Behavior assessment & intervention Erica Winn, MBA/BCBA Program Specialist EGUSD
Universal Interventions – proactive strategies supporting all students Intensive Interventions -individualized strategies supporting students with high risk behaviors PBIS Continuum 5% Targeted Interventions –specialized strategies supporting students with at risk behaviors 15% Universal Interventions – proactive strategies supporting all students 80% of Students
Purpose of FBA/BIP To better understand the function of a student’s behavior in a school/classroom environment. Find environmental/situational factors that create and maintain problem behavior. All behavior serves a function or purpose in an environment, setting, or situation. Establish systemic interventions to change how a student interacts with the environment and replace problem behavior with pro-social behavior The FBA & BIP should be viewed as a single, continuous process. The FBA/BIP report is a “living document” which is not fixed and can be changed. Intervention should address the function of problem behavior. Most circumstances when a student’s behavior is not being managed in the classroom effectively the teacher hopes the assessor (BICM) will be able to come in and “fix” the behavior. The teacher puts in a request for a behavior assessment thinking someone will come in and take care of the student’s behavior problems, leaving them to teach the rest of the class. However, the purpose of the FBA is to discover potential methods for managing the behaviors with the least possible overt changes in the environment.
Limitations to FBA/BIP Poor collaboration and follow through from site teams Poor collaboration and follow through from home Severe mental illness that is untreated or mistreated The Human Factor Although teachers and site teams recognize the importance of managing student behavior in class, the amount of effort involved in making the needed changes is often surprising to them. Barriers to developing a good BIP include any difficulties in collaborating with necessary staff on site * Teacher holds to contract maximum of one meeting per week only * Working around break schedules, prep periods, and budget allowances Poor collaboration between home and school * Parents unaware of intensity of behaviors at school * Family only receives calls when there is a problem * High level of disproportionality in all districts * Need for cultural responsiveness Mental illness * Any biological roots to problem behaviors need to be addressed to resolve behavior problems * Family may be resistant to seeing mental health professionals or medication We are all human and make mistakes * Fall back into old habits quickly without much thought * Takes significant effort to change your own behavior to effect change in others
Involve Family and Student Prevention methods Response methods Script writing Ongoing communication Reinforcement at school and home Involve Family and Student ASSESSMENT INTERVENTION In order to reduce some of those barriers it is crucial for the assessor to open a bridge of communication with the family and student (if they are able to communicate). You can learn a lot about the cultural background/beliefs of the student that may be important considerations when developing an intervention plan * Through interview you learn the grandparents are primary caregivers at home while parents work *Family culture is to honor the opinions and ideas of the elders, who consistently reinforce the undesired behavior without realizing their effect. This influences the parents to respond to their child similarly. Interviews Observations Reinforcement inventory History of behaviors Past interventions tried Effectiveness
“Tell me and I forget. Teach me and I remember “Tell me and I forget. Teach me and I remember. Involve me and I learn” – Ben Franklin Whenever possible we should involve the student in determining the reason the behavior is occurring and the best course of action when intervening. The student will be able to help identify preferred reinforcers as well as potential reactive strategies. By providing input and being involved in the process the student is more likely to buy into the intervention strategies.
FBA/BIP Flow Chart Identify Target Behaviors Collect Baseline Data Determine Antecedents and Consequences Determine Function of Behavior MUST operationally define (Specific – Observable – Measurable) * Make sure all involved in the assessment and intervention know and understand the definitions Collect baseline * Can be done for observation periods by assessor, but these are usually 1-2 hour increments at a time * Paraeducators are commonly data collectors – Need to ensure they are trained on how to document what is needed * If no documentation has occurred between observation periods, verbal reports can be used Determine Antecedents & Consequences * Through interviews, rating scales, observations, and data collection Determine Function * Gain Access * Tangible, Edible, Sensory, Activity * Escape/Avoid/Protest Develop Hypothesis Develop and Implement Behavioral Interventions Monitor Progress
Data is Everything Establish base-line Identify behavioral patterns Time Duration Frequency Intensity Descriptive Analysis (A-B-C) Consider effect of specific settings or contexts on behavior Evaluate student growth
Where should we collect data? Data should be collected in as many settings and contexts as possible. Data collection is also important in areas where behaviors are NOT occurring to determine potential preventative strategies. It is just as important to document what occurs in the environment where the behavior is absent as it is to document where the behavior is occurring. We must also be cognizant of documenting how able the student is of already using the replacement behavior. This will aide in determining where to start in having the replacement behavior increase while the problem behavior decreases.
When should we collect data? Time of day or schedule is sometimes very important in determining student behavior patterns. Behavior may be affected by fatigue, medication cycle, hunger, family stressors, etc. Narrow down times to collect data by determining when the behavior is most likely to occur.
Behavior Intervention Plan (BIP) FBA and BIP should be viewed as a unit FBA data assists the development and evaluation of the BIP. They should be viewed as a single, continuous process rather than separate systems. Interventions should address the various factors that affect a student
And Now What? Organize Summarize Analyze Intervention and Evaluation
Extinction Burst
Guidelines for Behavior Support Plan (BSP) Development Setting Events Strategies Neutralize or eliminate the effect of setting events Antecedents Strategies Prevent the problem behavior from occurring Behavior Teaching Strategies Teach alternative (based on function) and desired behaviors Consequences Strategies Increase alternative and desired behaviors AND decrease problem behaviors
Proactive (PBIS) Interventions Attention Seeking Antecedent Intervention (PREVENTION) Give attention early for positive behaviors Check-in – provide adult attention immediately upon student arrival Give student leadership responsibility or a class ‘job’ that requires the student to interact w/ staff Place student in desk where he/she is easily accessible for frequent staff attention Give student frequent intermittent attention for positive or neutral behavior Pre-Correct - Frequently & deliberately remind student to raise their hand and wait patiently if they want your attention
Proactive (PBIS) Interventions Avoidance Antecedent Intervention (PREVENTION) Modify task or provide support Modify assignments to meet student skill level (timelines, graphic organizers, chunking, etc.) Assign student to work with a peer Provide additional instruction/support Provide visual prompt to cue steps for tasks student struggles with Provide additional support focused on instructional skills (Homework Club, study hall, etc.) Pre-Teaching content Pre-Correct - Frequently & deliberately remind student to ask for help
Proactive (PBIS) Interventions Attention Seeking Behavior Intervention (TEACH) What should student do to meet their needs? Teach student more appropriate ways to ask for adult attention Identify and teach specific examples of ways to ask for attention Raise hand and wait patiently for teacher to call on you May need to differentiate (large group, small group, work time, etc.) Social Skills Training Lunch Bunch Social Stories
Proactive (PBIS) Interventions Avoidance Behavior Intervention (TEACH) Desired Behaviors Provide academic instruction/support to address student skill deficits More focused instruction in class Additional instructional group Special Education support for academic deficit Additional support and practice at home Additional assessment to identify specific skill deficits
Proactive (PBIS) Interventions Attention Seeking Behavior Intervention (TEACH) Replacement Behaviors More appropriate ways to ask for help from teacher or peers Provide additional instruction on skill deficits Identify and teach specific examples of ways to ask for help Raise hand and wait patiently for teacher to call on you Break card likely need to differentiate (large / small group, work time, etc.)
Proactive (PBIS) Interventions Attention Seeking Consequence Intervention (RESPONSE) Intervention occurs after positive or negative behavior Respond quickly if student asks appropriate for adult attention Give the student frequent adult attention for positive behavior Student earns ‘lunch w/ teacher’ when student earns points Eliminate/minimize amount of attention for problem behavior Limit verbal interaction – create a signal to prompt the student to stop Avoid power struggles
Proactive (PBIS) Interventions Avoidance Consequence Intervention (RESPONSE) Intervention occurs after positive or negative behavior Respond quickly if student asks appropriate for help or a break Reward student for on task, trying hard, work completion Eliminate/minimize the amount of missed instructional time / work for engaging in problem behavior Need to make sure student is capable of doing work or provide support
Proactive (PBIS) Interventions Avoidance Consequence Intervention (RESPONSE) Sometimes students need additional encouragement to engage in the desired behavior… Additional incentives to encourage student positive behavior: Free homework passes Reduced numbers of problems Extra credit points
Ongoing Monitoring & Troubleshooting Moving Forward Measure Behavior Intervention Measure Progress Ongoing Monitoring & Troubleshooting