2. E5. Intro to Complex FBA and BIP
Dave Kunelius, WI RtI Center

3. Wisconsin RtI Center
Our mission is to support schools through the phases and sustainability of their RtI system implementation.
The core reason that the Wisconsin RtI Center exists is to develop, coordinate and provide high-quality professional development and technical assistance…
as well as to gather, analyze and disseminate RtI implementation data to enhance the support of schools’ implementation.
Purpose: To explain the organization, mission, and purpose of the RtI Center
Click to show 2 icons
We also use the Wisconsin PBIS Network graphic to show our close connection to the national PBIS network which has established success in RtI for behavior over the past decade.
Together, they represent our mission:
Click to advance to 1st paragraph
Read: Our mission is to support schools through the phases and sustainability of their RtI system implementation for reading, math and behavior.
And here’s how we do that:
Click to advance to 2nd paragraph.
First, we develop, coordinate and provide high-quality professional development and technical assistance.
The Center has created its materials and delivers training and support to help schools/districts build their capacity to establish RtI systems for behavior, reading, and math. We also serve to connect schools/districts with other professional organizations and resources to establish an integrated network of support across the state.
Our second means to support schools is to (Click to advance to 3rd paragraph)
Gather, analyze and disseminate RtI implementation data to enhance the support of schools’ implementation.
The Center serves to recognize the hard work and tell the stories of schools across the state that have developed RtI systems leading to positive outcomes for kids. We believe this peer-to-peer sharing based on data will create a sustainable system of support across the state.

4. RtI Definition Wisconsin RtI
An organizational framework that guides implementation of a culturally responsive, multi-level system of support to achieve academic and behavioral success for all
Purpose: To clarify Wisconsin’s definition of RtI
RtI in Wisconsin has a broad definition.
In Wisconsin, RtI is defined as an organizational framework that guides implementation of a multi-level system of support to achieve academic and behavioral success for all

5. Participant Engagement
Polls - Who is here today Spinner – What is one thing you are most proud of in your PBIS work so far
Need graphic for each of these, so participants have visual identifier
M. K. Strickland-Cohen (2011) ECS, University of Oregon

6. This is a five-part series of training sessions on utilizing FBA data to develop behavior support plans for students with moderate to severe behavior problems in schools.
Brief
Complex
For:
Students with mild to moderate problem behaviors (behaviors that are NOT dangerous or occurring in many settings)
Students with moderate to severe behavioral problems; may be dangerous and/or occurring in many settings
What:
Relatively Simple and Efficient process for behavior support planning based on “practical” FBA data
Time-intensive process that involves emergency planning, family-centered planning, and collaboration with outside agencies
Developed by whom:
Team of school-based professionals (e.g., PBS team members whose job responsibilities include FBA and behavior support planning)
School-based team including professionals trained to develop and implement intensive interventions for students with severe problem behaviors (e.g., behavior specialist)
M. K. Strickland-Cohen (2011) ECS, University of Oregon 6 6

7. Training Objectives
Training sessions focus on teaching you to lead a behavior support team through the process of:
Walking a family and team through the FBA process
Collecting and sharing data from multiple environments/perspectives
Examining full range of behavioral challenges, antecedents and consequences to hypothesis function
2. Moving from a completed FBA to a Behavior Support Plan designed to:
- Prevent problem behaviors from occurring
- Teach alternative and desired behaviors
- Reward appropriate behavior while minimizing the payoff for problem behavior
3. Developing Implementation and Evaluation plans detailing specific procedures, responsibilities, and timelines for:
- Putting the BIP into action
- Evaluating the effectiveness of the plan.
M. K. Strickland-Cohen (2011) ECS, University of Oregon

8. WI PBIS NetworkTraining Sessions
Session #1: Building Competing Behavior Pathways – Review, transition to complex FBA.BIP Session #2: Gathering information - Family engagement, school data tools Session #3: Putting it all together – creating the FBA Session #4 Completing the BIP Session #5 Progress Monitoring the plan
M. K. Strickland-Cohen (2011) ECS, University of Oregon

9. Objectives for Session #1: Building Competing Behavior Pathways
By the end of this training session Team Leaders will be able to: 1. Explain the difference between ‘mild to moderate’ and ‘severe/complex’ problem behaviors 2. Label the essential components of an FBA summary statement 3. Describe the three essential characteristics of alternative behavior 4. Identify examples and non-examples of appropriate alternative behaviors given sample scenarios 5. Construct an example summary statement including antecedents, behavior, consequence, and function, and provide examples of appropriate and inappropriate alternative behaviors
Pretest poll – 1-5 scale of current knowledge
M. K. Strickland-Cohen (2011) ECS, University of Oregon

10. Positive Behavior Interventions & Supports: A Multi-Level System of Support Model (MLSS)
Tier 1/Universal
School-Wide Assessment
School-Wide Prevention Systems
ODRs,Credits, Attendance, Tardies, Grades,
Tier 2/ Secondary
Tier 3/
Tertiary
Check-in Check-out (CICO)
Assessment
Intervention
Social/Academic Instructional Groups (SAIG)
Daily Progress Report (DPR)
Group Intervention with Individualized Feature (e.g., CICO with ind. features and Mentoring)
Within our schools, we are responsible fro providing a continuum of interventions and making sure systems are in place to make this as easy as possible.
Competing Behavior Pathway, Functional Assessment Interview, Scatter Plots, etc.
Brief Functional Behavior Assessment/
Behavior Intervention Planning (FBA/BIP)
Individually designed progress monitoring tools
Complex or Multiple-domain FBA/BIP
Wraparound/RENEW
Wisconsin PBIS Network, Revised Aug Adapted from T. Scott, 2004

11. Data-Based Decision Making Numbers to Keep in Mind
7-15%: Percent of total population expected to need and be supported by Tier 2 interventions
1-5%: Percent of total population expected to need and be supported by Tier 3 interventions
70%: Percent of youth (receiving intervention “X”) that should be responding to intervention
Data-based Decision-Rules for ‘determining response’ must be defined
Data sources defining response are efficient
Ex. Daily Progress Report (DPR) cards: Student
maintains an 80% average on DPR for 4 weeks
This is essential to understand. In order to be able to deliver high quality, efficient and effective Tier II and III supports, the numbers of students accessing them must be reduced by efficient practices at the layers below. In other words, as you move into the higher tier II range, the numbers of students requiring them should be decreasing because the majority of the students (70%) in the lower intervention are responding to it.
The percent of students accessing each tier are over the course of a YEAR, the percent responding to an intervention are at any given time.

12. 3-Tiered System of Support Necessary Conversations (Teams)
Universal Team
Secondary Systems Team
Problem Solving Team
Tertiary Systems Team
Plans school-wide and class-wide supports
Uses process data; determines overall intervention effectiveness
Standing team; uses FBA/BIP process for one youth at a time
Uses process data; determines overall intervention effectiveness
Purpose: Provide big picture of how tier 2 is “fed” by tier 1, and “feeds” into tier 3. Training addresses this flow chart
DON’T PANIC! THIS WILL MAKE SENSE BY END OF TRAINING
Main ideas:
Talk through each of the system supports and the roles of each team.
Make note that the interventions listed are only a sampling and ultimately should include ALL interventions in the Unified System (Behavioral and Academic). However, today we are only focusing on Behavioral interventions.
Pupil Services Personnel—Tier 1 - consult, Tier 2 - coordinate, Tier 3 - facilitate (quote from Lucille Eber)
Conversation – cont discussion around who should be at each training day
Complex
FBA/BIP
WRAP/ RENEW 12 12

13. Improving Decision-Making
From:
Problem
Solution
To:
Problem
Solving
Using
Data
Teams used to do problem to solution…now we need to do the middle step...use DATA
The more data you have about a problem the easier it is to create a solution
Talk about setting outcome goals for each intervention
Solution
Monitor
Outcome
Problem

14. Building FBA Capacity X Teachers Staff School Specialist District
Behavior
Analysts
Informal
FBA X
Level I:
Brief FBA
Level II:
Complex FBA
Level III:
Functional Analysis
Purpose: Differentiate TYPES of FBA/BIP. Within PBIS context we will work with Level I as part of our Tier II model and level 2 as part of our tier III supports
Level 1: Brief Functional Behavioral Assessment
Facilitated in school by Tier 2 Problem-solving Team
Typically involves data from existing sources and interviews
Behavior plan implemented by classroom teachers as part of normal day
Typically involves one low level behavior in school settings
Level 2: Complex FBA
Facilitated by trained staff as part of an individualized student team
Typically involves interview(s), observation, and multiple data points
Behavior plan implemented by classroom teachers, pupil services staff, parents, and community stakeholders
Involves multiple settings both in and out of school
Horner & Anderson, 2007

15. Brief to Complex FBA-BIP: Continuum
For:
Students with mild to moderate problem behaviors (behaviors that are NOT dangerous or occurring in many settings)
Students with moderate to severe behavioral problems; may be dangerous and/or occurring in many settings
What:
Relatively Simple and Efficient process for behavior support planning based on “practical” FBA data
Time-intensive process that may involve emergency planning, family-centered planning, and collaboration with outside agencies
Developed by whom:
Team of school-based professionals (e.g., Problem-solving team members whose responsibilities include FBA and behavior intervention planning)
Individualized team including the family & professionals trained to develop and implement intensive interventions for students with severe problem behaviors (e.g., behavior specialist)
We want you to see the utility of thinking function based, and seeing that brief to complex is a continuum. The skills you will use will be applicable for all intensities of problem behavior. You will need to collect more specific, more frequent data, and pull in additional data sources as the behavior is more complex. You will also need to support your interventionists as the behavior is more complex.
Think about how the tiers of support in PBIS add “layers” as students have needs. FBA-BIP does the same thing. 15 15 15

16. A Quick Review of Behavioral Terms
Foundational underpinnings
M. K. Strickland-Cohen (2011) ECS, University of Oregon

17. FBA/BIP Behavioral Terms
M. K. Strickland-Cohen (2011) ECS, University of Oregon

18. Always Start by Defining the Behavior2
Routines/Antecedents/ Setting Events:
When _____happens…. 1
Behavior:
the student does (what)__ 3
Consequence/Function
..because (why) ______
M. K. Strickland-Cohen (2011) ECS, University of Oregon 18

19. Defining Observable Problem Behaviors
Definitions of behaviors need to be:
Observable: The behavior is an action that can be seen.
Measurable: The behavior can be counted or timed.
Defined so clearly that a person unfamiliar with the student could recognize the behavior without any doubts!
M. K. Strickland-Cohen (2011) ECS, University of Oregon 19

20. Which is described in observable and measurable terms?
hits with his fist –OR- aggressive
bully –OR- takes money from peers
psychotic –OR- says she hears voices
arrives at class 10 minutes late –OR- irresponsible
out of seat 55% of time –OR- hyperactive
Polls – check list – A or B
M. K. Strickland-Cohen (2011) ECS, University of Oregon 20

21. Review #1 (page 6)
Provide an observable & measurable definition for ONE of these behaviors:
Jeff is always disruptive in class.
Hailey is constantly off-task during math.
Brandon is defiant.
Alexis uses inappropriate language.
Spinner for response
M. K. Strickland-Cohen (2011) ECS, University of Oregon

22. Once you have defined the problem behavior…
Then: Where & When does the behavior occur?
Routines
Triggering Antecedents
Setting Events 2
Routines/Antecedents/ Setting Events:
When _____happens…. 1
Behavior:
the student does (what)__
M. K. Strickland-Cohen (2011) ECS, University of Oregon 22

23. Antecedents vs. Setting Events
Antecedents - occur immediately before and act as “triggers” for problem behavior
Setting Events – indirectly “set-up” the problem behavior by temporarily altering the value of maintaining consequences.
M. K. Strickland-Cohen (2011) ECS, University of Oregon

24. Examples of Antecedents: “Triggers”
When told to “shut up” by a peer, Ben hits the student
When asked to read aloud in class, Tracy gets up and tells jokes
Jessie often begins to cry, when praised during circle time
* Note: these are also described in observable and measurable terms
M. K. Strickland-Cohen (2011) ECS, University of Oregon

25. Examples of Setting Events: “Set ups”
Lack of sleep or food
Having a fight on the way to school
Bad grade on a test / reprimands
Forgetting to take medication
Substitute teacher / changes in routine
Non-examples:
Diagnosis of autism or ADHD
“Bad” home life
* Note: Setting Events can be difficult to identify, are sometimes unknown.
M. K. Strickland-Cohen (2011) ECS, University of Oregon 25 25

26. Review #2
After having an argument with his sibling at home before school, when peers approach Victor in the hallway and say, “Hello”, he yells “Leave me alone!” and “Go away!” Peers call him a weirdo and walk away.
What is the triggering antecedent?
- Peers approach and say “hello”
What is the setting event?
- Argument with sibling before school
Spinner for response
M. K. Strickland-Cohen (2011) ECS, University of Oregon 26 26

27. Once you have defined the behavior (the What) & know Where & When the behavior occurs…
Then: WHY does the behavior continue to occur (… outcome/what happens right afterwards)? What is the REINFORCER? 2
Routines/Antecedents/Setting Events:
When _____happens…. 1
Behavior:
the student does (what)__ 3
Outcome/Function
..because (why) ______
M. K. Strickland-Cohen (2011) ECS, University of Oregon 27

28. Reinforcement
If a behavior is continuing to occur it is being reinforced…
A REINFORCER:
is an outcome - an item, activity or event- that follows a behavior and results in an INCREASE in that behavior.
M. K. Strickland-Cohen (2011) ECS, University of Oregon

29. Functions that Behavior Serves
use DPI version of functions from toolkit
M. K. Strickland-Cohen (2011) ECS, University of Oregon 29 29

30. Common Functions of Problem Behavior in School Settings
Avoid/ Escape:
Difficult Task
Boring Task
Easy Task
Physical demands
Non-preferred activity
Peer or Adult attention
Obtain/ Access :
Peer attention
Adult attention
Desired activity
Desired object/ items
Use dpi functions
M. K. Strickland-Cohen (2011) ECS, University of Oregon 30 30

31. Examples of Reinforcement
Example 1: When Cleo yells out for teacher help during class, her teacher walks over to Cleo’s desk, tells her to keep her voice down, and explains that she is disturbing the other students. Cleo’s yelling increases.
Example 2: When Hidalgo throws his work assignments on the floor, his teacher picks them up, marks a zero on them, & takes them away. His throwing of work assignments has increased.
M. K. Strickland-Cohen (2011) ECS, University of Oregon

32. Understanding Challenging Behavior as a Response Class
Response Class- a group of behaviors that serve the same function.
During independent work, Marcus often talks-out, crumples up his papers, and puts his head down on his desk, resulting in escape from difficult academic tasks.
- In this example, talking-out, crumpling papers, and “putting head down on desk” are all part of the same response class.
M. K. Strickland-Cohen (2011) ECS, University of Oregon

33. Moving From FBA to BIP
M. K. Strickland-Cohen (2011) ECS, University of Oregon

34. From FBA to BIP
One important purpose for conducting FBA is to inform the development of comprehensive Behavior Support Plans that directly address the FUNCTION of student behavior
Start with FBA results, specifically the
Summary Statement
M. K. Strickland-Cohen (2011) ECS, University of Oregon 34

35. Essential Components of FBA Summary Statements
The summary statement should include an observable description of:
Targeted Routine
Any identified Setting events / “Set-ups”
Antecedents / “triggers” for problem behavior
Operationally defined Problem Behavior
Consequences/outcomes that follow the problem behavior
Primary Function of problem Behavior
Multiple Functions = Multiple Summary Statements
M. K. Strickland-Cohen (2011) ECS, University of Oregon

36. Example Summary Statement for Ben’s Behavior
In Social Studies, when asked to read independently, Ben (a strong reader) often gets out of his seat, walks around the room, and jokes with peers. Ben’s peers laugh and talk to him as he walks by. This behavior is most likely to happen on days when Ben’s parents bring him to school (i.e., he doesn’t ride the bus with friends).
Routine:
Social Studies
Setting event
Antecedent
Behavior
Consequence/outcome
Ben brought to school by parents rather than riding bus
Out of seat, walks around room, jokes with peers
Peers laugh and talk to Ben
Asked to read independently
Function:
Access peer attention
M. K. Strickland-Cohen (2011) ECS, University of Oregon 36

37. Activity 1 (page 10) Spinner for response
Summary Statement for Jason’s Behavior:
When Jason is asked to outline a book chapter in Language Arts, he often argues, refuses to work and uses profanity which results in being sent to the office for ‘disrespect’. This behavior is more likely if Jason has an altercation with a peer on the bus on the way to school.
(page 10)
Spinner for response
Routine:
Language Arts
Setting event
Antecedent
Behavior
Consequence
Arguing with teacher, refusing to work, profanity
Peer altercation on bus on the way to school
Teacher sends her
to the office
Function:
ESCAPE TASK
Asked to outline chapter
M. K. Strickland-Cohen (2011) ECS, University of Oregon

38. Activity 2 What is wrong with / missing from this summary statement?
Sarah often leaves her seat without permission, walks around the room and talks with peers. Sarah’s peers laugh and talk with her. This behavior is more likely if she has forgotten to take her medication before school. The function of Sarah’s behavior is to gain access to teacher attention and to escape tasks.
Poll – check list – is each item present
Routine: _____________
Setting event
Antecedent
Behavior
Consequence
Attention from Peers
Function:
Adult Attention
Escape from Tasks
Sarah forgets to take medication
Walking around room, talking with peers
M. K. Strickland-Cohen (2011) ECS, University of Oregon

39. Critical Components of Behavior Intervention Plans
#1: Competing Behavior Pathway
#2: Function-Based Behavior Support Strategies
#3: Implementation Plan
#4: Evaluation Plan
M. K. Strickland-Cohen (2011) ECS, University of Oregon

40. Competing Behavior Pathway
M. K. Strickland-Cohen (2011) ECS, University of Oregon

41. 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
M. K. Strickland-Cohen (2011) ECS, University of Oregon 41

42. But… start with the Alternative Behavior.
This is what we want…
Desired Behavior
Natural Consequence
Targeted Routine
Setting Event
Antecedent
Problem Behavior
Maintaining Consequence
Alternative Behavior
But… start with the Alternative Behavior.
M. K. Strickland-Cohen (2011) ECS, University of Oregon 42

43. Desired vs. Alternative Behaviors
Desired Behavior
Long term goal = Follow classroom routines without problem behavior and with minimal supports
Often requires teaching complex skills that the student is lacking (e.g., academic skills, social/communication skills, organizational skills)
Alternative Behavior
An immediate attempt to reduce problem behavior
Serves the same FUNCTION as the problem behavior
Allows team to implement support plan aimed at teaching new skills and increasing desired behaviors
Should be a behavior that the student already engages in or can be quickly learned with minimal instruction
M. K. Strickland-Cohen (2011) ECS, University of Oregon 43

44. Why the Alternative Behavior?
3. Look how different this is from what’s happening now
Why not go straight to the Desired Behavior?
4. The student is going to need to gain writing skills before being able to do this like peers
1. This is what we’re asking the student to do.
Nadia
Success, teacher acknowledgment
Complete writing task
Routine: Language Arts
None Identified
Asked to complete Independent writing tasks
Crying, pushing papers off desk
Sent to hall to ‘calm down’ Function: escape task
Raise hand & ask for break
2. This is what the student wants now.
5. So… in the meantime we use the alternate behavior
M. K. Strickland-Cohen (2011) ECS, University of Oregon 44

45. Three Essential Characteristics of Alternative Behavior
Serves the same function as the problem behavior (reliably results in the same type of outcome as the problem behavior)
Is easier to do than the problem behavior
Requires less (or at least no more) physical effort than the problem behavior
Is socially acceptable
M. K. Strickland-Cohen (2011) ECS, University of Oregon 45

46. Identifying Appropriate Alternative Behavior
When Pam is asked to work on long-division problems in math class, she argues, refuses to work, and uses profanity in order to avoid/escape the difficult task.
poll
1. Serve same Function? Does it provide escape?
Which is the best alternative behavior?
Move to sit by another student
Request adult attention
Request an easier task/worksheet
Ask if she can play on the computer instead
Ask for a reward for completing the task
2. Is Behavior easier to do than problem behavior?
3. Is Behavior socially acceptable?
M. K. Strickland-Cohen (2011) ECS, University of Oregon

47. Identifying Appropriate Alternative 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.
Poll
Which is the best alternative behavior? Why/Why Not?
Ask to sit at the teachers desk during reading
Raise hand and ask for a break
Request help/adult attention
Ask for a reward for completing the task
Request an easier task
1. Serve same Function?
2. Is it Easier?
3. Is it Socially Acceptable?
M. K. Strickland-Cohen (2011) ECS, University of Oregon

48. Activity 3 Complete the next one on your own.
Please write ‘yes’ or ‘no’ for each option AND explain why or why not?
Type in response - poll
M. K. Strickland-Cohen (2011) ECS, University of Oregon

49. Identifying Appropriate Alternative Behavior
During independent seatwork, Ronnie makes inappropriate noises and makes faces at peers. Based on the data collected, the team agreed that the function of Ronnie’s behavior is to obtain peer attention.
Which is the best alternative behavior?
Ask the teacher for help
Finish all work, then ask to talk to a peer
Request help/adult attention
Ask to work with a peer tutor
Request an easier assignment
M. K. Strickland-Cohen (2011) ECS, University of Oregon

50. Resources

51. Objectives for Session #1: Building Competing Behavior Pathways
By the end of this training session Team Leaders will be able to: 1. Explain the difference between ‘mild to moderate’ and ‘severe/complex’ problem behaviors 2. Label the essential components of an FBA summary statement 3. Describe the three essential characteristics of alternative behavior 4. Identify examples and non-examples of appropriate alternative behaviors given sample scenarios 5. Construct an example summary statement including antecedents, behavior, consequence, and function, and provide examples of appropriate and inappropriate alternative behaviors
Post-test poll – 1-5 scale of current knowledge
M. K. Strickland-Cohen (2011) ECS, University of Oregon