1. Function-Based Behavior Support
Cathy Apfel
William J. White Educational and
Behavioral Consulting Services, Inc. I

2. “I see no hope for our future if we depend on the frivolous youth of today, for certainly all youth are reckless beyond words. When I was a boy we were taught to be discreet and respectful of elders, but the present youth are exceedingly wise and impatient of restraint.”
Aristotle
Aristotle 300 B.C

3. The Challenge
Problem: Eric enters the school building and within three minutes has a verbal conflict with another student, has walked away from a teacher who is supervising the situation, & has convinced other students to leave school with him. Staff members report that he is unresponsive to their directions and openly defiant.
What should you do?

4. The Challenge What suggestions would you give this teacher?
Problem: A teacher reports that Joe continues to disturb the class at high rates. He says that Joe constantly talks out, often gets physical with peers, refuses to do work and frequently gets silly and inappropriate during group discussions. The teacher reports that he has tried everything and nothing works, and that he is totally frustrated. He says he is desperate for good suggestions.
What suggestions would you give this teacher?
How do you know which strategy to try?

5. The BIG Idea
FUNCTION MATTERS

6. Outcomes for Today Identify the components of function based support
Identify simple screening tools to determine students in need of support
Identify a variety of Targeted Group Interventions

7. Function Based Support
Takes a functional view of behavior asserting that behavior always occurs for a reason, and the reason is directly related to the person's unique interaction with the environment where the behavior occurs. Understanding the influence of context on behavior leads to developing interventions that include changes in the environment (Dunlop, 2001) and an appreciation of the function that the behavior services for an individual (Johnston & O'Neill, 2001).

8. The Importance of Context
Every behavior has a social and environmental context. When we try to answer the question “what function” is a behavior serving for a person” we attempt to identify relationships between the person, environmental events, and the occurrence or non-occurrence of specific behaviors.

9. Assumptions of Positive Behavior Support
All behavior serves a purpose
Behavior is context related.
Inappropriate behaviors are learned and predictable.
All elements of an intervention need to be consistent with assumptions about the mechanisms sustaining problem behavior.
Understanding behavioral function is essential
Implement effective practices WITH the systems that will support and sustain those practices

10. Learned Responses
Students who chronically engage in problem behavior have:
Learned that it is a functional response for getting what they want
in many cases avoiding academic tasks they struggle with
Often do not have practiced alternative, more appropriate behaviors to fall back on

11. A Context for PBIS & Function Based Support
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.
Rob Horner- University of Oregon 11

12. Function-based Behavior Support
A different approach to addressing support for students with problem behaviors.
Function-based support focuses on the “why” or function of the behavior as well as “why does it continues to happen”.

13. What happens when behavioral interventions ignore function?
Students may engage more frequently in the problem behavior – it helps them to get what they want
Students may stop engaging in the problem behavior, but try another inappropriate way to achieve the function

14. Understanding Behavior ABC
If students are repeatedly engaging in a behavior, they are most likely doing it for a reason, because it is paying off for them….
Behavior is communication; students can learn either that (a) expected behavior or (b) problem behavior is the best way for them to get their needs met
students will use which ever behavior works most effectively and most efficiently for them to attain their desired outcome

15. A B C ABC of Behavior Behavioral Events
Three term contingency of behavior management is
Behavior has three basic terms we will talk about. All behavior can be observed in a structured observation. A-B-C is one of the simplest and most valuable types of data collection for behavior assessment.

16. An ABC Model of Learning
In reading class, student is asked to read the word aloud on the board
student tries, but reads slowly, struggles, and gets the word wrong
peers laugh at the student and one students says, “That word is so easy”
What did the student learn?
NEXT DAY
Student is asked to read the word aloud on the board
What happens today???

17. Understanding Function
The most common problem behaviors in school
and in life serve a function:
1. to get something
attention, objects, activities, self-stimulation (self-regulation)
2. to escape/avoid something
tasks, embarrassment, situations, persons
Adapted from T. Scott, 1988

18. Activities Tasks/Tangibles
Typical Functions
Get/ Access
Avoid/ Escape
Peer/Adult Social
Activities Tasks/Tangibles
Sensory

19. Functional Approach to Behavior Management
Examples of Functions of Problem Behavior
If I don’t know how to ask for help with a difficult assignment, …
I might tear it up or begin making jokes.
If I don’t excel at much in school, but still want to be noticed, …
I might use shocking language or defy a teacher’s order.
If I need a break, but don’t know how to negotiate it, …
I might do something to get sent out of the room

21. Steps in Function-based Support Process
Define the challenge
Build a testable hypothesis (interview, observe)
Confirm the hypothesis (observe, manipulate)
Use “competing behavior analysis” to build possible elements of behavior support plan
Use “contextual fit” guidelines to select final elements of behavior support plan
Implement behavior support plan
Monitor and modify as needed

22. 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.
The effectiveness and efficiency of behavior support is improved with knowledge of behavioral function.
Behavioral Function: The consequence that maintains a behavior.
Developing support without regard for behavioral functional will result in plans that are as likely to make problem behavior WORSE as to produce improvement.

23. Defining Behavioral Function
Define the behavior
Be specific, and operational (what you can count)
Define the routine/context
Place the behavior in a context.
In that context, that behavior, by that student is most likely maintained by ????
Focus on the single most controlling consequence

24. 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

25. Does your team use a function-based problem solving process?
Identify appropriate replacement behaviors that serve the same function as the problem behaviors.
Plan for systematic teaching of replacement behaviors as necessary.
Design environment to facilitate success by prompting/reinforcing replacement behaviors.

26. Designing School-Wide Support 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%

27. Defining BSP/Targeted Intervention
When Should it Happen? What tools do we use to identify students in need of Tier II interventions?
When teacher reports indicate that a student is on the verge of failure, despite school-wide or classroom-wide strategies and procedures.
When school-wide data (SWIS) documents academic or behavioral problems that consistently distinguish a student from his or her peers.
When SWIS identifies a large number of students whose behavior serves the same function

28. Identifying Students Absences & Tardies In-school detentions
Suspensions
Number of SWIS referrals (by function)
Multiple office referrals
Recommendation by teacher
Recommendation by parent
Quick FBA’s (FACT Part A&B)

29. Response: Group Targeted Interventions
Targets groups of students that fail to respond to school-wide and classroom expectations but who are not currently engaging in extremely disruptive behavior; likely to be a student with both academic and behavioral challenges. Typically approximately 7% of school population.
Efficient – a similar set of strategies are used across a group needing similar levels of support
Effective – Decreasing problem behavior in classrooms, increasing academic engagement & decreasing office referrals

30. Challenges of Behavior Support
Resources (time & money) are scarce
Match level of support to level of challenges
Need an efficient and effective intermediate level intervention system that targets students at-risk but who are not currently engaging in severe problem behavior

31. Practical use of scarce resources
School-wide team OR Targeted team to design & monitor
Efficient system to identify those in need of more support
Technical competence
Functional assessment, support plan design
Information collection and use
If many students (>10) with less than intense needs, then Targeted Group Intervention.
If (a) small number of students, or (b) students with intense needs then use an Action Team or a Wraparound Team.

32. Targeted Group Interventions
Group Based Programming Elements
Small group interventions based on descriptive functional assessment information.
Types of intervention strategies include;
Targeted social skills instruction (e.g., problem solving and conflict management),
Specifically structured opportunities for high rates of academic success.
Check-in/Check-Out
Check & Connect
Advisor/Advisee Groups
Homework Clubs

33. Critical Features of Targeted Group Interventions
Intervention is continuously available
Rapid access to intervention (72 hr)
Very low effort by teachers
Consistent with school-wide expectations
Implemented by all staff/faculty in a school
Flexible intervention based on descriptive functional assessment
Continuous monitoring for decision-making

34. BEP Process Daily BEP Plan Morning Check-in Daily Teacher Home
Evaluation
Home
Check-in
Afternoon
Check-in

35. Why do “Targeted Group” Interventions Work?
Improved structure
Prompts throughout the day for correct behavior.
System for linking student with at least one adult
Student chooses to participate
Increased feedback
Feedback occurs more often
Feedback is tied to student behavior
Inappropriate behavior is less likely to be ignored or rewarded

36. Why do “Targeted Group” Interventions Work?
Increased frequency of acknowledgement/ reinforcement for appropriate behavior
Adult and peer attention
Linking school and home support
Organized to morph into a self-management system

37. Main Themes of Effective Interventions
Make the problem behavior irrelevant
Change the context so the problem does not arise
Make the problem behavior inefficient
Teach alternative skills that produce same effect as problem behavior
Exaggerate rewards for appropriate behavior
Make the problem behavior ineffective
Minimize the likelihood that a problem behavior will be rewarded.

38. Contextual Fit Select support strategies based on
Values of implementers
Do implementers feel comfortable with procedures
Skills of implementers
Resources of implementers
Administrative support available to implementers
Expectation of effectiveness
Least intrusion for maximal effect

39. Your Thoughts….
A High School identifies through SWIS data that over the past 3 years the freshman class has the highest number of office referrals with the main function being teacher attention. What would you suggest as group targeted interventions?

40. Your Thoughts…
When mid-term grades come out a middle school finds that a large number of students are failing core classes (LA & Math) and have the lowest homework completion rate of any grade? What group targeted interventions would you recommend?

41. One Step Further: Tools for Gathering Information
Routine Matrix FACTS (A&B)
Interviews
- Functional Assessment Interview
- Student Guided Functional Assessment Interview
Checklists
- Problem Behavior Questionnaire
Records Review
- academic, behavioral, evaluations
Observations
- A-B-C Assessment (identify sequences of behavior)
- Scatter Plots (plot behavior by date/time/activity)

42. Interview Questions….
What is the likely function (intent) of the behavior; that is, why do you think the student behaves this way? What does the student get or avoid?
What behavior(s) might serve the same function (see question 9) for the student that is appropriate within the social/environmental context?
As well as who, what, when, where

43. Routines Matrix

44. Functional Assessment Checklist for Teachers “FACTS”
STEP 1: Student/ Grade: _____Clarence/9th 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.

45. 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
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

46. Functional Assessment of Behavior “BIG IDEAS”
Functional behavior assessment is a problem solving process – a way to think about behavior systematically.
“FBA can be done in your head.”
Functional assessment identifies the events that reliably predict AND maintain problem behavior.

47. Functional Assessment Outcomes
Operational Description of Problem Behavior
Organized by response classes, behavioral routines
Identification of events that reliably predict occurrence and nonoccurrence of problem behavior
Immediate antecedents and setting events
Identification of Maintaining Consequences (Function)
Hypothesis statement(s)
Direct Observation Data

48. Functional Assessment Pathway
Maintaining
Consequence
THE FUNCTION
“Get something”
“Get away from
Something”
Problem
Behavior
Setting Event
Triggering
Event or
Antecedent

49. B C A FBA Expanded Consequences Antecedents Behavior
(Outcome/Function) B C A
Reinforcement
Punishment
Problem Behavior
Appropriate Behavior
Access
Avoid/Escape
Setting Events
Immediate or or
Goal:
Decrease
Goal:
Acquire skill & Increase
Fast Triggers
Slow Triggers
Occur immediately before a behavior
An FBA essentially fills in this formula for the student being assessed. These are the components you are trying to reveal.
Environmental factors that influence behavior, not immediate

50. When Sylvia misses her 12:30 medication & teachers make 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

51. Rickie 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. Rickie 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
teased several
times about his
hair by his
friends before
class
His teacher
stares at his
hair in class
asks
his teacher
what she’s
staring at
His teacher
sends him to
in-school
detention

52. Behavioral Pathways
When given math worksheets & other assignments, Daniel does not do his work, he uses profanity & disrupts lessons, especially, when he has worked alone for 30 minutes without peer contact. His work does not get completed, & he avoids teachers requests.
Setting Event Trigger Behavior Consequence
Alone for Given Math Profanity Gets out of
30+ minutes or other task disruption completing work

53. another subject prior to coming to math.
Jack gets into arguments with his math teacher if she asks him to correct his
mistakes. As a result of this behavior Jack often avoids work and gains the
teacher’s attention. This is more likely to happen if he has had difficulty with
another subject prior to coming to math.
Setting Events
Triggering
Antecedents
Problem
Behavior
Maintaining
Consequences

54. another subject prior to coming to math.
Jack gets into arguments with his math teacher if she asks him to correct his
mistakes. As a result of this behavior Jack often avoids work and gains the
teacher’s attention. This is more likely to happen if he has had difficulty with
another subject prior to coming to math.
Setting Events
Difficulty with another subject before math
Triggering
Antecedents
Asked to correct his
mistakes
Problem
Behavior
argues
Maintaining
Consequences
Avoids work

55. Mitch
15 years old, no disabilities, highly verbal, good sense of humor
Problem behaviors: Talks out, calls other students names, uses teasing voice tone
Context: In less structured contexts where he is not getting peer attention.
Maintaining Function: obtain peer attention
Setting Events: Extended time without peer contact.

56. Setting Events
Time without per contact
Triggering
Antecedents
Seat work;alone
Problem
Behavior
Calls students
names
Maintaining
Consequences
Attention from peers

57. Define the Consequence Typically Associated with Desired Behavior
What generally follows performance of the desired behavior
Ignored?
Praised?
Access to new activity?
Access to social contact?
Error correction?

58. Identify the “Replacement” Behavior
An appropriate Replacement Behavior:
Serves the same function as the problem behavior
The replacement behavior is a member of the same response class as the problem behavior
Is as, or more efficient than the problem behavior
physical effort, schedule of reinforcement, time to reinforcement
Is socially acceptable
Can be learned to criterion in 10 school days

59. Request to work with peers
Desired Behavior
Typical
Consequences
Do work quietly
More work, points
Problem Behavior
Setting Events
Triggering
Antecedents
Maintaining
Consequences
Minimal peer contact
Tease, Taunt peers
Seat Work, Alone
Attention from peers
Replacement Behavior
Request to work with peers

60. Implications
Building a Commitment to Behavior Support in Schools and Communities
Establishing the Foundation Systems
Teams
Time
Access to Behavior Specialist (as guide, capacity builder, collaborator)
Using Effective Technology
Person-Centered Planning
Functional Behavior Assessment
Comprehensive Behavior Support Design

61. Major Changes in Behavior Support
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
Link Behavior Support to Lifestyle Plan
Multi-component interventions
Linking behavioral, educational, mental health strategies
Systems Change
Intervention at the “whole-school” level
Systems that nurture and sustain effective practices
Systems that are durable

62. Summary
Focusing on the “behavioral function” of problem behavior places the challenge in the context rather than in the student.
Behavioral function affects how we organize support at all levels of SWPBS.

63. Stop asking me if we’re almost there.
For crying out loud, we’re nomads