1. Functions Based Behavior Intervention Planning From FBA to BIP Day Two
Vermont PBiS Team
Tiffany Cassano, Ken Kramberg, Richard Boltax

2. Welcome Back!!

3. Adapted from Sugai, Lewis-Palmer, & Hagan, 1999
Where we left off-
Homework
Adapted from Sugai, Lewis-Palmer, & Hagan, 1999

4. Review of Functions Based Assessment
D.A.S.H
Use team process
Use Competing Behavior Pathway to build behavior intervention plan
Ask participants to recall what D.A.S.H stands for

6. Segment 1

7. What do we do with This Information?
Simple FBA
If the team has confidence in the hypothesis
If the team does not have confidence in the hypothesis
Develop/Implement a Behavior Support Plan
Gather More Information: Do at Full FBA

8. Competing Behavior Pathways
Desired Behavior
5 Remains on Task, complete work tasks independently
Receives positive reinforcement for staying on task and completing work.
1 Makes noises, taps pencil
Teacher assists student
3 Literacy Class
2 Independent Work
Attention 8

9. 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).

11. Competing Behavior Pathways
5 Remains on Task, complete work tasks independently
Receives positive reinforcement for staying on task and completing work.
1 Makes noises, taps pencil
Teacher assists student
3 Literacy Class
2 Independent Work
Attention
6 Raises hand when he needs assistance 11

12. Activity 1
Using the post its on your table, write the setting event, antecedent, behavior, maintaining consequence, replacement behavior, desired behavior and new maintaining consequence for your team’s student in one of the blank Competing Behavior Pathways.

13. Group Share Tell us about your student. What is the…
Observable behavior you chose?
Antecedent?
Setting Event?
Consequences?
Hypothesis of Function of Behavior
Selected Desire Behavior
Replacement Behavior

14. With your team, discuss and modify the Competing Behavior Pathway
Activity 2
With your team, discuss and modify the Competing Behavior Pathway
for your student.
(Upper Portion Only)

15. Group Share Which Strategy did you choose to try? How did it go?
Setting Event Strategies
Antecedent Strategies
Teaching Strategies
Consequence Strategies
Add effective
reinforcers for alternative and desired behavior
Minimize reinforcement (“pay-off”) for problem behavior
Eliminate/
neutralize
setting
events
Modify or remove triggers to prevent problem behavior
Prompt alternative and/or desired behavior
Teach
alternative
that is more
efficient
Teach desired skills

16. Behavior Intervention Program (BIP)
Two Goals:
Reduce problem behaviors
Increase appropriate behaviors
Make behaviors:
Irrelevant
Inefficient
ineffective

17. Function Based Strategies
The team will consider the FUNCTION of the problem behavior when identifying:
Setting Event Strategies
Antecedent Strategies
Teaching Strategies
Consequence Strategies
Add effective
reinforcers for alternative and desired behavior
Minimize reinforcement (“pay-off”) for problem behavior
Eliminate/
neutralize
setting
events
Modify or remove triggers to prevent problem behavior
Prompt alternative and/or desired behavior
Teach
alternative
that is more
efficient
Teach desired skills

18. Setting Event Strategies
These are structural changes made to the students day or classroom
Alternative Schedule
Sitting Near the Teacher
Lunch in the support room
Student Check In
Early or late entry to class/activity
T Cassano 2011

20. Antecedent Strategies

21. Antecedent Strategies
Setting Event Strategies
Manipulate Antecedent
Teach Behavior
Alter Consequences
Eliminate or Neutralize Setting Events
Prevent/Modify “Triggers”
Prompts for Alt/Des Behavior
Teach Alternate Behavior
Teach Desired Behavior/ Academic/ Social Skills
Reinforce Alt/Des Behavior
Response to Problem Behavior/ Corrective Feedback
Antecedent strategies are designed to make problem behavior irrelevant by:
1. Eliminating or Modifying antecedents that “trigger” the behavior
AND
2. Prompting alternative/Desired behavior (pre-correction)

22. Identifying Antecedent Strategies
When asked to read independently at his seat, Ronnie makes inappropriate noises and makes faces at peers. Based on the FBA data collected, the team agreed that the function of Ronnie’s behavior is to obtain peer attention.
Which is the best antecedent modifying strategy?
Provide student with an easier reading assignment
Remind student of expectations related to respectful behavior
Allow student to wear headphones during independent reading
Ask student to work quietly 1:1 with a ‘reading buddy’
Have student check in with the teacher at the beginning of class
Addresses:
1.Antecedent? Function?

23. Identifying Antecedent Strategies
When Pam is asked to work on long-division problems in math class, she argues, refuses to work, and uses profanity to avoid/escape the difficult task.
Which is the best antecedent modifying strategy to prevent problem behavior? Why or Why Not?
Move student’s seat closer to the teacher
Give student more time to complete the difficult tasks
Give student an easier math assignment she can be successful with
Warn student she will be sent to office for using profanity
Allow student to practice long-division on the computer

24. Segment 6

25. Consequence Strategies

26. Consequence strategies help make problem behavior ineffective by:
Setting Event Strategies
Manipulate Antecedent
Prevent problem & prompt alternate/desired behavior
Teach Behavior
Explicitly Teach Alternative & Desired Behaviors
Alter Consequences
Reinforce alternate & desired behavior & extinguish negative behavior
Eliminate or Neutralize Setting Events
Modify/Prevent “Triggers”
Prompt Alt/Desired Behavior
Teach Alternate Behavior
Teach Desired Behavior/ Academic/ Social Skills
Reinforce Alt/Des Behavior
Response to Problem Behavior
- Redirection
-Extinction
Consequence strategies help make problem behavior ineffective by:
Reinforcing appropriate behaviors
AND…
Minimizing reinforcement for problem behavior

27. Reinforcing Alternative and Desired Behavior

28. Behavior Intervention Program (BIP)
Two Goals:
Reduce problem behaviors
Increase appropriate behaviors
Make behaviors:
Irrelevant
Inefficient
ineffective

29. Consequences: Reinforcing the Alternative Behavior
It is extremely important that the alternative behavior is reinforced:
Immediately
Consistently
and…
Results in the same type of reinforcement as the problem behavior
This is necessary for the alternative behavior to successfully compete with the problem behavior.
In other words, the problem behavior cannot happen if the student is exhibiting the desired behavior…they can’t happen at the same time!

30. Reasonable expectations?
Identifying Consequence Strategies: Reinforcing Alternative/Desired Behavior
During independent seatwork, Ronnie makes inappropriate noises and makes faces at peers. The function of Ronnie’s behavior is to obtain peer attention.
Function?
Reasonable expectations?
Which are the best reinforcement strategies?
Student is allowed to sit by a preferred peer for 15 minutes, if he is quiet and on task during seatwork every day for a week
Student will receive a “free homework pass” if he has no problem behavior during independent seatwork
When student is on task with no problem behavior for 15 minutes, he will be allowed to sit at back table and read with a peer
Student receives frequent teacher praise for staying on task
Student is allowed to work with a peer when asks appropriately

31. Identifying Consequence Strategies: Reinforcing Alternative/Desired 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.
Which are the best reinforcement strategies? Why or Why Not?
Student can play a game with the teacher if she works quietly (no more than 2 talk-outs) during independent reading
Student is allowed to work with a peer when she has been quiet for 15 minutes
Student receives help from teacher if asks appropriately
Student can eat lunch with the teacher if no talk-outs for one month
Student earns a homework pass for on-task behavior

32. Segment 8

33. Consequences: Responding to Problem Behavior
Responses to Problem Behavior should focus on two things:
#1. Redirecting to the Alternative Behavior
#2. Extinction of the Problem Behavior

34. Responding to Problem Behavior: Redirection
At the earliest signs of problem behavior, quickly redirect to the alternative behavior
Example:
During independent work, Annie often talks out to get teacher attention. If ignored, Annie will begin yelling and knocking materials off her desk.
When Annie first starts talking out, her teacher will immediately remind her how to appropriately get adult attention and will praise Annie’s use of the alternative behavior.

35. Responding to Problem Behavior: Extinction
Do NOT allow the problem behavior to “work” or “pay off” for the student.
Eliminate/minimize the amount of missed instructional time or work provided to a student for engaging in problem behavior
But… make sure student is capable of doing work… or provide support/instruction so student can complete the work
Eliminate/minimize the amount of attention for engaging in problem behavior
Limit verbal interactions/explanations
Create a signal to cue the student to use the alternative behavior instead

36. Responding to Problem Behavior: Extinction
** Note: extinction should ALWAYS be combined with frequent reinforcers for alternative/desired behavior.
Example:
Darci engages in problem behavior that results in peer attention.
Darci’s peers will receive “Panther Paws” for ignoring her inappropriate behavior.
Darci will also be learning how to interact (and provided frequent opportunities to practice interacting) with peers appropriately and will earn time with peers for alternative/desired behavior.

37. Segment Nine

38. Teaching Strategies
These are the skills the student will need to be taught to do
*How to ask for a break using break card
*How to monitor his/her progress with a point sheet
*How to engage in appropriate conversations with peers during small group counseling
T Cassano 2011

39. Segment 5

40. Activity 3
Use the post its on your table to come up with 1 setting strategy, 1 antecedent strategy, 1 behavior teaching strategy and 1 consequence strategy and place them on the appropriate chart paper.

41. In your packet, complete the lower portion (initial intervention plan)
ACTIVITY 4
In your packet, complete the lower portion (initial intervention plan)
for your student.

42. Leaving Thoughts Keep the Simple FBA Simple
Save Full FBA for more complex cases

43. Adapted from Sugai, Lewis-Palmer, & Hagan, 1999
Where we left off-
Homework
Adapted from Sugai, Lewis-Palmer, & Hagan, 1999

44. Full FBA Required more data collection
-Teacher/Parent/Student Interviews
-More Behavior Observations
-File Review
-Office Discipline Referrals
-Grades
-Test Scores

45. Building Behavior Support Plans
Step 1: Develop Competing Behavior Pathway
Step 2: Identify and Select Behavior Support Strategies
Step 3: Develop Implementation Plan
Step 4: Develop Evaluation Plan

46. 15 minutes

47. Progress Monitoring in Data collection systems
Identify the skills to be addressed within the specialized instruction and choose an appropriate program/approach
Either select or develop a data collection tool which aligns with the focus of the goals/objectives - develop a file of templates for data collection for future use
Use a data sheet that is set up to take data efficiently and clearly - checklists/tallies- with correct measurement that aligns with the language of the goal/objectives

53. ACTIVITY 5 Discuss with your team a plan for progress
monitoring your student/case study

54. FBA and Check In Check Out
CICO generally used as first intervention prior to FBA
FBA is done if CICO student DPR goals are not being met
School-wide expectation should be referenced when desired behavior is named and taught
i.e. Desired Behavior – raise hand and ask for help
School-wide expectation - Responsibility/Respect for others
CICO daily progress reports can be used for teaching and reinforcement and can be modified as a result of a FBA

55. Thanks and
Think about coaching needs back home and try to arrange for at least one on-site coaching visit with one of us with your team back home during an actual FBA/BIP