1. Including Students and Teachers in the FBA-BIP Process Teri Lewis, OR Director, NW PBIS Network Angus Kittelman, University of Oregon

2. Currently… The occurrence of serious violent crimes in schools appears to be steadily declining since 1994 (U.S. Bureau of Justice Statistics, 2009). However, less serious negative behaviors are at an all- time high (McIntosh, Campbell, Carter, & Zumbo, 2009; Sprague, Walker, Golly, White, Meyers, & Shannon, 2001). It is often difficult for schools to meet the academic and behavioral needs of students across all situations

3. Student Problem Behaviors When schools do address student problem behaviors they frequently rely on negative consequences (e.g., Colvin, Sugai & Kameenui, 1993; Anderson & Kincaid, 2005; Lewis, & Garrison-Harrell, 1999; Osher, Bear, Sprague, & Doyle, 2010). Studies have consistently demonstrated that reactive punishment measures can escalate and increase the severity of the problem behaviors (e.g., Lewis & Garrison-Harrell, 1999; Safran & Oswald, 2003).

4. Impact on Teachers Many teachers report feeling inadequately prepared or supported to effectively manage a classroom (e.g., Siebert, 2005). There lies a discrepancy between proven evidence-based practices and getting teachers to implement those with fidelity (Oliver & Reschly, 2010). Research-practice gap Brouwers and Tomic (2002) noted that teachers who have demonstrated ineffectiveness in controlling their classroom environments are at greater risk of falling susceptible to teacher-burnout.

5. FBA and the Law The Individuals with Disabilities Act (IDEA) federally mandated schools under certain circumstances to use FBA’s to develop supports for students with problem behavior. Despite requirement of FBA’s and BIP’s into SpEd law in 1997, schools are still struggling to implement effective FBA/BSP and effective Tier 3 Behavioral Support (Scott, 2007).

6. Common Barriers Less than half of the FBA-BIPs were completed without the appropriate team members as dictated by federal and state legislation (Van Acher, Boreson, Gable and Potterton, 2005). A study selecting 43 student’s files found that only 15 had a formal FBA included (Blood, 2007). Van Acher et al. (2005) found that most teams “did not appear to take the function of the behavior identified in the FBA into consideration when developing the BIP”.

7. Solution to Barriers Build a Multi-tiered Function-Based Model Functional Perspective: Behavior is considered within environmental context Behavioral Competence: School-based individual who has expertise. Systems Foundation:Team-based approach to problem solving and efficient request assistance with function-based support. Multiple Levels: Build off SW Discipline model, intervene early.

8. Academic SystemsBehavioral Systems 1-5% 5-10% 80-90% Intensive, Individual Interventions Individual Students Assessment-based High Intensity Intensive, Individual Interventions Individual Students Assessment-based Intense, durable procedures Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Universal Interventions All students Preventive, proactive Universal Interventions All settings, all students Preventive, proactive

9. OVERVIEW OF FBA-BIP

10. What is FBA? A systematic problem solving process for developing statements about factors that: Contribute to the occurrence and maintenance of problem behavior, and More importantly, serve as basis for developing proactive & comprehensive behavior support plans.

11. Use FBA when… Students are not successful Interventions need to be developed Existing interventions need to made more effective and/or efficient

12. FBA’s do not… FBAs guide the development of BIP. They do not result in Eligibility Placement Manifest determination Can provide information that is useful for all of these of procedures

13. How do I know if I have done an FBA? Description of problem behavior Identification of conditions that predict when problem behavior will and will not occur Identification of consequences that maintain problem behaviors (functions)

14. Steps in an FBA 1.Collect Information to determine function. 2.Develop testable hypothesis or summary statements and indicate functions. 3.Collect direct observation data to confirm summary statement. 4.Identify desired and acceptable replacement behaviors. 5.Develop behavior intervention plan. 6.Develop comprehensive BIP to ensure high fidelity implementation. 7.Develop on-going monitoring system.

15. Step 1: Collect Information Multiple sources Student, parent, teacher, etc. Multiple settings Where it occurs & doesn’t occur Strengths Reinforcers, goals, hobbies, social skills, academic achievements, etc.

16. Step 1 ….continued Multiple methods Archival review Office discipline referrals, behavior incident reports, etc. Checklist/inventory FACTS, routine analysis Interview Brief, student-guided, parent, teacher Direct observation O’Neill et al., ABC, scatter plot

17. Defining behavior Must be in operational, observable, or measurable terms. To achieve high agreement between two people.

18. Defining Behavior: Noncompliance Doesn’t follow adult directions to clean up lunch table. Walks away from teacher without responding. Flips tray over on table and tells the teacher to go to _________. Ask the teacher how their weekend was, talks for a few minutes, and then goes out to break.

19. Defining Behavior: Doesn’t complete class work Starts work when asked, gets stuck after a few minutes and begins to draw on the assignment. Spends the first 15 minutes “getting ready”, e.g., opening book, sharpening pencil, getting paper, fixing coat on back of chair, etc. Completes the assignment, shuts assignment in binder, and forgets to turn in when leaving.

20. Consider behavior dimensions : Topography/shape Frequency Duration Latency Intensity or force Locus Aggression = hitting, biting, & kicking or name calling & verbal abuse

21. Consider response class “Set of topographically different behaviors that have the same effect or function” (Sprague & Horner, 1999, p. 99) To escape difficult request: hit, push, runaway, cry

22. Consider response chains Predictable sequence of behaviors in which each behavior occasions next behavior in the chain, & functions as a reinforcer for previous behavior in chain. Given a task, student (a) talks with friends, (b) writes on papers, (c) says work is stupid, (d) throws paper in waste basket, & (e) leaves room.

23. Antecedents Occurs before behavior, acts as a “trigger” Stimulus Control When an stimulus (event) reliably predicts that a behavior will or will not happen. What do you do at a red light? Why? What do you do at a green light? Why

24. Consequences Occurs after behavior, maintains it (meets a need). Either increases or decreases behavior. Possible functions Get/obtain (social, activity, tangible) Escape (social, activity/tasks) Automatic/sensory stimulation

25. Setting Events Happen before, similar to antecedents, but are more distant. Can even be several hours or several days before Because of this rarely “see” the setting event and hard to identify Think of the setting event as “setting up” the behavior and antecedents as “setting off” the behavior E.g., lack of sleep, missed breakfast, fight with peer, did poorly in earlier class, stayed with dad (or mom), allergies, not feeling well, …..

26. STEP 2. Develop summary statement. Testable hypothesis (“objective guess”). Write in observable terms. If not confirmable, collect more information & restate. Developed from review of assessment information. Composed of (a) problem behavior, (b) triggering antecedent, (c) maintaining consequences, & (d) setting events.

27. Aaron Teacher interview, student interview, record review When Aaron sits next to preferred peers, he talks to them to gain peer attention.

28. Setting EventsTriggering Antecedents Maintaining Consequences Problem Behavior Testable Hypothesis NonePreferred Peer. Talking Gain Peer attention

29. STEP 3. Collect direct observation data to confirm summary statement Testable hypothesis Multiple settings Measures of problem behavior triggering antecedents, maintaining consequences, & setting events

30. Aaron

31. STEP 4. Developing “competing pathways” summary statement Components Confirmed summary statements Desired replacement behavior to be displayed in problem situation (where you want to be) Alternative replacement behavior that could achieve same outcome as problem behavior (where you will begin)

32. Aaron Setting event None Antecedent Preferred peer Problem Behavior Talking Maintaining Consequence Gain Peer attention Alternative Behavior Peer helper Existing Consequence Grades More work Desired Behavior Work quietly

33. STEP 5. Develop behavior support plan. Tactics for discouraging problem behavior, teaching & encouraging desirable & acceptable replacement behavior, preventing & responding to emergency/crisis situations, & monitoring implementation effectiveness Emphasis on manipulation of (a) behaviors, (b) antecedents, (c) consequences, & (d) setting events

34. Guidelines Design antecedent strategies to make triggering antecedents ineffective. So they no longer serve as triggers. Design behavior teaching strategies to make problem behaviors inefficient. So more acceptable behaviors are easier to do.

35. Guidelines Design consequence strategies to make maintaining consequences irrelevant. So they no longer are present or Are less reinforcing. Design setting event strategies to eliminate or neutralize effects of setting events. So they have less impact on routines & reinforcers.

36. Setting EventsAntecedentsBehaviorConsequences None-Give Aaron self- management sheet -Remind him to work quietly -Provide choice of seating -Teach Aaron to self- manage, record, and recruit Appropriate -Check and initial if correct -Give VISA tickets & praise Inappropriate -Remind him of plan -Redirect to task Weekly -Debrief -Send plan summary home

37. STEP 6. Develop details & routines Logistics E.g., schedules, people, materials, training, monitoring Scripts for adults to Modify structural/routine/environment “Neutralize” setting events Manipulate antecedent & consequence events Teach response/skills Respond to emergency/crisis situations

38. Generic Plan Template Beginning of class-give Aaron self-management sheet -Remind him to work quietly When Aaron raises his hand -check his self-management sheet -initial if accurate -give Aaron VISA tickets & praise If Aaron talks during class -Remind him of plan -Redirect to task At end of class-collect self-management sheet from Aaron -give him praise for efforts/successes At end of week-debrief on weeks progress -send plan summary home to parents

39. STEP 7. Monitor & evaluate implementation Data Impact on student behavior, lifestyle outcomes significant others Fidelity of implementation

40. Aaron 0 10 20 30 40 50 60 70 80 90 100 136810121417202224262832343637394143 Preferred Peer Alone Non-Preferred Peer A BL A BL B Functional Analysis A BL C Intervention C Self-management Observations

41. INCLUDING TEACHERS AND STUDENTS

42. The Goal of FBA-BIP The primary purpose of FBA is to improve the effectiveness and efficiency of a behavior intervention plan (BIP) A BIP defines how an educational setting will be changed to improve the behavioral success of a student.

43. Evidence-Based Practices & FBA More than simply relying on research to guide decisions about interventions Has been defined as having three components Empirically Supported Treatments Professional Judgment Client Values & Context – The often forgotten component

44. Client Individual(s) who are invested in outcomes and/or are critical to the behavior change process (e.g., Baer et al, 1968; Heward et al, 2005) Individual who is the focus of the behavior change Parents and family members, teachers, mentors, colleagues, employers Organization, society

45. Context Just as we focus on behavior within an environmental context, we need to consider the context for selection and implementation of interventions Contextual-fit (e.g., Albin et al 1996) Values, skills, goals and stressors of the implementors and those impacted by the target behavior

46. Strain, Barton & Dunlap (2012) assert that incorporating client-values successfully informs decision-making: Design of service delivery Technical support to key implementors When to fade intervention components Identification of unanticipated events Focus of future research needs

47. Teacher-based FBA-BIP  O’Keefe, Lewis-Palmer, and Sugai (2001) created a classroom based functional assessment form for teachers titled the “Guess & Check.”  Purpose was to develop a teacher friendly assessment tool that could be used in general education settings to decrease the number of teacher referrals for outside assistance using an FBA model.  A pilot study suggested that use of the “Guess & Check” form can assist general education teachers to develop and implement strategies to decrease problem behaviors in the classroom.

48. Guess & Check Form

49. Student-Guided FBAI  Middle school students are able to provide useful and accurate information in an FBAI  Nippe et al. (1997), Lewis-Palmer (1998)  Additionally, middle school students are able to make distinctions between different classes/teachers and between school and home  Kinch, Lewis-Palmer & Sugai (2001)  However, little is known about including elementary-level students in the FBA-BIP process

50. Kyle 4 th grade Lives with grandparents, has occasion contact with his Mom but not his Dad Referred because he was struggling academically and causing disruption in class

51. Question TypeGuess &CheckTeacher FBAIStudent FBAI Student Strengths ___ Enjoys Sports Math (Sometimes) Socialable Positive relationship w/ guardian PE Football Math (sometimes) Science Setting Events Home conflict Not understanding work Home conflict Illness/ pain Conflict at school Fight with Guardian Tired Hungry Doesn’t feel well Fight with friend Teased by peer Too noisy Antecedents Independent work Peers Specific work (Independent work) Peer encouragement Hard/ long work Literature/Math/ Music Not understanding work Peers bother you Too much noise in room Teacher correcting you Teacher busy with others Problem Behaviors Disruptive/ Talk out No work completion Leave Area Noncompliance Disruptive/ talking out No work completion Late to class/ purposefully (procrastination) Disruptive/talk out Talking Keeping hands to self Doesn’t do work Don’t participate Stay on-task Upset/ crying Consequences Obtain peer/ adult attention Escape work demands Escape peer/adult attention Obtain peer attention Obtain adult attention Escape work demands Get teacher attention Get peer attention Get different task Behavioral Plan Modify amount of work Provide extra assistance Student contract Increase praise/attention Change seating Establish/ teach routine Modify amount of work Provide extra assistance Student contract Increase praise (teacher/guardian) Give you less work Plan with teacher Complete assignment differently Teacher asks if you need help Help from peer Teacher praises good work Note home to guardian More reminders Take a break Visit brother

52. Jessica 5 th grade Lives with mother and older siblings Referred because she is both verbally and physically aggressive with peers

53. Question TypeGuess &CheckTeacher FBAIStudent FBAI Student Strengths ___ Strong academically Enjoys helping teacher/staff Works well with specific peers Strong in math/Science/ Spelling Setting Events Home conflict Peer conflict Lack of sleep Home conflict Peer conflict Lack of sleep Illness/ pain Home conflict Tease by other students Hungry Don’t feel well Antecedents Peers Unstructured time with peers Peer teasing Peer encouragement Unstructured time with peers Boring/ easy work Teacher correction Other students bothering you Recesses Easy/ boring work Problem Behaviors Inappropriate language Disruptive/ Talk out Noncompliance Fighting/ aggression Threats/Profanity Disruptive/ Talk out Disrespectful/defiant Verbal/ physical aggression Argue with other students Disruptive/ Talk out Don’t do what teachers ask Consequences Get adult/peer attention Get preferred activity Gain teacher attention Gain peer attention Get teacher attention Get peer attention Escape negative peer attention Behavioral Plan Self-management/ Check-in/ Check- out Precorrection Student contract Increase praise/privilege Modify schedule Change seating Check-in/ Check-out system Student contract (special privileges) Reduced amount of unstructured time Change seating (closer proximity to teacher) Let you help the teacher Give you more praise Let you participate more Let me earn things Tell guardian that I had good day Give you snack Let me play with friend Make work harder Let you work with preferred peer

54. Agreement across Client Populations

55. Kyle’s Two Hypothesis Statements Kyle’s first student-based hypothesis statement. Obtain Teacher/ Peer Attention Maintaining Consequences Disruption Behaviors Independent work Peers Triggering Antecedents Home Conflict Setting Events Kyle’s second student-based hypothesis statement. Escape Work Demands Maintaining Consequences Off-task Behaviors Independent work Triggering Antecedents Home Conflict Setting Events

56. Kyle’s BIP Summary At the beginning of class period (math, literacy) -Remind Kyle of his plan -Make sure he has his help card, tracking sheet and work folder When he puts his help card on his desk -If you can, help right away -If you can’t help right away, let Kyle know you will be there soon and that he has his other work folder Every 15 minutes -Check in with him and complete his tracking sheet -If he gets a 4 or 5, give him praise/high five pre-correct him to keep up the good work -If he has a 0 or 1, remind him that he still can earn points and that he has his help card if he needs help If he is disruptive (talking, out of seat, etc.) -Remind him that he has his plan and that he is working on earing a good day note and choice from his menu If Kyle brings in completed homework-Give him praise and his bonus points on his tracking sheet At the end of the class period -If he has met his goal for the day, let him choose from his menu -Give him a Super Day Certificate to take home

57. Math 1234Total Monday 5 4 1 0 Tuesday 5 4 1 0 Wednesday 5 4 1 0 Thursday 5 4 1 0 Friday 5 4 1 0 Homework Bonus 3333 Please help me when you can

58. Impact of Kyle’s Intervention

59. Off-Task v. Disruptive

60. Baseline Intervention Follow-Up While Kyle’s BIP was only implemented in Math, concomitant changes in problem behaviors were observed in literature as well. We hypothesize that this is due to changes in the teachers interactions with Kyle, or that Kyle generalized his appropriate behaviors.

61. Increase in Kyle’s Engagement

62. Summary Including client values into assessment, intervention selection and implementation Respects all individuals perspectives Increases acceptability Improves decision-making Increases fidelity and sustainability