1. How does the ABCs of Behavior Dictate the FBA? June 2, 2016 Amy L. Dillow, LSW IU #1 Behavior TaC

2. Session Agenda Functional Behavior Assessment (FBA) ABCs of Behavior Positive Support Plans

3. What about Behavior? Behaviors serve a function Analysis of the function or purpose of a behavior is the key to intervention Functional Behavior Assessment includes observation, interview and analysis to disclose information about the reasons behaviors occur

4. What is an FBA? A process for identifying the events that reliably predict and maintain problem behaviors.

5. What is an FBA?  Completing an FBA allows us to Analyze Patterns Under what circumstance or antecedent events is the target behavior most/least likely? Who is present? What is the activity? When (time of day)? Where does it occur?

6. What is the FBA? What consequences or results predictably follow the target behavior? What is gained or access? What is avoided or postponed? What broader issues are important influences on behavior?

7. What is an FBA?  Assumptions Underlying an FBA Behavior is learned and serves a specific purpose. to get to avoid Behavior is related to the context within which it occurs

8. 8 The A-B-C’s of Behavior Antecedent Behavior Consequence ACB

9. Antecedent is what occurs before a behavior

10. Antecedent Pay close attention to: The activity The adult(s) The peer(s) The location/environment The demand or request CSI

11. Antecedent Strategies Environmental Temporal (time) Physical/Medical Task Presentation Instructor Instruction

12. Environmental Variables o Furniture o Décor o Noise Level o Temperature o Lighting

13. Physical/Medical Variables o Hunger o Allergies o Medications o Medical Side Effects o Stimulation (clothing)

14. Task Variables Materials Activity Pace Length of Task Activity Partners Activity Complexity

15. Presentation Variables Type of Instruction Complexity of Presentation Types of Cues

16. Instructor Variables Tone of Voice Disposition/Attitude towards a Student Consistency of Expectation

17. Instruction Variables Skill Deficits Lack of Prior Knowledge

18. Example 1 Jared talks out at least two times per class. He smiles, and other students snicker, when his teacher reminds him to raise his hand. Since the beginning of the year, the problem seems worse. Where? When? Who is present? Trigger(s)?

19. Example 2 Colleen has an argument with someone in the cafeteria at least 3 times per week. The consequence is to stay in at recess and read or work on the computer with the teacher. Where? When? Who is present? Trigger(s)?

20. Establishing Operations Definition: an event that changes the status of a stimulus as a reinforcer or punisher Durational Events Behavioral Histories Physiologic Conditions

21. Examining Behavior Triggers Fast Triggers Immediate Antecedents Specific Discriminative Stimuli Slow Triggers Establishing Operations Setting Events Ecological Events

22. What is Behavior? Psychology, Animal Behavior. a.observable activity in a human or animal. b.the aggregate of responses to internal and external stimuli.

23. Behavior Must be OBSERVABLE and MEASURABLE o Form of a behavior o Function of a behavior

24. Defining Behavior Behavior: -running out into the hallway -hitting desk with fist -completing schoolwork early -yelling expletives in class -writing and passing notes to classmates Not: -bad attitude -lazy -low self-esteem -frustrated -control, power -angry -lack of motivation -disrespectful An observable and measurable act of an individual

25. Functions of Behavior To get:To escape:-attention-activities-objects-stimulus

26. Why Determine the Function? Why Determine the Function? Short term: To teach the student a new skill (replacement behavior) that achieves the same function as the behavior of concern. Ex. Hand raising, saying “Hi”.

27. Consequence is any event that follows a behavior

28. Consequence o What typically happens after the behavior of concern? o What typically happens after appropriate behavior?

29. Pay attention to: What the adult(s) do Give a verbal reprimand Keep the student in for recess Take away points What the other student(s) do Laugh at the student Imitate the student Consequence

30. The consequence with which a behavior is met will determine its likelihood of reoccurrence!

31. Example 1 Jared talks out at least two times per class. He smiles, and other students snicker, when his teacher reminds him to raise his hand. Since the beginning of the year, the problem seems worse. Do the reminders reinforce or punish him? How do you know? What might be the function of this behavior?

32. Scenario #1 Bob, a young man with Asperger Syndrome, yells out “This is stupid” when given an assignment in his inclusive social studies class. His teacher calls his name sternly and tells him that he has a WARNING. After a few minutes, Bob yells again “I don’t want to do this pathetic work”. The teacher yells at Bob and gives him STRIKE 1. After a few more minutes, Bob yells, “Only a moron would want to write about the Aztecs”. The teacher yells again, saying he is sick of Bob’s comments, Bob has a bad attitude, Bob has no consideration for his classmates, etc. and gives Bob STRIKE 2. Each time Bob comments, the teacher yells and gives him a strike. Bob behaves this way at least one time per day.

33. Positive Behavior Support Plan Components Antecedents Replacement Skills Reinforcement Alternative Discipline/Consequences

34. Antecedent (prevention) Strategies: Strategies to remove/reduce identified antecedents to the behavior of concern Strategies to make the behavior unnecessary in specific situations Strategies to assist with the performance of the replacement behavior (cues and prompts) Long term strategies to remediate skill deficits

35. Make a change… BEFORE the behavior occurs! Intervene in the Green: 2 types of antecedent interventions: 1. Change the setting event (S.E.) 2. Change the antecedent S.E. Antecedents Behavior Maintaining Consequence

36. S.E. Strategies Written Rules Outlines Graphic Organizers Rehearsals Social Stories Lighting/ear plugs Advance warnings

37. Manipulations Choice of order of tasks Modify tasks to produce functional outcomes Pre-teach stories Warning notices Meal schedule and quantity

38. Replacement Behavior Identify functionally equivalent replacement behavior The Response Effort

39. Consequence Strategies Reinforcement for performance of the replacement behavior.

40. Reinforcement for Replacement Behaviors Rate Immediacy Quality

41. Types of Reinforcement Tangible Activity Social

42. Teaching Desired Behaviors Fading prompts Pairing Immediate consequences Organized program

43. Consequence Strategies Withholding of reinforcement Delivering of punishment Crisis plan section**

44. Consequence Interventions Punishment (historically) Tokens Point systems Reinforcers Edibles Praise Thumbs up

45. Additional Strategies Loss of privileges- recess, free time Time-out Time-away from reinforcement Reprimand Extra work Write an apology Restitution

46. What is a Standards Based PBSP? “a process and document that is framed by the state standards and that contains goals aligned with, and chosen to facilitate, the student’s achievement of state grade-level standards”

47. How do I Create a Standards Based PBSP? Identify behavior of concern utilizing data from a Functional Behavior Assessment (FBA) Write a Measurable Annual Goal (or goals) Identify Student Interpersonal Skill(s) that correlate with Measurable Annual Goal Incorporate SIS standard into MAG

48. Questions Take a few minutes to reflect the material presented. Does anyone have questions regarding the material? Contact me at: amy.dillow@iu1.org