1. Behavior Support Planning January 31, 2013 Karen O’Brien

2. Assumptions and Objectives Assumptions ▫You are already implementing School-wide PBIS ▫You already conduct functional behavioral assessments ▫You are already working with teams to build behavior support plans for individual students. Objectives ▫Define a process for moving from assessment to behavior support plan. ▫Determine Desired & Replacement Behaviors; Select Prevention & Teaching Strategies & Positive/Negative Consequences ▫Practice writing BSPs

3. Main Messages Know the “foundation” information BEFORE building a plan:  What, Where, When, Who, Why (FBA information)  For complex plans build information about social, family, medical and contextual issues that may be influencing behavior. Make the plan fit the student and the context  Efficient, tailored support  Make behaviors irrelevant, inefficient & ineffective Implement individual behavior support plans within school- wide systems. Establish a plan to monitor and evaluate the plan on a regular basis

4. Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ~80% of Students ~15% ~5% School-Wide Positive Behavior & Intervention Supports

5. Behavior support is the redesign of environments, not the redesign of individuals Positive Behavior Support Plans define changes in the behavior of those who will implement the plan. ▫A behavior support plan describes what we will do differently. A Context for PBIS

6. Prevention  Teaching as the most effective approach  Environmental redesign, Antecedent Manipulations Function-based support  Functional assessment  Team-based design and implementation of support Comprehensive Interventions  Support plans with multiple elements  Person-centered planning, Wraparound, Systems of Care Systems Change  Intervention at the “whole-school” level  Systems that nurture and sustain effective practices  Systems that are durable Behavior Support Planning

7. Define critical features of environments to enable the student to be successful. ▫Behavior support plans describe what we will do differently to establish a positive learning environment. Facilitate consistency across multiple implementers. Provide professional accountability. Purposes of Behavior Support Plan

8. Behavior Support Elements Problem Behavior Functional Assessment Content of Support Plan Fidelity of Implementation Impact on Behavior and Lifestyle *Team *Specialist *Hypothesis statement *Competing Behavior Analysis *Contextual Fit *Implementation Plan *Technical Adequacy * Strengths * Preferences * Lifestyle vision

9. Behavior Support Elements Problem Behavior Functional Assessment Content of Support Plan Fidelity of Implementation Impact on Behavior and Lifestyle *Team *Specialist *Hypothesis statement *Competing Behavior Analysis *Contextual Fit *Implementation Plan *Technical Adequacy * Strengths * Preferences * Lifestyle vision

10. Outcomes of a Functional Behavioral Assessment Operationally defined problem behavior(s) ▫By response class Identify routines in which the problem behavior is most and least likely to occur Define the antecedent events (triggers; setting events) that predict when the problem behavior is most likely Define the ONE consequence that contributes most to maintaining the problem behavior in that routine. Summary Statement of findings.

11. Setting EventsTriggering Antecedents Maintaining Consequences Problem Behavior FBA Summary Statement 12 3 4 Head Hit In room with Noise and/or too many people Avoid noise/people Allergies

12. Identifying Maintaining Consequences Given a Problem Behavior Get: Object, Activity, Sensation Avoid: Object, Activity, Sensation SocialPhysiologicalSocialPhysiological Precise Event Precise Event Precise Event Precise Event Object/ Activity Object/ Activity Precise Event Precise Event Video What about Power, Control, Choice, Revenge? These are large social constructs that do not help in the design of specific behavior support. Each can be narrowed to “what you get” or “what you avoid.” To make functional assessment functional the outcomes must be very specific and precise.

13. Use FBA to Design Effective Support: The Design of Effective Environments Make problem behaviors irrelevant ▫Aversive events are removed ▫Access to positive events are more common Make problem behaviors inefficient ▫Appropriate behavioral alternatives are acceptable ▫Appropriate behavioral alternatives are taught Make problem behaviors ineffective ▫Problem behaviors are not rewarded ▫Desired behavior(s) ARE rewarded

14. Using FBA to Design Effective Support: The Simple BSP How can we prevent problem situations? What should we teach as an alternative behavior? How to increase reward of appropriate behavior? How to minimize reward of problem behavior? Are negative consequences for problem behavior needed? Are safety routines needed? What data to collect? ▫Are we doing the plan? ▫Is the plan working?

15. Selecting an “alternative behavior” Alternative behaviors: ▫1. Produce the SAME outcome as problem behaviors ▫2. Are socially appropriate ▫3. Are as (or more) efficient than problem behavior  Amount of physical effort  Speed of effect  Number of times performed to get reward

16. Setting EventsTriggering Antecedents Maintaining Consequences Desired BehaviorTypical Consequences Problem Behavior Replacement Behavior Tease, Taunt peers Seat work, Alone Obtain Attention from peers Minimal peer contact Do work Complete work, Get more work ? Mitch

17. Which of the Following are Appropriate Alternative/Replacement Behaviors? ▫Jason is nine and cries when asked to do difficult tasks. The crying is maintained by avoiding or escaping the tasks. Possible Replacement Behaviors: ▫More token rewards for doing tasks ▫Asking for a break from tasks ▫Asking to do something other than the tasks ▫Requesting adult attention ▫Asking to have soda after tasks are done

18. Which of the Following are Appropriate Alternative/Replacement Behaviors? ▫Jason is nine and cries when asked to do difficult tasks. The crying is maintained by avoiding or escaping the tasks. Possible Replacement Behaviors: ▫More rewards for doing tasks ▫Asking for a break from tasks ▫Asking to do something other than the tasks ▫Requesting adult attention ▫Asking to have soda after tasks are done

19. Which of the Following are Appropriate Alternative/Replacement Behaviors? ▫Leslie is 12, has severe intellectual disabilities, does not use words, and hits her head. Head hitting is maintained by adult attention during work periods. Which is the best Replacement Behavior ▫hide under her desk and be ignored ▫sign for “more” to another student ▫take completed work up to show the teacher ▫move to sit by another student ▫engage in stereotypies

20. Which of the Following are Appropriate Alternative/Replacement Behaviors? ▫Leslie is 12, has severe intellectual disabilities, does not use words, and hits her head. Head hitting is maintained by adult attention during work periods. Which is the best Replacement Behavior ▫hide under her desk and be ignored ▫sign for “more” to another student ▫take completed work up to show the teacher ▫move to sit by another student ▫engage in stereotypies

21. Make Problem Behavior Irrelevant Make Problem Behavior Inefficient Make Problem Behavior Ineffective And Positive Behavior More Effective Antecedent EventsBehavior Consequence Antecedent StrategiesBehavior Strategies Consequence Strategies

26. On Mondays when he has had little sleep Daily nongraded quiz on previous night’s homework Verbal protests, walks out of room. Avoids doing quiz & homework discussion. Do quiz without complaints. Discussion about answers & homework. Turn in with name & sit quietly w/o interrupting. Make problem behavior irrelevant. Make problem behavior irrelevant. Make problem behavior inefficient. Make problem behavior ineffective. Make desired behavior effective

27. 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. Do quiz without complaints. Discussion about answers & homework. 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. Teach options to problem behavior: 1. Turn in blank 2. Turn in with name 3. Turn in with name & first item done. 4. Turn in with name & 50% completed. With first sign of problem behaviors, remove task and request completion of task next period. Remove task based on step in task analysis (STO). Provide effective verbal praise & other reinforcers.

28. Practice writing BSPs Form groups of 2-3 people Use the sample FBA summary statement to: ▫Select a replacement behavior ▫Record desired behavior and consequence ▫Brainstorm ideas for antecedent, behavior, and consequence strategies

29. Five steps to helping a team build a better plan of support Summarize the FBA  Build Agreement Clarify core features of BSP  Effective environment Ask questions to define intervention options  Not just one option Select options with strong “contextual fit”  Not just “effective” but “doable” Define how the BSP will be implemented

30. Five Steps in Leading a Team from FBA to a Behavior Support Plan 1. Summarize FBA  Setting Events-> Antecedents -> Behavior -> Consequence 2. Define goals of BSP process:  Make problem behavior irrelevant  Make problem behavior inefficient  Make problem behavior ineffective  Do all this in a contextually appropriate manner 3. Lead discussion to identify options  Ask questions, don’t give solutions  Paraphrase, elaborate, integrate  Always bring group back to FBA logic  Produce multiple ideas (elements)

31. Leading a Team from FBA to BSP 4. Given an array of possible BSP elements, shift discussion to contextual fit. ▫What elements are feasible, acceptable, sustainable?’ ▫What is the smallest change that will produce the largest effect? ▫----------------------------------------------------------- Contextual Fit Defined: ▫The extent to which the people who will implement a behavior support plan find the elements of the plan  Consistent with their personal values  Consistent with their professional skills  Consistent with the resources available in the setting  Consistent with the available administrative support

32. Leading a Team from FBA to BSP 5. Transform ideas for BSP elements into a formal plan for implementation ▫Who will do what, when, and how will we know?

33. Assessment (FBA, Person-Centered Plan, Wraparound)  Operational Descriptions, Routines, FA Hypotheses Complete the competing behavior pathway flowchart Include the following strategies and/or interventions: Prevention Teaching/Education Rewarding desired behavior Extinguishing problem behavior Corrective consequences for problem behavior (if needed) Define safety/emergency procedures (if needed) Set goals Evaluate and Monitor for Improvement on a regular basis Outline of a Behavior Support Plan

34. Summary Invest in building consensus around FBA summary statement. Recruit strategies that are local, practical, but still consistent with FBA…(Lead don’t tell). Recruit local knowledge Using Competing Pathway to build efficient plans (the smallest changes that produce the largest effect) Ensure that the plan includes procedures for getting implementation to occur. Always include procedures for evaluation ▫Are we doing what we said we would do? ▫Is the process having an effect on the student?