BY WHOM Team of school-based personnel (ex: teachers, special educator, counselor, administrator, behavior support personnel) School-based team, including professionals trained to develop and implement intensive interventions for students with severe problem behaviors (ex: behavior specialist or school psychologist)

the Functional Approach Multi-Tiered System of Supports? How Does the Functional Approach Fit Into Your School’s Multi-Tiered System of Supports?

Universal Think Functionally! Six Components of Universal Purpose Statement 3-5 Expectations System for Teaching Expectations System for Acknowledging Expectations System for Discouraging Problem Behavior Data-based Decision Making Think Functionally! Universal Ask if ODRs have a place to ask what function of behavior may have been

Targeted Match interventions to the function of the behavior! Targeted Interventions Implement Universal with Fidelity Inventory Existing Targeted Practices Develop Intervention – ie. Check-in/Check-out Develop Data System to Support Targeted Interventions Match interventions to the function of the behavior! Targeted

Examples: Targeted Group Interventions Based on Functions of Behavior Access Adult Attention/Support: Check-In/Check-Out Adult Mentoring Programs Access Peer Attention/Support: Social Skills Instruction Peer Mentoring Self-Monitoring with Peer Support (function: academic task escape) Academic Skills Support: Organization/Homework planning support Homework completion club Tutoring This further shows which types of interventions are useful based on the motivation of behavior.

Intensive Create comprehensive FBA/BIP INTENSIVE LEVEL Establish Intensive Team Establish SU Supports for the Intensive Level Establish SU and interagency Develop Capacity for Wraparound Supports Create comprehensive FBA/BIP Intensive Emphasize that the only difference b/w simple & complex FBA is the depth, but both can be completed by school staff at any level of your PBIS interventions. Should be completed by school staff who have the most intimate understanding of the student, school resources, community, school culture and the person who will be implementing the plan.

FBA LOGIC MODEL Sheldon Loman, University of Oregon Behavior Specialist responsible for 25 FBAs in school of 500 Individualized Supports 5% of Students Personnel with “flexible” roles conduct proactive Simple FBA to expand the scope of FBA, prevent intensive problem behaviors, & decrease reliance on specialist. Secondary Group Supports 10-15% of Students Add arrow for universal; change language in red arrow: Ensure there is a place on the ODR to determine possible motivation of behavior School-wide Positive Behavioral Supports 80% of Students

Who is Responsible for Conducting FBA/BIP in Your School? How does someone access this FBA/BIP? Discuss as a group

Requesting an FBA Teachers & school teams should be able to identify the system for requesting assistance Teachers should be able to identify who to access assistance from The targeted team (EST) will determine when an FBA/BIP referral is necessary based on data Focus on system again and assessment team Determine what the process will be for teachers to access assistance and a FBA.

ACTIVITY 1: Using the questions in the workbook, review/develop your school’s process for accessing an FBA/BIP

D.A.S.H. Define behavior in observable and measurable terms Ask about behavior by interviewing staff and student specify routines where & when behavior occurs summarize where, when, and why behavior occurs See the behavior observe the behavior during routines specified observe to verify summary from interviews Hypothesize a final summary of where, when, and why behaviors occur

Defining and Understanding Behavior

The ABC’s of Understanding Behavior A = Antecedent Find out the events that occur right before the behavior. When and Where? B = Behavior Find out What is the observable problem behavior C = Consequence Find out what happens after the behavior occurrs. Why?

Always Start by Defining the Problem Behavior 2 Antecedents/Triggers When _____happens…. 1 Behavior: the student does (what)__ 3 Consequence/Function ..and as a result ______ 20

Defining Observable Behaviors Definitions of behaviors need to be: * Observable: The behavior is an action that can be seen * Measurable: The behavior can be counted or timed * Defined so clearly: that a person unfamiliar with the student could recognize the behavior without any doubts!

Examples and Non-Examples NON-OBSERVABLE / MEASURABLE OBSERVABLE / MEASURABLE Disruptive behaviors Talks when teacher is lecturing, calling out in a loud voice, singing Off-task behaviors Draws pictures during group work time Angry, Hostile Behaviors Throwing objects, Kicking over chairs Inappropriate language Calls peers names Attention problems Tapping/ drumming on desk, looking around the classroom Non-compliance Refusal to do work, failure to follow directions Defiance Yells “No” or “You can’t make me” when given direction

Are these observable & measurable? Gets out of desk and hits other students Has separation anxiety (from parent) Spacey Reads 120 wpm Says she hears voices Emotionally disturbed Doesn’t like classmates

Defining Behavior Tip #1 Ask yourself: “What does the behavior look like?” Talking out: Any verbalization made by the student that was not initiated by the teacher and/or distracts others from the assigned tasks in the classroom

Defining Behavior Tip #2 Provide Examples and Non-Examples of the Problem Behavior Examples of Talking Out: Answering a question the teacher asks of a different student Talking when the teacher is giving directions Talking to peers during independent work time Non-examples of Talking Out: Answering a question the teacher asks of the student Calling out to another student during recess Talking with table mates during a cooperative group activity

ACTIVITY 2: Using your workbook, provide an observable & measurable definition for ONE of these behaviors: Jeff is always disruptive in class Hailey is constantly off-task during math Chris is defiant Brandon is angry and hostile Alexis uses inappropriate language

D.A.S.H. Define behavior in observable and measurable terms Ask about behavior by interviewing staff and student specify routines where & when behavior occurs summarize where, when, and why behavior occurs See the behavior observe the behavior during routines specified observe to verify summary from interviews Hypothesize a final summary of where, when, and why behaviors occur

Asking About When, Where, and Why the Behavior Occurs

defined the problem behavior… Once you have defined the problem behavior… THEN: Where & When does the behavior occur? Routines Triggering Antecedents 2 Antecedents/Triggers When _____happens…. 1 Behavior: the student does (what)__ 29

WHERE and WHEN Does the Problem Behavior Occur? WHERE = Routines where the problem behavior is most likely Examples: during math class, gym, lunch, recess WHEN = Specific events (or antecedents) within a routine that “trigger” the problem behavior Examples: when given double-digit addition, given directions

Identifying Antecedent “Triggers” Identify the event, action, or object that occurs right before the problem behavior (When…) Signals the behavior “Sets it off” (trigger) Identify the ANTECEDENT in these examples: At the lunch table, when told to shut up by a peer, Ben hits the student In language arts class, when asked to read aloud in class, Tracy gets up and tells jokes During circle time, when praised Jessie starts crying

ACTIVITY 3: Using your workbook, identify the behavior and antecedent in the following scenarios

Scenario #1 During passing period in the hallway before recess, when peers tease him about his walk, A.J. calls them names and hits them. Routine: “During __________________________” Passing Period before Recess Antecedent Antecedent Behavior When… When… When… The student... The student... PEERS TEASE ABOUT HIS WALK CALLS NAMES & HITS 33

STARES & DOES NOT RESPOND TO DIRECTIONS Scenario #2 In math class, Bea stares off into space and does not respond to teacher directions when she is given a difficult math problem. Routine: “During________________” Math Class Antecedent Behavior When… When… The student… GIVEN A DIFFICULT MATH PROBLEM STARES & DOES NOT RESPOND TO DIRECTIONS 34

Routines/Antecedents: the student does (what)__ Once you have defined the behavior (the What) & know Where & When the behavior occurs… Then: What is the CONSEQUENCE? (What happens after or as a result of the behavior?) 2 Routines/Antecedents: When _____happens…. 1 Behavior: the student does (what)__ 3 Consequence/Outcome ..and as a result ______ 35

Consequence: Determine What Happens Right After the Behavior It may help to think: “and as a result ______________” Example (AntecedentBehaviorConsequence) During recess, when peers tease him, Ben hits his peers and they leave him alone. During reading, When asked to read aloud Tracy tells jokes, the other students laugh, and she is sent to the office (missing the assignment) During circle time, when praised Jessie starts crying, the teacher stops circle time and comforts her

ACTIVITY 4: Using your workbook, identify the behavior, routine, antecedent, and consequence in the following scenarios

Throws pencil & rips paper Scenario #1 Joe throws his pencil and rips his paper during math whenever he is given double-digit math problems. This results in him getting sent to the office. Routine: “During ________________” Math class Antecedent/Trigger: When.. Behavior: Student does.. Consequence/Outcome: and as a result… Given double-digit math problems Throws pencil & rips paper Sent to the office

Consequence/Outcome: Scenario #2 Nancy cries during reading time when she is asked to work by herself. This results in the teacher sitting and reading with her. Routine: “During ________________” Reading Antecedent/Trigger: When… Behavior: Student does.. Consequence/Outcome: and as a result... Asked to work by herself The teacher sits & reads with her Cries

FUNCTION: Understanding Why the Behavior Occurs When understanding behavior, we want to learn what FUNCTION (or purpose) the behavior is serving for the student (what is the pay-off for the student or what maintains that behavior?) You need to understand from the student’s perspective… What are they getting (or trying to get) from engaging in this behavior What is the most important thing that the student wants to gain (or avoid) by using this behavior

Functions that Behavior Serves

Most Common Functions of Behavior To Avoid/ Escape: Difficult Task Boring Task Easy Task Physical demand Non-preferred activity Peer attention Staff attention Reprimands To Obtain/ Get : Peer attention Adult attention Desired activity Desired object/ items Sensory stimulation: auditory, tactile, etc.

Examples of Function in School Obtain/Get Reinforcers I yell and others look at me I fight and others listen to me I wander and people talk to me I hit in order to get toys from other kids Escape/Avoid Aversives I cry when work gets hard and the teacher tells me to take a time out I throw a book during math class and the teacher will remove me from class I stand out of the way during PE and the other game participants will avoid throwing me the ball.

Understanding FUNCTION: WHY? What maintains the behavior? Use information about the routine, antecedent, behavior, & consequence to determine that the function of the behavior is either to: -Get or Avoid something in the environment Routine: During ________________ Consequence/Outcome: and as a result… __________ Therefore, the function of the behavior is to: get/avoid ____________ Antecedent/Trigger: When _________ Behavior: Student does _________

What is the Function of Bobby’s Behavior? When asked to work with a partner in science, Bobby tears up his assignment and stomps his feet. The teacher then has Bobby sit down at his desk to complete the same assignment, while the rest of the class works together with their partners. Get?? Avoid?? What? An Activity? Peers? Teacher?

Bobby’s Summary Statement Routine: During ________________ Science Antecedent/Trigger: When .. Asked to work with a partner Behavior: Student.. Tears assignment & stomps feet Consequence/Outcome: and as a result... Sent to his desk to complete the assignment Therefore, the function of the behavior is to: get/avoid Avoiding working with a partner is what maintains the behavior!! Working with a partner

What is the Function of Jane’s Behavior? Jane, a fifth grade student, was referred for disruptive behavior to the student support team by her teacher, Mrs. O’Neil. After interviewing Mrs. O’Neil and conducting several observations of Jane in the classroom, the team determined that during transitions (from lunch, recess, dismissal) in the hallway when staff are present, she shouts profanities. Then, adults spend time talking with her about her behavior.

Jane’s Summary Statement Routine: During ________________ Transitions Antecedent/Trigger: When .. Behavior: Student.. Consequence/Outcome: and as a result... Therefore, the function of the behavior is to: get/avoid Shouts profanities Staff are present Adults talk to her Attention from Adults Adult Attention is what maintains the behavior!! 48

ACTIVITY 5: Using your workbook, identify the behavior, routine, antecedent, and consequence in the following scenarios Use this information to determine the most likely FUNCTION of the problem behavior

Scenario #1 When asked to sit with to his peers in morning circle, Mike pulls the hair of the girl sitting next to him. The teacher tells Mike to go back and sit at his desk. Routine: “During ________________ “ Morning Circle Consequence/Outcome: and as a result… Therefore, the function of the behavior is to: get/avoid Antecedent/Trigger: “When … Behavior: Student does… Sent to sit at desk Asked to sit with peers Pulls hair of girl next to him Sitting at morning circle

Scenario #2 Routine: “During ________________ “ When Selena’s teachers present multiple difficult task demands in language arts, she makes negative self-statements & writes profane language on her assignments. Teaching staff typically send her to the office with a discipline referral for being disrespectful (and she misses the assignment). Routine: “During ________________ “ Language Arts Antecedent/Trigger: “When … Behavior: Student does.. Consequence/Outcome: and as a result… Therefore, the function of the behavior is to: get/avoid Sent to office Multiple demands for difficult tasks Makes negative self-statements & writes profane language Difficult Tasks 51 51

Scenario #3 From the video you just watched on Shane …. Routine: “During ________________” Antecedent/Trigger: “When … Behavior: Student does.. Consequence/Outcome: and as a result… Therefore, the function of the behavior is to: get/avoid 53 53

Antecedents/ Triggers After we defined the behavior (the What) & know Where & When & Why the behavior occurs… Then: We ask: Are there any events that happen outside of the routine that “SET UP” the behavior (make it more likely to occur)? 4 Setting Events 2 Antecedents/ Triggers 1 Behavior 3 Consequence/ Outcome 54

Setting Events Events, removed from the immediate situation, that have an impact on the student’s behavior Things that, when a trigger is present, increases the chances that the problem behavior will occur Examples: lack of sleep, illness, change in routines, trauma, argument at home the night before, bullying, etc.

Antecedents vs. Setting Events Antecedents - occur immediately before and act as “triggers” for problem behavior Setting Events – indirectly “set-up” the problem behavior by temporarily altering the value of maintaining consequences. *Setting events can help us PREDICT that the problem behavior will occur.

Common Setting Events: “Set ups” Lack of sleep or food Having a fight on the way to school Bad grade on a test / reprimands Forgetting to take medication Substitute teacher / changes in routine Non-examples: Diagnosis of autism or ADHD “Bad” home life NOTE: Setting Events can be difficult to identify, are often unknown. 57 57

Setting Events: Example When peers approach Victor in the hallway and say, “Hello”, he yells “Leave me alone!” and “Go away!” Peers say he is weird and walk away. This is most likely to happen on days that Victor has an argument with his sibling before school. What is the triggering antecedent? - Peers approach and say “hello” What is the setting event? - Argument with sibling before school 58 58

D.A.S.H. Define behavior in observable and measurable terms Ask about behavior by interviewing staff and student specify routines where & when behavior occurs summarize where, when, and why behavior occurs See the behavior observe the behavior during routines specified observe to verify summary from interviews Hypothesize a final summary of where, when, and why behaviors occur

Seeing or observing the behavior to verify summary from interviews

The purpose of an observation is to confirm or verify the team’s summary If the team has high confidence in their summary, then they may decide that an observation is not necessary

ABC Observation Observe the student in the routines identified during the interview Confirm accuracy of summary of behavior from interview Identify antecedents and outcomes that the team may have overlooked Verify the function of the student’s behavior Develop the most accurate summary statement

D.A.S.H. Define behavior in observable and measurable terms Ask about behavior by interviewing staff and student specify routines where & when behavior occurs summarize where, when, and why behavior occurs See the behavior observe the behavior during routines specified observe to verify summary from interviews Hypothesize a final summary of where, when, and why behaviors occur

Hypothesizing a final summary of where, when, and why behaviors occur

Summary Statement with Setting Event In Social Studies, when asked to read independently, Ben (a strong reader) often gets out of his seat, walks around the room, and jokes with peers. Ben’s peers laugh and talk to him as he walks by. This behavior is most likely to happen on days when Ben’s parents bring him to school (i.e., he doesn’t ride the bus with friends). Routine: During ______________ Social Studies Setting event More likely when… Antecedent When… Behavior The student… Consequence and as a result… Peers laugh and talk to Ben Asked to read independently Out of seat, walks around room, jokes with peers Ben brought to school by parents Function: To… Access peer attention 65

Anatomy of an Hypothesis Statement “During ___________________________________, (the routine or location) When _____________________________________, (summarize the antecedents here) he/she will __________________________________ (summarize the problem behavior here) in order to _____________________________.” (summarize the function here) This behavior is more likely to occur if ____________________. (summarize setting event here)

ACTIVITY 6: Using your workbook, identify the following: * The triggering antecedent * The most likely FUNCTION of the problem behavior * The setting event

Scenario #1 When Jason is asked to outline a book chapter in Language Arts, he often argues, refuses to work and uses profanity which results in being sent to the office for ‘disrespect’. This behavior is more likely if Jason has an altercation with a peer on the bus on the way to school. Routine: Language Arts Setting event Antecedent Behavior Consequence Arguing with teacher, refusing to work, profanity Teacher sends him to the office Function: Peer altercation on bus on the way to school Asked to outline chapter Escape Task 68

Scenario #2 During story time when the teacher asks other students questions, Michelle blurts out responses or begins crying if she is not called on. When this happens, the educational assistant moves in closely and talks privately to Michelle in an effort to calm her. This is most likely to happen on days when Michelle has not had her medication. Routine: Story time Setting event Antecedent Behavior Consequence Blurts out responses, cries EA talks privately with the student Function: Students does not take medication Other students asked to answer questions Adult Attention 69

Review Problem behaviors defined in observable and measurable terms and so clear that a person unfamiliar with the student could recognize the behavior without any doubts Once behavior is defined, identify where and when the behavior occurs (routines and triggering antecedents) After you’ve defined the behavior and know where and when it occurs, then determine why it happens (consequence and function) Then ask if there are any events that happen outside of the routine that make it more likely to occur (setting events)

Antecedents/ Triggers Problem behaviors are defined in observable and measurable terms and so clearly that a person unfamiliar with the student could recognize the behavior without any doubts 1 Behavior 4 Setting Events 2 Antecedents/ Triggers 3 Consequence/ Outcome 71

Antecedents/ Triggers Once the behavior is defined, identify where and when the behavior occurs (routines and triggering antecedents) 2 Antecedents/ Triggers 4 Setting Events 1 Behavior 3 Consequence/ Outcome 72

Antecedents/ Triggers After you’ve defined the behavior and know where and when it occurs, then determine why it happens (consequence and payoff) 3 Consequence/ Outcome 4 Setting Events 2 Antecedents/ Triggers 1 Behavior 73

Antecedents/ Triggers Then ask if there are any events that happen outside of the routine that make it more likely to occur (setting events) 4 Setting Events 2 Antecedents/ Triggers 1 Behavior 3 Consequence/ Outcome 74

ACTIVITY 7: Using your workbook, * identify the problem behavior you want to change for the student you’ve chosen * define the behavior * identify the routines and antecedents * determine consequence and function * examine any setting events

Behavior Pathway Desi Routine: Setting Event Antecedent Problem Behavior Consequence/Function

Functional (Behavioral Assessment) Behavior Support Plan (F-BSP) An interview tool for collecting information about problem behaviors For staff, parents, and students The F-BSP then leads the team to create a competing behavior pathway and behavior support plan

Remind participants that it is more time efficient to use the F-BSP at a team meeting rather than having to go to each teacher individually

Competing Behavior Pathway Routine: Desi Desired Behavior Consequence/Function Setting Event Antecedent Problem Behavior Consequence/Function Alternative Behavior

Homework Gather more information on the student you’ve identified, using the interview section of the F-BSP Protocol (ideally in a team meeting) Conduct observations to verify the information gathered thus far Working with others, develop a hypothesis statement for your student