1. Functional Behavior Intervention Planning Laura A. Riffel, Ph.D.

2. Ten Things You Should Know 1. Behavior is learned and serves a specific purpose.

3. Ten Things You Should Know 2. Behavior is related to the context within which it occurs.

4. Ten Things You Should Know 3. For every year that a behavior has been in place, you should plan to spend at least one month of consistent and appropriate intervention for you to see a change in the behavior.- This is a rule of thumb.

5. Ten Things You Should Know 4. We can improve behavior by 80% just by pointing out what one person is doing correctly.

6. Ten Things You Should Know 5. We know we can improve behavior by 80%, yet we use it less than 10% of the time.

7. 4 Positives for Every Negative Lanyard –20 beads Start in the morning with all 20 beads on your left side –Every time you compliment a student on their appropriate behavior move a bead to the right side. –Every time you reprimand a student move 4 beads back to the left side.

8. Make Your Own Start bead Goal: Get to the red bead

9. Paper clips Put 30 paper clips in your left pocket or a cup on the bus. Every time you compliment a student, move a paper clip into the other pocket or cup. Every time you “get after” a student, move 4 paper clips back to where they started.

10. 3x5 index card Tears for positives Tears for negatives 11 to 5

11. Vibrating Watch- reminds you to catch students being good http://www.amazon.com/s/ref=nb_sb_nos s_2?url=search-alias%3Daps&field- keywords=vibralite+3 http://www.eseasongear.com/viviwa.html

12. Energy Flows Where Attention Goes

13. Ten Things You Should Know 6. When we want compliance from our children, we should whisper in their right ear and offer them equal choices.

14. Ten Things You Should Know 7. All behavior falls into two categories: Positive reinforcement and Negative reinforcement. Kids are either trying to gain something or escape something by their inappropriate behaviors.

15. Ten Things You Should Know 8. Things kids are trying to get: 1)Attention- (adults or siblings) 2)Access (preferred items) 3)Sensory input (proprioceptive input)

16. Ten Things You Should Know 9. Kids are trying to escape these things: 1)Work or Tasks 2)Attention from Adults or Peers 3)Pain (emotional or physical) 4)Sensory overload (too much coming in)

17. Ten Things You Should Know 10. Your reaction determines whether a behavior will happen again or not. To change child behavior- we have to change our behavior.

18. How do we make behavior change?

19. On the following slides- you have to click the star and be in presentation mode- or the PowerPOint will not work.

20. Competing Pathway Chart

23. When this happens- When there is a transition The child does this-Scout burps the alphabet To get or get out of…to get adult attention.

24. Competing Pathway Chart When this happens- When there is a transition The child does this-Scout burps the alphabet To get or get out of…to get adult attention.

25. Competing Pathway Chart When this happens- When there is a transition The child does this-Scout burps the alphabet To get or get out of…to get adult attention.

26. Competing Pathway Chart

27. Competing Pathways Chart Desired Alternative Self-regulate her need for attention in socially appropriate ways Maintaining Consequence or Function Positive reinforcement from adults. Setting Events/ Triggering Antecedents Target behaviorMaintaining Consequence or Functions Setting Events Manipulations Antecedent Manipulations Behavior TeachingConsequence Modifications Behavior Support Planning Changed morning and afternoon routine. Mom worked on organizing her exit from home. Diary of day. Vanna White of the daily schedule. Office Messenger when on overload. Give her attention for appropriate behavior. Do not give attention for inappropriate Behavior if possible. Secret signal for clarification. Give Pre- Corrects before transitions and elicit verbal understanding.

28. Target Behavior Non-Examples Angry, hostile, resentful Lazy Not paying attention Poor Impulse Control Stubborn Measureable and Observable Lying on the floor and refusing to move Hits with fist Throws objects that land more than 12 inches from body Burps the alphabet Tantrum: includes two or more of the following: Screaming Kicking Hitting Cussing Throwing objects

29. behavior Analysis Not enough incidents to measure

30. behavior Analysis

32. 38 %

33. behavior Analysis

39. Student Strengths SocialAcademic Makes friends easily Funny Big heart for others Bright Very verbal- good semantics (syntax- vocabulary) Very social Great supportive family Likes coming to school

40. Student Needs AcademicSocial Needs- proprioceptive input for attention focus Needs academic testing Way to achieve positive attention (lots of verbal outbursts- inability to sit still) Pre-reading skills Math skills at grade level How to keep friends once he has them Parents looking for structure ideas

41. Academic Social MedicalPhysical Mental

42. Unlearn inappropriate behaviors Learn replacement behaviors Operant conditioning Social skills training PowerPoint relationship narratives Role playing Picture cues Video modeling Social

43. Allergies –Food –Seasonal Drug reactions –Look at medications –Side effects (Abilify example) Sleep disorders –Sleep apnea –Insomnia Gastric issues Medical

44. Pain –Especially consider for children with significant disabilities and young children with low verbal response skills Sensory –Proprioceptive needs –Sensory integration –Sensory overload Physical

45. Emotional –Depression –OCD –Anorexia/Bulimia –ODD –Schizophrenia –Bi-polar –Intermittent Explosive Disorder –RAD Mental

46. Learning Disabilities Missed so much time out of class they are behind Self-esteem so damaged they can’t see their way out Academic

47. Social MedicalPhysical Mental

48. Scout Radley Scout is a sixth grade child with mild intellectual disabilities. Scout has two siblings who attend the nearby high school. Scout’s mother works full time and father frequently travels. Scout’s behaviors at school are disruptive outbursts and physical aggression. Coming home from school, Scout eats everything in sight, leaves things laying all over the house, and argues with siblings most of the evening. Scout is included in the regular classroom with support services provided.

49. Scout’s Strengths Reinforcers: Scout likes to have conversations with adults. Scout loves to do word searches. Strengths: Scout is comfortable talking in front of the class. Scout is good at drawing pictures. Scout has a great supportive family.

50. Scout’s behaviors Throwing Objects A physical object leaves Scout’s hands and lands at least six inches from Scout. Disruptive Outburst A loud verbal sound or words that come from Scout that disturbs the learning environment. Physical Aggression Any part of Scout’s body comes in contact with another person with force.

51. Now that we’ve considered everything- We put plans in place so the child has no choice but to have excellent behavior; because, we are meeting the needs of the child. Antecedent Modifications: –Since the child is seeking adult attention during transitions, we are going to make her “Vanna White” of the daily schedule. This will have the teacher come over to Scout prior to transitions and give her positive attention on the front side of the transition. –Since mornings are difficult, we put in a Check-In Check-Out Program –Since afternoons are difficult, we tried snacks and getting her involved in after school activities. –Since Mondays and Fridays are difficult, we set up an email between Dad and Scout (Dad travels) to help her connect with him while he’s on the road. –We let her journal her emotions because her art skills were so strong.

52. Replacement Behavior We can’t just tell a child to “Be Good” –We have to put a competing behavior in place of the one we are targeting for change. We have Scout talking in front of the class. This will give her an outlet for making noise. We also know this is a behavior to get attention so we want to teach her a way to get the teacher’s attention. –Raising hand didn’t work- she’s heard it 600 times- if she hasn’t gotten the first 600 times, she is not going to get it the 601 time. –We taught her the Carol Burnett ear tug- secret message between her and the teacher. She bought into it because it was novel.

53. Consequence Modification This is where we discuss how WE are going to change. Her teacher had previously paid off every time she burped. –NOW She is going to get attention before the transition She’ll get a thumbs up from the teacher when she is telling the class the assignment. She will ignore the burping as much as possible –If she is still “bubbles” she will be sent on an errand where she will receive a little extra adult attention

54. What is the goal behavior and what will feed it? This is your long term goal –You will be moving toward self-monitoring The consequence or functioning reinforcer will be the same as the function of the target behavior- but on socially acceptable terms.

55. Baseline Intervention

56. NEW!!!!

57. What pattern do you see? Page 25

58. What pattern do you see? Page 25

59. What pattern do you see? Page 25

60. What pattern do you see? Page 26

61. What pattern do you see? Page 26

62. What patterns do you see? Page 27

63. Which consequences were most effective? Page 27

64. Choices #1 Even though time out was higher- it needs to stop. Time out was being done incorrectly. Time out was never supposed to be isolation. Time out is “time-out” from reinforcement- not Siberia.

65. Summary Statement

67. What event or setting takes place prior to the target behavior? (Antecedent) What behavior are you targeting to change? (Behavior) What adult or peer behaviors are reinforcing this behavior? (Negative or positive reinforcement) (Consequences) What settings/contexts/antecede nts can you modify to make proactive changes in the environment to make the target behavior unnecessary? What new behaviors might you teach to the student to replace the current target behaviors? How might you change the adult behavior regarding the original target behavior and the new replacement behaviors? 1 What is the goal behavior? What adult or peer behaviors will reinforce this behavior in the long term?

68. What event or setting takes place prior to the target behavior? (Antecedent) What behavior are you targeting to change? (Behavior) What adult or peer behaviors are reinforcing this behavior? (Negative or positive reinforcement) (Consequences) 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) 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. 1 Be able to transition appropriately. Socially appropriate adult attention.

69. What event or setting takes place prior to the target behavior? (Antecedent) What behavior are you targeting to change? (Behavior) What adult or peer behaviors are reinforcing this behavior? (Negative or positive reinforcement) (Consequences) What settings/contexts/antecede nts can you modify to make proactive changes in the environment to make the target behavior unnecessary? What new behaviors might you teach to the student to replace the current target behaviors? How might you change the adult behavior regarding the original target behavior and the new replacement behaviors? 1 What is the goal behavior? What adult or peer behaviors will reinforce this behavior in the long term?

70. What event or setting takes place prior to the target behavior? (Antecedent) What behavior are you targeting to change? (Behavior) What adult or peer behaviors are reinforcing this behavior? (Negative or positive reinforcement) (Consequences) 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. 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. 1 To attempt new tasks and to ask for help when she needs it. To take pride in her work.

71. Baseline Intervention

72. Formula for Baseline- page 30 (I-B)/B= D*100 I ntervention Frequency = 3 times per day B aseline Frequency = 34 times per day 3-34= -31 -31/34=.91176.91*100= 91% D ecrease in Behavior

73. Minute by Minute Student Name: __Biff_________ Observer: __________Riff____________ Date:______________12/5________ 7:308:008:309:009:3010:0 0 10:3 0 11:0 0 11:3 0 12:0 0 12:3 0 1:001:302:002:303:003:30 7:318:018:319:019:3110:0 1 10:3 1 11:0 1 11:3 1 12:0 1 12:3 1 1:011:312:012:313:013:31 7:328:028:329:029:3210:0 2 10:3 2 11:0 2 11:3 2 12:0 2 12:3 2 1:021:322:022:323:023:32 7:338:038:339:039:3310:0 3 10:3 3 11:0 3 11:3 3 12:0 3 12:3 3 1:031:332:032:333:033:33 7:348:048:349:049:3410:0 4 10:3 4 11:0 4 11:3 4 12:0 4 12:3 4 1:041:342:042:343:043:34 7:358:058:359:059:3510:0 5 10:3 5 11:0 5 11:3 5 12:0 5 12:3 5 1:051:352:052:353:053:35 7:368:068:369:069:3610:0 6 10:3 6 11:0 6 11:3 6 12:0 6 12:3 6 1:061:362:062:363:063:36 7:378:078:379:079:3710:0 7 10:3 7 11:0 7 11:3 7 12:0 7 12:3 7 1:071:372:072:373:073:37 7:388:088:389:089:3810:0 8 10:3 8 11:0 8 11:3 8 12:0 8 12:3 8 1:081:382:082:383:083:38 7:398:098:399:099:3910:0 9 10:3 9 11:0 9 11:3 9 12:0 9 12:3 9 1:091:392:092:393:093:39 7:408:108:409:109:4010:1 0 10:4 0 11:1 0 11:4 0 12:1 0 12:4 0 1:101:402:102:403:103:40 7:418:118:419:119:4110:1 1 10:4 1 11:1 1 11:4 1 12:1 1 12:4 1 1:111:412:112:413:113:41

78. Help ME! What Gives Bob? I’ve been collecting the data and you’ve been in the shower for three days man. Bob is stuck in the vicious loop of shampoo bottle directions: Lather, Rinse, Repeat. Lather, Rinse, Repeat.

79. Methods for Conducting FBA Indirect: Anecdotal Surveys Notes Interviews Direct: Observational Data collection

80. Indirect Methods: Strengths and Limitations Strengths Easy to implement Minimal time and training required Structured methods May use for initial assessment Limitations 30% reliability to determine function Information can be subjective Non-specific functions identified (ex: escape from work)

81. Descriptive/Observational Methods: Examples A-B-C Analysis Scatter plot Interval or Time sampling

82. Descriptive Methods: Strengths and Weaknesses Strengths: Objective & quantitative data behavior is sampled in relevant settings Can ID environmental relationships Sufficient for BIP development Reliability (60-80%) Limitations: Analysis can be complex Time requirement Increased staff training & experience may be necessary May not ID function of infrequent behavior

83. Let’s Meet Kim. Kim uses cuss words like they were part of the English Language. The teacher repeatedly calls attention to this by telling Kim to stop cussing.

85. Behavioral Intervention Plan Model for Kim Class time Profanity Self- monitoring Teach Model Practice Praise Gets needs met Attention and habit Brainstorm new words to use Ignore cuss words as much as possible. Give tons of praise when new word is used.

86. What event or setting takes place prior to the target behavior? (Antecedent) What behavior are you targeting to change? (Behavior) What adult or peer behaviors are reinforcing this behavior? (negative or positive reinforcement) (Consequences) What settings/contexts/antecedents can you modify to make proactive changes in the environment to make the target behavior unnecessary? What new behaviors might you teach to the student to replace the current target behaviors? How might you change the adult behavior regarding the original target behavior and the new replacement behaviors? What is the goal behavior? What adult or peer behaviors will “feed” this goal behavior? Adapted from O’Neil & Horner, 2005; Scott, 2006 Competing Pathway Chart: