2. HOW TO CHOOSE THE RIGHT FUNCTION- BASED INTERVENTION

3. Review FBA Functional Behavior Assessment (FBA) When understanding problem behavior, research suggests that it is important to understand the purpose, or function of the behavior in order to best identify interventions. FBA is a set of procedures used to identify variables that are directly related to the student’s challenging behavior. 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 BSP’s into SpEd law in 1997, schools are still struggling to implement effective FBA/BSP and effective Tier 3 Behavioral Support (Scott, 2007).

4. However…  Many school districts view FBA as a legal mandate with which to comply, rather than an instructional process to ameliorate problem behavior.  One of the biggest challenges is the preparation of school-based teams. (Lane, Barton-Arwood, Spencer & Kalberg, 2007)  VanAcker, Boreson & Patterton (2005) found that most teams had less than required team members and often failed to take function into consideration when developing interventions

5.  There is a strong resistance within general education to retain students with disruptive and/or inappropriate behavior. (e.g., Gale, Hendrickson & Rutherford, 1991; Lewis, 1994)  And when schools do address student problems behaviors they frequently rely on negative consequences (e.g., Colvin, Sugai & Kameenui, 1993)

6. What We Know  FBA-indicated interventions, those that consider function, are more effective than interventions that don’t (Ingram, Lewis-Palmer & Sugai, 2005).  And that schools are able to implement function-based support with technical assistance from consultants (Kamps, Wendland & Culpepper, 200); Lane, Barton- Arwood, Spencer & Kalberg, 2007

7. So, what are the barriers to providing comprehensive support?  Borgmeier et al (in preparation) interviewed administrators, behavior specialists, teachers and district specialists Staff buy-in that included either unwillingness to implement recommended plan and/or teachers wanted the student removed but FBA process maintains student in classroom Lack of training and education Lack of implementation fidelity and sustainability FBA-BIP process was too time consuming (e.g., paperwork) Lack of support (Time, resources, schedules or problems extended beyond school day)

8. WHY FUNCTION-BASED SELECTION

9. Review: Antecedents & Consequence Antecedent Events that occur before the behavior and occasion the occurrence of the behavior “Would this be a good time to do ____________?” “Will it get me what I am wanting to happen?” Consequence Events that occur after the behavior and serve to affect the probability of that behavior occurring again in the future under similar conditions “Did _____________ get me what I was hoping for?” “Did it meet my need?”

10. Definitions “Positive” = add or give “Negative” = take away or remove “Punishment” = decrease “Reinforcement” = increase

11. Positive reinforcement Increase in future probability of behavior occurrences associated with contingent presentation of a stimulus “stimulus” = condition, object, or event action = present/give effect = increase

12. Negative reinforcement Increase in future probability of behavior occurrences associated with contingent removal of a stimulus action = remove/take away effect = increase

13. Positive punishment Decrease in future probability of behavior occurrences associated with contingent presentation of a stimulus action = give/present effect = decrease

14. Negative punishment Decrease in future probability of behavior occurrences associated with contingent removal of a stimulus action = remove/take effect = decrease

16. A Matter of Perspective Always define the who and what you are interested in.

17. When selecting a specific practice: Base selection on need identified by competing behavior pathways analysis Setting events, antecedents, teaching behaviors, consequences to increase and decrease behavior Match practice to function of problem behavior Gain social or item/activity, escape social or demand, automatic

18. Match practice to context Skills, resources, values, etc. Choose the practice that is least intrusive, yet effective Balance between intrusive and effective Begin where you believe you will be successful

19. Common Strategies Increase Behavior Token Economy Group Contingencies Behavior Contracts Decrease Behavior

20. TOKEN ECONOMY

21. Definition A contingency management system that allows students to earn tokens that can be exchanged at a latter time for specific back-up reinforcers. (Wolery, Bailey, & Sugai, 1988).

22. Everyday Examples Airline mileage programs Bread, coffee, donut,…”free one” card Academic course credits & grades Shirakiya toy points

23. Token Reinforcement Token = anything that can be readily dispensed contingent upon behavior Examples: points, credits, poker chips, stickers, play money, weaving hoops Back-up Reinforcer = previously identified activities, objects, events, or privileges that have reinforcing value Examples: free time, school store, discount, parking privileges, CD, computer time, music, edibles

24. Establishing a Token Economy Identify target behaviors Define tokens Identify incentives for appropriate behavior Plan an exchange system Plan procedures for fading tokens Developing monitoring system Establishing operating guidelines

25. Requirements Clearly defined expected behaviors. Effective back-up reinforcers. Instruction on expected behaviors. Instruction on token system/procedures. Data-decision rule for fading and modifying. Planned correction procedures.

26. Token Economy, misc. A token economy can give immediate feedback on behavior, yet presentation of the reward can be delayed. Avoid satiation of reinforcers.

27. GROUP CONTINGENCIES

28. Definition Making consequences either contingent on group behavior or by letting an individual student’s behavior affect consequences for the entire group (Wolery, Bailey, & Sugai, 1988).

29. Three Variations Dependent Group-Oriented - Performance of selected members results in consequences for whole group Independent Group-Oriented - Each member same criterion consequences based on their performance Interdependent Group-Oriented - Each member same criterion but consequences based on group performance

30. Examples For every homework assignment that is turned in on time a marble is added to a jar. When the jar is full, the class gets an afternoon movie. Inter-dependent

31. Examples Chloe earns a pop-bead for every 3 minutes she cooperates with peers during free play. When she has 10 pop-beads, the class gets to have 10 minutes of extra break time. Dependent Group

32. Example Chloe earns a point for every 3 classes she is “on-time.” When she has 10 points, the whole class gets a no homework weekend. Dependent Group

33. Students who come to class (a) on time and (b) prepared (homework, pen/paper, and text book) for an entire week can go to the gym for “Afternoon Bash.” Independent Group

34. Advantages Learn within a social context Efficient Build positive peer relations and interpersonal social skills

35. Disadvantages Peer pressure/ridicule Social status of “subverters” Fairness Increased supervision and administration

36. BEHAVIORAL CONTRACTING

37. Definition Written &/or verbal agreement or arrangement between two or more individuals that designates conditions, consequences, & responsibilities for improving behavioral performance

38. Prerequisites Ability to problem solve & achieve agreement Fluency with desired behavior(s) Ability to establish relationship with others

39. Elements 1. Behavior(s) for improvement identify 1-2 functional, useful, & socially important behaviors describe in observable & measurable focus on desired, achievable behavior 2. Level of improvement set achievable performance criteria focus on accomplishments initially reward small approximations frequently

40. 3. Strategies for achieving improvement teacher-directed self-managed other-managed 4. Consequences for acknowledging improvement assessment based reinforcers indicate specific consequences for all levels of behavior desired undesirable exceptional specify immediate & delayed reinforcers

41. 4. Individual responsibilities indicate who does what when where How 5. Record keeping procedure establish clear data decision rules e.g., “3 day rules” arrange for continuous monitoring & evaluation

42. Other considerations Involve student Include “witnesses” Use understandable language/terms State positively Monitor, review, & revise continuously

43. Why use contracts? Increase proactive interactions between individuals Increase participation & accountability Structure behavioral programming Promote transfer of behavioral programming from teacher to student Improvement of performance Teach “responsibility”

44. TIME OUT FROM POSITIVE REINFORCEMENT

45. Timeout Decrease in future probability of behavior occurrences associated with contingent removal of opportunity to earn positive reinforcement

46. Guidelines for timeout Must have reinforcing “time-in” environment Keep at 5-10 minutes or less Teach how & when to take timeout Keep business-like & objective Debrief/discuss after timeout consequence Reinforce compliance Teach/reinforce alternative response Have plan/response in place for escalations/crises

47. RESPONSE COST

48. Response cost Decrease in future probability of behavior occurrences associated with contingent removal of positive reinforcers. Used with token reinforcement A package intervention that includes both strategies to increase and decrease

49. Guidelines for response cost Give multiple & opportunities to earn contingent positive reinforcers Be sure backup reinforcers are really “positive reinforcers

50. DIFFERENTIAL REINFORCEMENT

51. DRO/DRI/DRL/DRA Differential reinforcement Contingent positive reinforcement and extinction Again, another intervention that includes both strategies to increase and decrease together DRO = Differential Reinforcement of Other Behavior DRI = Differential Reinforcement of Incompatible Behavior DRL = Differential Reinforcement of Low Rate Behavior DRA = Differential Reinforcement of Alternative Behavior

52. Definition: Extinction Removal of previously maintaining positive reinforcers Responding under extinction conditions gradual change intensity/frequency increase before decrease in intensity/frequency “spontaneous” recovery Never use extinction without positive reinforcement (DR)

53. DRO = reinforcement for occurrence of all alternatives behaviors except problem behavior Easy to use, but really reinforcing the absence of problem behavior DRI = reinforcement for occurrence of a specific alternative behavior Can’t do them both at the same time, Sometimes hard to find truly incompatible behavior DRL = reinforcement for progressively lower rates of problem behavior Promotes moderation, lower rate of appropriate behavior Slow and time consuming DRA = reinforcement of behavior that meets the same need Need to know what is the need/maintaining consequence Alternative behavior must be easier, more efficient

54. SOME FINAL CONSIDERATIONS

55. Prerequisites Behavioral perspective Examine behavior & context in which it occurs Proactive teaching emphasis Teach prosocial alternatives Data-guided decision making Use performance to make decisions

56. Group-based decision making Work with others Regular monitoring & evaluation Check daily Research validated practices Use what works (evidence of effectiveness) Positive reinforcement of alternative behavior Strengthen replacement behaviors

57. Reinforcement considerations Tangible to social External to internal Other- to self-managed Frequent to infrequent Predictable to unpredictable

58. Punishment guidelines Cause no physical pain, injury, or humiliation. Always use least aversive most effective Always pair with positive reinforcement of alternative behavior Always take data to monitor effectiveness Always implement with high fidelity & by expert Always involve student, family, etc. in decision making

59. Big Ideas Always do a FBA Always teach & positively reinforce alternative behavior that “competes” with problem behavior effort, efficiency, effectiveness Always take data, and look at effect on target & other behaviors Do no harm Use least aversive & most effective

60. QUESTIONS??