Increasing the Function of FBAs and PBSPs
August 12, 2014Jennifer Briggs-Russell, LMSW, ASD/Behavior ConsultantStacie Hopkins-Schrumpf, LMSW, Behavior Consultant
Muskegon Area Intermediate School District
MAISD Timeline
Summer 2013 – MAISD Consultants research & develop new FBA & PBSP Forms
Fall 2013 present new forms to local directors establish pilot group, prior to “forms training” attend Illinois PBIS Conference, attend breakout
with Horner, Loman et. al. present changes to training component to local directors
Scheduled Four, ½ Day Training Series
Why change the forms/process?
Functionality Reliance on checkboxes Systematic process to tie the FBA to
the PBSP Place for a summary (day to day
operations) Action plan and clear assignment of
roles & responsibilities Place to document data review
meetings, changes and next steps
Resources
“Developing Effective Behavior Intervention Plans: Suggestions for School Personnel,” Killu, K., Intervention in School and Clinic, Vol. 43 No.3, 1/08
Michigan Department of Education School-wide Positive Behavioral Interventions & Supports Implementation Guide, 2010
Building Positive Behavior Support Systems in
Schools: Functional Behavioral Assessment, Crone, D. & Horner, R., 2003
Interventions based on an FBA
result in significant change in student behavior. (CARR et al., 1999, INGRAM, LEWIS-PALMER, & SUGAI, 2005)
FBA is a systematic, evidence based process for assessing the relationship between a behavior and the context in which that behavior occurs. (BLAIR, UBRIET, &
BOS, 1999; CARR et. al., 1999)
FBA is a proactive response that can be used at the first signs of difficulty. (SCOTT et al., 2003; SUGAI et al., 2000)
Newcomer & Lewis,
2004
Resources
Sheldon Loman, Ph.D.; M. Kathleen Strickland-Cohen, Ph.D.; Chris Borgmeier, Ph. D., Robert Horner, Ph.D. www.pbis.org
▪ www.basicfba2.bsp.pbworks.com ▪ www.basicfba.pbworks.com
Loman, S., Strickland-Cohen, M.K., Borgmeier, C., & Horner, R. (2014) Examining the Efficacy of a Basic Functional Behavioral Assessment Training Package for School Personnel, Journal of Positive Behavior Interventions.
1. Define the Problem Behavior
2. Conduct assessment for behavior support planning a. Functional Behavioral Assessment
• Defining behavior in observable & measureable terms • Ask staff and student about where, when, & why behavior occurs
• See the behavior during specified routines• Hypothesize a final summary of where, when, & why behavior
occurs 3. Design an individualized behavior support plan (BSP) • Ensure technical adequacy • Ensure contextual fit
4. Ensure Fidelity of Implementation
5. Monitor Plan Impact on Student Behavior
Adapt BSP and implementation as needed
based on on-going monitoring
The Basic FBA to PBSP Process
Adapted from Horner, Albin, Todd, Newton & Sprague, 2011
9
Basic 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)
Basic vs. Complex FBA/PBSP
Basic FBA to PBSP Training Series
Module 1- Defining & Understanding Behavior
Module 2- Interviewing Module 3- Observing Module 4- Critical Features Module 5- Selecting Function-Based
Interventions Module 6- Implementation & Evaluation Module 7- Leading a PBSP Team
CUSTOMIZABLE
Comprehensive Training7 Modules –1.5 hours per module
2 full days 4 half days 7 staff meetings Identify staff who should attend based on
role
Building-Wide Professional Development All Staff - Modules 1 & 4
Observable/Measurable Definition Non-observable/measurable Definition
Talks when teacher is lecturing, calling out in a loud voice, singing
Disruptive behaviors
Draws pictures during group work time Off-task behaviors
Throwing objects, Kicking over chairs Physical aggression
Calls peers names Inappropriate language
Tapping/ drumming on desk, looking around the classroom
Attention problems
Refuses to do work by putting head down Non-compliance
Yells “No” or “You can’t make me” when given direction
Defiance
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Module 1 : Defining & Understanding Behavior
Module 2: Interviewing (Ask)
Module 3: Observing (see)
To obtain information to make a hypothesis/summary statement you need to ASK & SEE.
Interview teachers, staff, and student to narrow focus of student’s problem behavior
ABC Observations Used to confirm accuracy of information Provides observational data summary
Create Hypothesis: Final summary of where when & why behaviors occur.
Basic FBA processD.A.S.H.
Define behavior in observable & measurable terms
Ask about behavior by interviewing staff & student-specify routines where & when behaviors occur-summarize where, when, & why behaviors occur
See the behavior-observe the behavior during routines specified-observe to verify summary from interviews
Hypothesize: a final summary of where, when & why behaviors occur
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Functions That Behaviors Serve
15
ProblemBehavior
Obtain/GetSomething
Escape/Avoid
Something
SocialTangible/Activity
Adult
Stimulation/Sensory
Peer
Setting Events/“Set ups”
Antecedent/Trigger
Consequence/Outcome
ProblemBehavior
Following events that
maintain behaviors of
concern
Preceding events that
trigger
Observable behaviors of
concern
Infrequent events that affect value of outcome
Summary/Hypothesis Statement
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Module 4: Critical Features of PBSP
1) Competing Behavior Pathway
2) Function-Based Behavior
Support
3) Implementation Plan
4) Evaluation Plan
Competing Pathway
Use a Competing Behavior Pathway to Identify Function-based behavior supports that:
Use strategies to prevent problem behavior & prompt positive behaviors
Teach positive behaviors to replace problem behavior
Reinforce replacement & desired behaviors Effectively respond to problem behaviors
by redirecting & minimizing their pay-off
Competing Pathway
Hypothesis Statement
Long Term/Final Outcome
Short Term/Acceptable for now
1. Serve same function?
2. Is it easier?3. Is it socially
acceptable?
Module 5: Selecting Function-Based Interventions
ALL BEHAVIOR PLANS MUST… Begin with a complete and accurate
FBA Summary Statement Include replacement behaviors that
Serve the same function Are easy to do Are socially appropriate
Contain Preventative, Teaching & Consequence strategies
Function Based Interventions
Maintaining Consequence & Function
Problem Behavior
Antecedent
FUNCTION
Function should guide selection of prevention strategies
Function should guide selection of alternative/ replacement behaviors
When generating interventions we use FUNCTION to develop ideas to change A, B & C
Function should guide selection of consequences: (+) and (-)
What are REASONABLE expectations?
If the student is currently out of seat and off task for the most of the class period and is not turning in any completed assignments.
Probably NOT reasonable to expect: ▪ To earn reinforcer, student will be on task for
entire class period, and complete all assignments for one week.
More reasonable INITIAL goal:▪ Student will: a) be in seat and on task for at least
20 minutes of the class period, and b) turn in assignments that are at least 30% completed for 2 consecutive days.
EXAMPLE
During writing class, Leroy is currently engages in problem behavior - throwing materials and cursing - to escape difficult tasks in Math approximately 4 days per week. On average, he is completing only 25-30% of his work in class.
Leroy will complete at least 80% of his assigned work in his math class with no more than 3 incidences of problem behavior (throwing materials, cursing) for one month.
Leroy will ask appropriately for an easier task or for a “break” from difficult tasks without throwing materials or cursing at least 75% of the time as measured by a daily point card for 2 consecutive weeks.
Leroy will ask appropriately for an easier task or for a “break” no more than 3 times during Math block with no more than 2 problem behavior incidents for 4 consecutive days .
Leroy will ask appropriately to cross off up to 60% of difficult math problems and will have no more than 3 problem behavior incidents for 2 consecutive weeks.
Leroy’s Short-Term Goal
Leroy’s Long-Term Goal
Leroy will complete at least 80% of his assigned work in his math class with no more than 3 incidences of problem behavior (throwing materials, cursing) for one month.
Intermediate Goals: Approximations
Replacement Behavior: Ask for Break from Difficult Double Digit Tasks
Desired Behavior: Complete Multi-Digit Math Problems independently
Antecedent:Task too difficult
Asked to do multi-digit multiplication or division math worksheets
Function:Escape Difficult Math Tasks
Natural Consequence:
Success on problems, more math tasks
Approximation Step #1: Ask for break using only 3 break tokens per period
Approximation Step #3: Ask for teacher help
Dexter
Approximation Step #2:With permission student can cross off 60% of difficult items
Critical Features of Behavior Support Plan (FUNCTION BASED)
PREVENT problem behaviors by directly addressing triggers & prompting replacement behavior based on function of behavior
REPLACE problem behavior by TEACHING a socially acceptable, efficient behavior that allows student to obtain the function (pay-off)
REDIRECT problem behaviors by quickly & effectively redirecting student to replacement behavior & function
REINFORCE replacement & desired behaviors based on function (pay-off) for student
Minimize reinforcement by ensuring that problem behavior does NOT pay off for the student (does NOT result in function)
Module 6: Implementation & EvaluationModule 7: Leading a PBSP Team
Function-based strategies are most likely to be implemented if they have CONTEXTUAL “fit.” Skills of the plan implementers Values of the plan implementers Resources available to the plan implementers
ACTION PLAN (Implementation Plan) specifying Who will do What by When
DATA COLLECTION (Evaluation Plan) for determining if the plan is being implemented if the plan is making a difference in student behavior when team members will meet again to discuss progress
CONTEXTUAL FIT
Do the function-based strategies “fit” with: The skills and values of the
implementers The available resources Administrative structure/support
Strategies with good “fit” are more
likely to be implemented accurately and consistently
MAISD Loman & Horner
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Pre Test MeanPost Test Mean
FBA to PBSP Training Series Pre & Post Test Data
2013-2014
1 4 7 10 13 16 19 22 25 280
20
40
60
80
100
120
Pre-testPost-test
MAISD 2013-2014Test Score Comparison
Lessons Learned & Future Plans
One Day Teacher & Administrator Training Modules 1 & 4 Staff frequently involved in PBSP
Two Day FBA to PBSP Training Modules 1-7 New Schedule New Staff
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