1. Addressing Individual Challenging Behavior through Function-Based Support
George Sugai
University of Connecticut
Center on Positive Behavioral Interventions & Supports

2. What is RtI? Basics To understand SWPBS in relationship to RtI
“Sugai” perspective
RtI is framework or logic for operationalizing our academic & behavioral programming

3. Nee d for bett er Data-based decision making
Early & timely decision making
Comprehensive screening
Support for non-responders
Implementation Fidelity
Instructional accountability & justification
Assessment-instruction alignment
Resource & time use

4. RtI DATA-BASED CONTINUUM OF EVIDENCE-BASED CONTINUOUS
IMPLEMENTATION W/ FIDELITY
CONTINUUM OF EVIDENCE-BASED
INTERVENTIONS
STUDENT
PERFORMANCE
CONTINUOUS
PROGRESS MONITORING
DATA-BASED
DECISION MAKING & PROBLEM SOLVING
UNIVERSAL SCREENING
RtI

5. RtI: Good “IDEiA” Policy
Approach or framework for redesigning & establishing teaching & learning environments that are effective, efficient, relevant, & durable for all students, families & educators
NOT program, curriculum, strategy, intervention
NOT limited to special education
NOT new
Principles embedded within possible reauthorization of NCLB

6. EARLY INFLUENCES CBM Early Screening & Intervention
Prereferral Interventions
Teacher Assistance Teaming
Diagnostic Prescriptive Teaching
Behavioral & Instructional Consultation
Applied Behavior Analysis
Precision Teaching

7. Prevention Logic for All
Walker et al., 1996
Decrease development of new problem behaviors
Prevent worsening of existing problem behaviors
Redesign learning & teaching environments to eliminate triggers & maintainers of problem behaviors
Teach, monitor, & acknowledge prosocial behavior

8. Systems for Students with High-Risk Behavior CONTINUUM OF SCHOOL-WIDE
Tertiary Prevention:
Specialized
Individualized
Systems for Students with High-Risk Behavior
CONTINUUM OF
SCHOOL-WIDE
INSTRUCTIONAL &
POSITIVE BEHAVIOR
SUPPORT
~5%
Secondary Prevention:
Specialized Group
Systems for Students with At-Risk Behavior
~15%
Primary Prevention:
School-/Classroom-
Wide Systems for
All Students,
Staff, & Settings
~80% of Students

9. Designing School-Wide Systems for Student Success
Academic Systems
Behavioral Systems
Intensive, Individual Interventions
Individual Students
Assessment-based
High Intensity
Intensive, Individual Interventions
Individual Students
Assessment-based
Intense, durable procedures
1-5%
1-5%
Targeted Group Interventions
Some students (at-risk)
High efficiency
Rapid response
5-10%
5-10%
Targeted Group Interventions
Some students (at-risk)
High efficiency
Rapid response
Universal Interventions
All students
Preventive, proactive
80-90%
Universal Interventions
All settings, all students
Preventive, proactive
80-90%

10. RtI Application Examples
EARLY READING/LITERACY
SOCIAL BEHAVIOR
TEAM
General educator, special educator, reading specialist, Title I, school psychologist, etc.
General educator, special educator, behavior specialist, Title I, school psychologist, etc.
UNIVERSAL SCREENING
Curriculum based measurement
SSBD, record review, gating
PROGRESS MONITORING
ODR, suspensions, behavior incidents, precision teaching
EFFECTIVE INTERVENTIONS
5-specific reading skills: phonemic awareness, phonics, fluency, vocabulary, comprehension
Direct social skills instruction, positive reinforcement, token economy, active supervision, behavioral contracting, group contingency management, function-based support, self-management
DECISION MAKING RULES
Core, strategic, intensive
Primary, secondary, tertiary tiers

11. Continuum of Support for ALL
RTI
Continuum of Support for ALL
Universal
Targeted
Intensive
Few
Some
NOTICE GREEN GOES IS FOR “ALL”
All
Dec 7, 2007

12. What is function-based support?
Basics
To understand SWPBS in relationship to RtI
“Sugai” perspective
RtI is framework or logic for operationalizing our academic & behavioral programming

13. Behavior Support Elements
*Response class
*Routine analysis
*Hypothesis statement
*Alternative behaviors
*Competing behavior analysis
*Contextual fit
*Strengths, preferences, & lifestyle outcomes
*Evidence-based interventions
Problem Behavior
Functional Assessment
*Implementation support
*Data plan
Team-based
Behavior competence
Intervention & Support Plan
*Continuous improvement
*Sustainability plan
Fidelity of Implementation
Impact on Behavior & Lifestyle

14. Positive Behavior Support Social Competence & Academic Achievement
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
DATA
SYSTEMS
PRACTICES
Supporting
Student Behavior

15. What is FBA?
A systematic process for developing statements about factors that
contribute to occurrence & maintenance of problem behavior, &
more importantly, serve as basis for developing proactive & comprehensive behavior support plans.

16. What is Function Based Support?
Foundations in behavioral theory, applied behavior analysis, & positive behavior support
Attention to environmental context
Emphasis on function of behavior
Focus on teaching effective, efficient, & relevant behaviors
Attention to behavior of implementers

17. PBS Foundations Behaviorism ABA PBS Behavior & physiology
Learned behavior
Behavior & environment
Behavior lawfulness
Behaviorism
Observable behavior
Socially important questions
Applied settings
Functional relationship
ABA
PBS

18. Function-based support is all about…
Re-design & improvement of learning & teaching environments
Attention to environment & function
Not re-design of individuals
Change in behavior of implementers of plan

19. Functional approach logic
Behaviors are maintained by consequence events (function)
Positive or negative reinforcement
Behaviors are occasioned by antecedent events
Relate antecedent to emission of behavior & likelihood of consequence event
Changing behaviors requires consideration of maintaining consequences

20. Existing aversive condition identified
Only 2 Basic Functions
Pos Reinf
Neg Reinf
Existing aversive condition identified

21. Problem Solving Meeting 2. Indirect Checklist FA Interview
MORE INFORMAL
EASIER
SIMPLE
INDIRECT
MORE
DIRECT
COMPLICATED
DIFFICULT
FORMAL
FBA LEVELS
Informal
Archival Review
Problem Solving Meeting
2. Indirect
Checklist
FA Interview
Routine Analysis
3. Direct Observation
A-B-C
Structured, Planned Observation
4. Planned Manipulation
Experimental or Functional Analysis

22. When has FBA been done?
Clear & measurable definition of problem behaviors.
Complete testable hypothesis or summary statement is provided.
Statement of function (purpose) of behavior
3. Data (direct observation) to confirm testable hypothesis.
Behavior intervention plan based on testable hypothesis
Contextually appropriate supports for accurate implementation

23. FBA Elements Definition of Problem Behavior Testable or Class
Hypothesis
FBA
Elements
Contextually
Appropriate
Support
Function
Statement
Behavior
Intervention
Plan
Supporting
Data
Competing
Path
Analysis

24. Consider response class
Set of topographically different behaviors with similar or related purpose or function
Hit, spit, runaway, yell…
Escape difficult task request
Cry, hit, whine, raise hand, spit…..
Obtain adult attention

25. Consider response chains
Predictable sequence of behaviors
Possibly different functions at beginning & end of chains

26. Testable Hypothesis “Basic Unit”
Setting Events
Triggering
Antecedents
Problem
Behavior
Maintaining
Consequences
“Best guess” about behavior & conditions under which it is observed
Represents basic working unit of FBA
Directly guides development of BIP

27. Features
“Best guess” about behavior & conditions under which it is observed
Composed of (a) problem behavior, (b) triggering antecedent, (c) maintaining consequences, & (d) setting events.
Represents basic working unit of FBA

28. Testable Hypothesis “Basic Unit”
Setting Events
Triggering
Antecedents
Problem
Behavior
Maintaining
Consequences
Infrequent events that affect value of maint. conseq.
Following events that maintain behaviors of concern
Preceding events that trigger or occasion
Set of related behaviors of concern

29. Functional Assessment Checklist for Teachers “FACTS”
STEP 1: Student/ Grade: _____Clarence/5th grade_____ Date: ____January 11___________
Interviewer: ___________Sugai________ Respondent(s): ____Thomas_____
STEP 2: Student Profile: Please identify at least three strengths or contributions the student brings to school.
C. has leadership potential. Peers listened to him, and he can be very convincing and sincere. He’s academically competent and seems to be moving smoothly and successfully through the school curriculum.
STEP 3: Problem Behavior(s): Identify problem behaviors
___Tardy_X Fight/physical Aggression ___ Disruptive___ Theft___ UnresponsiveX Inappropriate Language_X__ Insubordination___ Vandalism___ Withdrawn_X__ Verbal Harassment____Work not done___ Other __________ ____X _ Verbally Inappropriate___ Self-injury
Describe problem behavior:C. may have one of the shortest fuses I’ve seen. One little tease by a peer, and he quickly and predictably escalates through a behavioral sequence that begins with passive in subordination (non response), moves to a mild protest, shifts to harassment and name calling, increases to property damage and even to physical aggression. Its interesting that he seems to “enjoy” the reactions he gets from peers that he aggresses toward, and from peers who look up to him for his aggressiveness.

30. STEP 4: Routine Analysis
Schedule
(Times)
Activity
Likelihood of Problem Behavior
Specific Problem Behavior
8:00
Waiting to enter building
Low High
See escalation described above
8:15
Advisory & Planning
Mostly teasing and touching property of others. Doesn’t escalate much further
9:15
Language Arts
Occasional name calling/teasing
10:15
Recess
11:30
Math
Occasional teasing
12:00
Lunch
12:35
Earth Science
Minor verbal harassment
1:15
Art or Phy Ed
2:00
Reading
Rarely a problem
2:50
Waiting for bus

31. 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).

32. Kutash, K. , Duchnowski, A. J. , & Lynn, N. (2006)
Kutash, K., Duchnowski, A. J., & Lynn, N. (2006). School-based mental health: An empirical guide for decision makers. Tampa, FL: University of South Florida. Louis De la Parte Florida Mental Health Institute, Department of Child & Family Studies, Research & Training Center for Children’s Mental Health. Crone, D. A., & Horner, R. H. (2003). Building positive behavior support systems in schools: Functional behavioral assessment. New York: Guildford Press. Crone, D. A., Horner, R. H., & Hawken, L. S. (2004). Responding to problem behavior in schools: The behavior education program. New York: Guilford Press.

33. Summary Statement Desired Alternative Typical Consequence
Setting Events
Triggering
Antecedents
Problem
Behavior
Maintaining
Consequences
Acceptable
Alternative

34. Setting Event
Manipulations
Antecedent
Manipulations
Behavior
Manipulations
Consequence
Manipulations

35. FBA Team Process Steps Collect information.
Develop testable hypothesis or summary statement.
Collect direct observation data to confirm summary statement.
Develop “competing pathways” summary statement.
Develop BIP.
Develop details & routines for full implementation of BSP.
Develop strategies for monitoring & evaluating implementation of BSP.

36. FBA process

37. Problem Solving Meeting 2. Indirect Checklist FA Interview
INFORMAL
EASIER
SIMPLE
RESPONSIVE
INDIRECT
DIRECT
NOT RESPONSIVE
COMPLICATED
HARDER
FORMAL
FBA LEVELS
Informal
Archival Review
Problem Solving Meeting
2. Indirect
Checklist
FA Interview
Routine Analysis
3. Direct Observation
A-B-C
Structured, Planned Observation
4. Planned Manipulation
Experimental or Functional Analysis

38. FBA LEVELS
Indirect Observation
Checklist
FA Interview
Archival Review
Routine Analysis
2. Direct Observation
A-B-C
Structured, Planned Observation
3. Planned Manipulation
Experimental or Functional Analysis

39. ٭ Process Guidelines Conducted by team Led by behavior specialist
Behaviorally competent
Student-knowledgeable
Led by behavior specialist
Link behavioral strategies to summary statement
Ensure that implementers are fluent
Monitor continuously & evaluate early

40. Problem Solving Situations

41. Activity Notes Defining SWPBS Not….magic bullet or curriculum,
Is….process for improving school-wide behavior and climate
Data based, action plan based
All communities, all students
District priority
Pay attention to purpose of behavior
Focus on positive behavior by acknowledging what they do
Teaching prosocial behavior to enhance learning and life success
Support for administrator
Goal for all students to be successful
Integrated practices
Self-assessment for focus
Outcomes-data-practices-systems

42. Continuum of behavior support "What is triangle?"
Representation of how we respond to kids behavior
Goal to get most of kids doing well
More intense for some
Application to groups of individuals
Represents how we think learning academic skills
Relates to types of interventions….more intense for kids whose behavior is not responsive
Change interventions not kids

43. SWPBS elements
Focuses on
Teaching small number of positively expectations taught
Strive towards more positives than negatives interactions
"kids shouldn't have to be rewarded for what their supposed to do"
"what about kids who are doing well?"
Not all kids need same level of supports/positives
All kids should get positives
Judging kid's behaviors based on perspectives/biases/preconceived
Data systems

44. Coaches are a set of functions/tasks/activities
Knowledgeable and committed to pbs
Delegation of activities
Facilitator of others growth/success/capacity building
Cheerleader, acknowledeger
Coordinator/manager of tasks
Trainers
Special educator only does special education
Team effort
All benefit and contribute
All kids are all of ours
Specialized knowledge that we all can use across all environments