Updates Today: October 28 th - Preference Assessment & Quiz #2 Next Week: November 4 th – – Task Analysis #1 November 25 th - Task Analysis #2 & Quiz #3 December 2 nd - Ecological Assessment Report & Quiz #4 December 9 th - PLAAFP Assignment & Quiz #5 (optional)

Agenda Review & Quiz Discussion of Chapters 7 & 12 Functional Communication Training/ Assessment

Steps in Ecological Assessment Process Step 1: Plan with Student & Family – Person-centered Planning Step 2: Summarize what is known about the student – Record Review, IEP Review Step 3: Encourage Self-Determination/ Assess Student Preferences – Preference Assessment Step 4: Assess student’s instructional program – Daily Schedule Analysis – Task Analyses – Other Assessments Step 5: Develop ecological assessment report – To inform IEP: PLAAFP, Goals & Objectives, Interventions

Preference Assessments Why are preference assessments so important? Want to be seen as the “giver of good things” Natural consequences may not be reinforcing to the learner. Example Videos on the wiki….let’s take a look.

Direct Observation is most reliable method for assessing preferences From list, directly manipulate potentially preferred items and observe to identify which items are actually preferred. Free Access or Forced Choice of reinforcing items

Systematic Preference Assessments Can be used for a number of reasons, but mostly used to identify potential reinforcers Good idea is to start with: An interview of significant others to find out about a variety of items and activities a learner might like

Steps in Conducting a Systematic Preference Assessment 1.Define the purpose of the assessment. 2.Select the range of sampling options 3.Determine the forms of the sampling options 4.Define the student’s responses for preference and non- preference of options 5.Outline presentation procedures 6.Determine sampling schedule & location 7.Observe & record responses to options 8.Summarize & make recommendations based on assessment.

Steps in Conducting a Systematic Preference Assessment 1.Define the purpose of the assessment. 2.Select the range of sampling options 3.Determine the forms of the sampling options 4.Define the student’s responses for preference and non- preference of options 5.Outline presentation procedures 6.Determine sampling schedule & location 7.Observe & record responses to options 8.Summarize & make recommendations based on assessment. Take a look at the Template and Example from the wiki.

1. Define the purpose of the assessment Planning for the immediate context Provide the focus person with the opportunity to become familiar with the range of options available in the daily routine of a person without disabilities Planning for lifestyle enhancement Major life decisions, exposure to experiences Planning Instruction & intervention Identify things that will reinforce behaviors Guiding question should be: “How will this information be used to promote the student’s self-determination?”

2. Select the range of sampling options Consider the category based on the purpose: Foods, drinks, tangibles, formats, job types (e.g., clerical, custodial, etc.) Within that category determine the options (must be meaningful) Applesauce, mandarin oranges, yogurt, etc. Tasks within a job: photocopying, shredding, etc. Graphic organizers, cloze strategy, partners

3. Determine the forms of the sampling options Options can be either presented in their actual forms or represented with symbols or objects Pictures (of them doing the job) Video tape clips A portion of the actual activity Menu Flyer

4. Define the student’s responses for preference and non-preference of options Discrete responses -e.g., approaching, engaging, initiating Multi-component responses -e.g., manipulation for at least 30 seconds plus sustained eye contact for at least 15 seconds, plus positive vocalizations while manipulating them. Define both positive response (indicating preference) and negative response (indicating non-preference)

5. Outline presentation procedures Provide step by step instructions of how to present the options to the student Define whether you will use Single item presentation (one option; e.g., going to the movies) Paired-item presentation (two options; e.g., markers or crayons) Group presentations (three or more options, remove item selected, offer remaining options, re-present to determine hieararchy)

Free Access Steps (Ortiz & Carr, 2000) Identify several potentially preferred items (checklist or interview of others) Position items so that the learner has access to all items Spread around the room in the learner’s reach/view Observe the learner on several occasions Document the first item (& successive items) the learner approaches and note the total duration of time the learner engages with each item.

Form 5.2

Forced Choice Steps (Piazza, Fisher, Hagopian, Bowman, & Toole, 1996) Identify several potentially preferred items Present items in pairs. Randomize the presentation of items in pairs and order of pairs (to prevent the same item from being presented too many times in a row) Randomize the position of the items Observe the item in each pair the learner selects.

Forced Choice Form 5.3

6. Determine sampling schedule & location Want to present options within the most natural setting Determine when the options will be presented: Massed in brief trials When the learner is familiar with the items available Distributed across the day e.g., different types of materials for instruction Combination of massed and distributed Narrowing job interests to schedule job tryouts Specifically scheduled events Touring housing options with a realtor Important to note who presented the options

7. Observe & record responses to options Record the responses of the student Indicate the percentage an option is selected AND/OR Indicate how long student engaged with option AND/OR Hierarchy of preferences

8. Summarize & make recommendations based on assessment See example Want to ensure that the language is parent and teacher friendly. Make sure the purpose is expressed and the outcome is clearly described.

Quiz

Discussion Time! Chapter 7: Designing & Implementing Positive Behavior Support – Assessment for Creating a Behavior Support Plan – Technically Sound BSP – Competing Behavior Analysis Chapter 12: Teaching Communication Skills – Modes, Functions, & Content of Communication – Assessing Communication Skills

Function Based v. Non Function Based Interventions Ingram, Lewis-Palmer & Sugai, 2005

Carter’s Behavior Intervention Plans Function = Escaping from Difficult Task AntecedentCons for Problem Beh Cons. For Replacement Beh #1 Function Based Tutor difficult math (Mult. tables) Precorrect to Self Mgmt plan = wait for teacher help Redirect & prompt alternate behavior when off-task Provide acad support Assess on task beh every 5 min. Provide choice of reinf #2 Non- Function Based Prompt Approp Beh. & remind can earn time w/ peer If not on task, ignore problem behavior Praise for raised hand Allow time to visit w/ peers for mtg exp.

Newcomer & Lewis, 2004

Functional Communication Training (FCT; Carr & Durand, 1985) FCT involves teaching specific communication skills that are functionally equivalent to problem behavior, based on a functional behavior assessment (FBA)

Functional Communication Training: Carr & Durand, 1985 Typical Consequence Maintaining Consequence Desired Behavior Problem Behavior Alternate Behavior Antecedent Setting Event Summary of Behavior

FBA process D.A.S.H. D efine behavior in observable & measurable terms A sk about behavior by interviewing staff & student -specify routines where & when behaviors occur -summarize where, when, & why behaviors occur S ee the behavior -observe the behavior during routines specified -observe to verify summary from interviews H ypothesize: a final summary of where, when & why behaviors occur 29

Limitations of FBA

No experimental manipulation We are relying on teacher report Relying on informal ABC Observation  Usually with no formal manipulation of variables RESULT = an hypothesis of the function of behavior  As opposed to functional analysis results which provide clear scientific evidence of the function of behavior

If you’re still struggling to ID Function of Behavior Functional Analysis  Begin manipulating variables to alter function of behavior and monitor occurrence of behavior

Functional Analysis  Experimental methodology in which (ANTECEDENTS) and potential reinforcers (CONSEQUENCES) of a problem behavior are carefully arranged in a controlled manner to isolate the effects of potential sources of reinforcement that are often confounded through other observational methods  (Iwata, Kahng, Wallace, & Lindberg, 2000; Mace, Lalli, & Lalli, 1991).  Can lead to causal rather than correlational outcome data with respect to the relationships between environmental events and behavior (Cooper, Heron, & Heward, 2007)

Functional Analysis v. FBA Functional Analysis Uses experimental method to determine function of behavior Requires strict env’l control Used predominantly in research w/ application to classroom Functional Behavioral Assessment Relies heavily on indirect measures (interviews & observations) to ID function of behavior Written into Special Education law for use in schools Results in a hypothesis of the function of behavior

Challenges of Functional Analysis Requires high level of training & expertise Ethical concerns, because we are setting up students to misbehave Time consuming Requires experimental control, to with the classroom and school environment offer many challenges Recreating an environment w/ same ABC, but at same time maintaining experimental control Difficult if behavior is maintained by peer attention

Control Condition The Control Condition is our comparison condition; we don’t want to see any behavior in our control condition We will compare the results of our other conditions to our control condition Big differences between conditions show clear results Experimental Manipulation - only one variable should change at a time from our control condition That way we can KNOW the specific variable contributing to the problem behavior

Creating TEST Conditions Function = Attention pay off provides student with desired attention If student wants attention, expect increase in problem behavior Function = Escape Task pay off allows student to escape non-desired or difficult task If student wants to escape task, expect increase in problem behavior

Functional Analysis (FA)  Purpose of Functional Analysis:  Experimentally determine the function of problem behavior  Uses at least 3 conditions: Control (baseline), Attention (provided when problem behaviors occur), Escape (removal of aversive when p.b. occur)  Should be conducted by individual trained in FA and how to deal with extreme problem behaviors

Design of Functional Analysis Conditions  Individualized according to the functional hypotheses developed by the school professionals.  The functional analyses for all students consist of at least three conditions: control, attention, and escape.  Control Condition: baseline condition in which student has consistently exhibited little or no problem behavior. Reinforcement should be freely available and no demands placed on student  Attention Condition: will involve the contingent provision of attention following occurrence of the problem behavior.  Escape Condition: will examine the function of student behavior through the contingent removal of aversive tasks (e.g., difficult, long, or physically taxing tasks)

Safeguards to maintain experimental control & reduce error/ bias 1. Functional analyses may be conducted in a room separate from the classroom environment to minimize distractions (the classroom environment is more natural, but less controllable). 2. Across days the experimental conditions are presented in random order to reduce the risk of order effects.

Direct Observations During Functional Analysis  Trained data collectors will collect observation data on the occurrence or non-occurrence of target behavior using a partial- interval recording system.

Functional Analysis Condition Procedures  Each functional analysis condition will consist of 10 trials and last a maximum of 5 minutes.  Between conditions, the student is offered a 1-minute break.  Before starting a new condition, the student will be provided with a verbal description of the procedures that will be used in that condition.  Following occurrences of problem behavior during each condition, the researcher will systematically follow through with the prescribed response (i.e. removal of task, providing attention, etc.).

 The student is a Kindergarten student in a general education classroom with 17 students.  His strengths are : Knows initial sounds & likes reading Routine: Reading (9:00) OR Math (10:00-10:30) Setting EventAntecedentBehaviorOutcome/Consequence Unknown During large or small group time when student is sitting with other students or an adult. Makes loud noises, touches others, plays with items, looks around (off-task) Peers or adults will respond to his behavior and give him attention Function: Access attention from the adult (and peers to ultimately get the attention of the adult)

Activities for Control Condition (Preferred activities) Activities for Attention Condition (Easy activities >90% accuracy) Activities for Escape Condition (Less preferred/difficult activities <60% accurate) 1.Building with Blocks 2.Working with unifix cubes 3.Drawing 1.Phonics center activities 2.Worksheets on phonics and reading 1.Reading CVC words from a list 2.Writing/handwritin g activities 3.Math worksheets

 Baseline condition in which student has consistently exhibited little or no problem behavior. Procedure: 1. Introduction: “I’ll help you while you do __________ task” 2. Student presented with the _____________task. 3. The researcher provides 1:1 attention with ongoing prompts every 3-5 seconds. 4. Any occurrences of the problem behavior will be ignored and the student will continue to receive attention every 3-5 seconds. Setting EventAntecedentConsequence Give attention for 1 minute Preferred activity (from list in table above) Ignore problem behavior

 Involves the contingent provision of attention following occurrence of the problem behavior 1. Introduction: “I want you to do this activity.” 2. Researcher will present the activity and then move 10 ft away from student 3. If student engages in target behavior, the researcher will approach the student and provide the student with 5 seconds of adult attention 4. Following the 5-second interval the student will be directed to return to the activity, the researcher will walk away, and the next trial will begin. Setting EventAntecedentConsequence 1 minute break—walk around…limited attention on break Easy worksheet (from table above) no attention—adult 10 feet away Contingent attention. If exhibits target behavior(s) (5 seconds of adult attention)

 Examine the function of student behavior through the contingent removal of aversive tasks 1. Introduction: “I want you to work on this activity, if I think you are having trouble, we’ll take a 10-second break. During that break you need to sit quietly and count to 10 seconds. 2. The researcher will provide 1:1 attention with ongoing prompts related to completion of the assignment every 3-5 seconds throughout the condition. 3. Any time the student engages in the target behavior, the researcher will say, “Let’s have a 10 second break” and remove the worksheet for 10 seconds without providing the student any further attention. 4. The next trial will start following the 10-second break after the student is directed to get back to work. Setting EventAntecedentConsequence Desired activity on breakDifficult activity (less than 60% accurate from table above) with 1:1 attention Remove task for 10 seconds with no attention

Functional Analysis Example - Kaya

Functional Analysis conditions are built on an initial understanding of student –Functional Behavioral Assessment information –Assessment of Task Difficulty & Preferences –If still have a question – still not sure if behavior is attention or escape maintained

Control Condition Setting EventAntecedentConsequence Provide attention during break Preferred worksheet (over 85 % accurate) w/ 1:1 attn (provide prompt every 3-5 sec) No contingent consequences Procedure: 1.Introduction: “I’m going to work with you while you do this worksheet.” 2.The researcher will provide 1:1 attention with ongoing prompts related to completion of the assignment every 3-5 seconds throughout the condition. 3.Any occurrences of the problem behavior will be ignored and the student will continue to receive attention every 3-5 seconds.

Attention Condition Setting EventAntecedentConsequence Limited attn on break (desired Easy worksheet (over 85 % accurate)– no attention Contingent attention (5 sec.). Procedure: Intro: “I want you to do this worksheet. I’ll be standing over here. If you ask for help, or if I think you need help, I will come talk with you about it.” If the student engages in the target behavior, the researcher will approach the student & provide student w/ 5 seconds of adult attn. Following the 5-second interval the student will be directed to return to the activity, the researcher will walk away, and the next trial will begin.

Escape Condition Setting EventAntecedentConsequence Desired activity on break Difficult language arts worksheet (less than 60 % accurate)–w/ 1:1 attn Remove task for 15 seconds w/ no attn. Procedure: Intro: “I want you to work on this worksheet, if you ask for help, or I think you are having trouble, we’ll take a 15-second break.” Researcher will provide 1:1 attention w/ ongoing prompts related to completion of assignment every 3-5 seconds throughout condition. Any time student engages in target behavior, researcher will say, “Let’s take a 15 sec. break” & remove worksheet for 15 sec. without providing the student any further attention. Next trial will start following 15-sec break after student is directed to get back to work.

Functional Analysis Conditions Which Consequence is Reinforcing? Setting Event AntecedentBehaviorConsequence Control Provide attention during break Easy worksheet (over 85 % accurate) w/ 1:1 attn (provide prompt every 3-5 sec) No Behavior No contingent consequences Attn Limited attn on break (desired activity) Easy worksheet (over 85 % accurate) – no attention ? Contingent Attention (5 seconds) Escape Desired activity on break Difficult language arts worksheet (less than 60 % accurate) –w/ 1:1 attn ? Contingent removal of task for 15 seconds w/ no attention

Teaching an Alternate Behavior We are setting up conditions to provoke problem behavior –If we teach an alternate behavior, the student can still signal desired outcome without using potentially dangerous behavior –We can prevent behavior from escalating

Functional Analysis – Teaching an Alternate Behavior Contingent Attention (5 seconds) Throws a Tantrum Raise hand, ask for attn Easy worksheet (over 85 % accurate) – no attention Limited attn on break (desired activity) Attention Condition increase in problem /alternate behavior = Functional

Functional Analysis – Teaching an Alternate Behavior Contingent removal of task for 15 seconds w/ no attention Throws a Tantrum Raise hand, ask for a break Difficult language arts worksheet (less than 60 % accurate) –w/ 1:1 attn Limited attn on break (desired activity) Escape Condition increase in problem /alternate behavior = Functional

Direct Observations During Functional Analysis  Trained data collectors will collect observation data on the occurrence or non-occurrence of target behavior using a partial-interval recording system.

Example of Functional Analysis Results (Kaya) – DAY 1

Example of Functional Analysis Results (Kaya) -- DAY 2

Functional Analysis Results (Kaya) – DAY 3

Accuracy of Work Completed across Conditions ControlAttentionEscape Day 110/1011/119/10 Day 211/117/81/ 4 Day 311/1512/1310/11

Clear Function of Behavior Setting Event AntecedentBehaviorConsequence Control Provide attention during break Easy worksheet (over 85 % accurate) w/ 1:1 attn (provide prompt every 3-5 sec) No Behavior No contingent consequences Attn Limited attn on break (desired activity) Easy worksheet (over 85 % accurate) – no attention Increase Behavior Contingent Attention (5 seconds) **Reinforcing Escape Desired activity on break Difficult language arts worksheet (less than 60 % accurate) –w/ 1:1 attn No Behavior Contingent removal of task for 15 seconds w/ no attention

What would you use for the conditions to test this hypothesis? AntecedentBehaviorConsequence Small group writing tasks (writing paragraphs) Makes faces and talks to other students Get Peer Attention Control Condition? Attention Condition? Escape Condition? Ignore Work Alone on easy task Work w/ Peers on difficult task Provide him w/ attention from Peers Remove the task

What would you use for the conditions to test this hypothesis? AntecedentBehaviorConsequence Double digit addition problems Puts head down, throws pencil down Avoid Math Task Control Condition? Attention Condition? Escape Condition? Ignore Work Alone on easy task Work w/ teacher on double digit problems Provide him w/ attention Remove the task

Informal Functional Analysis Although you may not do a formal, scientific functional analysis… How can you apply some of the principles and logic of Functional Analysis… with your students? In your classrooms?

Small Group Activity I’m unclear if my student is engaging in problem behavior to: Avoid the task OR Gain attention from adults Set up a quick experiment to try to test your hypothesis Develop 3 conditions to test this Control Escape Attention

ACTIVITY – Set Up an Informal Functional Analysis ANTECEDENT Task – Easy/Desired OR Difficult Attn – Attn OR Ignore BEHAVIORCONSEQUENCE for Prob or Alt. Behavior Control Task Attn If Problem Behavior, then… Attn Task Attn If Problem Behavior, then… Escape Task Attn If Problem Behavior, then…

Think about…. How might you integrate this experimental “Functional Analysis” into your interviewing? Is the student likely to engage in problem behavior if they are: Working Independently Working 1:1 w/ adult Easy Task Hard Task

FBA: Summary of Behavior Maintaining Consequence & Function Problem Behavior Antecedent FUNCTION FUNCTION is where student behavior intersects with the environment Function = Learning Student learns…. When (A), if I (B), then (C)… Function = how I benefit so I keep doing B Targeted Routine

Communication Matrix Example An easy to use assessment instrument designed for individuals of all ages who function at the earliest stages of communication and who use any form of communication. Work with a partner to complete an example. Think of a learner that lacks verbal language and primarily uses gestures to communicate. 75

Inventory of Potential Communicative Acts Handout Sigafoos et al. Work with a partner and think of a learner that lacks verbal language and uses primarily pointing and gestures to communicate. 76