1. District Implementation of Effective Practices: Using an RTI model to Implement Functional Behavioral Assessment Rob Horner University of Oregon www.pbis.org

2. Goals Summarize an integrated model for behavior support systems within a school. Define role of function-based support Clarify protocol for moving from functional behavioral assessment to behavior support plan design/implementation.

3. Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ~80% of Students ~15% ~5% School-Wide Positive Behavior Support

4. ~80% of Students ~15% ~5% CONTINUUM of SWPBS SECONDARY PREVENTION Check in/out Targeted social skills instruction Peer-based supports Social skills club TERTIARY PREVENTION Function-based support Wraparound/PCP Special Education PRIMARY PREVENTION Teach & encourage positive SW expectations Proactive SW discipline Effective instruction Parent engagement Audit 1.Identify existing practices by tier 2.Specify outcome for each effort 3.Evaluate implementation accuracy & outcome effectiveness 4.Eliminate/integrate based on outcomes 5.Establish decision rules (RtI)

5. Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ~80% of Students ~15% ~5% School-Wide Positive Behavior Support

6. A Context for PBS Behavior support is the redesign of environments, not the redesign of individuals Positive Behavior Support plans define changes in the behavior of those who will implement the plan. ▫A behavior support plan describes what we will do differently.

7. Major Changes in Behavior Support Prevention  Teaching as the most effective approach  Environmental redesign, Antecedent Manipulations Function-based support  Functional assessment  Team-based design and implementation of support Comprehensive Interventions  Support plans with multiple elements  Link Behavior Support to Lifestyle Plan  Person-centered planning, Wraparound, Systems of Care Systems Change  Intervention at the “whole-school” level  Systems that nurture and sustain effective practices  Systems that are durable

8. Purposes of Behavior Support Plan Define critical features of environments where the focus person will be successful. ▫Behavior support plans describe what we will do differently to establish these critical features. Facilitate consistency across multiple implementers. Provide professional accountability.

9. Behavior Support Elements Problem Behavior Functional Assessment Content of Support Plan Fidelity of Implementation Impact on Behavior and Lifestyle *Team *Specialist *Hypothesis statement *Competing Behavior Analysis *Contextual Fit *Implementation Plan *Technical Adequacy * Strengths * Preferences * Lifestyle vision

10. Behavior Support Elements Problem Behavior Functional Assessment Content of Support Plan Fidelity of Implementation Impact on Behavior and Lifestyle *Team *Specialist *Hypothesis statement *Competing Behavior Analysis *Contextual Fit *Implementation Plan *Technical Adequacy * Strengths * Preferences * Lifestyle vision

11. FBA Updates Emphasize “Levels” of FBA Gathering information to generate summary statements. Build capacity for schools/districts to: ▫Conduct FBA ▫Move from FBA to BSP

12. Functional Behavioral Assessment Defined: ▫Functional behavioral assessment is a process for identifying the events that reliably predict and maintain problem behavior. Ingram

13. Outcomes of a Functional Behavioral Assessment Operationally defined problem behavior(s) ▫By response class Identify routines in which the problem behavior is most and least likely to occur Define the antecedent events (triggers; setting events) that predict when the problem behavior is most likely Define the ONE consequence that contributes most to maintaining the problem behavior in that routine. Summary Statement of findings.

14. Levels of Functional Behavioral Assessment Informal Functional Behavioral Assessment  Done in school by typical teachers/staff  Done as part of normal daily problem solving Level I: Simple FBA  Done by trained members of school setting  Typically involves interview(s), and brief observation Level II: Complex FBA  Done by behaviorally trained member of school or district  Typically involves interviews and observation Level III: Functional Analysis  Done by trained behavior analyst  Involves interviews, direct observation, and systematic manipulation of conditions.

15. Building FBA Capacity Teachers Staff School Specialist District Specialist Behavior Analysts Informal FBA X Level I: Simple FBA XX Level II: Complex FBA XXX Level III: Functional Analysis XXXX

16. Organizing for Individual Student Supports District School PBS Team CICO TeamStudent Support Team

17. Team Responsibilities School PBS Team CICO Team 2-3 members of School PBS Team Student Support Team School-wide Systems Universal Screening CICO and SST team supervision Data System Student selection CICO operation CICO data Report to School PBS Team Simple FBA Design of BIP Implement BIP Monitor BIP and report to School PBS team District Support Advanced FBA Individual support FTE/ resources

18. Levels of Functional Behavioral Assessment All levels of FBA focus on the same basic goals: ▫Define the behavior of concern  Determine if behavior is a response class ▫Identify the events that reliably predict occurrence and non-occurrence ▫Identify the consequences that maintain the behavior in the most common “predictor conditions” ▫Identify setting events that increase likelihood of problem behavior. Summary statement ▫Setting Event  Antecedent  Prob Beh  Consequence

19. Setting EventsTriggering Antecedents Maintaining Consequences Problem Behavior FBA Summary Statement 1234 Head Hit In room with Noise and/or many people Avoid noise/people Allergies

20. Maintaining Consequence Always identify the consequence in “context” ▫Define the behavior, routine, Sd…then ask about consequence Typically define the most powerful consequence. Avoid labeling multiple consequences.

21. Identifying Maintaining Consequences Given a Problem Behavior Get : Object, Activity, Sensation Avoid : Object, Activity, Sensation SocialPhysiologicalSocialPhysiological Precise Event Precise Event Precise Event Precise Event Object/ Activity Object/ Activity Precise Event Precise Event

22. Primary Purposes of Functional Behavioral Assessment The primary purpose of functional behavioral assessment is to improve the effectiveness and efficiency of behavior support.  Behavior support plans built from functional assessment are more effective  Didden et al., 1997 Newcomer & Lewis, 2006  Carr et al., 1999 Ingram, Sugai & Lewis-PalmerIngram, Sugai & Lewis-Palmer  Ellingson, et al., 2000; Filter (2004) Create order out of chaos  Define contextual information, where, when, with whom, etc. Professional accountability FACTS Demo

23. Examples Review video  Define problem behavior  Define context (antecedents)  Define maintaining consequence  Define possible setting events.

24. Effective Environments Problem behaviors are irrelevant ▫Aversive events are removed ▫Access to positive events are more common Problem behaviors are inefficient ▫Appropriate behavioral alternatives available ▫Appropriate behavioral alternatives are taught Problem behaviors are ineffective ▫Problem behaviors are not rewarded ▫Desired behavior ARE rewarded

25. Place Summary Statement in Competing Pathways Model Use information from interviews and observations to summarize:  Problem behavior  Antecedent Triggers  Maintaining Consequences  Setting Events

26. Acceptable Alternative: 1.Same consequence 2.Socially acceptable 3.Very efficient

27. Reprimand during prior class Playground Scream at / threaten others Get access to game or equipment Play with others Peer social interaction Use “pass” Ask supervisor

28. Which of the Following are Appropriate Alternative/Replacement Behaviors? ▫Jason is nine and cries when asked to do difficult tasks. The crying is maintained by avoiding or escaping the tasks. Possible Replacement Behaviors: ▫More rewards for doing tasks ▫Asking for a break from tasks ▫Asking to do something other than the tasks ▫Requesting adult attention ▫Asking to have soda after tasks are done

29. Which of the Following are Appropriate Alternative/Replacement Behaviors? ▫Jason is nine and cries when asked to do difficult tasks. The crying is maintained by avoiding or escaping the tasks. Possible Replacement Behaviors: ▫More rewards for doing tasks ▫Asking for a break from tasks ▫Asking to do something other than the tasks ▫Requesting adult attention ▫Asking to have soda after tasks are done

30. Which of the Following are Appropriate Alternative/Replacement Behaviors? ▫Leslie is 12, has severe intellectual disabilities, does not use words, and hits her head. Head hitting is maintained by adult attention during work periods. Which is the best Replacement Behavior ▫hide under her desk and be ignored ▫sign for “more” to another student ▫take completed work up to show the teacher ▫move to sit by another student ▫engage in sterotypies

31. Which of the Following are Appropriate Alternative/Replacement Behaviors? ▫Leslie is 12, has severe intellectual disabilities, does not use words, and hits her head. Head hitting is maintained by adult attention during work periods. Which is the best Replacement Behavior ▫hide under her desk and be ignored ▫sign for “more” to another student ▫take completed work up to show the teacher ▫move to sit by another student ▫engage in stereotypies

32. Mitch 8 years old, no disabilities, highly verbal, good sense of humor --------------------------------------------------------------- Problem behaviors: Talks out, calls other children names, uses teasing voice tone Context: In less structured contexts where he is not getting peer attention. Primary Maintaining Function: obtain peer attention Setting Events: Extended time without peer contact.

33. Setting EventsTriggering Antecedents Maintaining Consequences Desired BehaviorTypical Consequences Problem Behavior Replacement Behavior Tease, Taunt peers Seat work, Alone Obtain Attention from peers Minimal peer contact Do workComplete work, Get more work ?

34. Leading a Team from FBA to BSP 1. Summarize FBA 2. Define goals of BSP process:  Make problem behavior irrelevant  Make problem behavior inefficient  Make problem behavior ineffective  Do all this in a contextually appropriate manner 3. Lead discussion to identify options  Ask questions, don’t give solutions  Paraphrase, elaborate, integrate  Always bring group back to FBA logic  Produce multiple ideas (elements)

35. Make Problem Behavior Irrelevant Make Problem Behavior Inefficient Make Problem Behavior Ineffective And Positive Behavior More Effective Examples of Interventions

36. Leading a Team from FBA to BSP 4. Given an array of possible BSP elements, shift discussion to contextual fit. ▫What elements are feasible, acceptable, sustainable?’ ▫What is the smallest change that will produce the largest effect? Contextual Fit: ▫The extent to which the people who will implement a behavior support plan find the elements of the plan  Consistent with their personal values  Consistent with the professional skills  Consistent with the resources available in the setting  Consistent with the available administrative support

37. Leading a Team from FBA to BSP 5. Transform ideas for BSP elements into a formal plan for implementation ▫Who will do what, when, and how will we know?

38. Set Up (description, strengths, vision ) Outline BSP TemplateutlineBSP Template Assessment (FBA, Person-Centered Plan, Wraparound)  Operational Descriptions, Routines, FA Hypotheses Prevention Teaching/Education Consequence Procedures  Minimize reward for problem behavior  Ensure regular, clear reward for positive behavior  Punishers (if needed) Define safety/emergency procedures (if needed) Evaluation and Monitoring for Improvement  Steps for implementation Outline of a Behavior Support Plan

39. Examples: Define (a) summary statement (b) prevention, (c) teaching, (d) consequences Emmit Eric Rayette ▫FACTSFACTS ▫Behavior Support PlanBehavior Support Plan

40. Summary Invest in building consensus around FBA summary statement. Recruit strategies that are local, practical, but still consistent with FBA…(Lead don’t tell). Recruit local knowledge Build efficient plans (the smallest changes that produce the largest effect) Ensure that the plan includes procedures for getting implementation to occur. Always include procedures for evaluation ▫Are we doing what we said we would do? ▫Is the process having an effect on the student?