1. Writing a Behavioural Intervention Plan Based on a Functional Behaviour Assessment Laura A. Riffel, Ph.D.

2. Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings Secondary Prevention: Specialized Group Systems for Students with At-Risk Needs Tertiary Prevention: Specialized Individualized Systems for Students with High- Risk Needs Students will move up and down through services as needed Tiered Intervention Systems- A multi-level instructional framework aimed at improving outcomes for ALL students

3. Help ME! What Gives Bob? I’ve been collecting the data and you’ve been in the shower for three days man. Bob is stuck in the vicious loop of shampoo bottle directions: Lather, Rinse, Repeat. Lather, Rinse, Repeat.

4. Ten Things You Should Know 1. Behaviour is learned and serves a specific purpose.

5. Ten Things You Should Know 2. Behaviour is related to the context within which it occurs.

6. Ten Things You Should Know 3. For every year that a behaviour has been in place, you should plan to spend at least one month of consistent and appropriate intervention for you to see a change in the behaviour.- This is a rule of thumb.

7. Turn to Your Neighbor Take turns teaching each other the first three rules of behaviour.

8. Ten Things You Should Know 4. We can improve behaviour by 80% just by pointing out what one person is doing correctly.

9. Ten Things You Should Know 5. We know we can improve behaviour by 80%, yet we use it less than 10% of the time.

10. 4 Positives for Every Negative Lanyard –20 beads Start in the morning with all 20 beads on your left side –Every time you compliment a student on their appropriate behaviour move a bead to the right side. –Every time you reprimand a student move 4 beads back to the left side.

11. Beads on a string Move down when you use a behaviour specific praise.

12. Make Your Own Start bead Goal: Get to the red bead

13. Paper clips Put 30 paper clips in your left pocket or a cup on the bus. Every time you compliment a student, move a paper clip into the other pocket or cup. Every time you “get after” a student, move 4 paper clips back to where they started.

14. 3x5 index card Tears for positives Tears for negatives 11 to 5

15. Energy Flows Where Attention Goes

16. Ten Things You Should Know 6. When we want compliance from our children, we should whisper in their right ear and offer them equal choices.

17. Ten Things You Should Know 7. All behaviour falls into two categories: Positive reinforcement and Negative reinforcement. Kids are either trying to gain something or escape something by their inappropriate behaviours.

18. Ten Things You Should Know 8. Things kids are trying to get: 1)Attention- (adults or siblings) 2)Access (preferred items) 3)Sensory input (proprioceptive input)

19. Ten Things You Should Know 9. Kids are trying to escape these things: 1)Work or Tasks 2)Attention from Adults or Peers 3)Pain (emotional or physical) 4)Sensory overload (too much coming in)

20. Ten Things You Should Know 10. Your reaction determines whether a behaviour will happen again or not. To change child behaviour- we have to change our behaviour.

21. Turn your……..

22. …….into try this idea.

23. Multi-modal Plans We cannot just put one plan in place and expect it to work. It has to include three streams of implementation: –Antecedent manipulations –Behavioural replacements –Consequence modifications It has to be effective. We need to manage consequences to reinforce the desired behaviours and replacement skills we teach to the student. We need to withhold reinforcement following the target behaviour. We need to use natural and least intrusive consequences that will address the function of the behaviour.

24. What is your definition of functional behaviour assessment? Write your answer on page 4

25. Functional Behavioural Assessment (FBA) FBA is a process for gathering information to understand the function (purpose) of behaviour in order to develop an effective intervention plan. FBA is a process for gathering information to understand the function (purpose) of behaviour in order to develop an effective intervention plan.

26. Setting Events These are things we don’t see

27. Not enough sleep Here are some guidelines: 1-3 years old– 13-14 hrs a day 3-6 years old– 10.5-12 hrs a day 7-12—10-11 hrs a day 13-18– 8 ¼ -9 ½ hrs a day

28. Having a fight with parent

29. Talk to your neighbors- what are some other recent events In the near distant past that might affect behaviour ?

30. What are Antecedents? TransitionIllness Weather condition Task demand Presence of a certain peer or adult Time of day Day of week Perceived attention ProximityNoises SmellsSubjectsActivities Changes in schedule Emotional upset Physical pain EmbarrassedTiredFrustrationHungry An antecedent is anything that occurs prior to the exhibition of the behaviour. This might occur right before the behaviour, but it can also be a slow trigger that occurs earlier in the day and manifests later. Antecedents can be contexts, settings, situations or conditions. Here is a simple list of common antecedents:

31. Sometimes, we think we know

32. Defining Behaviour Poor impulse control Angry, hostile, resentful Paying attention Stubborn Lying on the floor and refusing to move High pitched screams Hitting with fist Kicking over chairs Completing work crying

33. What is a consequence? Can be a negative consequence: Can be a positive consequence:

34. Consequence is fed by function What are they trying to get? –Teacher comes over and gives attention –Peers laugh at joke –Access to computer –Access to proprioceptive input What are they trying to escape? –Classwork –Embarrassment over having to read aloud in class –Peers who are bullying –Temporary depression over situation

35. Behaviour Support Team Identify team members most effective as collaborative process Develop a profile to include: child’s strengths child’s needs child’s target behaviours Identify settings & situations that require intervention

36. Team Members –Parents –Teachers involved with the student –Educator with behavioural expertise –An administrative designee Also, the team might include any of the following people: –Student themselves –Therapists –Community support (social workers, probation officers, after school care) –Transportation provider –Relatives –Support teachers Page 7

37. Student Strengths Social Strengths Academic Strengths Friendly Begins work right away Never absent Nice handwriting Nice smile Brings back homework Supportive family Asks questions when unclear Skylar ’ s Strengths: Page 7

38. Blanks- page 40 Call everyone the day before and remind them they need to bring a list of the child’s strengths Put these sheets out on the table to remind people of the first task.

39. Student Needs page 8 Social Needs Academic Needs Help in keeping friendships Help in comprehension for reading skills Help in keeping negative opinions to himself Help in calculations for multiplication skills at the two digit by two digit level Help in taking constructive feedback Help in writing a paragraph that stays on topic Help in inviting friends over to his house to play Help in transitioning quietly from one subject to the next

40. Methods for Conducting FBA Indirect: Anecdotal Surveys Notes Interviews Direct: Observational Data collection

41. How much data should you collect? Page 9 –It depends on each unique situation Do you think there is a pattern to day of the week? –In that case you might want 10 days of data –Two Mondays, Two Tuesdays etc. Do you think it has to do with academic tasks? –You might get enough data in three days or five days –Good rule of thumb: You need at least ten incidents of each behaviour to determine the function

42. Which data form will you use? High frequency behaviours: –Minute by Minute sheet –Frequency –Duration Pages 9 & 10

43. Which data form will you use? Low frequency behaviours: –Antecedent, behaviour, Consequence Data sheets –Anecdotal notes Pages 9 & 10

44. Which data form will you use? Disruptive behaviours: –FBA data tool Pages 9 & 10

45. Meet Scout Scout is a sixth grade student in a K-6 grade school. She is with the same teacher all day and in a class of 25 students. The school has 476 students and is a neighborhood school. She has not been retained and is a “young” student in the class compared to her peers. Her older sisters are both in high school and are very athletic and popular with many friends. Scout tends to hang out with the sisters’ friends and rarely has friends her own age over to the house. Page 10

46. Scout’s Strengths and Needs Social Strengths Academic Strengths Social NeedsAcademic Needs  Comfortable talking in front of the whole class  Great supportive family  Vocabulary is advanced for her age  Scout is very visual and can draw pictures better than anyone in the class  Scout always turns in her work  Scout has neat cursive handwriting  Scout is very comfortable with adults but needs to make friends with peers  Scout needs help with transitions  Scout needs to keep hands and feet to self  Scout needs help with reading comprehension  Scout needs help with reading fluency  Scout needs help in learning to ask for help Page 10

47. Scout- page 10 Scout is a sixth grade student with mild intellectual disabilities. Scout has two siblings who attend the nearby high school. Scout’s mother works full time and father frequently travels. He leaves on Sunday evening and returns on Friday afternoon. Scout’s behaviours at school are disruptive outbursts, physical aggression, and throwing objects. Mom reports Scout is disorganized at home and leaves her stuff laying all over the house. Mom says she is so disorganized they have three or four fights every morning. She says she has to drive Scout to school because she would make the whole bus late if they waited on Scout. Mom says Scout eats everything in sight when she gets home from school and fights with her sisters until her Mom gets home in the evening. Scout is included in the regular classroom with support provided by a co- teaching special education teacher who works with the regular classroom teacher.

48. Scout’s behaviours Throwing objects means a physical object leaves Scout’s hands with purpose and lands at least 12 inches from her body Disruptive outburst means a loud verbal sound or word that comes from Scout and disturbs the learning environment Physical aggression means any part of Scout’s body comes in contact with another person with force (We would have labeled this horseplay because her physical contact was the Volkswagen Slug Bug tap) Page 11

49. You have 10 days of data – Pages 15-19- Starting with May 1, 2008

51. Choose one person to be the reader The reader will flip between pages 15-19 and give information to the recorders. Recorders you will go to page 20 and start writing the information given to you.

52. Data Analysis Total Days of Data: 10 days Total Incidents: Count how many incidents occurred on those pages Average per day (b/a) __________________ Total number of minutes engaged in target behaviour ____379 minutes_______ Average length of time for each behaviour (D/B)_______________________ Percent of Day (D/total minutes for entire data collection) (420 minutes per day x 10 days) ____________________________________________________ 379/4200=

53. Data Analysis A. Total Days of Data:___ 10 ___________ B. Total Incidents: ______ 32 __________ C. Average per day (b/a) ______3.2 ________ D. Total number of minutes engaged in target behaviour ____379 minutes_______ E. Average length of time for each behaviour (D/B)____379/32=11.84 _____________ F.Percent of Day (D/total minutes for entire data collection) (420 minutes per day x 10 days) 9.02%

54. Recorders turn to page 20 Readers flip through 15-19 and give the beginning time of each behaviour. Recorders you will make a tally in each row as the readers call them

55. Behaviour Analysis Your schedule would be tailored to your day.

56. Behaviour Analysis

57. You might have 3 Mondays and 1 Friday or some other combination. You add up the total tallies and divide by the number of each day of the week that you collected data. For this example there are 2 of each.

58. Behaviour Analysis

60. 38 %

61. Behaviours

62. Behaviour Analysis Not enough incidents to measure

63. Behaviour Analysis

65. So if you have a transition antecedent and a disruptive outburst you would mark it in the “A” row in the “B” column.

66. Behaviour Analysis

67. Just like the last one. Graph row + column.

68. Behaviour Analysis

69. What pattern do you see? Pages 25-28

70. What pattern do you see? Pages 25-28

71. What pattern do you see? Pages 25-28

72. What pattern do you see? Pages 25-28

73. What pattern do you see? Pages 25-28

74. What patterns do you see? Pages 25-28

75. Which consequences were most effective? Pages 25-28

76. Choices #1 Even though time out was higher- it needs to stop. Time out was being done incorrectly. Time out was never supposed to be isolation. Time out is “time-out” from reinforcement- not Siberia.

77. Summary Statement

80. Three Strands Environmental Changes –Setting the student up for success Replacement Behaviour Teaching –Teaching the what to do instead of what not to do Our Reactions –Feeding the replacement behaviour and extinguishing the targeted behaviour

81. See how these fit into the strand: StrandEffectiveness Stop the behaviour Did it stop the behaviour- if no- look at step two Environmental Be proactive not reactive Was it proactive rather than reactive? This is part of the environmental change. Environmental Include an antecedent modification (a change in the environment) What did you do to change the environment? Behaviour Teaching Include a replacement behaviour (we can’t just say “stop that”- we have to tell them what to do instead) What replacement behaviour did you teach them? Remember telling isn’t teaching and being told is not the same as being taught. Consequence Modification Include a consequence modification (We have to change how we react) Did you change how you reacted to the replacement behaviour and to the target behaviour? Consequence Modification It has to match the function of the behaviour- we have to know why they are doing what they are doing. Do you really know why the student is doing what they are doing?

82. YOUR TOPIC GOES HERE What event or setting takes place prior to the target behaviour? (Antecedent) What behaviour are you targeting to change? (behaviour) What adult or peer behaviours are reinforcing this behaviour? (negative or positive reinforcement) (Consequences) What settings/contexts/antecedents can you modify to make proactive changes in the environment to make the target behaviour unnecessary? What new behaviours might you teach to the student to replace the current target behaviours? How might you change the adult behaviour regarding the original target behaviour and the new replacement behaviours? What is the goal behaviour? What adult or peer behaviours will “feed” this goal behaviour? Competing Pathway Chart 30-31 pages: Adapted from the following book: O'Neill, R. E., Horner, R. H., Albin, R. W., Sprague, J. R., Storey, K., & Newton, J. S. (1997). Functional assessment and program development for problem behaviour: A practical handbook (2nd ed.). Pacific Grove, CA: Brooks/Cole.

83. YOUR TOPIC GOES HERE What event or setting takes place prior to the target behaviour? (Antecedent) What behaviour are you targeting to change? (behaviour) What adult or peer behaviours are reinforcing this behaviour? (negative or positive reinforcement) (Consequences) What settings/contexts/antecedents can you modify to make proactive changes in the environment to make the target behaviour unnecessary? What new behaviours might you teach to the student to replace the current target behaviours? How might you change the adult behaviour regarding the original target behaviour and the new replacement behaviours? What is the goal behaviour? What adult or peer behaviours will “feed” this goal behaviour? Competing Pathway Chart: Pages 30-31 blanks for you to use Adapted from the following book: O'Neill, R. E., Horner, R. H., Albin, R. W., Sprague, J. R., Storey, K., & Newton, J. S. (1997). Functional assessment and program development for problem behaviour: A practical handbook (2nd ed.). Pacific Grove, CA: Brooks/Cole.

84. Start with the first behaviour on your sheet. For this student it is disruptive outburst

85. YOUR TOPIC GOES HERE What event or setting takes place prior to the target behaviour? (Antecedent) What behaviour are you targeting to change? (behaviour) What adult or peer behaviours are reinforcing this behaviour? (negative or positive reinforcement) (Consequences) What settings/contexts/antecedents can you modify to make proactive changes in the environment to make the target behaviour unnecessary? What new behaviours might you teach to the student to replace the current target behaviours? How might you change the adult behaviour regarding the original target behaviour and the new replacement behaviours? What is the goal behaviour? What adult or peer behaviours will “feed” this goal behaviour? Competing Pathway Chart: Adapted from the following book: O'Neill, R. E., Horner, R. H., Albin, R. W., Sprague, J. R., Storey, K., & Newton, J. S. (1997). Functional assessment and program development for problem behaviour: A practical handbook (2nd ed.). Pacific Grove, CA: Brooks/Cole.

86. Using the Antecedent, Contexts, time of day, and day of the week determine what you think the main trigger is for this behaviour- For this student it was waiting or down time in class.

87. YOUR TOPIC GOES HERE What event or setting takes place prior to the target behaviour? (Antecedent) What behaviour are you targeting to change? (behaviour) What adult or peer behaviours are reinforcing this behaviour? (negative or positive reinforcement) (Consequences) What settings/contexts/antecedents can you modify to make proactive changes in the environment to make the target behaviour unnecessary? What new behaviours might you teach to the student to replace the current target behaviours? How might you change the adult behaviour regarding the original target behaviour and the new replacement behaviours? What is the goal behaviour? What adult or peer behaviours will “feed” this goal behaviour? Competing Pathway Chart: Adapted from the following book: O'Neill, R. E., Horner, R. H., Albin, R. W., Sprague, J. R., Storey, K., & Newton, J. S. (1997). Functional assessment and program development for problem behaviour: A practical handbook (2nd ed.). Pacific Grove, CA: Brooks/Cole.

88. Next, we determine the maintaining consequence. What is feeding this behaviour. For this student it is peer attention.

89. YOUR TOPIC GOES HERE When there is a transition Scout has a disruptive outburst To get adult attention What settings/contexts/antecedents can you modify to make proactive changes in the environment to make the target behaviour unnecessary? What new behaviours might you teach to the student to replace the current target behaviours? How might you change the adult behaviour regarding the original target behaviour and the new replacement behaviours? What is the goal behaviour? What adult or peer behaviours will “feed” this goal behaviour? Competing Pathway Chart: Pages 34-36 blanks for you to use Adapted from the following book: O'Neill, R. E., Horner, R. H., Albin, R. W., Sprague, J. R., Storey, K., & Newton, J. S. (1997). Functional assessment and program development for problem behaviour: A practical handbook (2nd ed.). Pacific Grove, CA: Brooks/Cole. You now have your summary statement- for this student it is: When there is down time in class, Peter has a verbal outburst, to get peer attention.

90. YOUR TOPIC GOES HERE What event or setting takes place prior to the target behaviour? (Antecedent) What behaviour are you targeting to change? (behaviour) What adult or peer behaviours are reinforcing this behaviour? (negative or positive reinforcement) (Consequences) What settings/contexts/antecedents can you modify to make proactive changes in the environment to make the target behaviour unnecessary? What new behaviours might you teach to the student to replace the current target behaviours? How might you change the adult behaviour regarding the original target behaviour and the new replacement behaviours? What is the goal behaviour? What adult or peer behaviours will “feed” this goal behaviour? Competing Pathway Chart: Adapted from the following book: O'Neill, R. E., Horner, R. H., Albin, R. W., Sprague, J. R., Storey, K., & Newton, J. S. (1997). Functional assessment and program development for problem behaviour: A practical handbook (2nd ed.). Pacific Grove, CA: Brooks/Cole.

91. YOUR TOPIC GOES HERE What event or setting takes place prior to the target behaviour? (Antecedent) What behaviour are you targeting to change? (behaviour) What adult or peer behaviours are reinforcing this behaviour? (negative or positive reinforcement) (Consequences) What settings/contexts/antecedents can you modify to make proactive changes in the environment to make the target behaviour unnecessary? What new behaviours might you teach to the student to replace the current target behaviours? How might you change the adult behaviour regarding the original target behaviour and the new replacement behaviours? What is the goal behaviour? What adult or peer behaviours will “feed” this goal behaviour? Competing Pathway Chart: Adapted from the following book: O'Neill, R. E., Horner, R. H., Albin, R. W., Sprague, J. R., Storey, K., & Newton, J. S. (1997). Functional assessment and program development for problem behaviour: A practical handbook (2nd ed.). Pacific Grove, CA: Brooks/Cole.

92. YOUR TOPIC GOES HERE What event or setting takes place prior to the target behaviour? (Antecedent) What behaviour are you targeting to change? (behaviour) What adult or peer behaviours are reinforcing this behaviour? (negative or positive reinforcement) (Consequences) What settings/contexts/antecedents can you modify to make proactive changes in the environment to make the target behaviour unnecessary? What new behaviours might you teach to the student to replace the current target behaviours? How might you change the adult behaviour regarding the original target behaviour and the new replacement behaviours? What is the goal behaviour? What adult or peer behaviours will “feed” this goal behaviour? Competing Pathway Chart: Adapted from the following book: O'Neill, R. E., Horner, R. H., Albin, R. W., Sprague, J. R., Storey, K., & Newton, J. S. (1997). Functional assessment and program development for problem behaviour: A practical handbook (2nd ed.). Pacific Grove, CA: Brooks/Cole.

93. YOUR TOPIC GOES HERE What event or setting takes place prior to the target behaviour? (Antecedent) What behaviour are you targeting to change? (behaviour) What adult or peer behaviours are reinforcing this behaviour? (negative or positive reinforcement) (Consequences) What settings/contexts/antecedents can you modify to make proactive changes in the environment to make the target behaviour unnecessary? What new behaviours might you teach to the student to replace the current target behaviours? How might you change the adult behaviour regarding the original target behaviour and the new replacement behaviours? What is the goal behaviour? What adult or peer behaviours will “feed” this goal behaviour? Competing Pathway Chart: Adapted from the following book: O'Neill, R. E., Horner, R. H., Albin, R. W., Sprague, J. R., Storey, K., & Newton, J. S. (1997). Functional assessment and program development for problem behaviour: A practical handbook (2nd ed.). Pacific Grove, CA: Brooks/Cole.

94. YOUR TOPIC GOES HERE What event or setting takes place prior to the target behaviour? (Antecedent) What behaviour are you targeting to change? (behaviour) What adult or peer behaviours are reinforcing this behaviour? (negative or positive reinforcement) (Consequences) What settings/contexts/antecedents can you modify to make proactive changes in the environment to make the target behaviour unnecessary? What new behaviours might you teach to the student to replace the current target behaviours? How might you change the adult behaviour regarding the original target behaviour and the new replacement behaviours? What is the goal behaviour? What adult or peer behaviours will “feed” this goal behaviour? Competing Pathway Chart: Adapted from the following book: O'Neill, R. E., Horner, R. H., Albin, R. W., Sprague, J. R., Storey, K., & Newton, J. S. (1997). Functional assessment and program development for problem behaviour: A practical handbook (2nd ed.). Pacific Grove, CA: Brooks/Cole.

95. YOUR TOPIC GOES HERE What event or setting takes place prior to the target behaviour? (Antecedent) What behaviour are you targeting to change? (behaviour) What adult or peer behaviours are reinforcing this behaviour? (negative or positive reinforcement) (Consequences) What settings/contexts/antecedents can you modify to make proactive changes in the environment to make the target behaviour unnecessary? What new behaviours might you teach to the student to replace the current target behaviours? How might you change the adult behaviour regarding the original target behaviour and the new replacement behaviours? What is the goal behaviour? What adult or peer behaviours will “feed” this goal behaviour? Now you have a roadmap for a multi- modal plan based on the function behind the behaviour and not your reaction to the behaviour. Adapted from the following book: O'Neill, R. E., Horner, R. H., Albin, R. W., Sprague, J. R., Storey, K., & Newton, J. S. (1997). Functional assessment and program development for problem behaviour: A practical handbook (2nd ed.). Pacific Grove, CA: Brooks/Cole. Repeat the process for any other behaviours you collected data on.

96. What event or setting takes place prior to the target behaviour? (Antecedent) What behaviour are you targeting to change? (behaviour) What adult or peer behaviours are reinforcing this behaviour? (Negative or positive reinforcement) (Consequences) What settings/contexts/antecede nts can you modify to make proactive changes in the environment to make the target behaviour unnecessary? What new behaviours might you teach to the student to replace the current target behaviours? How might you change the adult behaviour regarding the original target behaviour and the new replacement behaviours? 1 What is the goal behaviour? What adult or peer behaviours will reinforce this behaviour in the long term?

97. What event or setting takes place prior to the target behaviour? (Antecedent) What behaviour are you targeting to change? (behaviour) What adult or peer behaviours are reinforcing this behaviour? (Negative or positive reinforcement) (Consequences) Make her Vanna White of the Daily Schedule. Mom works on organizing her exit from home. Check-in/Check-out with a preferred adult. Had her go to the office with a “message” or return a “book” to the library if it looked like she was on overload and needed attention. (Cued receivers) Writing on the board and announcing to the class the next activity. Secret signal if she wants the teacher’s attention. She’s getting pre-corrects of attention from the teacher prior to her Vanna White duties. Teacher gives a ton of attention for appropriate behaviour. Teacher ignores burping. The minute she is quiet- she gets attention. If needed private conversation. 1 Be able to transition appropriately. Socially appropriate adult attention.

98. What event or setting takes place prior to the target behaviour? (Antecedent) What behaviour are you targeting to change? (behaviour) What adult or peer behaviours are reinforcing this behaviour? (Negative or positive reinforcement) (Consequences) What settings/contexts/antecede nts can you modify to make proactive changes in the environment to make the target behaviour unnecessary? What new behaviours might you teach to the student to replace the current target behaviours? How might you change the adult behaviour regarding the original target behaviour and the new replacement behaviours? 1 What is the goal behaviour? What adult or peer behaviours will reinforce this behaviour in the long term?

99. What event or setting takes place prior to the target behaviour? (Antecedent) What behaviour are you targeting to change? (behaviour) What adult or peer behaviours are reinforcing this behaviour? (Negative or positive reinforcement) (Consequences) What settings/contexts/antecede nts can you modify to make proactive changes in the environment to make the target behaviour unnecessary? What new behaviours might you teach to the student to replace the current target behaviours? How might you change the adult behaviour regarding the original target behaviour and the new replacement behaviours? 1 Long term goal behavior Reinforcer 7 8

100. Baseline Intervention

101. Formula for Baseline- page 30 (I-B)/B= D*100 I ntervention Frequency = 3 times per day B aseline Frequency = 34 times per day 3-34= -31 -31/34=.91176.91*100= 91% D ecrease in behaviour

102. NEW!!!!