Assessment and Intervention Strategies for Behaviors: Part 1 Functional Behavioral Assessment (FBA) & Behavioral Intervention Plan (BIP) Development January 2008 Revised July 2010 Bette Greer Betsy Stanwood

What Should We All Know About Behavior? There is a significant learned component in most forms of challenging behavior and what has been learned may be “unlearned”. Challenging behavior almost always means something. Understanding the behavior helps us to change it. Challenging behavior and autism Making Sense-making progress Philip Whitaker

Why? When? Would a School Team Consider Starting the FBA/BIP Process? Required: To access certain system supports (i.e. Lake Forest Academy) To seek entitlement for special education services To meet IDEA process requirements (i.e. Manifestation Determination, Change in Services, Functional Behavioral Assessments, and Behavioral Intervention Plans) Recommended: To assess & address significant behavior problems in a school setting Student not motivated to participate in school activities Student does not complete tasks Student has poor peer relationships Student has poor self esteem Student has heightened levels of anxiety Student does not comply to adult requests

Functional Behavioral Assessment (FBA)

What is a “Functional Behavioral Assessment”? A method of identifying the social, affective, and environmental factors that reliably predict and maintain behaviors that interfere with learning. INSERT EXAMPLES OF social, affective and environmental factors Its purpose is to determine a target behavior that will be the focus of intervention on a Behavioral Intervention Plan.

Steps in the FBA Process 1. Collect Data 2. Analyze Data Antecedent Behavior Consequence Target Behavior 4. Develop Hypothesis 3. Identify Function of Target Behavior Presenter needs to reference information from Module 2 – Data Collection- which emphasizes initial data collection on PBIS 3 for presentation at the first SST meeting and then further, more specific analysis on the second PBIS 3 after the SST team has identified the target behavior.

1. Collect Data NHCS PBIS 3 Tool FREQUENCY DATA SHEET Student: ______________ Teacher: _________________ Date Time   Behavior of Concern Exhibited Location/Activity Presence of Others, Peers, Adult(Specify) Adult Response/ Action Other Factors       EXAMPLES -After fire drill -Day after return from holiday -No medications  6/14/04 EXAMPLES: -Students (all class) -TA (CM) -T (BS) 10:30 to 12:25 EXAMPLES: -Refuses to work -Talks out -Out of seat Regular class/ Math lesson TA walks to student prompts verbally “Get Busy” NHCS PBIS 3 Tool

2. Analyze Data Identify antecedent or factors noted prior to the behavior Summarize behavior, noting level of intensity and specific patterns, using information from Frequency Data Sheet (NHCS PBIS 3) Identify consequences or events that follow the behavior Define the target behavior (NHCS PBIS 4)

Considerations when Analyzing the Data Are there patterns? Are there specific locations,times, subjects or people? (Triggers) Are there physical signals of impending problems? Are there home concerns? Divorce? Death? Illness? Transition? How often do the behaviors occur? (frequency) How long do behaviors last? (duration) How severe or damaging are the behaviors? (intensity) Can the student continue with their school day when behavioral episode is over?

Consider that a Target Behavior is . . . a specific behavior that needs to be replaced OR a cluster or combination of behaviors that are related to one another and are a part of the target behavior

3. Identify Function Target Behavior Attention? Power? Escape/Avoidance? To determine the function of the target behavior NHCS process includes the review of the second PBIS 3 data collection information and SST data analysis on PBIS 4. Self Stimulation Self Stimulation?

Identifying Functions The function and purpose of the behavior can be… To tell us that they want more of something pleasant = Power and Control or Attention To tell us that they want to get away from something that they consider unpleasant = Escape and Avoidance To obtain something pleasant at a sensory level = Self-Stimulation

Functions of Behavior Target Behavior Pos Reinf Neg Reinf Escape/ Avoidance Self Stimulation Attention Power For: Control Intimidation Vengeance From: Peers Staff Preferred Adult Of: Person Activity Classroom To reduce: Anxiety Fear

So, It Is Important To Determine the “REAL” function of the behavior and the “REAL” message being communicated.

Once you establish the function of a behavior, you need to determine how the ADULT might be contributing to the problem. Just how does she think I contribute to THEIR behavior? Do you mean that I have to change so the student will change?

Do you contribute? Are you guilty of saying any of these? “I tried that visual stuff and she still won’t do her work!” “She just sits there and waits for me to tell her what to do.” “I wrote it on the board" “He knows what he is doing and he is just being manipulative.” “He understands, I had him repeat my directions.” “He understands, he did the work yesterday.”

4. Develop the Hypothesis A hypothesis statement summarizes the team’s analysis of the behavior. It is a statement of what the student is doing and why the student is doing it as framed in the FBA tool. When Johnnie is in small group instruction and/or gym and does not get his way he typically responds by shoving and/or using threatening language to gain attention. When a student’s behavior is being looked at through the FBA process and there is no history of behavior to analyze it may be difficult to pose an overall Hypothesis statement. For example, a student is recommended for a long term suspension but has never been in trouble before.

Other Considerations Related to the FBA Process Use the alternate autism FBA when students have a diagnosis of autism/autism spectrum disorder Use the alternate autism FBA when students demonstrate social and communication deficits demonstrate a strong visual learning channel demonstrate sensory integration deficits Functional Behavioral Assessment for Students with Autism

FBA Pitfalls Failure to use FBA process proactively Failure to collect data efficiently Failure to summarize data for analysis Failure to analyze data efficiently Failure to see or look for patterns Failure to utilize the process to identify the function of the behavior

Accessing the Tools All tools related to the FBA/BIP process can be located at New Hanover County Schools, Special Education & Related Services Manual. Look in the Positive Behavioral Interventions & Supports Chapter. Frequency Data Sheet (PBIS 3) Analysis of Data (PBIS 4) FBA/BIP Autism FBA

The FBA Process Collect Data Analyze Data Identify Function Develop Hypothesis Develop Hypothesis

Behavioral Intervention Plan (BIP)

What is a “Behavioral Intervention Plan”? A plan generated by a team based on the information gathered from a FBA. This tool is a “lesson plan” for teaching replacement behaviors. Writing a BIP is less difficult if attention has been given to collecting data and analyzing data proactively.

“Recipe” for a Successful Behavioral Intervention Plan REWARDS CONSEQUENCES TEACHING PLAN Remember that a classroom teacher may want to use our basic concepts of analyzing classroom behavior/instruction in a more informal process without having to develop a formalized BIP.

Must be specific in describing the behaviors. Can everyone see them? 2 Part Focus of a BIP Replacement /Desired Behavior Rewards Proactive Focus Teaching Plan Documentation Consequences Reactive Focus Crisis Plan REITERATE: Proactive is the TEACHING component. This should be given the most attention rather than focusing on the reactive- crisis plan. However, each step of a crisis plan should be documented and become part of the BIP (which is included on pg 4 of an IEP as an accommodation). Typically if attention is focused on the proactive and teaching of new behaviors the need for reactive/crises plan responses should lessen. Remember when implementing a BIP inappropriate behaviors will increase for a period of time that’s why the need for a crisis plan as a component. ALSO REMEMBER, for students with IEPs that have a BIP as a part of their accommodations the BIP should be reviewed/edited annually as a part of the annual IEP meeting. In addition, the IEP team should revisit BIPs in the event of a student transitioning (I.e., different school within couty/outside county, hospital and alternative location) to insure receiving team’s ability to implement the current plan and it components as written. If the team cannot implement plan as written due to the specialized nature of its components, the team must revise plan and identify appropriate replacement strategies. (STRESS THAT CHANGE TO THE PLAN DOES NOT INDICATE NOT HAVING A PLAN BUT MERELY MAKING IT WORK FOR THAT SCHOOL AND CHILD) Must be specific in describing the behaviors. Can everyone see them?

“I want Joe to follow directions in class.” BIP Instructional Considerations “I want Joe to follow directions in class.” How? Who? Documentation? Consequences? When? Rewards?

”I want Joe to follow directions for task completion in class.” Replacement/Desired Behaviors ”I want Joe to follow directions for task completion in class.” Complete entire task Complete ½ sheet Complete 1 problem Work with peer Progressive Steps must be taught to reach desired behaviors. When trying to evoke a change in behavior it is necessary to look at the prerequisite skills required of the student to achieve that change. Teaching of each progressive step is critical to the success of the BIP. Request help from teacher

Behavior Management and Reinforcement ALL students need strong reinforcement to change their behavior. Reinforcement is equally as important to get them to comply to your request when they perceive the task too difficult or repetitive. IN OTHER WORDS, They have to decide if it is worth doing X to get Y. Just because an adult tells them to do something or threatens to “drop their boat” isn’t going to alter the behavior if there isn’t a strong reinforcer.

Avoid These Pitfalls When Using Reinforcement Don’t forget to teach the behavior you are trying to reinforce, you will need to provide instruction and reinforce close approximations of the goal behavior. Be sure to tell the student what they CAN DO to earn a reinforcer NOT what they can’t do. Make sure you are reinforcing what you truly want to reinforce. For example, make sure that the bulk of the attention paid to children is for desired behaviors rather than undesired behaviors.

Rewards and Consequences Keys for Effective Rewards and Consequences Get information regarding the student’s interests and motivators Get student’s “buy in” regarding rewards system – give at least 5 reward choices Make sure your consequence doesn’t really reward the student Utilize a variety of consequences that offer a more positive outcome such as restitution

BIP Pitfalls Failure to use the tools to guide the decision making Failure to include a teaching plan Failure to identify reinforcers that are effective with the child (inconvenient for adults) Failure to review the BIP

Additional Pitfalls Don’t Get Caught “Failing” to . . . Evaluate the plan’s effectiveness after collecting data Agree on the number of weeks to implement the plan Schedule a date to review and revise the plan Explain all aspects of BIP to student and team members - Document BIP as an accommodation in IEP (if the student has an IEP)

The BIP Process Organize Summarize Analyze Intervention and Evaluation              

Activity A Case Study of Sponge Bob

Case Study #1 Sponge Bob Repeating kindergartner Diagnosis of ADHD – Inconsistently taking Ritalin Becomes agitated when presented with an academic task, usually math Becomes agitated when work is marked incorrect Refuses to comply when redirected to correct his work Further redirection increases his level of agitation, possibly to the point of outward aggressive behavior (such as, crumpling paper, throwing items, destroying property) OR presents non-compliant, shut-down behavior, refusing to follow directions Following the shut-down behavior, student may exhibit aggressive behavior towards peers (such as, kicking or shoving a student)

Case Study #1 Sponge Bob When debriefing with the student he will refuse to accept ownership for his behavior and will blame peers as having prompted the behavior (i.e., perceived students making fun of him, staring at him, talking about him) Analysis of observational data indicates behavior occurs typically during math or in the afternoon as well as when items have been taken from the student Interventions to date have included bouncing to the IBS class - 3 episodes lasting approximately 1.5 hours Parent input indicates aggressive episodes have increased at home even with medication Student’s strengths include articulating his feelings, complying when given one on one support. He also has artistic abilities.

FBA Information Activity #1: In teams, complete FBA Activity #1(a): In teams, complete FBA hypothesis statement. Presenter will direct which activity DISCUSSION AND SHARE

Sponge Bob FBA Hypothesis When Bob is given an assignment (most often with math) and is asked to make corrections or complete an assignment he typically responds by refusing to complete task or shuts down to gain escape and avoidance of the task.

BIP Development Activity #2: In teams, brainstorm a list of appropriate replacement/desired behaviors for Sponge Bob. Activity #3: In teams, brainstorm a list of possible rewards for Sponge Bob. DISCUSSION AND SHARE In Session 2 we will work with Teaching Strategies - The How!

Teaching Plan Sponge Bob New Hanover County Schools Behavioral Intervention Plan (BIP) Replacement/ Desired Behaviors How? . Who? When? How will teaching time be documented? Utilize appropriate de-escalation strategies Request academic assistance Accept responsibility for behavior 1.Teach how to use visual gauge Use visual gauge to indicate level of frustration Choose a de-escalation activity from a menu of activities 2. Teach how to use visual cue card Use a visual to request assistance Participate in academic tutoring 3.Engage in problem solving discussion with adult - Complete Problem Solving tool and identified preferred, acceptable alternate behavior EXAMPLES: Classroom teacher Peer School Staff Counselor Parent Volunteer Reading Teacher IBS Teacher 1 time a week Daily Weekly During resource period At the end of the day Data Collection Sheet Self- Monitoring Tools Behavior Contract What rewards will be provided when the desired behaviors are demonstrated? Who will implement the rewards? How will the desired behavior data be collected? EXAMPLES: Extra time for identified preferred activity Homework/classroom Pass Mystery Motivator Reduction of task expectations Time with a preferred adult Good Report Home Extra “Special Activity” time * EXAMPLES: Classroom teacher Peer School Staff Counselor Parent Volunteer Reading Teacher IBS Teacher Behavior Point Chart Data Collection Forms/Tools * “Reinforcers are carefully tailored to the child’s strengths and interests. This is an important factor in developing successful BIPs. The one size fits all approach to reinforcers is not nearly as effective as the individualized approach.” Bateman & Golly

BIP Crisis Plan (Mild, Moderate, Severe) Activity #4: In teams, brainstorm descriptions of MILD, MODERATE, AND SEVERE behaviors for Sponge Bob. DISCUSSION AND SHARE In Session 2 we will work with Teaching Strategies - The How!

Crisis Plan New Hanover County Schools Sponge Bob New Hanover County Schools Behavioral Intervention Plan (BIP) What? . Describe the target behavior from FBA. What Consequences will be enforced? Who? Describe the responsibilities of each team member, including school staff, family and student. Data Explain how and when data will be recorded. List the type of data collection tool that will be used. Mild: Shut down Refusal to follow directions Moderate: Crumpling paper and throwing items Severe: Kicking or shoving peers Destroying property Cue student to use visual to request assistance or de-escalation break Send home work that has been crumpled or not completed for homework Write an apology to the teacher & classmates for interrupting instruction and endangering their safety Bounce to alternate, non-preferred location Severe: (including components of a crisis plan) Remove class from setting Call first responders Utilize communication de-escalation strategies (Verbal but may be more visual for students with communication delays.) Refrain from interaction to allow student to de-escalate Physical restraint Contact parents Team considers student’s level of de-escalation and potential to remain in school. Team decision will be made to determine need to send student home Classroom teacher will allow enough time for a response Teacher Student Teacher or other staff Personnel trained in Mindset communication de-escalation Personnel trained in Mindset physical restraint procedures/In an emergency other staff until trained staff arrive Administration & team EXAMPLES: Data Collection Sheet Self- Monitoring Tools Behavior Contract

Activity A Case Study of Wile E. Coyote

Case Study #2 Wile E. Coyote 5th Grader Diagnosis of ADHD and Bi Polar Takes medication routinely Becomes agitated when asked to transition from preferred activity Has poor self-esteem and thinks he must “know” all the answers Often will not attempt a task he is unsure of or will begin as if he knows what he is doing and puts any answer to fill in the blanks Will not ask for help

Case Study #2 Wile E. Coyote Analysis of observational data indicates behavior occurs typically when new skills are introduced Interventions to date have included prior notice of instructional topics for pre-teaching at home Parent input indicates frustration at home when he cannot grasp concepts or indicate when he doesn’t know or comprehend info Student’s strengths include vocabulary and significant factual/rote information

FBA Information Activity #1: In teams, complete AU-FBA Activity #1(a): In teams, complete FBA hypothesis statement. Presenter will direct which activity DISCUSSION AND SHARE

Wile E. Coyote FBA Hypothesis When Wile is in an educational setting and is asked to transition when he isn’t finished he typically responds by presenting verbal refusal or destroying materials to gain escape and avoidance of the adult request.

BIP Development Activity #2: In teams, brainstorm a list of appropriate replacement/desired behaviors for Wile E. Coyote. Activity #3: In teams, brainstorm a list of possible rewards for Wile E. Coyote. DISCUSSION AND SHARE In Session 2 we will work with Teaching Strategies - The How!

Teaching Plan New Hanover County Schools Wile E. Coyote New Hanover County Schools Behavioral Intervention Plan (BIP) Replacement/ Desired Behaviors How? . Who? When? How will teaching time be documented? 1. Communicate appropriately with staff regarding his needs or concerns 1. Student will use visual help flip card - “I need help card.” to indicate a need for help or to ask for an opportunity for additional time to complete a task. 1. Resource teacher to develop and pre-teach “Help card procedure. Student will need multiple opportunities to practice/role play the use of the card system. School staff to implement the procedure. EXAMPLES: 1 time a week Daily Weekly During resource period At the end of the day Data Collection Sheet Self- Monitoring Tools Behavior Contract What rewards will be provided when the desired behaviors are demonstrated? Who will implement the rewards? How will the desired behavior data be collected? Sticker reward system to be traded in for school rewards and/or at home towards larger incentive Tickets as a part of reinforcement system Computer time Homework Pass Visit to other classes to act as helper Free time to listen to music School Personnel - EVERY TIME HE COMPLIES TO RULES/EXPECTACTIONS/ PROCEDURES, EVEN DURING A CONSEQUENCE, STUDENT GETS REINFORCED REINFORCEMENT SHOULD ACCOMPANY APPROXIMATIONS EXAMPLES: Behavior Point Chart Data Collection Forms/Tools * “Reinforcers are carefully tailored to the child’s strengths and interests. This is an important factor in developing successful BIPs. The one size fits all approach to reinforcers is not nearly as effective as the individualized approach.” Bateman & Golly

BIP Crisis Plan (Mild, Moderate, Severe) Activity #4: In teams, brainstorm descriptions of MILD, MODERATE, AND SEVERE behaviors for Wile E. Coyote. DISCUSSION AND SHARE In Session 2 we will work with Teaching Strategies - The How!

Crisis Plan New Hanover County Schools Wile E. Coyote New Hanover County Schools Behavioral Intervention Plan (BIP) What? Describe the target behavior from FBA. What Consequences will be enforced? Who? Describe the responsibilities of each team member, including school staff, family and student. Data Explain how and when data will be recorded. List the type of data collection tool that will be used. Mild: Shut down Refusal to follow directions States OK, in a minute Moderate: Verbal refusal – “I ‘m not going to do that Crumpling paper and throwing items Yelling out inappropriate comments to teacher or students Refusing to leave class Severe: Throws himself on the floor Leaves assigned area without permission Pushes, hits, throws inappropriate objects, grabs Cue student to use visual to Communicate his needs/concerns IF REFUSING TO COMPLY present visual cue card that says, “If you don’t stop (or start) ____ then you will go to Ms. X’ room. When student complies then he return to class if calm Severe: (including components of a crises plan) Remove other students from room Call Administrator Administrator will present next choices: “You can walk with me to my office or, I will take you to my office”. Parents notified. Student makes choice of consequence with parents to be implemented the following day, Classroom teacher will allow enough time for a response Teacher Student Teacher or other staff Administrator Administration & team EXAMPLES: Data Collection Sheet Self- Monitoring Tools Behavior Contract

Resources NHCS Positive Behavioral Interventions and Supports Training Modules NHCS Student Support & Intervention System Manual Why Johnny Doesn’t Behave by Barbara Bateman & Annemieke Golly Web Resources http://dpi.wi.gov/sped/ebdbluepri.html http://www.interventioncentral.com/ http://www.pbis.org/main.htm