1. E8. Complex Functional Behavioral Assessment and Behavior Intervention Planning Dave Kunelius WI RTI Center Technical Assistance Coordinator - PBIS The Wisconsin RtI Center/Wisconsin PBIS Network (CFDA #84.027) acknowledges the support of the Wisconsin Department of Public Instruction in the development of this PowerPoint and for the continued support of this federally-funded grant program. There are no copyright restrictions on this document; however, please credit the Wisconsin DPI and support of federal funds when copying all or part of this material

2. Wisconsin RtI Center Our mission is to support schools through the phases and sustainability of their RtI system implementation. The core reason that the Wisconsin RtI Center exists is to develop, coordinate and provide high-quality professional development and technical assistance… as well as to gather, analyze and disseminate RtI implementation data to enhance the support of schools’ implementation.

3. RtI Definition An organizational framework that guides implementation of a culturally responsive, multi-level system of support to achieve academic and behavioral success for all Wisconsin RtI

4. Participant Engagement Polls - Who is here today Spinner – What is one thing you are most proud of in your PBIS work so far M. K. Strickland-Cohen (2011) ECS, University of Oregon Need graphic for each of these, so participants have visual identifier

5. M. K. Strickland-Cohen (2011) ECS, University of Oregon 5 This is the a six-part series of training sessions on utilizing FBA data to develop behavior support plans for students with moderate to severe behavior problems in schools. BriefComplex For:Students with mild to moderate problem behaviors (behaviors that are NOT dangerous or occurring in many settings) Students with moderate to severe behavioral problems; may be dangerous and/or occurring in many settings What:Relatively Simple and Efficient process for behavior support planning based on “practical” FBA data Time-intensive process that involves emergency planning, family-centered planning, and collaboration with outside agencies Developed by whom: Team of school-based professionals (e.g., PBS team members whose job responsibilities include FBA and behavior support planning) School-based team including professionals trained to develop and implement intensive interventions for students with severe problem behaviors (e.g., behavior specialist)

6. M. K. Strickland-Cohen (2011) ECS, University of Oregon Training Objectives Training sessions focus on teaching you to lead a behavior support team through the process of: 1.Walking a family and team through the FBA process 1.Collecting and sharing data from multiple environments/perspectives 2.Examining full range of behavioral challenges, antecedents and consequences to hypothesis function 2. Moving from a completed FBA to a Behavior Support Plan designed to: - Prevent problem behaviors from occurring - Teach alternative and desired behaviors - Reward appropriate behavior while minimizing the payoff for problem behavior 3. Developing Implementation and Evaluation plans detailing specific procedures, responsibilities, and timelines for: - Putting the BSP into action - Evaluating the effectiveness of the plan.

7. M. K. Strickland-Cohen (2011) ECS, University of Oregon WI PBIS NetworkTraining Sessions Session #1: Building Competing Behavior Pathways – Review, transition to complex FBA.BIP Session #2: Gathering information - Family engagement, school data tools Session #3: Putting it all together – creating the FBA Session #4 Completing the BIP Session #5 Progress Monitoring the plan

8. M. K. Strickland-Cohen (2011) ECS, University of Oregon Objectives for Session #1: Building Competing Behavior Pathways By the end of this training session Team Leaders will be able to: 1. Explain the difference between ‘mild to moderate’ and ‘severe/complex’ problem behaviors 2.Label the essential components of an FBA summary statement 3.Describe the three essential characteristics of alternative behavior 4.Identify examples and non-examples of appropriate alternative behaviors given sample scenarios 5.Construct an example summary statement including antecedents, behavior, consequence, and function, and provide examples of appropriate and inappropriate alternative behaviors Pretest poll – 1-5 scale of current knowledge

9. Tier 1/Universal School-Wide Assessment School-Wide Prevention Systems Check-in Check-out (CICO) Group Intervention with Individualized Feature (e.g., CICO with ind. features and Mentoring) Brief Functional Behavior Assessment/ Behavior Intervention Planning (FBA/BIP) Complex or Multiple-domain FBA/BIP Wraparound/RENEW ODRs,Credits, Attendance, Tardies, Grades, Daily Progress Report (DPR) Competing Behavior Pathway, Functional Assessment Interview, Scatter Plots, etc. Social/Academic Instructional Groups (SAIG) Positive Behavior Interventions & Supports: A Multi-Level System of Support Model (MLSS) Wisconsin PBIS Network, Revised Aug. 2014 Adapted from T. Scott, 2004 Tier 2/ Secondary Tier 3/ Tertiary Intervention Assessment Individually designed progress monitoring tools

10. Data-Based Decision Making Numbers to Keep in Mind 7-15%: Percent of total population expected to need and be supported by Tier 2 interventions 1-5%: Percent of total population expected to need and be supported by Tier 3 interventions 70%: Percent of youth (receiving intervention “X”) that should be responding to intervention Data-based Decision-Rules for ‘determining response’ must be defined – Data sources defining response are efficient Ex. Daily Progress Report (DPR) cards: Student maintains an 80% average on DPR for 4 weeks

11. 3-Tiered System of Support Necessary Conversations (Teams) Complex FBA/BIP Problem Solving Team Tertiary Systems Team WRAP/ RENEW Secondary Systems Team Plans school- wide and class-wide supports Uses process data; determines overall intervention effectiveness Standing team; uses FBA/BIP process for one youth at a time Uses process data; determines overall intervention effectiveness Universal Team

12. Improving Decision-Making Problem Solution From: To: Problem Solving Using Data Solution Monitor Outcome

13. Building FBA Capacity Teachers Staff School Specialist District Specialist Behavior Analysts Informal FBA X Level I: Brief FBA XX Level II: Complex FBA XXX Level III: Functional Analysis XXXX Horner & Anderson, 2007

14. 14 BriefComplex For:Students with mild to moderate problem behaviors (behaviors that are NOT dangerous or occurring in many settings) Students with moderate to severe behavioral problems; may be dangerous and/or occurring in many settings What:Relatively Simple and Efficient process for behavior support planning based on “practical” FBA data Time-intensive process that may involve emergency planning, family-centered planning, and collaboration with outside agencies Developed by whom : Team of school-based professionals (e.g., Problem- solving team members whose responsibilities include FBA and behavior intervention planning) Individualized team including the family & professionals trained to develop and implement intensive interventions for students with severe problem behaviors (e.g., behavior specialist) Brief to Complex FBA-BIP: Continuum

15. M. K. Strickland-Cohen (2011) ECS, University of Oregon A Quick Review of Behavioral Terms

16. M. K. Strickland-Cohen (2011) ECS, University of Oregon FBA/BIP Behavioral Terms

17. M. K. Strickland-Cohen (2011) ECS, University of Oregon Always Start by Defining the Behavior 2 Routines/Antecedents/ Setting Events: When _____happens…. 1 Behavior: the student does (what)__ 3 Consequence/Function..because (why) ______

18. M. K. Strickland-Cohen (2011) ECS, University of Oregon Defining Observable Problem Behaviors Definitions of behaviors need to be: –Observable: The behavior is an action that can be seen. –Measurable: The behavior can be counted or timed. –Defined so clearly that a person unfamiliar with the student could recognize the behavior without any doubts!

19. M. K. Strickland-Cohen (2011) ECS, University of Oregon Which is described in observable and measurable terms? hits with his fist –OR- aggressive bully –OR- takes money from peers psychotic –OR- says she hears voices arrives at class 10 minutes late –OR- irresponsible out of seat 55% of time –OR- hyperactive Polls – check list – A or B

20. M. K. Strickland-Cohen (2011) ECS, University of Oregon Review #1 (page 6) Provide an observable & measurable definition for ONE of these behaviors: –Jeff is always disruptive in class. –Hailey is constantly off-task during math. –Brandon is defiant. –Alexis uses inappropriate language. Spinner for response

21. M. K. Strickland-Cohen (2011) ECS, University of Oregon Once you have defined the problem behavior… Then: Where & When does the behavior occur? Routines Triggering Antecedents Setting Events 2 Routines/Antecedents/ Setting Events: When _____happens…. 1 Behavior: the student does (what)__

22. M. K. Strickland-Cohen (2011) ECS, University of Oregon Antecedents vs. Setting Events Antecedents - occur immediately before and act as “triggers” for problem behavior Setting Events – indirectly “set-up” the problem behavior by temporarily altering the value of maintaining consequences.

23. M. K. Strickland-Cohen (2011) ECS, University of Oregon Examples of Antecedents: “Triggers” When told to “shut up” by a peer, Ben hits the student When asked to read aloud in class, Tracy gets up and tells jokes Jessie often begins to cry, when praised during circle time * Note: these are also described in observable and measurable terms

24. M. K. Strickland-Cohen (2011) ECS, University of Oregon Examples of Setting Events: “Set ups” Lack of sleep or food Having a fight on the way to school Bad grade on a test / reprimands Forgetting to take medication Substitute teacher / changes in routine Non-examples: Diagnosis of autism or ADHD “Bad” home life * Note: Setting Events can be difficult to identify, are sometimes unknown.

25. M. K. Strickland-Cohen (2011) ECS, University of Oregon After having an argument with his sibling at home before school, when peers approach Victor in the hallway and say, “Hello”, he yells “Leave me alone!” and “Go away!” Peers call him a weirdo and walk away. What is the triggering antecedent? - Peers approach and say “hello” What is the setting event? - Argument with sibling before school Review #2 Spinner for response

26. M. K. Strickland-Cohen (2011) ECS, University of Oregon Once you have defined the behavior (the What ) & know Where & When the behavior occurs… Then: WHY does the behavior continue to occur (… outcome/what happens right afterwards)? What is the REINFORCER? 2 Routines/Antecedents/ Setting Events: When _____happens…. 1 Behavior: the student does (what)__ 3 Outcome/Function..because (why) ______

27. M. K. Strickland-Cohen (2011) ECS, University of Oregon Reinforcement If a behavior is continuing to occur it is being reinforced… A REINFORCER: –is an outcome - an item, activity or event- that follows a behavior and results in an INCREASE in that behavior.

28. M. K. Strickland-Cohen (2011) ECS, University of Oregon Functions that Behavior Serves use DPI version of functions from toolkit

29. M. K. Strickland-Cohen (2011) ECS, University of Oregon Common Functions of Problem Behavior in School Settings Obtain/ Access :  Peer attention  Adult attention  Desired activity  Desired object/ items Avoid/ Escape:  Difficult Task  Boring Task  Easy Task  Physical demands  Non-preferred activity  Peer or Adult attention Use dpi functions

30. M. K. Strickland-Cohen (2011) ECS, University of Oregon Examples of Reinforcement Example 1: When Cleo yells out for teacher help during class, her teacher walks over to Cleo’s desk, tells her to keep her voice down, and explains that she is disturbing the other students. Cleo’s yelling increases. Example 2: When Hidalgo throws his work assignments on the floor, his teacher picks them up, marks a zero on them, & takes them away. His throwing of work assignments has increased.

31. M. K. Strickland-Cohen (2011) ECS, University of Oregon Understanding Challenging Behavior as a Response Class Response Class- a group of behaviors that serve the same function. During independent work, Marcus often talks- out, crumples up his papers, and puts his head down on his desk, resulting in escape from difficult academic tasks. - In this example, talking-out, crumpling papers, and “putting head down on desk” are all part of the same response class.

32. M. K. Strickland-Cohen (2011) ECS, University of Oregon Moving From FBA to BIP

33. M. K. Strickland-Cohen (2011) ECS, University of Oregon From FBA to BIP One important purpose for conducting FBA is to inform the development of comprehensive Behavior Support Plans that directly address the FUNCTION of student behavior Start with FBA results, specifically the Summary Statement

34. M. K. Strickland-Cohen (2011) ECS, University of Oregon Essential Components of FBA Summary Statements The summary statement should include an observable description of: –Targeted Routine –Any identified Setting events / “Set-ups” –Antecedents / “triggers” for problem behavior –Operationally defined Problem Behavior –Consequences/outcomes that follow the problem behavior –Primary Function of problem Behavior Multiple Functions = Multiple Summary Statements

35. M. K. Strickland-Cohen (2011) ECS, University of Oregon Example Summary Statement for Ben’s Behavior In Social Studies, when asked to read independently, Ben (a strong reader) often gets out of his seat, walks around the room, and jokes with peers. Ben’s peers laugh and talk to him as he walks by. This behavior is most likely to happen on days when Ben’s parents bring him to school (i.e., he doesn’t ride the bus with friends). Setting eventAntecedentBehavior Consequence/outcome Routine: Function: Out of seat, walks around room, jokes with peers Asked to read independently Peers laugh and talk to Ben Ben brought to school by parents rather than riding bus Access peer attention Social Studies

36. M. K. Strickland-Cohen (2011) ECS, University of Oregon Activity 1 Summary Statement for Jason’s Behavior: When Jason is asked to outline a book chapter in Language Arts, he often argues, refuses to work and uses profanity which results in being sent to the office for ‘disrespect’. This behavior is more likely if Jason has an altercation with a peer on the bus on the way to school. Setting eventAntecedentBehaviorConsequence Peer altercation on bus on the way to school Asked to outline chapter Arguing with teacher, refusing to work, profanity Teacher sends her to the office Function: ESCAPE TASK Routine: (page 10) Language Arts Spinner for response

37. M. K. Strickland-Cohen (2011) ECS, University of Oregon Activity 2 What is wrong with / missing from this summary statement? Sarah often leaves her seat without permission, walks around the room and talks with peers. Sarah’s peers laugh and talk with her. This behavior is more likely if she has forgotten to take her medication before school. The function of Sarah’s behavior is to gain access to teacher attention and to escape tasks. Setting eventAntecedent Behavior Consequence Routine: _____________ Sarah forgets to take medication Walking around room, talking with peers Attention from Peers Function: Adult Attention Escape from Tasks Poll – check list – is each item present

38. M. K. Strickland-Cohen (2011) ECS, University of Oregon Critical Components of Behavior Support Plans #1: Competing Behavior Pathway #2: Function-Based Behavior Support Strategies #3: Implementation Plan #4: Evaluation Plan

39. M. K. Strickland-Cohen (2011) ECS, University of Oregon Competing Behavior Pathway

40. M. K. Strickland-Cohen (2011) ECS, University of Oregon Developing a Competing Behavior Pathway Natural Consequence Maintaining Consequence Desired Behavior Problem Behavior Alternative Behavior Antecedent Setting Event Targeted Routine Summary Statement: We already have this!!!

41. M. K. Strickland-Cohen (2011) ECS, University of Oregon This is what we want… Natural Consequence Maintaining Consequence Desired Behavior Problem Behavior Alternative Behavior Antecedent Setting Event Targeted Routine But… start with the Alternative Behavior.

42. M. K. Strickland-Cohen (2011) ECS, University of Oregon Desired vs. Alternative Behaviors Desired Behavior –Long term goal = Follow classroom routines without problem behavior and with minimal supports Often requires teaching complex skills that the student is lacking (e.g., academic skills, social/communication skills, organizational skills) Alternative Behavior –An immediate attempt to reduce problem behavior Serves the same FUNCTION as the problem behavior Allows team to implement support plan aimed at teaching new skills and increasing desired behaviors Should be a behavior that the student already engages in or can be quickly learned with minimal instruction

43. M. K. Strickland-Cohen (2011) ECS, University of Oregon Why the Alternative Behavior? Success, teacher acknowledgment Sent to hall to ‘calm down’ Function: escape task Complete writing task Crying, pushing papers off desk Raise hand & ask for break Asked to complete Independent writing tasks None Identified Routine: Language Arts Why not go straight to the Desired Behavior? 1. This is what we’re asking the student to do. 2. This is what the student wants now. 3. Look how different this is from what’s happening now 4. The student is going to need to gain writing skills before being able to do this like peers 5. So… in the meantime we use the alternate behavior Nadia

44. M. K. Strickland-Cohen (2011) ECS, University of Oregon Three Essential Characteristics of Alternative Behavior Alternative Behavior: –Serves the same function as the problem behavior (reliably results in the same type of outcome as the problem behavior) –Is easier to do than the problem behavior Requires less (or at least no more) physical effort than the problem behavior –Is socially acceptable

45. M. K. Strickland-Cohen (2011) ECS, University of Oregon Identifying Appropriate Alternative Behavior When Pam is asked to work on long-division problems in math class, she argues, refuses to work, and uses profanity in order to avoid/escape the difficult task. Which is the best alternative behavior? Move to sit by another student Request adult attention Request an easier task/worksheet Ask if she can play on the computer instead Ask for a reward for completing the task 1. Serve same Function? Does it provide escape? 2. Is Behavior easier to do than problem behavior? 3. Is Behavior socially acceptable? poll

46. M. K. Strickland-Cohen (2011) ECS, University of Oregon Identifying Appropriate Alternative Behavior During independent reading time in language arts, Audrey makes noises, talks out, and walks around the room. The FBA has shown that this behavior is maintained by adult attention. Which is the best alternative behavior? Why/Why Not? Ask to sit at the teachers desk during reading Raise hand and ask for a break Request help/adult attention Ask for a reward for completing the task Request an easier task 1. Serve same Function? 2. Is it Easier? 3. Is it Socially Acceptable? Poll

47. M. K. Strickland-Cohen (2011) ECS, University of Oregon Activity 3 Complete the next one on your own. –Please write ‘yes’ or ‘no’ for each option AND explain why or why not? Type in response - poll

48. M. K. Strickland-Cohen (2011) ECS, University of Oregon Identifying Appropriate Alternative Behavior During independent seatwork, Ronnie makes inappropriate noises and makes faces at peers. Based on the data collected, the team agreed that the function of Ronnie’s behavior is to obtain peer attention. Which is the best alternative behavior? Ask the teacher for help Finish all work, then ask to talk to a peer Request help/adult attention Ask to work with a peer tutor Request an easier assignment

49. M. K. Strickland-Cohen (2011) ECS, University of Oregon Objectives for Session #1: Building Competing Behavior Pathways By the end of this training session Team Leaders will be able to: 1. Explain the difference between ‘mild to moderate’ and ‘severe/complex’ problem behaviors 2.Label the essential components of an FBA summary statement 3.Describe the three essential characteristics of alternative behavior 4.Identify examples and non-examples of appropriate alternative behaviors given sample scenarios 5.Construct an example summary statement including antecedents, behavior, consequence, and function, and provide examples of appropriate and inappropriate alternative behaviors Post-test poll – 1- 5 scale of current knowledge