1. VTPBiS Team Tiffany Cassano, Ken Kramberg, Richard Boltax
Introduction and Practice in Functional Behavior Assessment (FBA) From FBA to BIP Day One
VTPBiS Team
Tiffany Cassano, Ken Kramberg, Richard Boltax

2. BEST Expectations: FBA Training Team Norms
Training Setting
Be Present
Be On Time
Silent cell phones;
Eyes and ears in focus
Engage
Take a Team role; Ask questions; Follow along with the Power Point and Activity Sheets.
Support Each Other
Bring snacks to share; Seek clarification;
Use positive statements and re-statements
Team Solutions
Establish and follow team roles and norms
Contribute ideas to Team Planning
Teach as you would a teaching matrix in a school. Draw connection to this matrix and ones they have developed. This will be used as part of a simulated CICO activity later in the training.

3. VTPBiS Signal to Coaches: Help Us Help You
= We’re all set. No help needed.
= We need help, but can continue with our work.
= HELP! We can’t continue with our work.
Cups should already be on the table. You may not need to use them if there are few teams.

4. Today’s Goal
Revisit the critical features of universal and targeted PBIS practices and how they inform behavior plans
Understand the concept of “function” in behavior support planning
Conduct an FBA/BIP for your student of choice
Plan for finalizing and implementing plan developed today

5. Functional Behavior Assessment
Is a process for identifying
the events that reliably predict
and maintain problem behavior.

6. Function Based Approach
Focuses on:
Changing environmental factors
instead of
fixing the person.
It’s about what we as adults will do differently!

7. How does Function Based Assessment
fit into your school’s
PBIS System?

8. Universal Six Components of Universal Purpose Statement
3-5 Expectations
System for Teaching Expectations
System for Acknowledging Expectations
System for Discouraging Problem Behavior
Data-based Decision Making
*Monthly as a PBIS Leadership Team
Universal

9. Targeted Targeted Interventions Implement Universal with Fidelity
SET Evaluation at 80/80
Inventory Existing Targeted Practices
Develop Check-in/Check-out
Introduce Function-Based Practices
Develop Data System to Support Targeted Interventions
Targeted

10. Intensive INTENSIVE LEVEL
Establish Intensive Team and Indentify Intensive Coordinator
Establish SU Supports for the Intensive Level
Establish SU and interagency
Learn about the Intensive Level of PBIS
Develop Capacity to Complete FBA and BIP
Develop Capacity for Wraparound Supports
Intensive

11. Comprehensive Supports
Function-based Support
Tier III
Intensive
Group Interventions w/function-based
modifications
Group Interventions
CICO
Skills groups
Tier II
Targeted
Anger Mgmt group
Peer Tutors
School Mentors
Study Skills
Homework Club
Tier I Universal
6 Components of SWPBIS - 11

12. What is a Targeted Intervention?
An intervention (or set of interventions) known by all staff and available for students during the school day.
Interventions provide additional student support in academic, organizational, and/ or social support areas.

13. Targeted interventions are…
Best for low level problem behavior (e.g. talk-outs, minor disruption, task completion);
Efficient because they use the same or similar practices for groups of students that do not need to be individualized for each student.
Effective because they focus on decreasing problem behavior thereby increasing academic engagement and decreasing office discipline referrals.
Chronic low level behaviors will benefit.
The idea is to fit the student into an intervention, not make a unique intervention specific to each student.

14. Critical Features Meets the needs of groups of students
Does not require individualizing for each student
Uses positive approach
Everyone knows about it
Let’s students opt out
Involves parents
Based on function of behavior (get or avoid)
Has some clear evidence that it works
Has system resources (team and administrator support)
Many schools have strong universal supports in place for students as well as a system for supporting students with most intensive needs (Act 264, case management). However, targeted interventions, while they may be numerous, are not necessarily tied to student need or accessible in a systematic way. For example, if you have a mentor program, have you definded who would benefit, what the referral process is, what outcomes are expected, how will you know students have been successful? Also, how do you know that it works?

15. F B A Determine why problems occur Testable explanations
Assessing predictable relationships between the environment and behavior
Involves observations of student in natural environments
Determine why problems occur
Testable explanations
The purpose is to get the information necessary to create a successful plan
Plans focus primarily on prevention
F B A
only

16. 3 Levels of Functional Behavioral Assessments
Simple FBA
Full FBA
Functional Analysis

17. Flaws with FBA use in public schools (Scott et al., 2005)
FBA is used mainly as a reactionary approach.
opportunity is lost to utilize FBA technology to develop interventions that address minor behaviors that usually precede more serious problems.
FBA is restricted to set of procedures used by “experts”
The rich supply of information from people with whom the student interacts with the most is lost.
FBA is restricted to rigorous procedures that are unrealistic for public school settings.
Disincentive for using FBA technology.
Cynicism as to the practicality of FBA .
Often used just before a manifestation determination is ready to occur or 10 day suspension rule is nearing.
A lot of districts still have one person assigned to conduct FBAs (psychologist, behavior interventionist)
When working the alternative school as you can imagine we had students with some pretty significant challenging behavior. When I first started working there the procedure was to make a referral to the behavior specialist who would then come in and conduct the data and do the FBA. The challenge was that the behavior specialist was shared between five schools so she wasn’t always available. It would take up to two months to get an FBA report back. I remember saying, “hey wait a minute. Our students are having behavior challenges now and need support now.” It became clear that we needed to become competent in doing FBAs ourselves.
T Cassano 2011

18. So who is responsible for assessment in your school. FBA
So who is responsible for assessment in your school? FBA? How does someone access this intervention?
Discuss as a group

19. Requesting an Simple FBA
Requests for a simple FBA should be easily accessible to teachers through the use of an simple FBA form
Teachers & school teams should be able to identify the system for requesting a simple FBA
Teachers should be able to identify members of the assessment team
Teachers should be able to identify students that would qualify for having a simple FBA done.
Focus on system again and assessment team
If a form does not exist in your school you should work with your team to create one, just like a referral for EST or Sped.
T Cassano 2011

20. ACTIVITY 1
Review your school’s targeted plan/process for Simple FBA in the workbook

21. SIMPLE FBA LOGIC MODEL Sheldon Loman, University of Oregon
Individualized Supports
5% of
Students
Behavior Specialist responsible for 25 FBAs in school of 500
Personnel with “flexible” roles conduct proactive Practical FBA to expand the scope of FBA, prevent intensive problem behaviors, & decrease reliance on specialist.
Secondary Group Supports
10-15% of Students
School-wide Positive Behavioral Supports
80% of Students
T Cassano 2011

22. At the Foundation of FBA are 3 major tenets about behavior
Human behavior is functional
Human behavior is predictable
Human behavior is changeable
People behavior the way they do for a reason. Let’s look at the last one. Are human behaviors really changeable? We can’t really change a student or take away the function that their behavior is for. However we can alter our environment and the way we do things to alter the way they behave to get their needs met.
T Cassano 2011

23. Human behavior is changeable
FBA switches the focus from “treatment of within-child pathology” to
Design of effective environmental routines
These routines focus on changing the conditions that set up, set off or maintain problematic behavior
One of our goals while working in an alternative setting is to teach replacement behaviors and prepare students to return to the mainstream setting. I remember when we started transitioning one of our model students back to his local middle school he did great for the first couple of weeks. Then slowly things started to go down hill. The teachers from the school reported, “well, we don’t know what’s going on with him but maybe he isn’t ready to come back. His behavior hasn’t seemed to change all that much.” It struck me as very odd that this boy was able to do so well in our school environment but when he was in the mainstream setting he started to fall apart. It became clear that it wasn’t really him that was failing it was the system that was failing him because it wasn’t designed to provide the support he needed.

24. In An Effective Environment… Problem behavior is irrelevant, inefficient, ineffective
Problem behaviors are irrelevant when
Child doesn’t need to escape anymore
Child has access to positive events more commonly
Problem behaviors are inefficient when
Alternative behavior is available
Alternative behavior is taught
Problem behaviors are ineffective when
Problem behavior NO LONGER works- it does not get the child what they want to obtain or what they want to avoid.

25. Functional Assessment of Behavior
“A functional assessment can be done in your head.”
It is a problem solving process that identifies the events that reliably predict and maintain problem behavior.
T Cassano 2011

26. Students Needing FBA Academic/Behavior data indicates challenge(s)
Chronic Misbehavior
3-5 Discipline Referrals for Major Behaviors
Frequent Absences
Multiple ISS/OSS
Don’t understand behavior
Other interventions have not been successful
T Cassano 2011

27. Simple FBA vs Comprehensive FBA
COMP. FBA
What
Relatively simple and efficient process to guide behavior support planning
Time-intensive process that also involves archival records review, family-centered planning, and collaboration. May or often includes agencies outside of school
Who
School-based personnel (e.g., teachers, special educators, counselors, administrators)
Professionals trained to conduct functional assessments with students with severe problem behaviors (e.g.,Often by school psychologists, behavior specialists)
FBA Lite is also known as Practical FBA because it is a practical practice that can be conducted by trained professional staff.
T Cassano 2011

28. Simple FBA vs Comp. FBA Simple FBA COMP. FBA For Students that:
Exhibit high frequency behaviors that are not dangerous (e.g., not following directions, not completing work)
Have received interventions that did not improve behavior
Exhibit behaviors that occur in 1 to 2 school routines (e.g., specific classrooms/activities, lunch, recess)
Exhibit dangerous behaviors (e.g., hitting, throwing objects, property destruction)
Exhibits behaviors on 3 or more more school routines
T Cassano 2011

29. Case Study What is the problem?
What is he/she getting out of it or avoiding
What do you want him/her to do instead?
How can you help this happen more often?
How will you know if the problem has been
resolved?

30. Simple FBA Process D. A. S. H
Simple FBA Process D.A.S.H. Adapted from Sheldon Loman, University of Oregon
1 Define behavior in observable & measurable terms 2 Ask about behavior by interviewing staff & student -specify routines where & when behaviors occur -summarize where, when, & why behaviors occur 3 See the behavior -observe the behavior during routines specified -observe to verify summary from interviews 4 Hypothesize: a final summary of where, when & why behaviors occur
Ask and See have to do with information seeking and data collection.
T Cassano 2011

31. DEFINING Problem Behavior
(Challenging Behavior)
Behavior is…..
any action which is observable and measurable, and has a distinct onset and offset.
secprevnten

32. What are some ways students misbehave in your school?

33. Are the behaviors you listed observable?
Measurable?
Defined so clearly that a person unfamiliar with the student could recognize the behavior without any doubts?
T Cassano 2011

34. Behavior Kicking Pinching Cursing Hitting Spitting Yelling Disrespect
Examples:
NonExamples
Kicking
Pinching
Cursing
Hitting
Spitting
Yelling
Disrespect
Defiance
Off task
Anger
secprvten

35. Define Behaviors in Clear Terms
VAGUE
DESCRIPTIVE
Julia is aggressive
Julia hits other students during PE class when she does not get her way
Michael is disruptive
Michael blurts out and makes inappropriate comments during classroom discussions
Jenny is hyperactive
Jenny leaves her assigned area without permission. Jenny only completes small portions of her work. Jenny blurts out answers without raising her hand.
T Cassano 2011

36. ACTIVITY 2 Provide an observable and measurable
definition for the behaviors
listed in your workbook

37. 2. ASK (Gather Information/Data)
staff, student, parents about the ABCs
D.A.S.H
T Cassano 2011

38. For FBA Lite do pages 5 to the top half of page 6 of F-BSP
For FBA Lite do pages 5 to the top half of page 6 of F-BSP. The lower portion of page 6 through page 8 is used as part of the behavior intervention plan. We will look at that in tomorrow’s session.
Let folks know they don’t need to do all of the sections of the F-BSP to conduct an FBA Lite. The form should be used in it’s entirety for the comprehensive FBA. You can actually have a one page questionnaire.
T Cassano 2011

39. Description of the Behavior

40. Description of Antecedents

41. Summary of Antecedents

42. Fill out the F-BSP Teacher/Staff/Parent interview for your student.
ACITIVITY 3
Fill out the F-BSP Teacher/Staff/Parent interview for your student.

43. Only Two Basic Functions
Positive
Reinforcement
Negative
Reinforcement
Existing aversive condition identified
For example-
Many students use off topic comments/inappropriate language to obtain
attention from peers through their reactions and to escape the task at hand.
In this example, social reinforcement is obtained from the peers and the
adult.
Remember reinforcement is positive and negative.
NOTE:
When control is offered as a possible function- think about what is underlying that perception.
Control can be a way:
To hide skill deficits; therefore escaping/avoiding a task
To hide fears around social acceptance; therefore escaping/avoiding a situation
For an individual to assert themselves; therefore gaining/obtaining the attention of peers/adults
from Horner & Sugai at

44. 3. See the behavior (Gather information/data) D.A.S.H
Behavior Observation Forms
ABCs
T Cassano 2011

45. Simple FBA Always start with the behavior2
Antecedent/Trigger:
When _____ happens…. 1
Behavior:
the student does (what)__ 3
Consequence/OutCome
..because (why) ______
T Cassano 2011

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47. T Cassano 2011

48. Using the ABC chart in your workbook,
ACTIVITY 4
Using the ABC chart in your workbook,
document the time, location, duration, antecedents, behavior and consequences in the following video clip.

50. 4. Write A Hypothesis/Function Statement D.A.S.H
All behavior has a function (purpose).
At the simplest level, a hypothesis statement identifies the function of the student’s behavior.
T Cassano 2011

51. Ex1. Determining Function
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)

52. 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)

56. When asked to participate orally in math class, Shane typically ignores the teacher’s request. If the teacher confronts Shane in front of the class and continues to direct him to participate, Shane will become highly agitated and begin to yell at the teacher. These behaviors allow Shane to avoid attention from his peers.
T Cassano 2011

57. 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

58. 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

59. for each the following student scenarios.
ACTIVITY 5
In your activity sheet, create a competing pathway and write a hypothesis statement
for each the following student scenarios.
T Cassano 2011

60. SCENERIO
Jason
During independent work time, Jason makes disruptive noises and the teacher responds by redirecting him to work quietly. Jason goes back on task temporarily but continues to interrupt throughout the lesson.
Seeking Adult Attention
Disruptive Noises (B)
Classroom Work (TE)
Independently (SE)
Teacher Attention (MC)
T Cassano 2011

61. Competing Behavior Pathway
FUNCTION: Attention
Behavior
Antecedents
Consequences
Setting Events
Independent Work
Makes Disruptive Noises
Teacher Redirection
Classroom
Adapted from Crone, D.A. and Horner,R.H., 2003
T Cassano 2011

62. SCENERIO
Beth
When the teacher asks Beth to read aloud during literacy class, she curses at the teacher and is sent to the planning room to process with a staff member.
Fill in competing pathway
Avoiding Task
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63. Competing Behavior Pathway
FUNCTION: Avoid Difficult Task
Behavior
Antecedents
Consequences
Setting Events
Asked to Read Aloud
Curses at teacher
Sent into planning room
Literacy Class
Adapted from Crone, D.A. and Horner,R.H., 2003
T Cassano 2011

64. SCENERIO
William
During math class William continually interrupts the teacher making jokes. When redirected by the teacher he calls her a f*&%ing bitch. After removing himself from the classroom and going in the hallway for 5 minutes, William returns and continues to interrupt the lesson.
Control. Student is trying to engage the teacher in a power struggle. Imagine a rope between teacher and student. The student is inviting teacher to pick up the rope and engage in tug of war. Best advice, don’t engage.
Control seekers can be most challenging. How can we give them a sense of control in a more positive way?
T Cassano 2011

65. Competing Behavior Pathway
FUNCTION: Attention
Behavior
Antecedents
Consequences
Setting Events
Interrupts Teacher/ Making Jokes
Teacher Instruction
Teacher Redirection
Math Class
Group Setting
Behavior happens as a chain of events and sometimes there is more than one antecedent which can trigger another function.
Adapted from Crone, D.A. and Horner,R.H., 2003
T Cassano 2011

66. Competing Behavior Pathway
FUNCTION: Avoid Confrontation; Work
Behavior
Antecedents
Consequences
Setting Events
Removes Self from Room
Teacher Redirection
Calls Teacher a F*&%! Bitch
Classroom
Re-enters Room
Adapted from Crone, D.A. and Horner,R.H., 2003
T Cassano 2011

67. Developing a Competing Behavior Pathway
Summary Statement: We already have this!!!
Desired Behavior
Natural Consequence
Targeted Routine
Setting Event
Antecedent
Problem Behavior
Maintaining Consequence
Alternative Behavior 67 67

68. 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).

69. Build a Competing Behavior Pathway
Gets verbal
praise from
teacher
Completes
task
Independent
classwork
Does not have
teach attention
Makes
noises
Gets help from teacher
Raises hand
and
asks for
help or break

70. ACTIVITY 6
In your packet, complete the Competing Behavior Pathway for your student.

71. Adapted from Sugai, Lewis-Palmer, & Hagan, 1999
What are some ways we can alter the lesson to help the student maintain positive behaviors?
-Choice, -Peer Partner -Positive reinforcement from peers and teacher
Think about things you can do at the antecedent stage before the trigger occurs -pre teaching -partnering up
Adapted from Sugai, Lewis-Palmer, & Hagan, 1999

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

73. 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

74. 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

75. 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
T Cassano 2011

76. Antecedent Strategies

77. 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)

78. 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?

79. 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

80. Consequence Strategies

81. 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

82. Reinforcing Alternative and Desired Behavior

83. 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.

84. 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

85. 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

86. 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

87. In your packet, complete the lower portion (initial intervention plan)
ACTIVITY 5
In your packet, complete the lower portion (initial intervention plan)
for your student.

88. HOMEWORK
Experiment with implementing the initial intervention plan you created for your student next week.
Write a summary of how the interventions went to bring with you to next week’s workshop.