Addressing Individual Challenging Behavior through Function-based Support George Sugai US Dept. of Educ.Center on PBIS Center for Behavioral Education & Research University of Connecticut July

BIP Basics

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 “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 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. 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 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)

On Mondays and/or when up all of the night before. Daily nongraded quiz on previous night’s homework Verbal protests, slump in chair, walks out of room. Avoids doing quiz & homework discussion. Do quiz without complaints. Discussion about answers & homework. Turn in with name & sit quietly w/o interrupting.

On Mondays and/or when up all of the night before. Daily nongraded quiz on previous night’s homework Verbal protests, slump in chair, walks out of room. Avoids doing quiz & homework discussion. Do quiz without complaints. Discussion about answers & homework. Turn in with name & sit quietly w/o interrupting. + Give time to review homework. + Give quiet time before starting. + Give easy “warm- up” task before doing quiz. + Precorrect behavior options & consequences. + With first sign of problem behaviors, remove task, or request completion of task next period. + Remove task based on step in task analysis (STO). + Provide effective verbal praise & other reinforcers. Teach options to problem behavior: 1. Turn in blank 2. Turn in w/ name 3. Turn in w/ name & first item done. 4. Turn in w/ name & 50% of items done.

Neutralize/ eliminate setting events Add relevant & remove irrelevant triggers Teach alternative that is more efficient Add effective & & remove ineffective reinforcers

7. How quality of function-based behavior intervention plans be improved?

FBA/BIP Team Process Steps

Neutralize setting event Make triggers irrelevant. Make problem behavior inefficient. Make consequences ineffective.

6 FBA Misrules 1.Only one way to conduct FBA…. –FA process is basically same –Methods for collecting data may vary Observe Ask Review records Test NO

2.Must do everything every time…. Base FBA activity on what you know FBA is systematic planning process NO

3.Everyone has to know how to do a full FBA…. Small number of people must have high fluency All people must know process & what to expect Some individuals must work on sustainability NO

4.FBA is it….. One component of comprehensive plan of behavior support academic, medical, vocational, mental health, etc. NO

5.FBA is only for students with disabilities… Process for behavior of all individuals across multiple settings NO

6. “Power,” “authority,” “control,” etc. are functions…. 2 research validated functions Pos. & Neg. Reinf. NO

Implementation Example: Bullying Prevention

Bullying Program Component Review Purpose

Preliminary Conclusions

Victim attention Bystander attention Self-delivered praise Tangible access

PREVENTION De-emphasis on adding consequence for problem behavior

Context or Setting Context or Setting Initiator Target Bystander Staff Continuum of Behavior Fluency

Four basic strategies….if you do nuthin’ else….

Label student Exclude student Blame family Punish student Assign restitution Ask for apology Teach targeted social skills Reward social skills Teach all Individualize for non- responsive behavior Invest in positive school-wide culture Doesn’t WorkWorks

MUST….. Be easy & do-able by all Be contextually relevant Result in early disengagement Increase predictability Be pre-emptive Be teachable Be brief

Scott Ross, University of Oregon 38 BaselineAcquisitionFull BP-PBS Implementation Number of Incidents of Bullying Behavior School Days School 1 Rob Bruce Cindy Scott Anne Ken School 2 School %

Scott Ross, University of Oregon BP-PBS, Scott Ross39 21% increase 22% decrease

Name______________________________Date_____________ Setting □ Hallway □ Entrance □ Cafeteria □ Playground □ Other_______________ Time Start_________ Time End _________ Tally each Positive Student ContactsTotal # Ratio of Positives to Negatives: _____: 1 Tally each Negative Student ContactsTotal # Non-Classroom Management: Self-Assessment

1.Did I have at least 4 positive for 1 negative student contacts? Yes No 2. Did I move throughout the area I was supervising? Yes No 3. Did I frequently scan the area I was supervising? Yes No 4. Did I positively interact with most of the students in the area? Yes No 5. Did I handle most minor rule violations quickly and quietly? Yes No 6. Did I follow school procedures for handling major rule violations? Yes No 7. Do I know our school-wide expectations (positively stated rules)? Yes No 8. Did I positively acknowledge at least 5 different students for displaying our school-wide expectations? Yes No Overall active supervision score: 7-8 “yes” = “Super Supervision” 5-6 “yes” = “So-So Supervision” <5 “yes” = “Improvement Needed” # Yes______

Behavior Support Elements Problem Behavior Functional Assessment Intervention & Support Plan Fidelity of Implementation Impact on Behavior & Lifestyle *Response class *Routine analysis *Hypothesis statement *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