1. Function-Based Positive Behavior Support for Individual Student Terry Bigby, Ed.D. 1

2. Link FBA outcomes to Behavior Intervention Plan (BIP) A BIP defines how an educational setting will be changed to improve the behavioral success of one or more students. – The BIP describes how the environment will be changed to address the antecedent to prevent occurrences of problem behavior. – The BIP describes the teaching that will occur to give the student alternative ways of behaving. – The BIP describes the consequences that will be provided to (a) reinforce positive behavior, (b) limit inadvertent reward of problem behavior, and (c) where appropriate, discourage problem behavior.

3. Link FBA outcomes to Behavior Intervention Plan (BIP) Elements of a BIP Description of the problem behavior Functional behavioral assessment summary statement(s) Prevention/Antecedent strategies: – Descriptions of how the context will be changed to prevent or minimize problem behavior Teaching strategies: – Instructional objectives to build skills so the student has alternatives to problem behaviors. 3

4. Link FBA outcomes to Behavior Intervention Plan (BIP) Elements of a BIP Reinforcement/Consequence Strategies: – Strategies for preventing inadvertent reward of problem behavior – Strategies for increasing reinforcement for desired behaviors – Strategies for correcting problem behavior. Safety Strategies: – Procedures for responding safely and effectively when extreme problem behaviors occur 4

5. Link FBA outcomes to Behavior Intervention Plan (BIP) Elements of a BIP Monitoring Strategies: – Procedures for on-going assessment to determine (a) the BIP is being implemented correctly, and (b) implementation is resulting in benefits for the student. 5

6. Scenario: Bill often says he hates math. One morning he refused to open his math book or get out his notebook and just sat there. The teacher reminded him to get started. He said he hated math and folded his arms. The teacher approached him and said that he needed to get ready for math or he would have to do it during the break. He then pushed the math book on the floor and said he was not going to do any … (expletive) math. The teacher sent him to the office for noncompliance and disrespect. 6

7. Setting EventsTriggering Antecedents Maintaining Consequences Desired Replacement Behavior Maintaining Consequences Problem Behavior Acceptable Replacement Behavior How do we link FBA Outcomes to the BIP? Competing Behavior Pathway Template; Competing Behavior Pathway Sample 7 Function

8. Setting Events Math Class Triggering Antecedents “Get out your math book.” Maintaining Consequences Sent to the office. Desired Replacement Behavior Bill will utilize strategies to get help when he has difficulty with an assigned task (e.g. use manipulatives) Maintaining Consequences Problem Behavior Refusing to get out his book Acceptable Replacement Behavior Use a “break card” to indicate that he needs to take a short break before starting work. How do we link FBA Outcomes to the BIP? 8 Function Escape the task.

9. Link FBA outcomes to Behavior Intervention Plan (BIP) Identifying the Acceptable Replacement Behavior Does the replacement behavior require less effort than the problem behavior? – From the student’s perspective, is it easy to use? Does the replacement behavior produce outcomes of the same quality or magnitude of the problem behavior?

10. Setting Events Math Class Triggering Antecedents “Get out your math book.” Maintaining Consequences Sent to the office. Desired Replacement Behavior Maintaining Consequences Problem Behavior Refusing to get out his book Acceptable Replacement Behavior How do we link FBA Outcomes to the BIP? 10 Function Escape the task. Prevent Strategies to address setting events/antecedents to reduce likelihood of problem behavior Reinforce Strategies to recognize the child for exhibiting the new behavior Teach Strategies to teach acceptable replacement & desired replacement

11. Setting Events Math Class Triggering Antecedents “Get out your math book.” Maintaining Consequences Sent to the office. Desired Replacement Behavior Maintaining Consequences Problem Behavior Refusing to get out his book Acceptable Replacement Behavior How do we link FBA Outcomes to the BIP? 11 Function Escape the task. Prevent: 1)Bill and his classroom teacher will create a schedule of activities for each day to allow him to preview work he will be assigned for the day. 2)Break the work into parts. 3)Create a help bucket with supplies to help Bill complete tasks. Bill can initiate the use of the bucket or his teacher can offer the bucket if Bill does not start the task as assigned.

12. Link FBA outcomes to Behavior Intervention Plan (BIP) Prevention/Antecedent Strategies: 1)Can prevent problematic behavior from occurring 2)Usually result in an immediate reduction in problem behavior 3)Can enhance the instructional environment. Kern & Clemens, 2007 12

13. Link FBA outcomes to Behavior Intervention Plan (BIP) Prevention/Antecedent Strategies RTI research indicates that using a standard “bank” of strategies or a “standard treatment protocol” results in a greater increase in achievement than applying a wide array of strategies. Fuchs & Fuchs, 2006 13

14. Link FBA outcomes to Behavior Intervention Plan (BIP) Prevention/Antecedent Strategies Why is using a standard treatment protocol more effective? – The team will use only research-based prevention/antecedent strategies that are correctly matched to the function of behavior in the standard treatment protocol. – All teachers can be taught how to effectively administer the limited number of strategies identified in the treatment protocol. 14

15. Link FBA outcomes to Behavior Intervention Plan (BIP) Prevention/Antecedent Strategies – Clarify/target the Rules – Identify & teach Procedures – Recognize the appropriate behavior BEFORE misbehavior occurs – Respond respectfully to misbehavior to redirect – Increase Opportunities to Respond – Offer Choice/Sequence Activities – Address Task Difficulty 15

16. Setting Events Math Class Triggering Antecedents “Get out your math book.” Maintaining Consequences Sent to the office. Desired Replacement Behavior Maintaining Consequences Problem Behavior Refusing to get out his book Acceptable Replacement Use Break Card How do we link FBA Outcomes to the BIP? 16 Function Escape the task. Teach 1)Teach Bill to use the break card 2)Teach Bill how to use the help bucket. 3)Teach Bill how to break problems into parts. 4)Teach Bill how to ask for help. Prevent: 1)Bill and his classroom teacher will create a schedule of activities for each day to allow him to preview work he will be assigned for the day. 2)Break the work into parts. 3)Create a help bucket with supplies to help Bill complete tasks. Bill can initiate the use of the bucket or his teacher can offer the bucket if Bill does not start the task as assigned.

17. Link FBA outcomes to Behavior Intervention Plan (BIP) Teaching Strategies Replacement skills: to provide student with an effective way of achieving the same outcome Coping & tolerance skills: to teach socially acceptable ways of coping with situations that cannot be changed. General adaptive skills: to expand social, communicative, and academic competence in order to prevent problem situations and help student pursue preferences & interests Halle, Bambera, Reichle, 2005

18. Setting Events Math Class Triggering Antecedents “Get out your math book.” Maintaining Consequences Sent to the office. Desired Replacement Behavior Maintaining Consequences Problem Behavior Refusing to get out his book Acceptable Replacement Use Break Card How do we link FBA Outcomes to the BIP? Function Escape the task. Teach 1)Teach Bill to use the break card 2)Teach Bill how to use the help bucket. 3)Teach Bill how to break problems into parts. 4)Teach Bill how to ask for help. Prevent: 1)Bill and his classroom teacher will create a schedule of activities for each day to allow him to preview work he will be assigned for the day. 2)Break the work into parts. 3)Create a help bucket with supplies to help Bill complete tasks. Bill can initiate the use of the bucket or his teacher can offer the bucket if Bill does not start the task as assigned. Reinforce 1)After Bill completes 2 or 3 problems, check his work and provide positive feedback for his attempts to correctly complete the work. 2)Bill will be able to earn points for initiating tasks and for completing tasks.

19. Link FBA outcomes to Behavior Intervention Plan (BIP) Reinforcement/Consequence Strategies Do others respond immediately when the student uses the replacement skill, especially during initial instruction? Are procedures in place to ensure that replacement skills are encouraged and not inadvertently punished. 19

20. Link FBA outcomes to Behavior Intervention Plan (BIP) Reinforcement/Consequence Strategies Goals of Responding to Problem Behavior: 1.Reduce desirable outcomes for problem behavior 2.Prevent escalation of problem behavior 3.Provide natural or logical consequences 4.Teach alternative appropriate behavior

21. Link FBA outcomes to Behavior Intervention Plan (BIP) Safety Strategies Crisis management is different from responding to problem behavior. In situations where there is serious risk of injury to self, others, or valuable property. Preliminary data indicate that crisis management procedures are overused and unnecessarily used (George, 2000).

22. Link FBA outcomes to Behavior Intervention Plan (BIP) Safety Strategies 1)Define crisis – Describe the behavior of the child that will trigger the safety strategies. 2)Identify all actions that need to take place to insure the safety of the child who is engaging in potentially harmful behavior and all other people in the area 3)Identify the number and role of people required to implement the safety plan and determine how the people will be notified to initiate the safety plan. 4)Identify how the team will deescalate the focus child and all other children and adults so that instruction can resume.

23. Link FBA outcomes to Behavior Intervention Plan (BIP) Monitoring Strategies Were goals of the support plan achieved? Was implementation done consistently and with integrity? Is more assessment needed? How should the plan be modified? Handout 3: Progress Monitor Graph Interpretation Handout 4: Progress Monitor Graph Decision Rules

24. Link FBA outcomes to Behavior Intervention Plan (BIP) Monitoring Strategies How will you measure the behavior? – Frequency (times per day) – Duration (hours, minutes, seconds) – Intensity (how hard, how loud, bruise, etc.) – Percent of day – Percent of occurrence 24

25. What are your questions? 25

26. References Borgmeier, C. (2008). ABCs and function of behavior. Retrieved August 10, 2009 from: www.web.pdx.edu/~cborgmei www.web.pdx.edu/~cborgmei Colvin, G. (2004). Managing non-compliance: Effective strategies for K-12 teachers. Eugene, OR: IRIS Media Fuchs, D & Fuchs, L. (2006). Introduction to response to intervention: What, why, and how valid is it? Reading Research Quarterly, 41(1), 93-99. 26

27. References Halle, J., Bambara, L. M., & Reichle, J. (2005). Teaching alternative skills. In L. Bambara & L. Kern, (Eds.) Individualized supports for students with problem behaviors: Designing positive behavior plans (pp. 237-274). New York: Guilford. Kern, L., Clemens, N.H. (2007). Antecedent strategies to promote appropriate classroom behavior. Psychology in the Schools, 44(1), 65-75. Newcomer, L. (2007, 2008). Positive Behavior Support in the Classroom. Unpublished presentation. Sugai, G. (2006). Function-based support: Big ideas. Retrieved June 18, 2007 from: www.pbis.orgwww.pbis.org 27