1. Identifying Function- Based Interventions Chris Borgmeier, PhD cborgmei@pdx.edu Sheldon Loman, PhD sheldon.loman@pdx.edu Portland State University

2. Function Based Interventions Maintaining Consequence & Function Problem Behavior Antecedent FUNCTION AVOIDING DIFFICULT TASK Prevent Make task less difficult to avoid difficult task Alternate behavior Must allow student to avoid difficult task Consequence (+) Reinforce (a) alternate behavior w/ oppt’y to avoid task & (b) desired behavior (effort on task) (-) problem behavior should not result in avoiding task; redirect to Alt. behavior When generating interventions we use Function to develop ideas to change A, B & C Targeted Routine

3. Function Based Interventions Maintaining Consequence & Function Problem Behavior Antecedent FUNCTION GETTING ADULT ATTENTION Prevent Provide adult Attention in advance & often Alternate behavior Must give student access to adult attention Consequence (+) Reinforce both alternate behavior & desired behavior w/ adult attention (-) problem behavior should not result in adult attention; redirect to Alt. behavior When generating interventions we use Function to develop ideas to change A, B & C Targeted Routine

4. Competing Behavior Pathway

5. Essential Characteristics of a Replacement / Alternate Behavior An appropriate Replacement Behavior:  Serves the same function as the problem behavior  Is easier to do and more efficient than the problem behavior Alternate Behaviors require less physical effort & provide quicker, more reliable access to desired outcome/response than problem behavior  Is socially acceptable

6. Activity 1 With a partner, identify 2-3 pot’l Alternative Behaviors & complete the Desired Behavior & Consequence boxes

7. Developing Function-Based Interventions

8. Teaching Behavior Interventions

9. Teaching Behavior 1. First teach the Alternate Behavior What are the critical features of Teaching Interventions? Does Alt. Beh.: a)Serve same Function? b)Is it Easier? c)Socially acceptable? Yes or No? Why?

10. Example: Teaching Behavior A  B  C Teach Dexter to raise his hand & ask for a break, instead of engaging in negative behavior. *By teaching Dexter an easier alternate behavior to get what he wants, we’re making the problem behavior Inefficient. Dexter will need frequent practice, precorrections, and prompts to help him get in the habit of using the alternate behavior

11. Teaching Interventions: Desired Behavior Achieving the Desired Behavior most often requires a sustained, focused teaching effort to build missing skills  Academic deficits (often related to Avoiding difficult tasks) Example: student avoids reading because 3 grade levels behind in reading… requires intensive reading instruction to close gap  Social Skills deficits (often related to seeking attention) Example: student seeks negative attention due to isolation from peers and adults resulting from aggressive behavior and limited social skills… requires sustained, targeted social skill instruction generalized to natural context  Communication deficit Example: student screams and rocks vigorously back and forth due to limited communication skills which might result in getting a snack… requires teaching communication skills (PECS, sign language, etc.)  Organizational/school skills deficits Example: student doesn’t complete homework due to limited scheduling and organization strategies which might result in (a) task avoidance due to limited background knowledge or (b) avoiding negative interactions with teacher because homework is frequently not done… requires teaching school skills

12. 2. Next, teach content required to support student to achieve the Desired Behavior What do we need to teach student to achieve the desired behavior?

13. Proactive (PBS) Interventions Attention Seeking B - TEACH Behaviors to use instead of the problem behavior Teach student more appropriate ways to ask for adult attention Identify and teach specific examples of ways to ask for attention -Raise hand and wait patiently for teacher to call on you -likely need to differentiate (large group, small \ group, work time, etc.)

14. Proactive (PBS) Interventions Avoid Task B - TEACH Behaviors to use instead of the problem behavior Teach student more appropriate ways to ask for help from teacher or peers Provide additional instruction on skill deficits Identify and teach specific examples of ways to ask for help -Raise hand and wait patiently for teacher to call on you -teach student to use a break card -likely need to differentiate (large group, small \ group, work time, etc.)

15. Proactive (PBS) Interventions Avoid Task B - TEACH Desired Behaviors Provide academic instruction/support to address student skill deficits -More focused instruction in class - Additional instructional group - Special Education support for academic deficit - additional support and practice at home -additional assessment to identify specific skill deficits

16. With a partner identify intervention options for teaching the Alternate & Desired Behaviors Activity 2

17. Antecedent Interventions Prevent & Prompt

18. Antecedent Interventions Preventing Problem Behavior Prevention- Change the trigger that sets off the problem behavior (A) Examine the Antecedent & Function of the Problem Behavior (B) Change the antecedent so student will no longer need to use problem behavior (make the problem behavior Irrelevant) The best choices for Antecedent changes: 1. Directly address the identified antecedent 2. must address the function the problem behavior is serving

19. Antecedent Interventions Directly address the identified antecedent  Antecedent = Asked to read aloud in class Potential options that more directly address the antecedent  Do not ask student to read aloud in class  Give student passage in advance to practice pre-reading  Let student read 1 sentence directions they are familiar with, instead of entire paragraphs from the text Non-examples (do not directly address antecedent)  Move student closer to the teacher  Attend a counseling group about anger management  Check-in with teacher before reading group  Now, why is Function important?

20. Antecedent interventions must address the function the problem behavior serves  Antecedent = Asked to read aloud in class +  Function = Avoid any public presentation (not about reading difficulty; more related to social anxiety) Does the Intervention address the Function of Behavior  Do not ask student to read aloud in class (or respond publicly)  Give student passage in advance to practice pre-reading  Let student read 1 sentence directions they are familiar with, instead of entire paragraphs from the text Does the intervention address the function of behavior?

21. Antecedent Interventions A  B  C Instead of giving Dexter the class math assignment of multi- digit multiplication & division problems, let’s give him an assignment he can be more successful with (e.g. 4 single digit mult/div problems for every 1 multi-digit problem) * By changing A, we can PREVENT Dexter’s need to engage in negative behavior, making it Irrelevant

22. 2. Next, identify ways to prompt/ precorrect the alternate & desired behavior

23. Proactive (PBS) Interventions Attention Seeking A - PREVENTION Interventions occurring before the behavior occurs Prevention (give attention early for positive) Check-in – provide adult attention immediately upon student arrival Give student leadership responsibility or a class ‘job’ that requires the student to interact w/ staff Place student in desk where they are easily accessible for frequent staff attention Give student frequent intermittent attention for positive or neutral behavior PreCorrect - Frequently & deliberately remind student to raise their hand and wait patiently if they want your attention

24. Proactive (PBS) Interventions Avoid Task A - PREVENTION Interventions occurring before the behavior occurs Prevention (modify task or provide support) Modify assignments to meet student instructional/skill level (adjust timelines, provide graphic organizers, break in to smaller chunks, etc.) Assign student to work with a peer Provide additional instruction/support Provide visual prompt to cue steps for completing tasks student struggles with Provide additional support focused on instructional skills (Homework Club, study hall, etc.) PreTeaching content PreCorrect - Frequently & deliberately remind student to ask for help

25. With a partner identify Antecedent intervention options to Prevent the Problem Behavior & Prompt Alternate & Desired Behaviors Activity 3

26. Consequence Interventions

27. Consequence Interventions Reinforcing Behavior Reinforcement should focus on 2 different sets of behaviors  Alternative Behavior & Desired Behavior 1. Reinforcing the Alternative Behavior  When the student engages in the alternative behavior, quickly provide the student with an outcome that matches the outcome/ function of the problem behavior  E.g. if student raises hand to request an easier, substitute assignment; in order to escape difficult tasks  then quickly provide the student with the easier assignment

28. Consequence Interventions Reinforcing Behavior 2. Reinforcing the Desired Behavior(s), or approximations of the desired behavior  The ultimate plan is to have the student move beyond the alternative behavior to using the desired behavior  Reinforcing this progression should start from the beginning of the intervention

29. Consequence Interventions Reinforcing Behavior Considerations for Reinforcing Desired Behavior  The goals & expectations for desired behavior must be reasonable Reasonable expectations of student behavior  EXAMPLE: on a daily basis the student is out of seat & off task the entire period & has not turned in any work the entire term  Probably NOT a Reasonable Expectation = student to be in seat the whole class period and turn in completed worksheets  More Reasonable approximations (Start Small & Build on Success):  Turns in assignments 50% completed  On task and trying to complete work for 15 minutes each period

30. Consequence Interventions Reinforcing Behavior Considerations for Reinforcing Desired Behavior  The timeframe for goals & expectations for desired behavior must be reasonable  In the Beginning try to Reinforce Every occurrence or approximation  Reasonable timeframes for Reinforcement Probably NOT Reasonable Timeframes for reinforcement  If student turns in all worksheets for week 1, he will earn 15 min. in skate park on Friday  If student is in seat and on-task for the entire period, he will earn a candy bar More Reasonable Timeframes for reinforcement  If student completes 5 problems, he can choose 3 problems to cross off the worksheet  If student is on task for 10 min., he will earn 4 min. of computer time

31. Consequence Interventions Reinforcing Behavior Considerations for Reinforcing Desired Behavior  The reinforcer must be valued by the student  The function of behavior is a good place to start when identifying valued reinforcers  e.g. If the function of behavior is to Gain Peer Attention, the reinforcer should give access to Peer Attention  e.g. if the function of behavior is to Avoid Difficult Task the reinforcer could be a “Free Homework Pass”

32. With a partner identify Consequence interventions to Reinforce the Alternate & Desired (or approximations of) Behaviors Activity 4

33. Consequence Interventions Responding to Problem Behavior Responding to Problem Behavior should focus on 2 things:  Redirecting to the Alternative Behavior  Active Extinction of the Problem Behavior Do NOT let the problem behavior be effective in giving the student what they want 1. Redirecting to the Alternative Behavior  When the student engages in the alternative behavior, quickly provide the student with an outcome that matches the function of the problem behavior  This should also help to prevent escalation  E.g. if student raises hand to request an easier, substitute assignment; in order to escape difficult tasks  then quickly provide the student with the easier assignment

34. Consequence Interventions Responding to Problem Behavior 2. Active Extinction of the Problem Behavior  Make sure the problem behavior no longer works for the student… If using a consequence as a response to negative behavior, make sure the consequence is not providing the desired function for the student

35. Example: Consequence Interventions A  B  C We must refuse to (C) let Dexter avoid difficult math tasks by (B) engaging in disrespectful behavior & Instead prompt him to raise his hand and (C) reward him for (B) raising his hand & asking for a break (Alternate Behvior) *By not providing Dexter w/ what he wants when he engages in disrespectful behavior we are making the problem behavior Ineffective. It is important that we work hard to Reinforce Dexter for engaging in the alternate behavior, or he is likely to go back to & escalate the problem behavior

36. PBS Interventions Attention Seeking RESPONSE TO BEHAVIOR Intervention occurs after (in response to) positive or negative behavior Respond quickly if student asks appropriate for adult attention Give the student frequent adult attention for positive behavior Student earns ‘lunch w/ teacher’ when student earns points for paying attn in class & asking appropriately for attention Eliminate/minimize the amount of attention provided to a student for engaging in problem behavior Limit verbal interaction – create a signal to prompt the student to stop the problem behavior Avoid power struggles C -

37. PBS Interventions Attention Seeking C Sometimes students need additional encouragement to engage in the desired behavior… When using additional incentives to encourage student positive behavior If students desire adult attention, use it as an incentive -lunch with teacher -1:1 game with favorite staff, etc. -special teacher assistant

38. PBS Interventions Avoid Task RESPONSE TO BEHAVIOR Intervention occurs after (in response to) positive or negative behavior Respond quickly if student asks for help or for a break Reward students for on task, trying hard, work completion & for asking for a break or help appropriately Eliminate/minimize the amount of missed instructional time or work provided to a student for engaging in problem behavior However, need to make sure student is capable of doing work… or provide support/instruction so student can complete the work C -

39. PBS Interventions Avoid Task C Sometimes students need additional encouragement to engage in the desired behavior… When using additional incentives to encourage student positive behavior If students is attempting to avoid tasks, you might use free homework passes or reduced numbers of problems as an incentive

40. With a partner identify Consequence interventions for Responding to Problem Behavior : Prompt the Alternate Behavior & Extinguish the Problem Behavior Activity 5

41. With a partner rate the attached intervention using the scoring rubric provided Activity 6