Writing a Behavioral Intervention Plan Based on a Functional Behavior Assessment Laura A. Riffel, Ph.D.

Writing a Behavioral Intervention Plan Based on a Functional Behavior Assessment
Laura A. Riffel, Ph.D.

Behavior Doctor Seminars ™®© FY17

Behavior and academics are tied together
In the world, there are no such things as a bad kids….. Might look like: Struggling Academics Disrespect Class-Clown Apathy Non-compliance Just kids expressing their thoughts and feelings with the only skills they have. Behavior Doctor Seminars ™®© FY17

Ten rules about behavior
Rule Number One: Behavior is learned and serves a specific purpose (Bandura and Glasser) If you are given a task you don’t want to do…start crying. They will send you to the “thinking” chair. Pg- 4 Behavior Doctor Seminars ™®© FY17

Rule Number Two Behavior is related to the context within which it occurs (Bambara & Knoster) This would never happen on Mars!!! Pg- 4 Royalty free pic from clipartbest.com Behavior Doctor Seminars ™®© FY17

Ten Rules About Behavior
Rule Number Three We should deliver the intervention with consistency and fidelity for one month for every year that the behavior has been in place (Lally et al.). Pg- 4 Behavior Doctor Seminars ™®© FY17

Ten Rules About Behavior
Rule Number Four We can improve behavior by 80% just by pointing out what one person is doing correctly (Shores, Gunter, & Jack). Behavior goes…. Where reinforcement flows Pg- 4 Behavior Doctor Seminars ™®© FY17

Rule Number Five We know we can improve behavior by labeling with behavior specific praise; but we use it less than 10% of the time (Haydon et al.) Pg- 4 Behavior Doctor Seminars ™®© FY17

Sample of behavior specific praise
Pg- 4 Behavior Doctor Seminars ™®© FY17

ten Rules About Behavior
Rule Number Six When we want compliance from a non-compliant child, we should offer equal choices and deliver the direction from the right side of the student (Tomassi & Marzoli). L R Pg- 4 Behavior Doctor Seminars ™®© FY17

Rule Number Seven All behavior falls into two categories(Alberto & Troutman): It’s all fun and games Until Someone…. …Figures out the function Of your behavior. Pg- 4 Behavior Doctor Seminars ™®© FY17

Rule Number Eight: These are the things students are trying to access: Attention Access to preferred items Sensory input Pg- 4 Behavior Doctor Seminars ™®© FY17

Rule Number Nine: These are the things students are trying to escape: Work/Tasks Attention (Adults-Peers) Pain (Physical or Emotional) Sensory Overload Pg- 4 Behavior Doctor Seminars ™®© FY17

Rule Number Ten Whenever a behavior happens, it is your reaction that determines whether you see it again or not. We have to change our behavior (Alberto & Troutman).. Pg- 4 Behavior Doctor Seminars ™®© FY17

Test to see if it is a real intervention
Did it stop the behavior? Was it proactive: not reactive? Were there changes to the environment to set the student up for success? Was a replacement behavior taught? Did the team feed the replacement behavior and extinguish the target behavior? Was it delivered long enough with consistency and fidelity? Pg- 4 Behavior Doctor Seminars ™®© FY17

Environmental Change/Cue
Triple “T” Chart Trigger Target impacT What set the behavior in motion? Could be a direct antecedent (something that happened right before) or could be a setting event (something that happened in the near distant past) What is the behavior you would like to target for change? What is the student gaining or escaping by engaging in this behavior? Environmental Change/Cue Replacement Behavior Response Feedback What can you do to set this student up for success? What cues can you set up in the environment to help the student remember the necessary behavior changes? What replacement behaviors have you taught the student? This can be done through: Modeling Peer mentoring Video modeling Social Stories Video self-modeling Counseling How can you change your own reaction so you feed the replacement behavior with the desired impacT and extinguish the Target behavior by withholding the desired impacT? Pg- 5 Behavior Doctor Seminars ™®© FY17

Braided behavior Behavior Doctor Seminars ™®© FY17

Students will move up and down through services as needed
Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ῀80 Students will move up and down through services as needed Secondary Prevention: Specialized Group Systems for Students with At-Risk Needs ῀15 Tiered Intervention Systems- A multi-level instructional framework aimed at improving outcomes for ALL students Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Needs ῀5

Bob is stuck in the vicious loop of shampoo bottle
What Gives Bob? I’ve been collecting the data and you’ve been in the shower for three days man. Help ME! Sometimes we are like poor Bob here. He is stuck in the vicious loop of shampoo bottle directions “lather, rinse, repeat. Lather, rinse, repeat.” Mark Twain tells us that the very definition of insanity is doing the same thing over and over again and expecting different results and yet, we do it in education all the time. I got called into a school district to help them out. They had the highest out of school suspensions in the state and they wanted to get off that list. I told them to get their data together and we’d look at it. When I got down there, they were all assembled and they were proud. They had already looked at their data and figured something out. 82% of their Out of School Suspensions were for the same reason, skipping school. Now when I want to laugh, I say “Tell me more.” They said, “Well, when a student skips they get an automatic two day out of school suspension. I said, “Well, why would a kid skip school?” They looked at me like I was the most ignorant fool on the planet and said, “Because, they don’t want to be here.” I said, “So at your school it’s a two’fer” They said “Huh” I said, “Well, the kid takes one and you give them two.” (that’s when the light bulb went off.) I said, “How come you do that?” They said, “That’s the way we’ve always done it.” If you always do, what you’ve always done….you’ll always get what you always got. I suggested that they consider changing procedures. I told them about a young man I know who was so smart that when his mom dropped him off at the front door, he used that great intelligence to figure out that he could go out the back door. Once the mom figured that out, she called the school and told the principal that her son was skipping and here was what was going to happen at home and wanted to know what was going to happen at school. The principal laughed and said, “Oh, boys will be boys. Don’t worry about it.” (Wrong answer) The mom was so upset that she put her house up for sale and moved to a new district that handled skipping differently. Now, when her son skipped, she called the school and was connected to officer Bill who picked up her son in a beautiful limo decorated with red letters that said “DARE” on the side of the car. They also assigned him a Saturday detention. She delivered him to the classroom door of the Saturday detention. He never skipped again. Will that work for you? Depends on if you think it will work for you. One more thing about this picture. If you have told a child a thousand times to do something and they still haven’t done it…the child is not the slow learner. Bob is stuck in the vicious loop of shampoo bottle directions: Lather, Rinse , Repeat. Lather, Rinse, Repeat.

Multi-modal Plans Page 4
We cannot just put one plan in place and expect it to work. It has to include three streams of implementation: Antecedent manipulations Behavioral replacements Consequence modifications It has to be effective. We need to manage consequences to reinforce the desired behaviors and replacement skills we teach to the student. We need to withhold reinforcement following the target behavior. We need to use natural and least intrusive consequences that will address the function of the behavior.

What is your definition of functional behavior assessment?
Write your answer on page 4

Functional Behavioral Assessment (FBA)
FBA is a process for gathering information to understand the function (purpose) of behavior in order to develop an effective intervention plan. page 4

Setting Events These are things we don’t see

Not enough sleep Here are some guidelines:
1-3 years old– hrs a day 3-6 years old– hrs a day 7-12—10-11 hrs a day 13-18– 8 ¼ -9 ½ hrs a day

Having a fight with parent

Talk to your neighbors- what are some other recent events
In the near distant past that might affect behavior ?

What are Antecedents? Page 5 Transition Illness Weather condition
An antecedent is anything that occurs prior to the exhibition of the behavior. This might occur right before the behavior, but it can also be a slow trigger that occurs earlier in the day and manifests later. Antecedents can be contexts, settings, situations or conditions. Here is a simple list of common antecedents: Transition Illness Weather condition Task demand Presence of a certain peer or adult Time of day Day of week Perceived attention Proximity Noises Smells Subjects Activities Changes in schedule Emotional upset Physical pain Embarrassed Tired Frustration Hungry

Sometimes, we think we know

Defining Behavior Poor impulse control Angry, hostile, resentful
Paying attention Stubborn Lying on the floor and refusing to move High pitched screams Hitting with fist Kicking over chairs Completing work crying Page 5 & 6

What is a consequence? Can be a negative consequence:
Gained weight Can be a positive consequence: Lost weight

Consequence is fed by function
What are they trying to get? Teacher comes over and gives attention Peers laugh at joke Access to computer Access to proprioceptive input What are they trying to escape? Classwork Embarrassment over having to read aloud in class Peers who are bullying Temporary depression over situation Page 6 & 7

Behavior Support Team Identify team members
most effective as collaborative process Develop a profile to include: child’s strengths child’s needs child’s target behaviors Identify settings & situations that require intervention Behavior Support Team page 7

Team Members Also, the team might include any of the following people:
Parents Teachers involved with the student Educator with behavioral expertise An administrative designee Also, the team might include any of the following people: Student themselves Therapists Community support (social workers, probation officers, after school care) Transportation provider Relatives Support teachers Page 7

Student Strengths Page 7 Skylar’s Strengths: Social Strengths
Academic Strengths Friendly Begins work right away Never absent Nice handwriting Nice smile Brings back homework Supportive family Asks questions when unclear Page 7

Blanks- page 40 Call everyone the day before and remind them they need to bring a list of the child’s strengths Put these sheets out on the table to remind people of the first task.

Student Needs page 8 Social Needs Academic Needs
Help in keeping friendships Help in comprehension for reading skills Help in keeping negative opinions to himself Help in calculations for multiplication skills at the two digit by two digit level Help in taking constructive feedback Help in writing a paragraph that stays on topic Help in inviting friends over to his house to play Help in transitioning quietly from one subject to the next

Methods for Conducting FBA
Indirect: Anecdotal Surveys Notes Interviews Direct: Observational Data collection Methods for Conducting FBA page 8 & 9

How much data should you collect?
Page 9 It depends on each unique situation Do you think there is a pattern to day of the week? In that case you might want 10 days of data Two Mondays, Two Tuesdays etc. Do you think it has to do with academic tasks? You might get enough data in three days or five days Good rule of thumb: You need at least ten incidents of each behavior to determine the function

Which data form will you use?
High frequency behaviors: Minute by Minute sheet Frequency Duration Pages 9 & 10

Low frequency behaviors: Antecedent, Behavior, Consequence Data sheets Anecdotal notes Pages 9 & 10

Disruptive behaviors: FBA data tool Pages 9 & 10

Meet Scout Scout is a sixth grade student in a K-6 grade school. She is with the same teacher all day and in a class of 25 students. The school has 476 students and is a neighborhood school. She has not been retained and is a “young” student in the class compared to her peers. Her older sisters are both in high school and are very athletic and popular with many friends. Scout tends to hang out with the sisters’ friends and rarely has friends her own age over to the house. Page 10

Scout’s Strengths and Needs
Social Strengths Academic Strengths Social Needs Academic Needs Comfortable talking in front of the whole class Great supportive family Vocabulary is advanced for her age Scout is very visual and can draw pictures better than anyone in the class Scout always turns in her work Scout has neat cursive handwriting Scout is very comfortable with adults but needs to make friends with peers Scout needs help with transitions Scout needs to keep hands and feet to self Scout needs help with reading comprehension Scout needs help with reading fluency Scout needs help in learning to ask for help Page 10

Scout- page 10 Scout is a sixth grade student with mild intellectual disabilities. Scout has two siblings who attend the nearby high school. Scout’s mother works full time and father frequently travels. He leaves on Sunday evening and returns on Friday afternoon. Scout’s behaviors at school are disruptive outbursts, physical aggression, and throwing objects. Mom reports Scout is disorganized at home and leaves her stuff laying all over the house. Mom says she is so disorganized they have three or four fights every morning. She says she has to drive Scout to school because she would make the whole bus late if they waited on Scout. Mom says Scout eats everything in sight when she gets home from school and fights with her sisters until her Mom gets home in the evening. Scout is included in the regular classroom with support provided by a co-teaching special education teacher who works with the regular classroom teacher.

Scout’s Behaviors Page 11
Throwing objects means a physical object leaves Scout’s hands with purpose and lands at least 12 inches from her body Disruptive outburst means a loud verbal sound or word that comes from Scout and disturbs the learning environment Physical aggression means any part of Scout’s body comes in contact with another person with force (We would have labeled this horseplay because her physical contact was the Volkswagen Slug Bug tap) Page 11

You have 10 days of data – Pages 14-19- Starting with May 1, 2008

Choose one person to be the reader
The reader will flip between pages and give information to the recorders. Recorders you will go to page 19 and start writing the information given to you.

page 19 Data Analysis 379/4200= Total Days of Data: 10 days
Total Incidents: Count how many incidents occurred on those pages Average per day (b/a) __________________ Total number of minutes engaged in target behavior ____379 minutes_______ Average length of time for each behavior (D/B)_______________________ Percent of Day (D/total minutes for entire data collection) (420 minutes per day x 10 days) ____________________________________________________ 379/4200=

page 19 9.02% A. Total Days of Data:___ 10 ___________
Data Analysis page 19 A. Total Days of Data:___ ___________ B. Total Incidents: ______ __________ C. Average per day (b/a) ______3.2 ________ D. Total number of minutes engaged in target behavior ____379 minutes_______ E. Average length of time for each behavior (D/B)____379/32=11.84 _____________ Percent of Day (D/total minutes for entire data collection) (420 minutes per day x 10 days) 9.02%

Recorders turn to page 20 Readers flip through and give the beginning time of each behavior. Recorders you will make a tally in each row as the readers call them

Your schedule would be tailored to your day.
Behavior Analysis Page 20 Your schedule would be tailored to your day.

Behavior Analysis

2 2 2 2 2 2 Page 20 Behavior Analysis
You might have 3 Mondays and 1 Friday or some other combination. You add up the total tallies and divide by the number of each day of the week that you collected data. For this example there are 2 of each.

Behavior Analysis Page 20

Behavior Analysis 38 %

Behaviors Page 21

Not enough incidents to measure
Behavior Analysis Not enough incidents to measure

Behavior Analysis

So if you have a transition antecedent and a disruptive outburst you would mark it in the “A” row in the “B” column. Page 23

Behavior Analysis

Divide the stopped by the total tallies.
Behavior Analysis Page 24 Tally the consequence and the student reaction. Then divide the number of stopped by the total number of behaviors. Example Divide the stopped by the total tallies.

Behavior Analysis

Just like the last one. Graph row + column.
Page 24

Behavior Analysis

What pattern do you see? Page 25

What pattern do you see? Page 26

What patterns do you see?
Page 27

Which consequences were most effective?
Page 27

Three Strands Environmental Changes Replacement Behavior Teaching
Setting the student up for success Replacement Behavior Teaching Teaching the what to do instead of what not to do Our Reactions Feeding the replacement behavior and extinguishing the targeted behavior

See how these fit into the strand:
Strand Effectiveness Stop the behavior Did it stop the behavior- if no- look at step two Environmental Be proactive not reactive Was it proactive rather than reactive? This is part of the environmental change. Include an antecedent modification (a change in the environment) What did you do to change the environment? Behavior Teaching Include a replacement behavior (we can’t just say “stop that”- we have to tell them what to do instead) What replacement behavior did you teach them? Remember telling isn’t teaching and being told is not the same as being taught. Consequence Modification Include a consequence modification (We have to change how we react) Did you change how you reacted to the replacement behavior and to the target behavior? It has to match the function of the behavior- we have to know why they are doing what they are doing. Do you really know why the student is doing what they are doing?

Here’s how we figure out the summary statement:
Trigger Target impacT When there is a transition paired with group time Scout has a Disruptive Outburst

Trigger Target impacT When there is a transition paired with group time Scout has a Disruptive Outburst To get: (redirection,choices,discussions about her behavior, and changes in her activity) adult attention.

Trigger Target impacT When there is a transition paired with group time Scout has a Disruptive Outburst To get adult attention. When there is a transition paired with group time, Scout has a disruptive outburst to get adult attention.

You do it for physical aggression:
Trigger Target impacT Scout shows physical aggression

You do it for physical aggression:
Trigger Target impacT When there is a new task in reading Scout shows physical aggression

Now do the impacT Trigger Target impacT
When there is a new task in reading Scout shows physical aggression

Now do the impacT Trigger Target impacT
When there is a new task in reading Scout shows physical aggression To escape work

Trigger Target impacT When there is a new task in reading Scout shows a physical aggression To escape work When there is new task in reading, Scout shows a physical aggression to escape work

Now – let’s plan a behavioral intervention braid
Trigger Target impacT When there is a transition paired with group time Scout has a Disruptive Outburst To get adult attention. Environmental Change that Helps Her Be Successful Replacement Behavior You Can Teach Her Response Feedback Change You can Make to Feed the Replacement Behavior and Extinguish the Target Behavior

Here’s what we really did-
Trigger Target impacT When there is a transition paired with group time Scout has a Disruptive Outburst To get adult attention. Environmental Change that Helps Her Be Successful Replacement Behavior You Can Teach Her Response Feedback Change You can Make to Feed the Replacement Behavior and Extinguish the Target Behavior Developed a new job in the classroom- Vanna White of the Daily Schedule. Scout is taught to announce next task to class and write on the board. Teacher gave her attention on the front side of a transition to go change the schedule and announce changes. Teacher gives her thumbs up for switching, announcing, and writing. Teacher ignores any burping and deals with it at a later time if it doesn’t stop- child doesn’t get immediate reinforcement

Let’s do it for the Volkswagen Slug Bug
Trigger Target impacT When there is a new task in reading Scout shows a physical aggression To escape work Environmental Change to Set the Student Up for Success Replacement Behavior Response Feedback Change to feed the replacement behavior and extinguish the target behavior.

Here’s what we really did
Trigger Target impacT When there is a new task in reading Scout shows a physical aggression To escape work Environmental Change to Set the Student Up for Success Replacement Behavior Response Feedback Change to feed the replacement behavior and extinguish the target behavior. Set up Check-in/Check-out for academics. Scout was pre-taught the upcoming anticipatory set of the most difficult reading activities. Scout was taught to tug on her ear if she needed help. Teacher came as quickly as possible to provide assistance if Scout tugged on her ear. If Scout did the slug bug, she was moved to a table at the back of the room and still required to do her work. There was no escape.

1 Adult Attention Transitions Disruptive Outburst 8 7 3 2 4 6 5
Socially appropriate adult attention. Be able to transition appropriately. 8 7 What adult or peer behaviors are reinforcing this behavior? (Negative or positive reinforcement) (Consequences) What event or setting takes place prior to the target behavior? (Antecedent) What behavior are you targeting to change? (Behavior) Adult Attention Transitions Disruptive Outburst 3 2 1 Writing on the board and announcing to the class the next activity. Secret signal if she wants the teacher’s attention. She’s getting pre-corrects of attention from the teacher prior to her Vanna White duties. Teacher gives a ton of attention for appropriate behavior. Teacher ignores burping. The minute she is quiet- she gets attention. If needed private conversation. Make her Vanna White of the Daily Schedule. Mom works on organizing her exit from home. Check-in/Check-out with a preferred adult. Had her go to the office with a “message” or return a “book” to the library if it looked like she was on overload and needed attention. (Cued receivers) 4 6 5

1 Escape New Task Physical Horse Play 8 7 3 2 6 4 5
To take pride in her work. To attempt new tasks and to ask for help when she needs it. 8 7 What adult or peer behaviors are reinforcing this behavior? (Negative or positive reinforcement) (Consequences) What event or setting takes place prior to the target behavior? (Antecedent) What behavior are you targeting to change? (Behavior) Escape New Task Physical Horse Play 3 2 1 Teach her to use her secret signal if she is stuck so she doesn’t resort to out of seat behavior. Keep some extra supplies over on a shelf and tell her if she is stuck to get up and go get one of those supplies. That will cue the teacher she needs help without disturbing the class. Give tons of attention for working on seatwork. If she does “hit”, she loses choice at recess. She still goes to recess, but she cannot play four square which is her favorite game. If she does work well, she can earn five free answers for the whole class on the assignment. Pre-teach her the upcoming lessons in the privacy of her check-in/check-out room. She will know the first thing the teacher is going to ask for her anticipatory set. 6 4 5

Baseline Baseline Intervention

Formula for Baseline- page 30
(I-B)/B= D*100 Intervention Frequency = 3 times per day Baseline Frequency = 34 times per day 3-34= -31 -31/34= .91*100= 91% Decrease in Behavior

FBA Tool NEW!!!!

Writing a Behavioral Intervention Plan Based on a Functional Behavior Assessment Laura A. Riffel, Ph.D.

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