The Role of Wraparound within School-wide Positive Behavior Support Rob Horner University of Oregon.
District Implementation of Effective Practices: Using an RTI model to Implement Functional...
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District Implementation of Effective Practices:Using an RTI model to Implement Functional Behavioral Assessment
Rob HornerUniversity of Oregon
www.pbis.org
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.
Tertiary Prevention:Specialized
IndividualizedSystems for Students
with High-Risk Behavior
Secondary Prevention:
Specialized GroupSystems 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
~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)
Tertiary Prevention:Specialized
IndividualizedSystems for Students
with High-Risk Behavior
Secondary Prevention:
Specialized GroupSystems 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
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.
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
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.
Behavior Support ElementsProblem 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
Behavior Support ElementsProblem 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
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
Functional Behavioral Assessment•Defined:
▫Functional behavioral assessment is a process for identifying the events that reliably predict and maintain problem behavior.
Ingram
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.
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.
Building FBA CapacityTeachersStaff
SchoolSpecialist
DistrictSpecialist
BehaviorAnalysts
InformalFBA
X
Level I:Simple FBA
X X
Level II:Complex FBA
X X X
Level III:Functional Analysis
X X X X
Organizing for Individual Student Supports
District
School
PBS TeamCICO Team Student Support Team
Team ResponsibilitiesSchool
PBS Team
CICOTeam
2-3 members of School PBS Team
StudentSupport Team
School-wide Systems
Universal Screening
CICO and SSTteam supervision
Data System
Student selection
CICO operation
CICO data
Report to SchoolPBS Team
Simple FBA
Design of BIP
Implement BIP
Monitor BIP and report to SchoolPBS team
District Support
Advanced FBA
Individual supportFTE/ resources
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
Setting Events TriggeringAntecedents
MaintainingConsequences
ProblemBehavior
FBA Summary Statement
12 34
Head HitIn room with Noise and/or many people
Avoid noise/peopleAllergies
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.
Identifying Maintaining Consequences
Given a Problem Behavior
Get: Object, Activity, Sensation
Avoid: Object, Activity, Sensation
Social Physiological Social Physiological
Precise Event
Precise Event
PreciseEvent
PreciseEvent
Object/Activity
Object/Activity
PreciseEvent
PreciseEvent
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-Palmer Ellingson, et al., 2000; Filter (2004)
• Create order out of chaos Define contextual information, where, when, with
whom, etc.
• Professional accountabilityFACTS
Demo
Examples•Review video
Define problem behavior Define context (antecedents) Define maintaining consequence Define possible setting events.
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
Place Summary Statement in Competing Pathways Model•Use information from interviews and
observations to summarize: Problem behavior Antecedent Triggers Maintaining Consequences Setting Events
Setting Events TriggeringAntecedents
MaintainingConsequences
ProblemBehavior
DesiredAlternative
AcceptableAlternative
TypicalConsequence
Acceptable Alternative:
1.Same consequence2.Socially acceptable3.Very efficient
Setting Events TriggeringAntecedents
MaintainingConsequences
ProblemBehavior
DesiredAlternative
AcceptableAlternative
TypicalConsequence
Reprimand during
prior class
Playground
Scream at /
threaten others
Get access to game or equipme
nt
Play with others
Peer social interaction
Use “pass”
Ask supervisor
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)
BEHAVIOR SUPPORTPLANNING
COMPETING PATHWAYS
Make Problem BehaviorIrrelevant
Make Problem Behavior
Inefficient
Make Problem Behavior
Ineffective
And Positive Behavior
More Effective
Examples of Interventions
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
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?
• Set Up (description, strengths, vision) Outline BSP 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
Examples:Define (a) summary statement (b) prevention, (c) teaching, (d) consequences•Emmit
•Eric
•Rayette▫FACTS▫Behavior Support Plan
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?