1. POSITIVE BEHAVIOR INTERVENTIONS AND SUPPORTS
(PBIS)
“Introduction and Practice in Functional Behavior Assessment (FBA)” From FBA to BIP
Two Day Series
Part 1.0

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. 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

4. 4

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 Functions 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 – all referrals should include a query on function
Data-based Decision Making
*Monthly as a PBIS Leadership Team
Universal
Ask if ODRs have a place to ask what function of behavior may have been

9. Targeted Targeted Interventions Implement Universal with Fidelity
SET Evaluation at 80/80
Inventory Existing Targeted Practices
Develop Check-in/Check-out
FBA- match interventions to the function of the behavior
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
FBA/BIP for more complex and more resistant to change behaviors
Develop Capacity for Wraparound Supports
Intensive
Emphasize that the only difference b/w simple & complex FBA is the depth, but both can be completed by school staff at any level of your PBIS interventions. Should be completed by school staff who have the most intimate understanding of the student, school resources, community, school culture and the person who will be implementing the plan.

11. Examples: Targeted Group Interventions Based on Functions of Behavior
Access Adult Attention/Support:
Check-In/Check-Out
Adult Mentoring Programs
Access Peer Attention/Support:
Social Skills Instruction
Peer Mentoring
Self-Monitoring with Peer Support (function: academic task escape)
Academic Skills Support
Organization/Homework planning support
Homework completion club
Tutoring
This further shows which types of interventions are useful based on the motivation of behavior.

12. Interventions with an Evidence Base
Advance organizers
Opportunities to respond
Anger Management Skills Training
Pacing
Behavioral Interventions
Parent Training
Choice
Peer Mediated Interventions
Class Wide Peer Tutoring
Peer tutoring
Cognitive organizers
Peer-Mediated Conflict Resolution and Negotiation
Cognitive Restructuring
Cognitive-Behavioral Therapy
Picture Exchange Communication System
Computer-Assisted Instruction
Pivotal Response Training
Contingency Management
Pre-correction
Daily Behavior Report Cards
Presentation Strategies
Exposure-Based Techniques
Problem Solving
Family Therapy
Procedural prompts and behavioral momentum
Functional Assessment
Replacement Behavior Training
Functional Communication Training
Self instruction
Integrated Cognitive-Behavioral Therapy
Self mediated strategies
Interdependent Group-Oriented Contingency Management
Self monitoring
Interpersonal Therapy for Adolescents
Self-Management
Milieu Language Teaching
Social Skills Training
Mnemonics
Task Modification
Modeling
Task Selection Strategies
Modified Task Presentation Strategies
Token Economy System
Moral Motivation Training
Verbal Mediation
Multimodal Interventions
Video Modeling
Multi-systemic Therapy
Vannest K, Reynolds CR, Kamphaus RW. BASC-2 intervention guide for emotional and behavioral problems. Bloomington, MN: Pearson Assessments; 2009.
Vannest, K.J. (2009)

14. 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
Reminder that this is environment specific
Testable explanations = just that we can evaluate our hypothesis as to the functions of behavior

15. 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

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

17. Requesting a FBA
Teachers & school teams should be able to identify the system for requesting assistance
Teachers should be able to identify who to access assistance from
The targeted team (EST) will determine when a FBA/BIP referral is necessary based on data
Focus on system again and assessment team
Determine what the process will be for teachers to access assistance and a FBA.
T Cassano 2011

18. Review your school’s process for FBA in the workbook
ACTIVITY 1
Review your school’s process for FBA in the workbook

19. 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 Simple FBA to expand the scope of FBA, prevent intensive problem behaviors, & decrease reliance on specialist.
Secondary Group Supports
10-15% of Students
Add arrow for universal; change language in red arrow: Ensure there is a place on the ODR to determine possible motivation of behavior
School-wide Positive Behavioral Supports
80% of Students
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20. 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.
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21. 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.

22. 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.

23. 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.
Ask group to think of an example of a behavior, what happened right before hand, what did the teacher do, what happened right after and what the function may have been, etc.
T Cassano 2011

24. 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
Reinforcing the proactive nature of FBAs
T Cassano 2011

25. 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.
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26. Simple FBA vs. Comprehensive 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
A continuum of supports to help us make the simplest change for the maximum benefit
T Cassano 2011

27. 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?
Time for groups to have discussion about their student (15 minutes); Individuals can join another group
Remind group of FERPA Laws

28. 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

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

30. What are some of the challenging behaviors you are dealing with currently in your classroom/school?

31. Are the behaviors you listed observable?
Measurable?
Defined so clearly that a person unfamiliar with the student could recognize the behavior without any doubts?
Measurable = How long did the behavior last? How frequently does the behavior occur?
Talk about other key players needing to understand what we are trying to measure (i.e. paras)
T Cassano 2011

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

33. 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.
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34. ACTIVITY 2 Provide an observable and measurable
definition for the behaviors
listed in your workbook

35. 2. ASK (Gather Information/Data)
staff, student, parents about the ABCs
D.A.S.H
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36. Functional (Behavioral Assessment) Behavior Support Plan (F-BSP)
Google search
An interview tool for collecting information about problematic behavior.
For staff, parents and students
Teams will have completed the F-BSP Interviews prior to the training

37. Remind participants that it is more time efficient to use the F-BSP at a team meeting rather than having to go to each teacher individually
T Cassano 2011

38. Description of the Behavior

39. Description of Antecedents

40. Summary of Antecedents

41. Discuss F-BSP Teacher/Staff/Parent interview for your student.
ACTIVITY 3
Pair Share
Discuss F-BSP Teacher/Staff/Parent interview for your student.

42. Only Two Basic Functions
Positive
Reinforcement
Negative
Reinforcement
Example of Negative Reinforcement = Securing Seat Belt
School Example: Student acts out when given a difficult assignment; teacher takes it away; behavior is reinforced
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

43. 3. See the behavior (Gather information/data) D.A.S.H
Behavior Observation Forms
ABCs
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44. FBA Always start with the behavior2
Antecedent/Trigger:
When _____ happens…. 1
Behavior:
the student does (what)__ 3
Consequence/Outcome
..because (why) ______
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45. Introduce as a tool
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46. 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.

48. 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

49. 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)

50. 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)

51. Going back to video about Shane, here we’ll see perspectives of the guidance counselor and teacher

54. Creating a Hypothesis Statement
What is the problem behavior?
Where does it happen?
When does it happen?
What are the consequences?
What is the function?

55. Anatomy of an Hypothesis Statement
“When ______________________________,
(summarize the antecedents here)
he/she will _______________________
(summarize the problem behavior here)
in order to _____________________________.”
(summarize the function here)

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. Have you considered whether there are sensory issues?
Is there a need for a sensory diet?

58. 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
Behavior
Consequence
Consider environmental factors
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

59. 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
Behavior
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

60. 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.
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61. SCENARIO
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)
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62. Makes Disruptive Noises
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
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63. SCENARIO
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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64. 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

65. SCENARIO
William
During math class William continually interrupts the teacher making jokes. When redirected by the teacher he calls her a f-ing bleep. 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

66. Interrupts Teacher/ Making Jokes
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

67. Behavior Pathway FUNCTION: Avoid Confrontation; Work Behavior
Antecedents
Consequences
Setting Events
Removes Self from Room
Teacher Redirection
Calls Teacher a F-ing Bleep
Classroom
Re-enters Room
Adapted from Crone, D.A. and Horner,R.H., 2003
T Cassano 2011

68. Developing a Competing Behavior Pathway
Summary Statement: We already have this!!!
Desired Behavior
Natural Consequence
Targeted Routine
Setting Event
Antecedent
Problem Behavior
Maintaining Consequence
Advantage of using this model is having a one page intervention plan
Problem Behavior is currently competing with the desirable behavior
Alternative Behavior 68 68

69. 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).
Refer back to looking at the positive, alternative behavior we hope to see

70. Build a Competing Behavior Pathway
Gets verbal
praise from
teacher
Completes
task
Independent
class work
Does not have
teacher attention
Makes
noises
Gets help from teacher
Alternate behavior of “Completes Task” is ultimate goal
Alternate behavior of “Raises Hand…” is what we can accept now as we work toward the ultimate goal
Alternate behavior MUST connect back with the original function of behavior
Raises hand
and
asks for
help or break

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

72. 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

73. Part 1.0 Summary
1. The function of behavior should always be considered when selecting interventions for students.
2. Use the F-BSP form to conduct a FBA
3. Functions based problem solving is about changing environmental factors rather than “fixing kids.”
4. The Competing Behavior Pathway is a template that allows your team to see develop a functions based behavior intervention plan.
Review Steps
During the First Steps to Implementation Module you should have already completed these components to start the implementation process.

74. HOMEWORK
Experiment with altering at least one of the intervention strategies under setting events, antecedents, behavior teaching or consequences.
Write a summary of how the interventions went to bring with you to next week’s workshop.