SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT: YEAR 3 TEAM TRAINING DAY 2 Donna Morelli Cynthia Zingler Education Specialists Positive Behavioral Intervention and Supports Trainers

Sharing Celebrations – Tier 1 and Tier 2 Roadblocks – Tier 1 and Tier 2 Questions/Concerns

Utilizing the PBIS framework Addressing the needs of ALL students within the school Efficient and effective evidence based practices Data for decision making Creating a system for sustainability

SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Student Behavior OUTCOMES Supporting Social Competence & Academic Achievement Supporting Decision Making Integrated Elements

PURPOSE Provide overview of defining features of function-based approach to addressing behavior. FBA Developing a hypothesis

Objectives for Today Determine appropriate data gathering tools Determine student motivation (function) Establish a hypothesis statement that will inform a behavioral intervention plan (BIP)

The Purpose of Assessment “Assessment is a process of collecting data for the purpose of making decisions about individuals or groups and this decision-making role is the reason that assessment touches so many people’s lives.” Salvia & Ysseldyke (2001)

Indicators of a Quality Decision- Making Process 1.Identify the focus area 2.Determine the desired outcome 3.Select strategies/interventions 4.Develop plan 5.Implement and Monitor 6.Evaluate student progress & the plan

What Data Do We Use? Looking at Numbers Quantitative data (Numbers) Defining the gap between expectations and current performance Monitoring the progress and growth Move Beyond Numbers Qualitative data (Descriptions) Developing a focus area or the cause of a concern Defining the context Examining the implications of decisions

Behavior Clearly define the behavior  Observable (can be seen)  Measurable (can be counted)  Specific (clear terms, not vague, no room for a judgment call) Observe at least 3 times – Different settings – Different times – Different activities

Frequency Jon calls out to another student Jon calls out to teacher Calling out to teacher and or classmates without raising his hand occurred 8 times within a 20 minute observation; Greatest difficulty was during seat work.

Data Collection Strategies Masking Tape Pennies (in pocket)/Paperclips Golf Counter Post-It Notes Mailing Labels Index Card on Desk

Duration SettingStart time Stop time DurationTotal time Story10:0510:105 minutes Seat10:1610:259 Blocks10:3110:35418 minutes Average duration of behavior: 18/30 minutes = 60% of the time; 50% of which was during seat work.

Time to Practice Watch the video for instances where Suzanne causes pain to the cat

4WVWxjJng

Time to Practice Compare your observations with your shoulder partner; Share with another pair of partners.

THE ABC S OF FBA S

Simple FBA Brief teacher interview Define problem behavior and identify antecedents and consequences Appropriate when… Behavior is not severe or complex High level of confidence in “ABC’s” and hypothesized function Child is not in danger of suspension, expulsion or an alternative placement Does not meet IDEA requirements Crone & Horner, 2003

Full FBA Parent, additional teacher and child interviews; review of records; and direct observations in at least two settings Appropriate when… Behavior is complex, severe or at-risk If the child’s behavior is not severe but there is a lack of confidence in the initial hypothesized function, prior interventions unsuccessful Meets IDEA ’04 requirements Crone & Horner, 2003

The ABCs of Behavior A ntecedents Events before the behavior B ehavior Observable, measurable, specific C onsequences Event after the behavior

Antecedent BehaviorConsequence

The Three Term Contingency Antecedent : Behavior : Consequence : “Any stimulus presented contingent on a particular response” “Any observable and measurable act of an individual (also called a response).” Any “ stimulus that precedes a behavior” Alberto & Troutman (2006)

Reinforcement vs Punishment Reinforcement : when a consequence of a behavior functions to increase the likelihood of future occurrences of that behavior Punishment : when a consequence of a behavior functions to decrease the likelihood of future occurrences of that behavior

Reinforcement and Punishment * Future probability of behavior Inc. ( )* Dec. ( )* Reinforcement Punishment Give ( + ) Take ( - ) Positive Negative

“School’s not for kids!” When Jake is presented with school work, he whines, “Schools not for kids!” In the past, Jake’s teacher gets frustrated and takes his work away. In the future, Jake continues to whine whenever he is presented with work.

Breakdown of Example: Jake Antecedent(S D ): Behavior(s): Consequence: Action(+ or - ): Effect(  or  ): So it is: When Jake is presented with school work he whines, “Schools not for kids!” Jake’s teacher…takes his work away In the future, Jake continues to whine Jake’s teacher…takes his work away Negative reinforcement

“Brian” During lunch with peers, Brian made a derogatory comment toward one of his peers. The peer punched him. In the future, Brian was less likely to make derogatory comments (at least toward that peer).

Breakdown of Example: Brian Antecedent(S D ): Behavior(s): Consequence: Action(+ or -): Effect(  or  ): So it is: During lunch with peers Brian made a derogatory comment The peer punched him less likely to make a derogatory comments Peer “ gave ” a punch Positive punishment

“Rachel” During math class lectures, Rachel uses a straw and her math notebook to make spitballs and shoots them at Susan. Peers laugh. Rachel begins to shoot spitballs in other classes during lectures.

Breakdown of Example: Rachel Antecedent(S D ): Behavior(s): Consequence: Action(+ or -): Effect(  or  ): So it is: During classroom lectures Rachel shoots spitballs Peers laugh More likely to shoot spitballs during lectures Peer “ gave ” social attention Positive reinforcement

Direct Assessments—ABC Chart TimeAntecedentBehaviorConsequence 9:05 Teacher gives class an independent writing assignment X looks out window Teacher prompts X to begin writing 9:10 Teacher prompts X to begin writing X picks up pen and scribbles on page Teacher walks away 9:17 Teacher prompts X to stop scribbling and begin writing X rips paper up and throws it on the floor Teacher tells X to go to office 9:18 Teacher tells X to go to office X stands up and goes to office X stays in office until next period What could have been done differently? How do you help a staff member change their behavior?

Fast and Slow Triggers Slow Triggers Setting events Environmental conditions Over time Fast Triggers Antecedents Immediately before behavior Pennsylvania Department of Education, Initial Line of Inquiry Slower triggers : disabilities, trauma reactions, fatigue, poor nutrition Medical conditions/reasons, family stressors

Student’s Strengths Describe what the student does well (interests, strengths, learning styles). What does the student contribute to his environment? When does he exhibit appropriate behaviors?

Antecedents: The Student’s Own Behavior How does the student evidence her growing frustration? What does the student DO immediately before the interfering behavior? What are the signs or clues the student gives?

FBA Process Strengths Behavior Antecedents Consequences

A SAMPLE PROTOCOL FOR EXAMINING BEHAVIOR

Indicators of a Quality Decision- Making Process 1.Identify the focus area 2.Determine the desired outcome 3.Select strategies/interventions 4.Develop plan 5.Implement and Monitor 6.Evaluate student progress & the plan

Behavior is Changeable Make the behavior…… Irrelevant Inefficient Ineffective

USING ASSESSMENT TO DEVELOP AN HYPOTHESIS

AcademicsBehavior District CMTsSuspension/Expulsion, Drop-Out, Graduation Rate, Screening Instruments District – Wide Assessments (3 to 4 times annually) DRA, DIBBLES, Math Building Unit TestsOffice Referrals Individual Common Formative Assessments; CBA, portfolios; rubrics Standardized Tests; CBAs; *OBAs; rubrics *objective behavioral analysis

Data Sources Direct measures – CBA (CRT and CBM) Indirect measures – Rubrics, goal attainment scaling, self- monitoring Authentic measures of performance – conversation summaries – portfolios What data sources did you bring for your case study? Etscheidt, 2006

Develop an Hypothesis Develop an hypothesis to define a central focus Examines the relationship among the context variables Determines why this is

Make a Statement About the Behavior Three parts include: When {antecedent/trigger} occurs, ( When Jeff is given an independent writing assignment, ) The {student(s)} do/does {behavior of concern}, (he rips his paper up and throws it on the floor) In order to {perceived function}. (in order to escape the writing task.) * Develop a hypothesis statement for the student in your case study. Pennsylvania Department of Education, Initial Line of Inquiry

So What Do We Want to Happen? The desired outcome is developed from changing the currently reality to a new one. Take a look at your hypothesis. *What is it that you want to happen instead?

Writing a Desired Outcome Clearly define the outcome Observable (can be seen) Measurable (can be counted) Specific (clear terms, no room for a judgment call) May sometimes require smaller benchmarks When {condition} occurs, {the student} will {desired outcome} from {baseline} to {target} by {timeline}. * Write your desired outcome.

Missing Data? Want to Know… Source...

Action Plan Find your missing data! Complete your Hypothesis Statement and specify the root cause. update assessment information

Indicators of a Quality Decision- Making Process 1.Identify the focus area 2.Determine the desired outcome 3.Select strategies/interventions 4.Develop plan 5.Implement and Monitor 6.Evaluate student progress & the plan

Behavior is Changeable Make the behavior…… Irrelevant Inefficient Ineffective

SWPBS Logic! Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, durable, salable, & logical for all students (Zins & Ponti, 1990)

Host Environment Features

Outcomes (“Answers”) Supporting context Effective SWPBS Features & requirements of function-based approach to behavior support Process Behavioral description of “function” Get or escape/avoid Steps in function-based approach to behavior intervention planning Behaviorally competent team

Behavior Support Elements Problem Behavior Functional Assessment Intervention & Support Plan Fidelity of Implementation Impact on Behavior & Lifestyle *Response class *Routine analysis *Hypothesis statement *Function *Alternative behaviors *Competing behavior analysis *Contextual fit *Strengths, preferences, & lifestyle outcomes *Evidence-based interventions *Implementation support *Data plan *Continuous improvement *Sustainability plan Team-based Behavior competence

Function-based support is all about… Re-design & improvement of learning & teaching environments Attention to environment & function Not re-design of individuals Change in behavior of plan implementers

What is function-based support? Foundations in behavioral theory, applied behavior analysis, & pbs Attention to environmental context Emphasis on “purpose” or function of behavior Focus on teaching behaviors Attention to implementers (adult behaviors) & redesign of teaching & learning environments.

Only 2 Basic Functions Pos Reinf Neg Reinf Existing aversive condition identified

Non-examples: Function-Based approach “Function” = outcome, result, purpose, consequence “Lantana, you skipped 2 school days, so we’re going to suspend you for 2 more.” “Phloem, I’m taking your book away because you obviously aren’t ready to learn.” “You want my attention?! I’ll show you attention,…let’s take a walk down to the office & have a little chat with the Principal.”

Defining behavior Must result in clear, measurable, & objective descriptions of individual, groups, or sequences of related behaviors Any observable or measurable action or act. Observable beginning & end Has measurable dimension(s) Frequency, duration, latency, force, topography, locus

Consider behavior dimensions: Frequency Duration Latency, Intensity or force Locus

Non- v. Observable (-)hyperactivity (+)initiates 5 different tasks within 2 minutes (+)leaves room at least 3 times during a 30 minute lesson (+)….

Which is described in observable terms? Hits with his fist OR Aggressive

Delinquent OR Takes money from peers

Psychotic OR Says she hears voices

Arrives 10 minutes late OR Irresponsible

Out of seat 55% of time OR Hyperactive

Consider response class Set of different behaviors with similar or related purpose or function Hit, spit, runaway, yell… Escape difficult task request Cry, hit, whine, raise hand, spit….. Obtain adult attention

Consider response chains Predictable sequence of behaviors Possibly different functions at beginning & end of chains * Can you think of a student whose behavior at the onset had a different purpose at it’s peak.

Ex1. Behavior Chain Given doable task, student… 1.Whispers that work is stupid, 2.Writes on papers, 3.Says work is stupid, 4.Throws paper in waste basket, & 5.Leaves room. What is function of behavior? (Test)

Ex2. Given difficult task, student… 1.Says this work is stupid, 2.Pokes student at next table, 3.Argues with student, 4.Tells teacher to butt out, 5.Threatens teacher 6.Runs away from teacher who chases. What is function of behavior? (Test)

What is FBA? A systematic process for developing statements about factors that contribute to occurrence & maintenance of problem behavior, & more importantly, serve as basis for developing proactive & comprehensive behavior support plans.

When has FBA been done? 1.Clear & measurable definition of problem behaviors. 2.Complete testable hypothesis or summary statement is provided. Statement of function (purpose) of behavior 3.Data (direct observation) to confirm testable hypothesis. 4.Behavior intervention plan based on testable hypothesis Contextually appropriate supports for accurate implementation

Setting EventsTriggering Antecedents Maintaining Consequences Problem Behavior Class Testable Hypothesis “Basic Unit” “Best guess” about behavior & conditions under which it is observed Represents basic working unit of FBA Directly guides development of BIP

Setting EventsTriggering Antecedents Maintaining Consequences Problem Behavior Class Testable Hypothesis “Basic Unit” Following events that maintain behaviors of concern Preceding events that trigger or occasion Set of related behaviors of concern Infrequent events that affect value of maint. conseq.

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. Setting eventAntecedentResponseConsequence Misses 12:30 medication Teachers make multiple task demands Sequoia makes negative self- statements & writes profane language Teacher sends Sequoia to office for being disrespectful What function? Avoid difficult tasks

Setting eventAntecedentResponseConsequence 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 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. What function? Escape adult & peer attention

Setting eventAntecedentResponseConsequence Cleo is new to the 6th grade, & English is her second language. When another student approaches & says something to her in English, Cleo turns away. The other student walks away. This happens several times during the day. New studentStudent approaches & speaks in English Cleo turns away Other student walks away What function? Escape peer attention

Setting eventAntecedentResponseConsequence When his teacher asks him what the capitol city of a country is, Napoleon gives the correct answers. His teacher praises his correct answer, & tells him he may work by himself or a friend on the rest of the assignment. None Teacher asks what capitol city of country is Napoleon give correct answer Teacher gives verbal praise & time to work with a friend What function? Access peer & adult attention

Setting eventAntecedentResponseConsequence As Veloce is walking, other kids look at him & say “what’s up?” He looks back and says: “Who ya lookin’ at?!” “Ya want some of this?!” “Ya talkin’ to me?!” Kids shake their heads & call him “weirdo.” ??Look at him. “What’s up!” “Who ya lookin’ at?” “Ya want Some?” “Ya talkin’ to me? Kids shake heads & call him “weirdo” What function? Access OR escape peer attention? How do you know? Assess?

Setting eventAntecedentResponseConsequence WRITE TESTABLE HYPOTHESIS: As Veloce is walking, other kids look at him & say “what’s up?” He looks back and says: “Who ya lookin’ at?!” “Ya want some of this?!” “Ya talkin’ to me?!” Kids shake their heads & all him “weirdo.” ??Look at him. “What’s up!” “Who ya lookin’ at?” “Ya want Some?” “Ya talkin’ to me? Kids shake heads & call him “weirdo”

Example 1: Different behaviors with different functions Kirsten’s teachers agree that she has two behaviors that interfere with her social success at school, & develop two testable hypotheses:

Setting Event  Anteceden t Event  Behavior  Consequenc e Event None Teacher presents multiple step request. Verbal protest, non- complianc e, foot stomping. Teacher repeats request 4 to 5 times & threatens after school suspension. Setting Event  Anteceden t Event  Behavior  Consequenc e Event None Peers play game & have conflict. Pushes peers away, uses profanity, throws rocks. Peers stop playing with Kirsten. Get adult attention Escape peer social

Example 2: Same behaviors with different functions Amy teachers have noticed two different conditions when Amy displays same problem behaviors. They developed following two testable hypotheses:

Setting Event  Antecedent Event  Behavior  Consequence Event None Peers try to engage Amy in con- versations. Turns eyes away, does not comply verbally, pulls sweater over his head. Peers move away. Setting Event  Antecedent Event  Behavior  Consequence Event None Teachers give Amy corrective feedback about her work. Turns eyes away, does not comply verbally, pulls sweater over his head. Teachers sit down next to her, rub her shoulders, & say comforting words. Avoid peer attention Get adult social

Functional Assessment Checklist for Teachers: “FACTS” STEP 1 : Student/ Grade: _____Clarence/5th grade_____Date: ____January 11___________ Interviewer: ___________Sugai________Respondent(s): ____Thomas_____ STEP 2: Student Profile: Please identify at least three strengths or contributions the student brings to school. C. has leadership potential. Peers listened to him, and he can be very convincing and sincere. He’s academically competent and seems to be moving smoothly and successfully through the school curriculum. STEP 3: Problem Behavior(s ): Identify problem behaviors ___Tardy_X Fight/physical Aggression ___ Disruptive___ Theft___ UnresponsiveX Inappropriate Language_X__ Insubordination___ Vandalism___ Withdrawn_X__ Verbal Harassment____Work not done___ Other __________ ____X _ Verbally Inappropriate___ Self-injury Describe problem behavior:C. may have one of the shortest fuses I’ve seen. One little tease by a peer, and he quickly and predictably escalates through a behavioral sequence that begins with passive in subordination (non response), moves to a mild protest, shifts to harassment and name calling, increases to property damage and even to physical aggression. Its interesting that he seems to “enjoy” the reactions he gets from peers that he aggresses toward, and from peers who look up to him for his aggressiveness. 25

STEP 4: Routine Analysis Schedule (Times) ActivityLikelihood of Problem BehaviorSpecific Problem Behavior 8:00Waiting to enter building Low High See escalation described above 8:15Advisory & Planning Mostly teasing and touching property of others. Doesn’t escalate much further 9:15Language Arts Occasional name calling/teasing 10:15Recess See escalation described above 11:30Math Occasional teasing 12:00Lunch See escalation described above 12:35Earth Science Minor verbal harassment 1:15Art or Phy Ed See escalation described above 2:00Reading Rarely a problem 2:50Waiting for bus See escalation described above

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).

Setting EventsTriggering Antecedents Maintaining Consequences Problem Behavior Desired Alternative Acceptable Alternative Typical Consequence Summary Statement

Setting EventsTriggering Antecedents Maintaining Consequences Problem Behavior Lack of peer contact in 30 minutes. Do difficult math assignment. Noncompliance, profanity, physical aggression, Avoid task, remove from class. Desired Alternative Typical Consequence Points, grades, questions, more work. Do work w/o complaints. Summary Statement Acceptable Alternative Ask for break, ask for help. Why is function important? Because consequences compete!! Function

Setting EventsTriggering Antecedents Maintaining Consequences Problem Behavior Desired Alternative Typical Consequence Summary Statement Acceptable Alternative

Setting Event Manipulations Antecedent Manipulations Consequence Manipulations Behavior Manipulations

Setting EventsTriggering Antecedents Maintaining Consequences Problem Behavior Lack of peer contact in 30 minutes. Do difficult math assignment. Noncompliance, profanity, physical aggression, Avoid task, remove from class. Desired Alternative Typical Consequence Points, grades, questions, more work. Do work w/o complaints. Summary Statement Acceptable Alternative Ask for break, ask for help. Why is function important? Because consequences compete!! Function

Setting Event Manipulations Antecedent Manipulations Consequence Manipulations Behavior Manipulations Teach options to problem behavior: 1. Ask for break 2. Ask for help 3. Turn in assignment as is. Teach missing math skills Arrange for peer interaction before math class Provide positive adult contact Sit with preferred peer Introduce review type problem before difficult tasks Remind of alternative behaviors Do first problem together Immediately reinforce entering class. Provide reinforcer w/in 1 min. of starting task (3 min., 5 min., 10 minutes) Give break & help Sit with preferred peer when done

Setting EventsTriggering Antecedents Maintaining Consequences Problem Behavior Rides city bus Teacher corrects peers Profanity Verbal protests Teacher attention Desired Alternative Typical Consequence Delayed teacher attention. Ignore & problem solve later Summary Statement Acceptable Alternative Discuss in private Why is function important? Because consequences compete!! Function

Setting Event Manipulations Antecedent Manipulations Consequence Manipulations Behavior Manipulations Teach J. how, when, & where to express verbal protest, & how to walk away from problem situations in transitions. On days city bus ridden, check in with counselor to review days schedule & walk with counselor to classroom Give >3 positive acknow- ledgements per min. to peers during transitions. Give private & quiet corrections to peers. Remind J. of acceptable & desired replacement behaviors When J. engages in problem behavior immediately disengage from him, & engage peers. When J. engages in replacement behaviors provide adult attention (discussion)

Setting Event Manipulations Antecedent Manipulations Consequence Manipulations Behavior Manipulations

For Next Time…. Complete an FBA on 1-2 students and bring information with you to the next training. We will be developing BIP We will be discussing developing Wrap Around Services

Session Evaluation Please complete the evaluation for today’s workshop. Thank you!

C ONTACT I NFORMATION Donna Morelli PBIS Trainer Cynthia Zingler – PBIS Coordinator/Trainer