1. Function-Based Support: Selected Topics Rob Horner & George Sugai Universities of Oregon & Connecticut Center on PBIS www.PBIS.org

2. pbis.org

3. Quiz How many muscles in cat’s ear? –32 What is a “prompt that keeps things going?” –Behavioral momentum New Big Idea – Function matters

4. ~80% of Students ~15% ~5% CONTINUUM of SWPBS Tertiary Prevention Wraparound School-based MH Function-based support Secondary Prevention Check in/out First Steps Targeted SS Group Primary Prevention SWPBS General social skills Character education Audit 1.Identify existing efforts by tier 2.Specify outcome for each effort 3.Evaluate implementation accuracy & outcome effectiveness 4.Eliminate/integrate based on outcomes 5.Establish decision rules (RtI)

5. Outcomes Function based support Function Levels of function based support Response class & routines Function & behavior intervention & support plans

6. SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Student Behavior OUTCOMES Supporting Social Competence & Academic Achievement Supporting Decision Making 4 PBS Elements

7. Function Based Support? PROCESS emphasizing…. Behavioral theory, applied behavior analysis, & positive behavior support Environmental context Function of behavior Teaching effective, efficient, & relevant behaviors Behavior of implementers

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

9. 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

10. 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.

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

12. Ingram, Lewis-Palmer, & Sugai, 2005

14. FBA LEVELS 1.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 INFORMAL EASIER SIMPLE RESPONSIVE INDIRECT DIRECT NOT RESPONSIVE COMPLICATED HARDER FORMAL

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

17. 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

18. 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.

19. STEP 4: Routine Analysis Schedule (Times) ActivityLikelihood of Problem BehaviorSpecific Problem Behavior 8:00Waiting to enter building Low High 1 2 3 4 5 6 See escalation described above 8:15Advisory & Planning1 2 3 4 5 6 Mostly teasing and touching property of others. Doesn’t escalate much further 9:15Language Arts1 2 3 4 5 6 Occasional name calling/teasing 10:15Recess1 2 3 4 5 6 See escalation described above 11:30Math1 2 3 4 5 6Occasional teasing 12:00Lunch1 2 3 4 5 6 See escalation described above 12:35Earth Science1 2 3 4 5 6Minor verbal harassment 1:15Art or Phy Ed1 2 3 4 5 6 See escalation described above 2:00Reading1 2 3 4 5 6Rarely a problem 2:50Waiting for bus1 2 3 4 5 6 See escalation described above

20. 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).

21. Setting EventsTriggering Antecedents Maintaining Consequences Problem Behavior Desired Alternative Acceptable Alternative Typical Consequence Summary Statement

22. Neutralize/ eliminate setting events Add relevant & remove irrelevant triggers Teach alternative that is more efficient Add effective & & remove ineffective reinforcers

23. When has FBA been done? 1.Clear & measurable definition of problem behaviors. 2.Complete testable hypothesis or summary statement is provided. Statement of function (purpose) of behavior 3.Data (direct observation) to confirm testable hypothesis. 4.Behavior intervention plan based on testable hypothesis Contextually appropriate supports for accurate implementation

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

25. 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. + With first sign of problem behaviors, remove task, or request completion of task next period. + Remove task based on step in task analysis (STO). + Provide effective verbal praise & other reinforcers. Teach options to problem behavior: 1. Turn in blank 2. Turn in w/ name 3. Turn in w/ name & first item done. 4. Turn in w/ name & 50% of items done.

26. 6 FBA Misrules 1.Only one way to conduct FBA…. –FA process & elements basically same –Vary by Intensity Agreement Responsiveness NO

27. 2.Must do everything every time…. Base FBA activity on Understood Confirmed (data) Responsiveness NO

28. 3.Everyone has to know how to do a full FBA…. Small number people must have high fluency All people must know process & what to expect Some individuals must work on systems sustainability NO

29. 4.FBA is it….. One component of comprehensive plan of behavior support Academic, family, medical, vocational, mental health, etc. NO

30. 5.FBA is only for students with disabilities… Process for undersanding behavior of all individuals across multiple settings NO

31. 6. “Power,” “authority,” “control,” etc. are functions…. 2 research validated functions Positive & Negative Reinforcement NO

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