1. Developing & Implementing Effective FBA’s and BIP’s Lori Chambers Jessie Vance January 2014

2. Agenda Overview of FBA/BIP process Competing Pathways: FBA/BIP Tools for Data-based Decision- making Lunch Behavior Intervention Plans Monitoring effectiveness and data entry Questions/Concerns/Comments

5. Functional Behavior Assessment

6. http://www5.milwaukee.k12.wi.us/dept/rti/files/2013/09/PBIS-Flow-Chart-Tier- 1-to-3-REVISED.pdf

7. Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior ~80% of Students ~15% ~5% SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT

8. Tiered System of Support Tier 3: Multiple Adults/ One Student Tier 2: One Adult/ Multiple Students Tier 1: All Students

10. Research and Practical Experience….. By the time youth access FBA/BIP intervention, they are already at high-risk. More youth need FBA/BIP, sooner. FBA/BIPs are often found in the “file” and viewed as a document. Many BIPs focus only on rewarding for appropriate behavior, omitting supports to ensure appropriate behavior

12. Legal considerations for students with disabilities…

13. It takes a team!

14. FBA Outcomes Operationally defined problem behavior(s) Identify routines in which the problem behavior is most and least likely to occur Define the antecedent events (triggers; setting events) that predict when the problem behavior is most likely Define the ONE consequence that contributes most to maintaining the problem behavior in that routine. Summary Statement of findings.

15. Student Strengths Desired Behavior Current Consequence Setting Event Trigger/Antecedent Problem Behavior(s)Maintaining Consequence Function Replacement Behavior Adapted from Sugai, G., Lewis-Palmer, T., & Hagan-Burke, S., 2000 FBA/BIP Competing Behavior Pathway 5 6 8 31 2 4 7

16. Identify the behavior…

17. Does it pass the stranger test?

18. Defining Problem Behavior Observable and Measurable Non-Examples Hyperactive Aggressive Bully Psychotic Irresponsible Examples Out of seat and walking around the room touching other student’s things Hits with hands and kicks peers Takes valuable items from peers Reports seeing monsters Arrives to class late 75% of the time

19. Dimensions of Behavior FrequencyLatency TopographyMagnitude DurationLocus

20. Indirect Assessment Record Review Interviews Permanent Products

21. Direct Assessment Awareness Test

22. Number/Count of Behavior Target/Problem Behavior Latency Recording Time/Duration of Behavior Event Recording Interval Recording Duration Recording Specific Beginning and End or Continuous Time Between Direction to Student and Initiation of Response Specific Beginning and End Length of Time Behavior Lasts Adapted from: Alberto and Troutman What will you choose?

23. Setting Events vs. Antecedents Setting Events (slow trigger) – indirectly “sets- up” the problem behavior Antecedents (fast trigger) - occurs immediately before the problem behavior

24. Setting Event Examples 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.

26. M. K. Strickland-Cohen (2011) ECS, University of Oregon WHY does the behavior continue to occur? What happens before the problem behavior? What happens after the problem behavior? 1 Behavior the student does (what)__ 3 Maintaining Consequence:..because (why) ______ 2 Antecedents: When _____happens….

27. Maintaining Consequence If a behavior is continuing to occur it is being reinforced… A maintaining consequence is an item, activity or event that follows a behavior and results in an INCREASE in that behavior.

28. Functions of Behavior

29. Common functions in the school setting…. Obtain/ Access  Peer attention  Adult attention  Desired activity  Desired object/ items Avoid/ Escape  Difficult Task  Boring Task  Easy Task  Physical demands  Non-preferred activity  Peer or Adult attention

30. You can not reduce a problem behavior without first identifying the replacement and desired behaviors the person should perform instead of the problem or target behavior. (O’Neill, pg. 71)

32. Replacement Behavior Essentials Serve the same function as the problem behavior Easier to do than the problem behavior Socially acceptable

33. “Your desired behavior must become just as much a habit as your undesired behavior was before." -Mike Hawkins Desired Behavior Current Consequence

34. "If a student doesn't know how to read… …we teach If a student doesn't know how to swim… … we teach If a student doesn't know how to multiply… …we teach If a student doesn't know how to behave… …we punish?" John Herner

35. M.K. Strickland-Cohen (2011) ECS, University of Oregon Setting Event Strategies Antecedent Strategies Teaching StrategiesConsequences Strategies Identifying Behavior Support Strategies Team identifies a range of strategies/ interventions to address: - Prevention - Teaching - Consequences We consider the FUNCTION of the problem behavior when selecting these strategies.

37. Preventative Strategies

38. Neutralize Irrelevant Inefficient Ineffective Setting Events Triggering Antecedents Teaching Behaviors Maintaining Consequences

39. Function-Based strategies… DIRECTLY address the function of the problem behavior by: Providing a way to access the maintaining consequence by engaging in appropriate behavior or… Preventing access to the maintaining consequence following problem behavior

40. M.K. Strickland-Cohen (2011) ECS, University of Oregon Selecting Antecedent Strategies: Modifying Triggers When identifying preventive antecedent strategies: Eliminate or alter the antecedent so student will no longer need to use problem behavior The BEST antecedent MODIFICATIONS directly address the identified ANTECEDENT and the FUNCTION of the problem behavior

41. Skill or Performance Deficit? Teaching Strategies

43. What resources can I use? SAIG Lessons Second Step Ropes and Challenges Social Stories Restorative Justice SEL Curriculum

44. Consequences vs. Punishment

45. con·se·quence (k n s -kw ns, -kw ns). n. 1. Something that logically or naturally follows from an action or condition. www.thefreedictionary.com

46. Types of Consequences ↑Replacement Behavior POSITIVE Social Activity or Privilege Tangible/materials ↓Problem Behavior NEGATIVE Correction/Precision request Restitution Positive Practice Privilege Loss

49. Keep in mind… It’s a process Behavior will get worse before it gets better Reward attempts and approximations Reward desired behaviors Delivery of positive consequences brings about replacement behavior Delivery of negative consequences helps student avoid disliked situation

50. Resources MPS FBA/BIP Resources http://www5.milwaukee.k12.wi.us/dept/rti/fbabip/ Wisconsin Department of Public Instruction http://sped.dpi.wi.gov/sped_sbfba Exceed Help Videos/ Documents http://www5.milwaukee.k12.wi.us/dept/rti/exceed- help-page/ http://www5.milwaukee.k12.wi.us/dept/rti/exceed- help-page/

51. Contacts PBIS Tier 3 Behavior Support Jane Audette audettj@milwaukee.k12.wi.usaudettj@milwaukee.k12.wi.us Jeri Talbot thiemja@milwaukee.k12.usthiemja@milwaukee.k12.us Program Support Teachers-Behavior Lori Chambers chambela@milwaukee.k12.wi.uschambela@milwaukee.k12.wi.us Jessie Vance vanceja@milwaukee.k12.wi.usvanceja@milwaukee.k12.wi.us