Function-Based Behavior Support: Big Ideas

Function-Based Behavior Support: Big Ideas
George Sugai University of Connecticut Center on PBIS

“Lemon Drop Kid” Problem contexts Verbal & physical noncompliance
Multiple task demands Pending timelines Halt in engaging activities Adult directives Verbal & physical noncompliance Leaving classroom -> principal’s office Disruptive behavior = throwing school materials & furniture

LDK – requested “intervention”
At first sign of problem behavior, immediately provide lemon drop candy Provide shoulder rubs & pressure If escalation/crisis, enclose in “body sock”

“LDK” - logic “Body sock” Create secure environment
Re-create maternal “womb-like” conditions

“LDK” – Logic! Repetitious tactile & sensory stimulation
Re-training & realigning neural pathways Improvement in neurological & physiological functioning Improvement in social competence & academic achievement

“LDK” – Outcomes Message #2: Message #1: ATTEND TO INVEST IN EVIDENCE-
At home…. Decrease in problem behavior chain Increase in frequency of problem behavior episodes At school…. Modification in intervention Decrease in problem behavior chain & behavior episodes Increase in time in classroom & academic engagement Message #2: ATTEND TO FUNCTION Message #1: INVEST IN EVIDENCE- BASED PRACTICES

Non-validated Interventions for students
Examples Sensory re-integration or stimulation Facilitated communication Introspective psychoanalytic therapies Rebirthing therapy Concerns Poor ecological (school) validity Redirected specification of actual causal factors Adverse side effects False hopes & expectations Inefficient use of resources & opportunities Lack of empirical support

Purpose Provide overview of critical features of function-based approach to addressing problem behavior Function Matters!

“How many of you have….” Participated in behavior intervention planning meeting? Used functional assessment information to develop behavior intervention plan? Conducted functional assessment….Informally? Formally? Know why functional assessments are conducted?

“Have you ever seen….” “Lantana, you skipped 2 school days, so we’re going to suspend you for 2 more.” “Phloem, I’m taking your book away because you obviously aren’t ready to learn.” “You want my attention?! I’ll show you attention,…let’s take a walk down to the office & have a little chat with the Principal.” Functional Approach?

Outcomes (“Answers”) Features & requirements of function-based approach to behavior support Process Behavioral description of “function” Get or escape/avoid Steps in function-based approach to behavior intervention planning Behaviorally competent team

Non-examples of Function-Based approach
“Function” = outcome, result, purpose, consequence “Lantana, you skipped 2 school days, so we’re going to suspend you for 2 more.” “Phloem, I’m taking your book away because you obviously aren’t ready to learn.” “You want my attention?! I’ll show you attention,…let’s take a walk down to the office & have a little chat with the Principal.”

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

Positive Behavior Support Social Competence & Academic Achievement
OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

Behavior Support Elements
*Response class *Routine analysis *Hypothesis statement *Alternative behaviors *Competing behavior analysis *Contextual fit *Strengths, preferences, & lifestyle outcomes *Evidence-based interventions Problem Behavior Functional Assessment *Implementation support *Data plan Team-based Behavior competence Intervention & Support Plan *Continuous improvement *Sustainability plan Fidelity of Implementation Impact on Behavior & Lifestyle

What is FBA? A systematic process for developing statements about factors that contribute to occurrence & maintenance of problem behavior, & more importantly, serve as basis for developing proactive & comprehensive behavior support plans.

What is function-based support?
Foundations in behavioral theory, applied behavior analysis, & positive behavior support Attention to environmental context Emphasis on “purpose” or function of behavior Focus on teaching relevant, effective, & efficient behaviors Attention to behavior of implementers

PBS Foundations Behaviorism ABA PBS Behavior & physiology
Learned behavior Behavior & environment Behavior lawfulness Behaviorism Observable behavior Socially important questions Applied settings Functional relationship ABA PBS

Function-based support is all about…
Re-design & improvement of learning & teaching environments Attention to environment & function Not re-design of individuals Change in behavior of implementers of plan

Logic of functional approach
Behaviors are maintained by consequence events (function) Positive or negative reinforcement Behaviors are occasioned by antecedent events Relate antecedent to emission of behavior & likelihood of consequence event Changing behaviors requires consideration of maintaining consequences

Functions Pos Reinf Neg Reinf

What is behavioral theory?
Human behavior has neurophysiological basis Human behavior is learned Human behavior is triggered by antecedent events Human behavior is shaped by its consequences Human behavior is lawful, manipulable, & teachable

What is applied behavior analysis?
Emphasis on real environments & problems Attention to socially important outcomes Behavior Emphasis on behavioral theory & what individuals does Analysis Examination of functional relationships or predictable relationships between variables

Requirements Behavior must be considered within context in which it is observed. Intensity of behavior support plans must be matched to intensity of problem behavior.

Local behavioral competence must be available.
FBA process Development, implementation, & evaluation of plans Collection & analysis of data Knowledge about research validated practices

Decisions must be data-based.
Staff must receive continuous feedback on their implementation of behavior intervention plans. Effective school-wide system of behavior support must be in place. FBA process should be team based

When has FBA been done? Clear & measurable definition of problem behaviors. Complete testable hypothesis or summary statement is provided. Statement of function (purpose) of behavior 3. Data (direct observation) to confirm testable hypothesis. Behavior intervention plan based on testable hypothesis Contextually appropriate supports for accurate implementation

FBA Elements Definition of Problem Behavior Testable or Class
Hypothesis FBA Elements Contextually Appropriate Support Function Statement Behavior Intervention Plan Supporting Data Competing Path Analysis

Defining behavior Must result in clear, measurable, & objective descriptions of individual, groups, or sequences of related behaviors Any observable or measurable action or act. Observable beginning & end Has measurable dimension(s) Frequency, duration, latency, force, topography, locus

Consider behavior dimensions:
Topography/shape Frequency Duration Latency, Intensity or force Locus

Non- v. Observable (-) hyperactivity
(+) initiates 5 different tasks within 2 minutes (+) leaves room at least 3 times during a 30 minute lesson (+)….

Which is described in observable terms?
Hits with his fist OR Aggressive

Delinquent OR Takes money from peers

Psychotic OR Says she hears voices

Arrives 10 minutes late OR Irresponsible

Out of seat 55% of time OR Hyperactive

٭ Consider response class
Set of topographically different behaviors with similar or related purpose or function Hit, spit, runaway, yell… Escape difficult task request Cry, hit, whine, raise hand, spit….. Obtain adult attention

Consider response chains
Predictable sequence of behaviors Possibly different functions at beginning & end of chains

What is function of behavior? (Test)
Ex1. Behavior Chain Given a task, student… Whispers that work is stupid, Writes on papers, Says work is stupid, Throws paper in waste basket, & Leaves room. What is function of behavior? (Test)

What is function of behavior? (Test)
Ex2. Given difficult task, student… Says this work is stupid, Pokes student at next table, Argues with student, Tells teacher to butt out, Threatens teacher Runs away from teacher who chases. What is function of behavior? (Test)

Testable Hypothesis “Basic Unit”
Setting Events Triggering Antecedents Problem Behavior Maintaining Consequences “Best guess” about behavior & conditions under which it is observed Represents basic working unit of FBA Directly guides development of BIP

Features “Best guess” about behavior & conditions under which it is observed Composed of (a) problem behavior, (b) triggering antecedent, (c) maintaining consequences, & (d) setting events. Represents basic working unit of FBA

Testable Hypothesis “Basic Unit”
Setting Events Triggering Antecedents Problem Behavior Maintaining Consequences Infrequent events that affect value of maint. conseq. Following events that maintain behaviors of concern Preceding events that trigger or occasion Set of related behaviors of concern

Describing environmental events & factors
Always examine environmental stimuli that are associated with occurrence of behaviors Antecedent, consequence, & setting events E.g., persons, activities, routines, materials, events

Antecedent events Stimuli that precede & “trigger” or occasion behavioral events Occurs before response & signals or occasions response When told to shut up, Ali hits the student When asked to tell capitol of Western Australia, Uluru says Perth

The teacher’s directions are triggers for Demetri’s display of verbal noncompliance, or
When a peer teases her walk, Cologne is likely to use verbal profanity, or When sitting next to Manuella, Myounghee passes notes.

Consequence events Stimuli that follow & maintain or increase likelihood of a behavioral event. Presented contingent upon performance of a response When Genghis makes rude noises in class, his peers tell him to grow up. Whenever Gladiola raises her hand & smiles, her teachers call on her.

Following Demetri’s verbal noncompliance, teacher redirects her direction to another student (i.e., avoids having to comply), or When Cologne uses verbal profanity, peer start to argue with her (increases peer attention), or Myounghee passes notes, Manuella passes a note back & teacher tells them both to get back to work (increases peer & adult attention).

Setting Events Unique situations in which factors unique to individual
Make problem behavior more intense or more likely to occur (e.g., illness, fatigue, hunger, social conflict). By changing value of reinforcers E.g., praise less effective, peer attention is more reinforcing, work completion is less important.

Work completion is less important to Demetri after he has had an argument with his girlfriend before class, or Cologne’s use of verbal profanity is more likely when she hasn’t had enough sleep night before, or Peer attention is less distracting (reinforcing) when Manuella isn’t feeling well.

Lack of sleep decreases value of getting to school on time, increases value of going to Hot Dog Haven. Lack of breakfast increases value of getting sent to office (by fending machines) for failing to follow directions. Having a fight with boyfriend decreases value of listening to lecture. Getting >50% of problem wrong decreases value of starting new worksheets.

When Sequoia misses her 12:30 medication & teachers present multiple task demands, she makes negative self-statements & writes profane language on her assignments. Teaching staff typically send her to the office with a discipline referral for being disrespectful. Avoid difficult tasks What function? Setting event Antecedent Response Consequence Sequoia makes negative self- statements & writes profane language Teacher sends Sequoia to office for being disrespectful Misses 12:30 medication Teachers make multiple task demands

Caesar has dyed his hair three colors & is teased several times by his friends before class. When he enters the class, his teacher stares at his hair. Caesar immediately says “what are you staring at?” His teacher immediately sends him to in-school detention. Escape adult & peer attention What function? Setting event Antecedent Response Consequence Caesar is teased several times about his hair by his friends before class His teacher stares at his hair in class Caesar asks his teacher what she’s staring at His teacher sends him to in-school detention

Cleo is new to the 6th grade, & English is her second language
Cleo is new to the 6th grade, & English is her second language. When another student approaches & says something to her in English, Cleo turns away. The other student walks away. This happens several times during the day. Escape peer attention What function? Setting event Antecedent Response Consequence New student Student approaches & speaks in English Cleo turns away Other student walks away

When his teacher asks him what the capitol city of a country is, Napoleon gives the correct answers. His teacher praises his correct answer, & tells him he may work by himself or a friend on the rest of the assignment. Access peer & adult attention What function? Setting event Antecedent Response Consequence Teacher asks what capitol city of country is Napoleon give correct answer Teacher gives verbal praise & time to work with a friend None

As Veloce is walking, other kids look at him & say “what’s up
As Veloce is walking, other kids look at him & say “what’s up?” He looks back and says: “Who ya lookin’ at?!” “Ya want some of this?!” “Ya talkin’ to me?!” Kids shake their heads & all him “weirdo.” Access OR escape peer attention? What function? Setting event Antecedent Response Consequence How do you know? Assess? How do you know? ?? Look at him. “What’s up!” “Who ya lookin’ at?” “Ya want Some?” “Ya talkin’ to me? Kids shake heads & call him “weirdo”

TE is “best guess.” What if testable hypothesis is incomplete or inaccurate?
Review what you know Collect more information Change hypothesis statement Test/confirm new hypothesis statement

Test manipulation? Effect:
TE1 for Hillary: "When Hillary sits next to Bill, Hillary whispers in his ear. Bill laughs." Test manipulation? Put Al in Bill’s seat. Effect: Hillary whispers in Al’s ear. Develop new TE!

Test manipulation? Effect:
TE2: “When Hillary sits next to boys, she whispers in their ears. The boys laugh.” Test manipulation? Put Tipper in Bill’s seat. Effect: Hillary does not whisper.

Avoid explanatory fictions
Restatement of problem & not measurable (-) She’s aggressive because she’s angry (+) When she is teased about her looks & family, she uses profanity & hits until the teasing stops.

Avoid explanatory fictions
Not measurable or testable (-) He’s emotionally disturbed (+) When he is with peers, he talks about hurting them & himself.

“Petunia” Problem: Petunia is in 9th grade & very inattentive. In class, she is forever inattentive, distractible, off-task, & bothering others. Explanatory fiction: Petunia has ADHD & conduct disorders Testable hypothesis: Petunia works on each assignment for about 2 minutes, answers before presentation of questions are completed, asks other students for help, & gets out of her seat 12 times per 30 min. period.

“Rhus” Problem: Rhus is an 11th grader with autism. He’s high functioning but is hated by his peers. When he gets frustrated, he screams & bites his hand. Explanatory fiction: Rhus has Fragile X & is emotionally disturbed Testable hypothesis: Rhus has verbal skills to describe his situation, but if presented with difficult academic work & short timelines, he screams until teachers help him. If peers tease him, he bites his hand, & the teasing stops.

“Catoneaster” Problem: Catoneaster is a 7th grader who resists going to school each morning. Explanatory fiction: Catoneaster has parent separation anxiety Testable hypothesis: Catoneaster finds attention from his Dad to be very rewarding. His mother died when he was 5 years old. When he argues with his Dad in the parking lot, his Dad takes him out for breakfast & brings him back during 2nd period.

“Azalea” Problem: Azalea is an 8th grader who skips most of her morning classes. Explanatory fiction: Azalea is a school phobic. Testable hypothesis: On days she misses breakfast, Azalea goes to the cafeteria to eat instead of going to class. When she gets to the cafeteria, she visits with her friends until a teacher tells her to go class. Her friends tell her she is cool the way she talks to teachers & skips 1st period.

WRITE TESTABLE HYPOTHESIS: As Veloce is walking, other kids look at him & say “what’s up?” He looks back and says: “Who ya lookin’ at?!” “Ya want some of this?!” “Ya talkin’ to me?!” Kids shake their heads & all him “weirdo.” Setting event Antecedent Response Consequence ?? Look at him. “What’s up!” “Who ya lookin’ at?” “Ya want Some?” “Ya talkin’ to me? Kids shake heads & call him “weirdo”

Example 1: Different behaviors with different functions
Kirsten’s teachers agree that she has two behaviors that interfere with her social success at school, & develop two testable hypotheses:

Get adult attention Escape peer social Setting Event 
Antecedent Event Behavior Consequence Event None Teacher presents multiple step request. Verbal protest, non-compliance, foot stomping. Teacher repeats request 4 to 5 times & threatens after school suspension. Get adult attention Setting Event  Antecedent Event Behavior Consequence Event None Peers play game & have conflict. Pushes peers away, uses profanity, throws rocks. Peers stop playing with Kirsten. Escape peer social

Example 2: Same behaviors with different functions
Amy teachers have noticed two different conditions when Amy displays same problem behaviors. They developed following two testable hypotheses:

Avoid peer attention Get adult social Setting Event  Antecedent Event
Behavior Consequence Event None Peers try to engage Amy in con-versations. Turns eyes away, does not comply verbally, pulls sweater over his head. Peers move away. Avoid peer attention Setting Event  Antecedent Event Behavior Consequence Event None Teachers give Amy corrective feedback about her work. Turns eyes away, does not comply verbally, pulls sweater over his head. Teachers sit down next to her, rub her shoulders, & say comforting words. Get adult social

Functional Assessment Checklist for Teachers “FACTS”
STEP 1: Student/ Grade: _____Clarence/5th grade_____ Date: ____January 11___________ Interviewer: ___________Sugai________ Respondent(s): ____Thomas_____ STEP 2: Student Profile: Please identify at least three strengths or contributions the student brings to school. C. has leadership potential. Peers listened to him, and he can be very convincing and sincere. He’s academically competent and seems to be moving smoothly and successfully through the school curriculum. STEP 3: Problem Behavior(s): Identify problem behaviors ___Tardy_X Fight/physical Aggression ___ Disruptive___ Theft___ UnresponsiveX Inappropriate Language_X__ Insubordination___ Vandalism___ Withdrawn_X__ Verbal Harassment____Work not done___ Other __________ ____X _ Verbally Inappropriate___ Self-injury Describe problem behavior:C. may have one of the shortest fuses I’ve seen. One little tease by a peer, and he quickly and predictably escalates through a behavioral sequence that begins with passive in subordination (non response), moves to a mild protest, shifts to harassment and name calling, increases to property damage and even to physical aggression. Its interesting that he seems to “enjoy” the reactions he gets from peers that he aggresses toward, and from peers who look up to him for his aggressiveness.

STEP 4: Routine Analysis
Schedule (Times) Activity Likelihood of Problem Behavior Specific Problem Behavior 8:00 Waiting to enter building Low High See escalation described above 8:15 Advisory & Planning Mostly teasing and touching property of others. Doesn’t escalate much further 9:15 Language Arts Occasional name calling/teasing 10:15 Recess 11:30 Math Occasional teasing 12:00 Lunch 12:35 Earth Science Minor verbal harassment 1:15 Art or Phy Ed 2:00 Reading Rarely a problem 2:50 Waiting for bus

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).

Summary Statement Desired Alternative Typical Consequence
Setting Events Triggering Antecedents Problem Behavior Maintaining Consequences Acceptable Alternative

٭ Summary Statement Desired Alternative Typical Consequence
Setting Events Triggering Antecedents Problem Behavior Maintaining Consequences Acceptable Alternative

Summary Statement Function Why is function important?
Desired Alternative Typical Consequence Points, grades, questions, more work. Do work w/o complaints. Setting Events Triggering Antecedents Problem Behavior Maintaining Consequences Noncompliance, profanity, physical aggression, Lack of peer contact in 30 minutes. Do difficult math assignment. Avoid task, remove from class. Function Acceptable Alternative Why is function important? Ask for break, ask for help. Because consequences compete!!

Setting Event Manipulations Antecedent Manipulations Behavior Manipulations Consequence Manipulations Immediately reinforce entering class. Provide reinforcer w/in 1 min. of starting task (3 min., 5 min., 10 minutes) Give break & help Sit with preferred peer when done Arrange for peer interaction before math class Provide positive adult contact Sit with preferred peer Introduce review type problem before difficult tasks Remind of alternative behaviors Do first problem together Teach options to problem behavior: 1. Ask for break 2. Ask for help 3. Turn in assignment as is. Teach missing math skills

Setting Event Manipulations Antecedent Manipulations Behavior Manipulations Consequence Manipulations

Do quiz without complaints. Discussion about answers & homework. On Mondays and/or when up all of the night before. Daily nongraded quiz on previous night’s homework Verbal protests, slump in chair, walks out of room. Avoids doing quiz & homework discussion. Turn in with name & sit quietly w/o interrupting.

Do quiz without complaints. Discussion about answers & homework. On Mondays and/or when up all of the night before. Daily nongraded quiz on previous night’s homework Verbal protests, slump in chair, walks out of room. Avoids doing quiz & homework discussion. Turn in with name & sit quietly w/o interrupting. + Give time to review homework. + Give quiet time before starting. + Give easy “warm-up” task before doing quiz. + Precorrect behavior options & consequences. + With first sign of problem behaviors, remove task, or request completion of task next period. + Remove task based on step in task analysis (STO). + Provide effective verbal praise & other reinforcers. Teach options to problem behavior: 1. Turn in blank 2. Turn in w/ name 3. Turn in w/ name & first item done. 4. Turn in w/ name & 50% of items done.

BIP Guidelines Design antecedent strategies to make triggering antecedents irrelevant….so they no longer serve as triggers. Design behavior teaching strategies to make problem behaviors inefficient….so more acceptable behaviors are easier to do.

3. Design consequence strategies to make maintaining consequences ineffective…so they no longer are present or are less reinforcing. 4. Design setting event strategies to eliminate or neutralize effects of setting events…so they have less impact on routines & reinforcers.

Add effective & & remove ineffective reinforcers Neutralize/ eliminate setting events Add relevant & remove irrelevant triggers Teach alternative that is more efficient

Features of Effective Interventions
Interventions or practices that make problem behavior ineffective, inefficient, & irrelevant Arrange environment for prevention Teach new skills Prevent reinforcement of problem behavior Increase reinforcement of desired & replacement behaviors Establish consequences for problem behaviors

Supports that enable accurate & durable implementation of interventions
Ensure contextual fit Organize adult responsibilities, tasks, etc. Embed interventions in IEP Establish effective, efficient, & relevant school-wide behavior support systems

FBA process

FBA Team Process Steps Collect information.
Develop testable hypothesis or summary statement. Collect direct observation data to confirm summary statement. Develop “competing pathways” summary statement. Develop BIP. Develop details & routines for full implementation of BSP. Develop strategies for monitoring & evaluating implementation of BSP.

٭ Process Guidelines Conducted by team Led by behavior specialist
Behaviorally competent Student-knowledgeable Led by behavior specialist Link behavioral strategies to summary statement Ensure that implementers are fluent Monitor continuously & evaluate early

6 FBA Misrules NO Only one way to conduct FBA….
FA process is basically same Methods for collecting data may vary Observe Ask Review records Test NO

Must do everything every time…. NO
Base FBA activity on what you know FBA is systematic planning process NO

Everyone has to know how to do a full FBA…. NO
Small number of people must have high fluency All people must know process & what to expect Some individuals must work on sustainability NO

FBA is it….. One component of comprehensive plan of behavior support academic, medical, vocational, mental health, etc. NO

NO FBA is only for students with disabilities…
Process for behavior of all individuals across multiple settings NO

6. “Power,” “authority,” “control,” etc. are functions….
2 research validated functions Pos. & Neg. Reinf. NO

Functions Pos Reinf Neg Reinf

Make consequences ineffective. Neutralize setting event Make triggers irrelevant. Make problem behavior inefficient.

Percent of Intervals Engaged in Problem Behavior
Class B Results Percent of Intervals Engaged in Problem Behavior School Days

Class B Results + Composite Peers
Percent of Intervals Engaged in Problem Behavior Peer Peer School Days

Study 2 Results Percent of Intervals Engaged in Problem Behavior School Days

Study 2 Results + Composite Peer Peer Percent of Intervals Engaged in Problem Behavior Peer Peer Peer School Days

Behavior Support Elements
*Response class *Routine analysis *Hypothesis statement *Alternative behaviors *Competing behavior analysis *Contextual fit *Strengths, preferences, & lifestyle outcomes *Evidence-based interventions Problem Behavior Functional Assessment *Implementation support *Data plan Team-based Behavior competence Intervention & Support Plan *Continuous improvement *Sustainability plan Fidelity of Implementation Impact on Behavior & Lifestyle

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