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

3. Ten Things You Should Know 1. Behavior is learned and serves a specific purpose. Page 4

4. Ten Things You Should Know 2. Behavior is related to the context within which it occurs. Page 4

5. 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. Page 4

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

7. Ten Things You Should Know 5. We know we can improve behavior by 80%, yet we use it less than 10% of the time. Page 4

8. 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.

9. Beads on a string Move down when you use a behavior specific praise.

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

11. 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.

12. 3x5 index card Tears for positives Tears for negatives 11 to 5

13. 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

14. Energy Flows Where Attention Goes

15. 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. Page 4

16. 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. Page 4

17. 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) Page 5

18. 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) Page 5

19. 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. Page 4

20. What is a real intervention? To be a real intervention it has to do the following: STOP the behavior- if what you are doing does not stop the behavior- why repeat it? –Example- if a student has been to the office 47 times- what makes us think the 48 th time will be the time it works? It has to be proactive-not reactive –Reacting to a behavior will not change it once it has been taught –Remember “behavior is learned” It has to include environmental changes where you set the student up to be successful –It has to be more fun to engage in the right behavior than it is to engage in the targeted behavior It has to include replacement behavior teaching- you can’t just say “stop burping”- you have to tell them what to do instead It has to include changes to your own behavior- because your behavior is feeding their behavior.

21. Multi-modal Plans 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.

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

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

24. What are Antecedents? TransitionIllness Weather condition Task demand Presence of a certain peer or adult Time of day Day of week Perceived attention ProximityNoises SmellsSubjectsActivities Changes in schedule Emotional upset Physical pain EmbarrassedTiredFrustrationHungry 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:

25. Sometimes, we think we know

26. 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

27. 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

28. 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

29. Team Members –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

30. Student 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 Skylar ’ s Strengths: Page 7

31. Student Needs page 7 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

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

33. 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

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

35. Which data form will you use? Low frequency behaviors: –Antecedent, Behavior, Consequence Data sheets –Anecdotal notes Pages 9 & 10

36. Which data form will you use? Disruptive behaviors: –FBA data tool Pages 9 & 10

37. 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

38. Scout’s Strengths and Needs Social Strengths Academic Strengths Social NeedsAcademic 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

39. 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.

40. Scout’s Behaviors 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

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

43. What pattern do you see? Page 25

44. What pattern do you see? Page 25

45. What pattern do you see? Page 25

46. What pattern do you see? Page 26

47. What pattern do you see? Page 26

48. What patterns do you see? Page 27

49. Which consequences were most effective? Page 27

50. Summary Statement

52. 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?

53. 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.

54. 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?

55. 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.

56. Baseline Intervention

57. 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

58. NEW!!!!

59. Competing Pathway Chart Page 46

60. Competing Pathway Chart Page 46

61. Competing Pathway Chart Page 46

62. 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. Page 46

63. 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. Page 46

64. 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. Page 46

65. Competing Pathway Chart Page 46

66. 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

71. 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.

73. 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.

75. 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.

76. 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: