E8. Complex Functional Behavioral Assessment and Behavior Intervention Planning Dave Kunelius WI RTI...
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Transcript of E8. Complex Functional Behavioral Assessment and Behavior Intervention Planning Dave Kunelius WI RTI...
E8. Complex Functional Behavioral Assessment
and Behavior Intervention Planning
Dave Kunelius WI RTI Center Technical Assistance Coordinator - PBIS
The Wisconsin RtI Center/Wisconsin PBIS Network (CFDA #84.027) acknowledges the support of the Wisconsin Department of Public Instruction in the development of this PowerPoint and for the continued support of this federally-funded grant program. There are no copyright restrictions on this document; however, please credit the Wisconsin DPI and support of federal funds when copying all or part of this material
Wisconsin RtI Center
Our mission is to support schools through the phases and sustainability of their RtI system implementation.
The core reason that the Wisconsin RtI Center exists is to develop, coordinate and provide high-quality professional development and technical assistance…as well as to gather, analyze and disseminate RtI implementation data to enhance the support of schools’ implementation.
An organizational framework that guides implementation of a culturally responsive, multi-level system of support to achieve academic and behavioral success for all
Wisconsin RtI
Participant Engagement
• Polls - Who is here today
• Spinner – What is one thing you are most proud of in your PBIS work so far
M. K. Strickland-Cohen (2011) ECS, University of Oregon
Need graphic for each of these, so participants have visual identifier
M. K. Strickland-Cohen (2011) ECS, University of Oregon 5
This is the a six-part series of training sessions on utilizing FBA data to develop behavior support plans for students with
moderate to severe behavior problems in schools.
Brief Complex
For: Students with mild to moderate problem behaviors (behaviors that are NOT dangerous or occurring in many settings)
Students with moderate to severe behavioral problems; may be dangerous and/or occurring in many settings
What: Relatively Simple and Efficient process for behavior support planning based on “practical” FBA data
Time-intensive process that involves emergency planning, family-centered planning, and collaboration with outside agencies
Developed by whom:
Team of school-based professionals (e.g., PBS team members whose job responsibilities include FBA and behavior support planning)
School-based team including professionals trained to develop and implement intensive interventions for students with severe problem behaviors (e.g., behavior specialist)
M. K. Strickland-Cohen (2011) ECS, University of Oregon
Training Objectives• Training sessions focus on teaching you to lead a
behavior support team through the process of: 1. Walking a family and team through the FBA process
1. Collecting and sharing data from multiple environments/perspectives2. Examining full range of behavioral challenges, antecedents and consequences
to hypothesis function
2. Moving from a completed FBA to a Behavior Support Plan designed to:
- Prevent problem behaviors from occurring - Teach alternative and desired behaviors- Reward appropriate behavior while minimizing the payoff for problem behavior
3. Developing Implementation and Evaluation plans detailing specific procedures, responsibilities, and timelines for:
- Putting the BSP into action - Evaluating the effectiveness of the plan.
M. K. Strickland-Cohen (2011) ECS, University of Oregon
WI PBIS NetworkTraining Sessions
Session #1: Building Competing Behavior Pathways – Review, transition to complex FBA.BIP
Session #2: Gathering information - Family engagement, school data tools
Session #3: Putting it all together – creating the FBA
Session #4 Completing the BIP
Session #5 Progress Monitoring the plan
M. K. Strickland-Cohen (2011) ECS, University of Oregon
Objectives for Session #1: Building Competing Behavior Pathways
By the end of this training session Team Leaders will be able to:
1. Explain the difference between ‘mild to moderate’ and ‘severe/complex’ problem behaviors
2. Label the essential components of an FBA summary statement
3. Describe the three essential characteristics of alternative behavior
4. Identify examples and non-examples of appropriate alternative behaviors given sample scenarios
5. Construct an example summary statement including antecedents, behavior, consequence, and function, and provide examples of appropriate and inappropriate alternative behaviors
Pretest poll – 1-5 scale of current
knowledge
Tier 1/Universal School-Wide Assessment
School-Wide Prevention Systems
Check-in Check-out (CICO)
Group Intervention with Individualized Feature (e.g., CICO with ind. features and Mentoring)
Brief Functional Behavior Assessment/Behavior Intervention Planning (FBA/BIP)
Complex or Multiple-domain FBA/BIP
Wraparound/RENEW
ODRs,Credits, Attendance, Tardies, Grades,
Daily Progress Report (DPR)
Competing Behavior Pathway, Functional Assessment Interview, Scatter Plots, etc.
Social/Academic Instructional Groups (SAIG)
Positive Behavior Interventions & Supports:A Multi-Level System of Support Model (MLSS)
Wisconsin PBIS Network, Revised Aug. 2014 Adapted from T. Scott, 2004
Tier 2/Secondary
Tier 3/
Tertiary
Inte
rven
tion
Assessm
ent Individually designed progress monitoring tools
Data-Based Decision MakingNumbers to Keep in Mind
• 7-15%: Percent of total population expected to need and be supported by Tier 2 interventions
• 1-5%: Percent of total population expected to need and be supported by Tier 3 interventions
• 70%: Percent of youth (receiving intervention “X”) that should be responding to intervention
• Data-based Decision-Rules for ‘determining response’ must be defined– Data sources defining response are efficient
• Ex. Daily Progress Report (DPR) cards: Student maintains an 80% average on DPR for 4 weeks
3-Tiered System of Support Necessary Conversations (Teams)
Complex
FBA/BIP
Problem Solving Team
Tertiary Systems Team
WRAP/RENEW
Secondary Systems
TeamPlans school-
wide and class-wide supports
Uses process data; determines overall
intervention effectiveness
Standing team; uses FBA/BIP process for one youth at a time
Uses process data; determines overall
intervention effectiveness
UniversalTeam
Improving Decision-Making
Problem Solution
From:
To:
Problem
Problem
Solving
Using
Data
Solution
Monitor
Outcome
Building FBA CapacityTeachers
StaffSchool
SpecialistDistrict
SpecialistBehaviorAnalysts
InformalFBA
X
Level I:Brief FBA
X X
Level II:Complex FBA
X X X
Level III:Functional Analysis
X X X X
Horner & Anderson, 2007
14
Brief Complex
For: Students with mild to moderate problem behaviors (behaviors that are NOT dangerous or occurring in many settings)
Students with moderate to severe behavioral problems; may be dangerous and/or occurring in many settings
What: Relatively Simple and Efficient process for behavior support planning based on “practical” FBA data
Time-intensive process that may involve emergency planning, family-centered planning, and collaboration with outside agencies
Developed by whom:
Team of school-based professionals (e.g., Problem-solving team members whose responsibilities include FBA and behavior intervention planning)
Individualized team including the family & professionals trained to develop and implement intensive interventions for students with severe problem behaviors (e.g., behavior specialist)
Brief to Complex FBA-BIP: Continuum
M. K. Strickland-Cohen (2011) ECS, University of Oregon
A Quick Review of
Behavioral Terms
M. K. Strickland-Cohen (2011) ECS, University of Oregon
FBA/BIP Behavioral Terms
M. K. Strickland-Cohen (2011) ECS, University of Oregon
Always Start by Defining the Behavior
2Routines/Antecedents/
Setting Events:
When _____happens….
1 Behavior:
the student does (what)__
3Consequence/Function
..because (why) ______
M. K. Strickland-Cohen (2011) ECS, University of Oregon
Defining Observable Problem Behaviors
• Definitions of behaviors need to be:– Observable: The behavior is an action that
can be seen.
– Measurable: The behavior can be counted or timed.
– Defined so clearly that a person unfamiliar with the student could recognize the behavior without any doubts!
M. K. Strickland-Cohen (2011) ECS, University of Oregon
Which is described in observable and measurable terms?
• hits with his fist –OR- aggressive
• bully –OR- takes money from peers
• psychotic –OR- says she hears voices
• arrives at class 10 minutes late –OR- irresponsible
• out of seat 55% of time –OR- hyperactive
Polls – check list – A or B
M. K. Strickland-Cohen (2011) ECS, University of Oregon
Review #1 (page 6)
• Provide an observable & measurable definition for ONE of these behaviors:
– Jeff is always disruptive in class. – Hailey is constantly off-task during math. – Brandon is defiant. – Alexis uses inappropriate language.
Spinner for response
M. K. Strickland-Cohen (2011) ECS, University of Oregon
Once you have defined the problem behavior…
Then: Where & When does the behavior occur? • Routines• Triggering Antecedents• Setting Events
2Routines/Antecedents/
Setting Events:
When _____happens….
1 Behavior:
the student does (what)__
M. K. Strickland-Cohen (2011) ECS, University of Oregon
Antecedents vs. Setting Events
• Antecedents - occur immediately before and act as “triggers” for problem behavior
• Setting Events – indirectly “set-up” the problem behavior by temporarily altering the value of maintaining consequences.
M. K. Strickland-Cohen (2011) ECS, University of Oregon
Examples of Antecedents: “Triggers”
• When told to “shut up” by a peer, Ben hits the student
• When asked to read aloud in class, Tracy gets up and tells jokes
• Jessie often begins to cry, when praised during circle time
* Note: these are also described in observable and measurable terms
M. K. Strickland-Cohen (2011) ECS, University of Oregon
Examples of Setting Events: “Set ups”
• Lack of sleep or food• Having a fight on the way to school• Bad grade on a test / reprimands• Forgetting to take medication• Substitute teacher / changes in routine
Non-examples:• Diagnosis of autism or ADHD• “Bad” home life
* Note: Setting Events can be difficult to identify, are sometimes unknown.
M. K. Strickland-Cohen (2011) ECS, University of Oregon
After having an argument with his sibling at home before school, when peers approach Victor in the hallway and say, “Hello”, he yells “Leave me alone!” and “Go away!” Peers call him a weirdo and walk away.
What is the triggering antecedent?
- Peers approach and say “hello”
What is the setting event?
- Argument with sibling before school
Review #2
Spinner for response
M. K. Strickland-Cohen (2011) ECS, University of Oregon
Once you have defined the behavior (the
What) & know Where & When the behavior occurs…
Then: WHY does the behavior continue to occur (… outcome/what happens right afterwards)? What is the REINFORCER?
2Routines/Antecedents/
Setting Events:
When _____happens….
1
Behavior:
the student does (what)__
3Outcome/Function
..because (why) ______
M. K. Strickland-Cohen (2011) ECS, University of Oregon
Reinforcement
• If a behavior is continuing to occur it is being reinforced…
• A REINFORCER: – is an outcome - an item, activity or event- that
follows a behavior and results in an INCREASE in that behavior.
M. K. Strickland-Cohen (2011) ECS, University of Oregon
Functions that Behavior ServesProblemBehavior
Obtain/GetSomething
Escape/Avoid
Something
SocialTangible/Activity
Adult
Stimulation/Sensory
Peer
use DPI version of functions from toolkit
M. K. Strickland-Cohen (2011) ECS, University of Oregon
Common Functions of Problem Behavior in School Settings
Obtain/ Access :
Peer attention
Adult attention
Desired activity
Desired object/ items
Avoid/ Escape:
Difficult Task
Boring Task
Easy Task
Physical demands
Non-preferred activity
Peer or Adult attention
Use dpi functions
M. K. Strickland-Cohen (2011) ECS, University of Oregon
Examples of Reinforcement
• Example 1: When Cleo yells out for teacher help during class, her teacher walks over to Cleo’s desk, tells her to keep her voice down, and explains that she is disturbing the other students. Cleo’s yelling increases.
• Example 2: When Hidalgo throws his work assignments on the floor, his teacher picks them up, marks a zero on them, & takes them away. His throwing of work assignments has increased.
M. K. Strickland-Cohen (2011) ECS, University of Oregon
Understanding Challenging Behavior as a Response Class
• Response Class- a group of behaviors that serve the same function.
During independent work, Marcus often talks-out, crumples up his papers, and puts his head down on his desk, resulting in escape from difficult academic tasks.
- In this example, talking-out, crumpling papers, and “putting head down on desk” are all part of the same response class.
M. K. Strickland-Cohen (2011) ECS, University of Oregon
Moving From FBA to BIP
M. K. Strickland-Cohen (2011) ECS, University of Oregon
From FBA to BIP
• One important purpose for conducting FBA is to inform the development of comprehensive Behavior Support Plans that directly address the FUNCTION of student behavior
• Start with FBA results, specifically the
Summary Statement
M. K. Strickland-Cohen (2011) ECS, University of Oregon
Essential Components of FBA Summary Statements
• The summary statement should include an observable description of:– Targeted Routine– Any identified Setting events / “Set-ups” – Antecedents / “triggers” for problem behavior– Operationally defined Problem Behavior– Consequences/outcomes that follow the
problem behavior– Primary Function of problem Behavior
• Multiple Functions = Multiple Summary Statements
M. K. Strickland-Cohen (2011) ECS, University of Oregon
Example
Summary Statement for Ben’s BehaviorIn Social Studies, when asked to read independently, Ben (a strong reader) often gets out of his seat, walks around the room, and jokes with peers. Ben’s peers laugh and talk to him as he walks by. This behavior is most likely to happen on days when Ben’s parents bring him to school (i.e., he doesn’t ride the bus with friends).
Setting event Antecedent Behavior Consequence/outcome
Routine:
Function:
Out of seat, walks
around room, jokes
with peers
Asked to read
independently
Peers laugh and talk
to Ben
Ben brought to
school by
parents rather
than riding bus
Access peer attention
Social Studies
M. K. Strickland-Cohen (2011) ECS, University of Oregon
Activity 1
Summary Statement for Jason’s Behavior:When Jason is asked to outline a book chapter in Language Arts, he often argues, refuses to work and uses profanity which results in being sent to the office for ‘disrespect’. This behavior is more likely if Jason has an altercation with a peer on the bus on the way to school.
Setting event Antecedent Behavior Consequence
Peer altercation on
bus on the way to school
Asked to outline
chapter
Arguing with teacher, refusing
to work, profanity
Teacher sends her to the office
Function: ESCAPE TASK
Routine:
(page 10)
Language ArtsSpinner for response
M. K. Strickland-Cohen (2011) ECS, University of Oregon
Activity 2 What is wrong with / missing from this
summary statement? Sarah often leaves her seat without permission, walks
around the room and talks with peers. Sarah’s peers laugh and talk with her. This behavior is more likely if she has forgotten to take her medication before school. The function of Sarah’s behavior is to gain access to teacher attention and to escape tasks.
Setting event Antecedent Behavior Consequence
Routine: _____________
Sarah forgets to take
medication
Walking around room, talking with peers
Attention from Peers
Function: Adult Attention
Escape from Tasks
Poll – check list – is each
item present
M. K. Strickland-Cohen (2011) ECS, University of Oregon
Critical Components of Behavior Support Plans
• #1: Competing Behavior Pathway
• #2: Function-Based Behavior Support Strategies
• #3: Implementation Plan
• #4: Evaluation Plan
M. K. Strickland-Cohen (2011) ECS, University of Oregon
Competing Behavior Pathway
M. K. Strickland-Cohen (2011) ECS, University of Oregon
Developing a Competing Behavior Pathway
Natural Consequence
Maintaining Consequence
Desired Behavior
Problem Behavior
Alternative Behavior
AntecedentSetting Event
Targeted Routine
Summary Statement: We already have this!!!
M. K. Strickland-Cohen (2011) ECS, University of Oregon
This is what we want…
Natural Consequence
Maintaining Consequence
Desired Behavior
Problem Behavior
Alternative Behavior
AntecedentSetting Event
Targeted Routine
But… start with the Alternative Behavior.
M. K. Strickland-Cohen (2011) ECS, University of Oregon
Desired vs. Alternative Behaviors
• Desired Behavior– Long term goal = Follow classroom routines without
problem behavior and with minimal supports• Often requires teaching complex skills that the student is
lacking (e.g., academic skills, social/communication skills, organizational skills)
• Alternative Behavior– An immediate attempt to reduce problem behavior
• Serves the same FUNCTION as the problem behavior• Allows team to implement support plan aimed at teaching
new skills and increasing desired behaviors• Should be a behavior that the student already engages
in or can be quickly learned with minimal instruction
M. K. Strickland-Cohen (2011) ECS, University of Oregon
Why the Alternative Behavior?
Success, teacher acknowledgment
Sent to hall to ‘calm down’
Function: escape task
Complete writing task
Crying, pushing
papers off desk
Raise hand & ask for break
Asked to complete
Independent writing tasks
None Identified
Routine: Language Arts
Why not go straight to the Desired Behavior?
1. This is what we’re asking the
student to do.
2. This is what the student wants now.
3. Look how different this is
from what’s happening now
4. The student is going to need to gain writing skills before being able
to do this like peers
5. So… in the meantime we
use the alternate behavior
Nadia
M. K. Strickland-Cohen (2011) ECS, University of Oregon
Three Essential Characteristics of Alternative Behavior
• Alternative Behavior:– Serves the same function as the problem
behavior (reliably results in the same type of outcome as the problem behavior)
– Is easier to do than the problem behavior• Requires less (or at least no more) physical effort
than the problem behavior
– Is socially acceptable
M. K. Strickland-Cohen (2011) ECS, University of Oregon
Identifying Appropriate Alternative Behavior • When Pam is asked to work on long-division
problems in math class, she argues, refuses to work, and uses profanity in order to avoid/escape the difficult task.
Which is the best alternative behavior?
• Move to sit by another student
• Request adult attention
• Request an easier task/worksheet
• Ask if she can play on the computer instead
• Ask for a reward for completing the task
1. Serve same
Function? Does it provide escape?
2. Is Behavior
easier to do than
problem behavior?
3. Is Behavior socially
acceptable?
poll
M. K. Strickland-Cohen (2011) ECS, University of Oregon
Identifying Appropriate Alternative Behavior
• During independent reading time in language arts, Audrey makes noises, talks out, and walks around the room. The FBA has shown that this behavior is maintained by adult attention.
Which is the best alternative behavior? Why/Why Not?
• Ask to sit at the teachers desk during reading
• Raise hand and ask for a break
• Request help/adult attention
• Ask for a reward for completing the task
• Request an easier task
1. Serve same Function?
2. Is it Easier?
3. Is it Socially Acceptable?
Poll
M. K. Strickland-Cohen (2011) ECS, University of Oregon
Activity 3
• Complete the next one on your own.– Please write ‘yes’ or ‘no’ for each option AND
explain why or why not?
Type in response -
poll
M. K. Strickland-Cohen (2011) ECS, University of Oregon
Identifying Appropriate Alternative Behavior • During independent seatwork, Ronnie makes
inappropriate noises and makes faces at peers. Based on the data collected, the team agreed that the function of Ronnie’s behavior is to obtain peer attention.
Which is the best alternative behavior?
• Ask the teacher for help
• Finish all work, then ask to talk to a peer
• Request help/adult attention
• Ask to work with a peer tutor
• Request an easier assignment
M. K. Strickland-Cohen (2011) ECS, University of Oregon
Objectives for Session #1: Building Competing Behavior Pathways
By the end of this training session Team Leaders will be able to:
1. Explain the difference between ‘mild to moderate’ and ‘severe/complex’ problem behaviors
2. Label the essential components of an FBA summary statement
3. Describe the three essential characteristics of alternative behavior
4. Identify examples and non-examples of appropriate alternative behaviors given sample scenarios
5. Construct an example summary statement including antecedents, behavior, consequence, and function, and provide examples of appropriate and inappropriate alternative behaviors
Post-test poll – 1-5 scale of current
knowledge