VTPBiS Team Tiffany Cassano, Ken Kramberg, Richard Boltax Introduction and Practice in Functional Behavior Assessment (FBA) From FBA to BIP Day One VTPBiS Team Tiffany Cassano, Ken Kramberg, Richard Boltax

BEST Expectations: FBA Training Team Norms Training Setting Be Present Be On Time Silent cell phones; Eyes and ears in focus Engage Take a Team role; Ask questions; Follow along with the Power Point and Activity Sheets. Support Each Other Bring snacks to share; Seek clarification; Use positive statements and re-statements Team Solutions Establish and follow team roles and norms Contribute ideas to Team Planning Teach as you would a teaching matrix in a school. Draw connection to this matrix and ones they have developed. This will be used as part of a simulated CICO activity later in the training.

VTPBiS Signal to Coaches: Help Us Help You = We’re all set. No help needed. = We need help, but can continue with our work. = HELP! We can’t continue with our work. Cups should already be on the table. You may not need to use them if there are few teams.

Today’s Goal Revisit the critical features of universal and targeted PBIS practices and how they inform behavior plans Understand the concept of “function” in behavior support planning Conduct an FBA/BIP for your student of choice Plan for finalizing and implementing plan developed today

Functional Behavior Assessment Is a process for identifying the events that reliably predict and maintain problem behavior.

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

How does Function Based Assessment fit into your school’s PBIS System?

Universal 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 *Monthly as a PBIS Leadership Team Universal

Targeted Targeted Interventions Implement Universal with Fidelity SET Evaluation at 80/80 Inventory Existing Targeted Practices Develop Check-in/Check-out Introduce Function-Based Practices Develop Data System to Support Targeted Interventions Targeted

Intensive INTENSIVE LEVEL Establish Intensive Team and Indentify Intensive Coordinator Establish SU Supports for the Intensive Level Establish SU and interagency Learn about the Intensive Level of PBIS Develop Capacity to Complete FBA and BIP Develop Capacity for Wraparound Supports Intensive

Comprehensive Supports Function-based Support Tier III Intensive Group Interventions w/function-based modifications Group Interventions CICO Skills groups Tier II Targeted Anger Mgmt group Peer Tutors School Mentors Study Skills Homework Club Tier I Universal 6 Components of SWPBIS - 11

What is a Targeted Intervention? An intervention (or set of interventions) known by all staff and available for students during the school day. Interventions provide additional student support in academic, organizational, and/ or social support areas.

Targeted interventions are… Best for low level problem behavior (e.g. talk-outs, minor disruption, task completion); Efficient because they use the same or similar practices for groups of students that do not need to be individualized for each student. Effective because they focus on decreasing problem behavior thereby increasing academic engagement and decreasing office discipline referrals. Chronic low level behaviors will benefit. The idea is to fit the student into an intervention, not make a unique intervention specific to each student.

Critical Features Meets the needs of groups of students Does not require individualizing for each student Uses positive approach Everyone knows about it Let’s students opt out Involves parents Based on function of behavior (get or avoid) Has some clear evidence that it works Has system resources (team and administrator support) Many schools have strong universal supports in place for students as well as a system for supporting students with most intensive needs (Act 264, case management). However, targeted interventions, while they may be numerous, are not necessarily tied to student need or accessible in a systematic way. For example, if you have a mentor program, have you definded who would benefit, what the referral process is, what outcomes are expected, how will you know students have been successful? Also, how do you know that it works?

F B A Determine why problems occur Testable explanations Assessing predictable relationships between the environment and behavior Involves observations of student in natural environments Determine why problems occur Testable explanations The purpose is to get the information necessary to create a successful plan Plans focus primarily on prevention F B A only

3 Levels of Functional Behavioral Assessments Simple FBA Full FBA Functional Analysis

Flaws with FBA use in public schools (Scott et al., 2005) FBA is used mainly as a reactionary approach. opportunity is lost to utilize FBA technology to develop interventions that address minor behaviors that usually precede more serious problems. FBA is restricted to set of procedures used by “experts” The rich supply of information from people with whom the student interacts with the most is lost. FBA is restricted to rigorous procedures that are unrealistic for public school settings. Disincentive for using FBA technology. Cynicism as to the practicality of FBA . Often used just before a manifestation determination is ready to occur or 10 day suspension rule is nearing. A lot of districts still have one person assigned to conduct FBAs (psychologist, behavior interventionist) When working the alternative school as you can imagine we had students with some pretty significant challenging behavior. When I first started working there the procedure was to make a referral to the behavior specialist who would then come in and conduct the data and do the FBA. The challenge was that the behavior specialist was shared between five schools so she wasn’t always available. It would take up to two months to get an FBA report back. I remember saying, “hey wait a minute. Our students are having behavior challenges now and need support now.” It became clear that we needed to become competent in doing FBAs ourselves. T Cassano 2011

So who is responsible for assessment in your school. FBA So who is responsible for assessment in your school? FBA? How does someone access this intervention? Discuss as a group

Requesting an Simple FBA Requests for a simple FBA should be easily accessible to teachers through the use of an simple FBA form Teachers & school teams should be able to identify the system for requesting a simple FBA Teachers should be able to identify members of the assessment team Teachers should be able to identify students that would qualify for having a simple FBA done. Focus on system again and assessment team If a form does not exist in your school you should work with your team to create one, just like a referral for EST or Sped. T Cassano 2011

ACTIVITY 1 Review your school’s targeted plan/process for Simple FBA in the workbook

SIMPLE FBA LOGIC MODEL Sheldon Loman, University of Oregon Individualized Supports 5% of Students Behavior Specialist responsible for 25 FBAs in school of 500 Personnel with “flexible” roles conduct proactive Practical FBA to expand the scope of FBA, prevent intensive problem behaviors, & decrease reliance on specialist. Secondary Group Supports 10-15% of Students School-wide Positive Behavioral Supports 80% of Students T Cassano 2011

At the Foundation of FBA are 3 major tenets about behavior Human behavior is functional Human behavior is predictable Human behavior is changeable People behavior the way they do for a reason. Let’s look at the last one. Are human behaviors really changeable? We can’t really change a student or take away the function that their behavior is for. However we can alter our environment and the way we do things to alter the way they behave to get their needs met. T Cassano 2011

Human behavior is changeable FBA switches the focus from “treatment of within-child pathology” to Design of effective environmental routines These routines focus on changing the conditions that set up, set off or maintain problematic behavior One of our goals while working in an alternative setting is to teach replacement behaviors and prepare students to return to the mainstream setting. I remember when we started transitioning one of our model students back to his local middle school he did great for the first couple of weeks. Then slowly things started to go down hill. The teachers from the school reported, “well, we don’t know what’s going on with him but maybe he isn’t ready to come back. His behavior hasn’t seemed to change all that much.” It struck me as very odd that this boy was able to do so well in our school environment but when he was in the mainstream setting he started to fall apart. It became clear that it wasn’t really him that was failing it was the system that was failing him because it wasn’t designed to provide the support he needed.

In An Effective Environment… Problem behavior is irrelevant, inefficient, ineffective Problem behaviors are irrelevant when Child doesn’t need to escape anymore Child has access to positive events more commonly Problem behaviors are inefficient when Alternative behavior is available Alternative behavior is taught Problem behaviors are ineffective when Problem behavior NO LONGER works- it does not get the child what they want to obtain or what they want to avoid.

Functional Assessment of Behavior “A functional assessment can be done in your head.” It is a problem solving process that identifies the events that reliably predict and maintain problem behavior. T Cassano 2011

Students Needing FBA Academic/Behavior data indicates challenge(s) Chronic Misbehavior 3-5 Discipline Referrals for Major Behaviors Frequent Absences Multiple ISS/OSS Don’t understand behavior Other interventions have not been successful T Cassano 2011

Simple FBA vs Comprehensive FBA COMP. FBA What Relatively simple and efficient process to guide behavior support planning Time-intensive process that also involves archival records review, family-centered planning, and collaboration. May or often includes agencies outside of school Who School-based personnel (e.g., teachers, special educators, counselors, administrators) Professionals trained to conduct functional assessments with students with severe problem behaviors (e.g.,Often by school psychologists, behavior specialists) FBA Lite is also known as Practical FBA because it is a practical practice that can be conducted by trained professional staff. T Cassano 2011

Simple FBA vs Comp. FBA Simple FBA COMP. FBA For Students that: Exhibit high frequency behaviors that are not dangerous (e.g., 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) Exhibits behaviors on 3 or more more school routines T Cassano 2011

Case Study What is the problem? What is he/she getting out of it or avoiding What do you want him/her to do instead? How can you help this happen more often? How will you know if the problem has been resolved?

Simple FBA Process D. A. S. H Simple FBA Process D.A.S.H. Adapted from Sheldon Loman, University of Oregon 1 Define behavior in observable & measurable terms 2 Ask about behavior by interviewing staff & student -specify routines where & when behaviors occur -summarize where, when, & why behaviors occur 3 See the behavior -observe the behavior during routines specified -observe to verify summary from interviews 4 Hypothesize: a final summary of where, when & why behaviors occur Ask and See have to do with information seeking and data collection. T Cassano 2011

DEFINING Problem Behavior (Challenging Behavior) Behavior is….. any action which is observable and measurable, and has a distinct onset and offset. secprevnten

What are some ways students misbehave in your school?

Are the behaviors you listed observable? Measurable? Defined so clearly that a person unfamiliar with the student could recognize the behavior without any doubts? T Cassano 2011

Behavior Kicking Pinching Cursing Hitting Spitting Yelling Disrespect Examples: NonExamples Kicking Pinching Cursing Hitting Spitting Yelling Disrespect Defiance Off task Anger secprvten

Define Behaviors in Clear Terms VAGUE DESCRIPTIVE Julia is aggressive Julia hits other students during PE class when she does not get her way Michael is disruptive Michael blurts out and makes inappropriate comments during classroom discussions Jenny is hyperactive Jenny leaves her assigned area without permission. Jenny only completes small portions of her work. Jenny blurts out answers without raising her hand. T Cassano 2011

ACTIVITY 2 Provide an observable and measurable definition for the behaviors listed in your workbook

2. ASK (Gather Information/Data) staff, student, parents about the ABCs D.A.S.H T Cassano 2011

For FBA Lite do pages 5 to the top half of page 6 of F-BSP For FBA Lite do pages 5 to the top half of page 6 of F-BSP. The lower portion of page 6 through page 8 is used as part of the behavior intervention plan. We will look at that in tomorrow’s session. Let folks know they don’t need to do all of the sections of the F-BSP to conduct an FBA Lite. The form should be used in it’s entirety for the comprehensive FBA. You can actually have a one page questionnaire. T Cassano 2011

Description of the Behavior

Description of Antecedents

Summary of Antecedents

Fill out the F-BSP Teacher/Staff/Parent interview for your student. ACITIVITY 3 Fill out the F-BSP Teacher/Staff/Parent interview for your student.

Only Two Basic Functions Positive Reinforcement Negative Reinforcement Existing aversive condition identified For example- Many students use off topic comments/inappropriate language to obtain attention from peers through their reactions and to escape the task at hand. In this example, social reinforcement is obtained from the peers and the adult. Remember reinforcement is positive and negative. NOTE: When control is offered as a possible function- think about what is underlying that perception. Control can be a way: To hide skill deficits; therefore escaping/avoiding a task To hide fears around social acceptance; therefore escaping/avoiding a situation For an individual to assert themselves; therefore gaining/obtaining the attention of peers/adults from Horner & Sugai at www.pbis.org

3. See the behavior (Gather information/data) D.A.S.H Behavior Observation Forms ABCs T Cassano 2011

Simple FBA Always start with the behavior 2 Antecedent/Trigger: When _____ happens…. 1 Behavior: the student does (what)__ 3 Consequence/OutCome ..because (why) ______ T Cassano 2011

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Using the ABC chart in your workbook, ACTIVITY 4 Using the ABC chart in your workbook, document the time, location, duration, antecedents, behavior and consequences in the following video clip.

4. Write A Hypothesis/Function Statement D.A.S.H All behavior has a function (purpose). At the simplest level, a hypothesis statement identifies the function of the student’s behavior. T Cassano 2011

Ex1. Determining Function Given a task, student… Whispers that work is stupid, Writes on papers, Says work is stupid, Throws paper in waste basket, & Leaves room. What is function of behavior? (Test)

What is function of behavior? (Test) Ex2. Given difficult task, student… Says this work is stupid, Pokes student at next table, Argues with student, Tells teacher to butt out, Threatens teacher Runs away from teacher who chases. What is function of behavior? (Test)

When asked to participate orally in math class, Shane typically ignores the teacher’s request. If the teacher confronts Shane in front of the class and continues to direct him to participate, Shane will become highly agitated and begin to yell at the teacher. These behaviors allow Shane to avoid attention from his peers. T Cassano 2011

When Sequoia misses her 12:30 medication & teachers present multiple task demands, 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. Avoid difficult tasks What function? Setting event Antecedent Response Consequence Sequoia makes negative self- statements & writes profane language Teacher sends Sequoia to office for being disrespectful Misses 12:30 medication Teachers make multiple task demands

Caesar has dyed his hair three colors & is teased several times by his friends before class. When he enters the class, his teacher stares at his hair. Caesar immediately says “what are you staring at?” His teacher immediately sends him to in-school detention. Escape adult & peer attention What function? Setting event Antecedent Response Consequence Caesar is teased several times about his hair by his friends before class His teacher stares at his hair in class Caesar asks his teacher what she’s staring at His teacher sends him to in-school detention

for each the following student scenarios. ACTIVITY 5 In your activity sheet, create a competing pathway and write a hypothesis statement for each the following student scenarios. T Cassano 2011

SCENERIO Jason During independent work time, Jason makes disruptive noises and the teacher responds by redirecting him to work quietly. Jason goes back on task temporarily but continues to interrupt throughout the lesson. Seeking Adult Attention Disruptive Noises (B) Classroom Work (TE) Independently (SE) Teacher Attention (MC) T Cassano 2011

Competing Behavior Pathway FUNCTION: Attention Behavior Antecedents Consequences Setting Events Independent Work Makes Disruptive Noises Teacher Redirection Classroom Adapted from Crone, D.A. and Horner,R.H., 2003 T Cassano 2011

SCENERIO Beth When the teacher asks Beth to read aloud during literacy class, she curses at the teacher and is sent to the planning room to process with a staff member. Fill in competing pathway Avoiding Task T Cassano 2011

Competing Behavior Pathway FUNCTION: Avoid Difficult Task Behavior Antecedents Consequences Setting Events Asked to Read Aloud Curses at teacher Sent into planning room Literacy Class Adapted from Crone, D.A. and Horner,R.H., 2003 T Cassano 2011

SCENERIO William During math class William continually interrupts the teacher making jokes. When redirected by the teacher he calls her a f*&%ing bitch. After removing himself from the classroom and going in the hallway for 5 minutes, William returns and continues to interrupt the lesson. Control. Student is trying to engage the teacher in a power struggle. Imagine a rope between teacher and student. The student is inviting teacher to pick up the rope and engage in tug of war. Best advice, don’t engage. Control seekers can be most challenging. How can we give them a sense of control in a more positive way? T Cassano 2011

Competing Behavior Pathway FUNCTION: Attention Behavior Antecedents Consequences Setting Events Interrupts Teacher/ Making Jokes Teacher Instruction Teacher Redirection Math Class Group Setting Behavior happens as a chain of events and sometimes there is more than one antecedent which can trigger another function. Adapted from Crone, D.A. and Horner,R.H., 2003 T Cassano 2011

Competing Behavior Pathway FUNCTION: Avoid Confrontation; Work Behavior Antecedents Consequences Setting Events Removes Self from Room Teacher Redirection Calls Teacher a F*&%! Bitch Classroom Re-enters Room Adapted from Crone, D.A. and Horner,R.H., 2003 T Cassano 2011

Developing a Competing Behavior Pathway Summary Statement: We already have this!!! Desired Behavior Natural Consequence Targeted Routine Setting Event Antecedent Problem Behavior Maintaining Consequence Alternative Behavior 67 67

Fundamental Rule! “You should not propose to reduce a problem behavior without also identifying alternative, desired behaviors person should perform instead of problem behavior” (O’Neill et al., 1997, p. 71).

Build a Competing Behavior Pathway Gets verbal praise from teacher Completes task Independent classwork Does not have teach attention Makes noises Gets help from teacher Raises hand and asks for help or break

ACTIVITY 6 In your packet, complete the Competing Behavior Pathway for your student.

Adapted from Sugai, Lewis-Palmer, & Hagan, 1999 What are some ways we can alter the lesson to help the student maintain positive behaviors? -Choice, -Peer Partner -Positive reinforcement from peers and teacher Think about things you can do at the antecedent stage before the trigger occurs -pre teaching -partnering up Adapted from Sugai, Lewis-Palmer, & Hagan, 1999

Behavior Intervention Program (BIP) Two Goals: Reduce problem behaviors Increase appropriate behaviors Make behaviors: Irrelevant Inefficient ineffective

What do we do with This Information? Simple FBA If the team has confidence in the hypothesis If the team does not have confidence in the hypothesis Develop/Implement a Behavior Support Plan Gather More Information: Do at Full FBA

Function Based Strategies The team will consider the FUNCTION of the problem behavior when identifying: Setting Event Strategies Antecedent Strategies Teaching Strategies Consequence Strategies Add effective reinforcers for alternative and desired behavior Minimize reinforcement (“pay-off”) for problem behavior Eliminate/ neutralize setting events Modify or remove triggers to prevent problem behavior Prompt alternative and/or desired behavior Teach alternative that is more efficient Teach desired skills

Setting Event Strategies These are structural changes made to the students day or classroom Alternative Schedule Sitting Near the Teacher Lunch in the support room T Cassano 2011

Antecedent Strategies

Antecedent Strategies Setting Event Strategies Manipulate Antecedent Teach Behavior Alter Consequences Eliminate or Neutralize Setting Events Prevent/Modify “Triggers” Prompts for Alt/Des Behavior Teach Alternate Behavior Teach Desired Behavior/ Academic/ Social Skills Reinforce Alt/Des Behavior Response to Problem Behavior/ Corrective Feedback Antecedent strategies are designed to make problem behavior irrelevant by: 1. Eliminating or Modifying antecedents that “trigger” the behavior AND 2. Prompting alternative/Desired behavior (pre-correction)

Identifying Antecedent Strategies When asked to read independently at his seat, Ronnie makes inappropriate noises and makes faces at peers. Based on the FBA data collected, the team agreed that the function of Ronnie’s behavior is to obtain peer attention. Which is the best antecedent modifying strategy? Provide student with an easier reading assignment Remind student of expectations related to respectful behavior Allow student to wear headphones during independent reading Ask student to work quietly 1:1 with a ‘reading buddy’ Have student check in with the teacher at the beginning of class Addresses: 1.Antecedent? Function?

Identifying Antecedent Strategies When Pam is asked to work on long-division problems in math class, she argues, refuses to work, and uses profanity to avoid/escape the difficult task. Which is the best antecedent modifying strategy to prevent problem behavior? Why or Why Not? Move student’s seat closer to the teacher Give student more time to complete the difficult tasks Give student an easier math assignment she can be successful with Warn student she will be sent to office for using profanity Allow student to practice long-division on the computer

Consequence Strategies

Consequence strategies help make problem behavior ineffective by: Setting Event Strategies Manipulate Antecedent Prevent problem & prompt alternate/desired behavior Teach Behavior Explicitly Teach Alternative & Desired Behaviors Alter Consequences Reinforce alternate & desired behavior & extinguish negative behavior Eliminate or Neutralize Setting Events Modify/Prevent “Triggers” Prompt Alt/Desired Behavior Teach Alternate Behavior Teach Desired Behavior/ Academic/ Social Skills Reinforce Alt/Des Behavior Response to Problem Behavior - Redirection -Extinction Consequence strategies help make problem behavior ineffective by: Reinforcing appropriate behaviors AND… Minimizing reinforcement for problem behavior

Reinforcing Alternative and Desired Behavior

Consequences: Reinforcing the Alternative Behavior It is extremely important that the alternative behavior is reinforced: Immediately Consistently and… Results in the same type of reinforcement as the problem behavior This is necessary for the alternative behavior to successfully compete with the problem behavior.

Reasonable expectations? Identifying Consequence Strategies: Reinforcing Alternative/Desired Behavior During independent seatwork, Ronnie makes inappropriate noises and makes faces at peers. The function of Ronnie’s behavior is to obtain peer attention. Function? Reasonable expectations? Which are the best reinforcement strategies? Student is allowed to sit by a preferred peer for 15 minutes, if he is quiet and on task during seatwork every day for a week Student will receive a “free homework pass” if he has no problem behavior during independent seatwork When student is on task with no problem behavior for 15 minutes, he will be allowed to sit at back table and read with a peer Student receives frequent teacher praise for staying on task Student is allowed to work with a peer when asks appropriately

Identifying Consequence Strategies: Reinforcing Alternative/Desired Behavior During independent reading time in language arts, Audrey makes noises, talks out, and walks around the room. The FBA has shown that this behavior is maintained by adult attention. Which are the best reinforcement strategies? Why or Why Not? Student can play a game with the teacher if she works quietly (no more than 2 talk-outs) during independent reading Student is allowed to work with a peer when she has been quiet for 15 minutes Student receives help from teacher if asks appropriately Student can eat lunch with the teacher if no talk-outs for one month Student earns a homework pass for on-task behavior

Teaching Strategies These are the skills the student will need to be taught to do *How to ask for a break using break card *How to monitor his/her progress with a point sheet *How to engage in appropriate conversations with peers during small group counseling T Cassano 2011

In your packet, complete the lower portion (initial intervention plan) ACTIVITY 5 In your packet, complete the lower portion (initial intervention plan) for your student.

HOMEWORK Experiment with implementing the initial intervention plan you created for your student next week. Write a summary of how the interventions went to bring with you to next week’s workshop.