Functional Behavior Assessments: Practical and Versatile Resources - - PowerPoint PPT Presentation

Functional Behavior Assessments: Practical and Versatile Resources for School Psychologists

Kristen Steen, PsyS, NCSP Tiffany Ranz, PsyS

Minnesota School Psychologists Association 2020 Midwinter Conference

Kristen Steen, PsyS, NCSP

Runestone Area Education District Alexandria Public Schools Alexandria, MN

Tiffany Ranz, PsyS

• St. Francis Area Schools
• St. Francis, MN

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Objectives

The session will help participants:

• Describe how functional behavior assessments fit into a comprehensive role

as outlined by the NASP Practice Model.

• Apply practical and efficient functional behavior assessment tools within their

multidisciplinary teams (i.e. templates, visuals, acronyms).

• Implement the Competing Pathways Behavior Model to map results of a basic
• r complex functional behavior assessment.

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FBA: The Basics

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What are the basic beliefs about behavior?

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• Behavior is...

○ Communication ○ Related to the context: where and under what conditions it occurs ○ A complex response to many variables People, places, and events

• Behavior serves a purpose or “function,” such as ‘gaining attention’ or ‘avoiding tasks’
• Behavior is related to the context (where and under what conditions it occurs)
• If the positive behaviors expected from students are taught,

the amount, frequency and intensity of problem behavior can be decreased

• If a problem behavior can be defined, explained and predicted, there is a likelihood that it can be

prevented

Definitions

• Functional behavior assessment as a systematic process of identifying problem

behaviors and the events that (a) reliably predict occurrence and nonoccurrence of those behaviors and (b) maintain the behaviors across time. (Sugai, Horner 2000)

• FBA is a process for identifying the environmental conditions that predict and maintain

problem behavior and using it as a basis from which to develop a behavior intervention plan (Filter & Alvarez, 2012)

• At minimum an FBA identifies a target Behavior, Antecedent, Consequence,

replacement behavior, and recommendations (Gresham, et. al, 2001)

The ABCs!

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The Behavioral Equation: Determining the Function

Antecedents

The event that happens immediately before a target behavior occurs.

• Denial/Delay
• Instructions/Task

Demand

• Lack of Structure
• Transitioning
• Presence or Close

Proximity/Interactions

• Change of

Routine/Expectations

• Lack of Active

Engagement/Reduced Attention

• Consequent Induced

Behavior

1-3 Target Behaviors Operational Definition: Topography-looks like Frequency- how often Duration-how long Intensity-how disruptive Identify target behaviors early on in the process, so that data can be collected and evaluated.

Setting Events

Involves the context. All the conditions that can influence how a person deals with the world around them. Slow triggers are not the immediate cause of the behavior. Internal: Lack of Sleep Didn’t take medication External: Fight with friend Time of day (Math)

Function

If behavior continues, something is reinforcing it. Behavior is purposeful. Behavior is communication. S- Sensory E- Escape A- Attention T- Tangible

Consequence

What happens immediately after the behaviors. Examples:

• Peer Laughs
• Student is sent out of

the classroom

• Teacher reprimands or

redirects Non-Examples:

• Failing grades
• Suspension (in some

cases)

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Functional Behavioral Assessment Guidelines Minnesota Department of Education (MDE):

• The FBA must include…

○ A description of problem behaviors ○ The identification of events, times and situations that predict the

• ccurrence and nonoccurrence of the behavior

○ The antecedents, consequences and reinforcers that maintain the behavior ○ The possible functions of the behavior ○ Possible positive alternative behaviors ○ A variety of data collection methods and sources

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Functions

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S.E.A.T.

S-- Sensory: Fidgeting, pushing, biting objects, hand flapping) E-- Escape: Non preferred task, class/task, person A-- Attention: Positive or negative from peers or adults T-- Tangible: Gum, candy, computer time A- Access Attention or Tangible A- Avoidance A- Autonomic Response (Sensory)

Triple A

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Functions

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Functions: Other Considerations

• YES

○ Medical/physical ○ Sudden onset of a mental health disorder

• NO

○ Power and control ○ Anxiety ○ Revenge

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How FBAs fit into the role of a School Psychologist: The NASP Practice Model

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Practical and Efficient FBA Tools

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FBA tools we will share with you today:

• Baseline data collection
• Parent and teacher interviews
• Template examples
• Hypothesis statement
• Competing Pathways Behavior Model

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A-B-C Charting

Date and Time Setting Antecedents Behavior Consequences 11/10/18 12:30-12:55 Library Directed to sit on the top

• f the story riser but was

assigned the bottom row Yelled “Don’t Look at Me! Don’t Talk to Me! Hid under table Bounced on flexible seating Ran out of room and thru locker bay Escaped Missed storytime with class Missed walking to science with class, joined late and upset about missing Had to pick up 11/10/18 1:30-1:45 Science Class given direction to clean up and line up Hit and kicked Mrs. P (para) Safety risk Apology note Practiced cleaning up/lining up 11/11/18 9:30-10:45 Classroom Time to transition from art (preferred) to reading (non preferred) Yelled “I want to color!” Tipped chairs, hit para, threw objects Received attention Disrupted class Took a break in Mrs. G’s (behavior continued) Cleaned up 11/12/18 8:40-9:10 Social Worker’s Room Reading a familiar social story Yelled “Leave me alone!” sat in corner of room, ran out the door, crawled up pole and sat on lockers (i.e. Elf on the shelf) Gave space Waited her out Returned to different social story Later in day: safety 11/12/18 9:20-10:45 Social Worker’s Room Given prize for star chart Yelled “I hate this frog! It’s dirty!” Tipped chairs, swiped objects off shelf, ripped new poster, hit and slapped multiple staff Damage to property Requested principal for support Called home to pick up Scheduled meeting

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Direct Behavior Ratings (DBRs)

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Interviews

Parent Interview Form

• Strengths vs Main Concerns
• Background/Developmental history/ Health history
• Social Interaction
• Skill Acquisition
• Interfering Behaviors

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Parent Interview: Interfering Behaviors

INTERFERING BEHAVIORS:

• Does your child demonstrate any significantly challenging behaviors that interfere with his or her

functioning? (E.g. aggressive, impulsive, high anxiety, etc.)

• When do they occur? How often? Is there a pattern? (specific times, days, subjects, tasks, with

whom

• What happens just before they occur? (what triggers the behaviors or will guarantee that the

behaviors will occur

• What other conditions or circumstances predict the behaviors? (medical condition/diagnosis,

medication, fatigue, environmental factors)

• Where do the problem behaviors occur? Where do they not occur?
• What happens when these problem behaviors occur? (discipline methods both positive and

negative)

• What is your child’s reaction to this method of discipline?
• What works best to change the problem behaviors?
• Why do you think the problem behaviors occur?
• How long have these behaviors been a concern?
• What behaviors would you rather see in your child?

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Teacher Interview

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Templates

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The Importance of Templates

• Teams benefit from tools to increase efficiency and accuracy.

○ Common understanding, common goal

• At times a basic FBA is sufficient, while others might require more complexity

○ Teams should avoid using a one-size-fits-all approach ○ Versatile templates are useful for differentiating data collection

• Time is a valuable resource!

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Functional Behavioral Assessment Guidelines Minnesota Department of Education (MDE):

• The FBA must include…

○ A description of problem behaviors ○ The identification of events, times and situations that predict the

• ccurrence and nonoccurrence of the behavior

○ The antecedents, consequences and reinforcers that maintain the behavior ○ The possible functions of the behavior ○ Possible positive alternative behaviors ○ A variety of data collection methods and sources

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FUNCTIONAL BEHAVIOR ASSESSMENT (FBA) FBA is a process for gathering information to maximize the efficiency of behavioral supports. Date Completed: Completed by: (List multiple team members) Methods of data collection: (List multiple sources e.g. rating scales, observations, teacher input…) Strengths: Description of target behavior(s): A description of the events, times and situations that predict the occurrence and nonoccurrence of behaviors: A description of the antecedents, consequences and other reinforcers that maintain the target behavior: Possible functions of behavior: Possible positive alternative behaviors: Summary of Hypothesis: Recommendations:

FUNCTIONAL BEHAVIOR ASSESSMENT (FBA) FBA is a process for gathering information to maximize the efficiency of behavioral supports. Date Completed: Completed by: (List multiple team members) Methods of data collection: (List multiple sources e.g. rating scales, observations, teacher input…) Strengths: Description of target behavior(s):

• What is one behavior that, if changed, would have the greatest impact on the student or classroom
• What does the behavior look like, sound like? Give examples. “For instance…”
• How often does the behavior occur? How long does it last?
• How disruptive is the behavior? E.g. mild, moderate, severe
• Is there another behavior that is also important to address?
• If I walked into your classroom and the student was engaged in the behavior, what would I see?

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A description of the events, times and situations that predict the occurrence and nonoccurrence of behaviors: Examples of information:

• What class(es) does the target behavior occur?
• What time(s) of day does the target behavior occur?
• Does the target behavior occur during special events?
• Does the target behavior occur during group or individual times?
• Does the target behavior occur with certain people?

A description of the antecedents, consequences and other reinforcers that maintain the target behavior: Examples of information:

• What is the student doing?
• What is being asked of the student?
• Where is the student?
• What is immediately preceding the behavior?
• What sets off the behavior?
• What makes the behavior happen?
• Who else is involved?
• What is happening after the behavior occurs?
• What reinforcers (either deliberately or inadvertently) encourage the behavior?

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Possible functions of behavior:

• Why is the target behavior occurring?
• What is motivating the student to exhibit the target behavior?

Possible positive alternative behaviors: Examples of information

• What is the replacement behavior(s)? (desired behavior)
• How will the student develop the desired behavior?
• What are ways to change the context to make the problem behavior unnecessary?
• What are ways to prevent the behavior?
• What can be done to increase expected behaviors or to teach a replacement behavior?
• What should happen when a problem behavior occurs?
• What should happen when desired or replacement behavior occurs?

Summary of Hypothesis: Recommendations:

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Goal

• Accurate and concise hypothesis statement...

“When <antecedents> occurs, student engages in <target behavior> in order to <function(s)>. This leads to <consequences>. Student needs to learn <recommended skills> in order to <replacement behavior>.”

• Leads to useful BIP

○ Prevent-- Antecedents ○ Teach-- Replacement behavior ○ Reinforce-- Function/consequences

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Increasing Complexity

• Baseline data collection
• Multiple target behaviors
• Non-examples of the behavior
• Internal setting events
• External setting events
• Slow triggers
• Fast triggers
• Sources of inadvertent reinforcement
• Conditions of best performance
• Personal characteristics
• Medical considerations

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Additional Template Example

An FBA was conducted to determine the environmental factors that contribute to STUDENT's problem behaviors. The FBA will provide a clear description of the problem behaviors, identification of the events, times and situations that predict when the problem behaviors will occur, identification of the consequences that maintain problem behavior and hypotheses of the functions

• f problem behavior. The information gained from the FBA will be used to develop teaching strategies to reduce the occurrence
• f problem behaviors and increase the occurrence of appropriate replacement behaviors. The following FBA consists of a review
• f records and behavioral data, interviews, and direct observations.

Student Strengths/Interests and Conditions of Best Performance- Conditions of Best Performance:(List external [when approached in a non-authoritative manner] and internal [when he feels confident about being able to complete the assignment] conditions) Data Collection-Data were collected by the special education staff working directly with STUDENT. Data were collected on each significant incident of challenging behavior during the WHICH trimester of the YEAR school year.

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Description of Target Behaviors-Behavior #1 BEHAVIOR: This behavior occurs when STUDENT (describe exactly what the behavior looks like). Frequency: Daily classroom data indicate STUDENT demonstrates BEHAVIOR during XX% of class periods. Duration: STUDENT's BEHAVIOR occurs throughout the entire class period during XX% of the time. It occurs for approximately half of the class period during an additional XX%. Intensity: STUDENT's BEHAVIOR is frequently disruptive to the learning environment and significantly impedes STUDENT's academic progress. Situations That Predict the Occurrence or Nonoccurrence of the Behavior- Setting Events: Antecedents:

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Personal Characteristics That Can Contribute to Problem Behaviors: (Listed below are possible characteristics to select from, but there may be others the team identifies and would like to include) *Mental Health and Wellness: DESCRIBE *Lack of Motivation: DESCRIBE *Sense of Self-Determination: DESCRIBE *Behavioral Rigidity: DESCRIBE *Lack of Role Responsibility: DESCRIBE *Social Skill/Communication Deficits: DESCRIBE *Comprised Self-Esteem: DESCRIBE

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Maintaining Consequences and Hypothesized Function of Challenging Behavior(s)- When STUDENT engages in non-compliant behaviors his staff attempt to redirect him and offer him support and assistance to engage in the academic task. The hypothesized functions of STUDENT's non-compliant behaviors include avoiding non-preferred academic tasks and gaining attention from staff (mostly negative attention). Alternative Replacement Behaviors- *Instead of engaging in problematic behaviors to gain peer and staff attention: STUDENT needs to DESCRIBE *Instead of engaging in problematic behaviors to avoid academic tasks:

• STUDENT needs DESCRIBE

Documentation: a) that the team has considered any existing health concerns that may be contributing to the behavior. b) whether any restrictive intervention may be contraindicated for psychological or health reasons- The team has considered that STUDENT does not have any psychological or health conditions that would contraindicate the use

• f restrictive procedures when absolutely necessary to ensure the safety of STUDENT, HIS/HER peers, or educational
• personnel. STUDENT has HEALTH CONDITIONS, but does not have medically ordered restrictions at this time.

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The Competing Behavior Pathway Model

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The Competing Pathways Behavior Model

• A replacement behavior and target behavior (i.e. interfering behavior) cannot

co-exist.

• Avoids the caveat of developing a BIP that does not, in fact, extinguish the

target behavior.

• Visual layout
• Communicate the “why”

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The Competing Behavior Pathway Model

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Competing Pathways

MAURA L. ROBERTS (2017) Social Innovations Journal

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Diana Browning Wright, Licensed Educational Psychologist (LEP)

http://www.pent.ca.gov/beh/path/path.html

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Examples

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FUNCTIONAL BEHAVIOR ASSESSMENT (FBA): FBA is a process for gathering information to maximize the efficiency of behavioral supports. Date Completed: 1/11/2019 Completed by: _________, Early Childhood Special Education (ECSE) teacher; and Kristen Steen, school psychologist Methods of data collection: parent interview, daycare input, observations, behavior rating scales, adaptive rating scales, developmental assessment Strengths: Communication skills, fine motor, kind, fun-loving, Lego building, desire to help, loves adult attention

• 1. Description of target behavior:
• Aggression: shoving, slapping, hitting, kicking, wrestling to floor, grabbing toys away from others, grunting,

knocking and pulling down smaller children, screaming, spitting, throwing objects, and biting. Previous behaviors have included choking.

• Behaviors occur more frequently with children, but he also will swat at adults and use hurtful words.
• In the home, behaviors occur 1-2 times per evening, but more frequently on the weekends.
• At daycare, behavior incidences can last up to 20 minutes, and even longer if he is having a bad day.
• Behaviors are reported as sudden and intense, requiring adult intervention, highly disruptive to environment

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• 2. A description of the events, times and situations that predict the occurrence and nonoccurrence of behaviors:
• Aggression is more likely to occur during free play, in close proximity to other children, when other children

are playing with a toy he wants, when an adult tells him “No,” or when an adult gives a direction he does not want to follow.

• Aggression is least likely to occur when he has an adult’s 1:1 attention and engaged in a preferred activity,

such as showing an adult his toys.

• 3. A description of the antecedents, consequences and other reinforcers that maintain the target behavior:
• At home, parents redirect, give choices, provide explicit directions, and praise the positive. At times child is

required to take a break alone in his room. At times child will take a break on his own. If he is aggressive toward others outside the home, the family leaves the activity early. Dinner is often disrupted so it takes child longer to finish his meals

• At daycare when the provider attempts to intervene, child will refuse to follow directions, run away, hide, hit,

yell, and scratch. He is not aware of potential harm to smaller children. At one point daycare was considering termination of childcare services due to safety concerns.

• 4. Possible functions of behavior:
• Obtain a tangible item (e.g. preferred toy)
• Escape following the direction

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• 5. Possible positive alternative behaviors:
• Use his words to communicate frustration
• Independently take breaks
• Keep hands to himself
• Use calming strategies, such as deep breaths, counting to 5
• Be able to regulate his body to ensure others are safe around him

Summary of Hypothesis: When child is in close proximity to peers and wants a toy, is told “No” or is given a direction, he tends to become physically aggressive in order to obtain the toy and to seek negative attention to escape the direction. Child needs to learn to use his words to communicate frustration and use coping strategies to calm his body to ensure others are safe around him. Recommendations:

• Praise the positive
• Redirect
• Provide choices
• Use “First, Then” language
• Teach calming strategies
• Teach feelings words
• Teach cause and effect of hurtful actions (during moments of calm)
• Capitalize on strengths (communication skills)

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Additional FBA Example

Strengths: STUDENT can be very polite and helpful with tasks asked of him if it is something he enjoys. At times STUDENT will clean a table when asked at the end of day. STUDENT does a nice job at engaging in conversations with staff and peers. Conditions of Best Performance: Preferred activities, imaginative play, games and talking with an adult about preferred topics. STUDENT responds well to humor and when given alternative options on how to complete an activity. Data Collection: Data was collected by the special education staff working directly with STUDENT. Data has been collected on each significant incident of challenging behavior during the evaluation process from 11/27/18 to 12/11/18. Description of Target Behaviors- #1 NONCOMPLIANCE: This behavior occurs when STUDENT refuses to participate or complete a task or direction which may or may not be academic related or is perceived as

• nonpreferred. When given a non preferred task STUDENT will say, "Nope' or "this is so boring." He will sometimes

get up and walk away or sits and does not engage in the task, pushing the task away. He will sometimes make a mess with his materials (i.e., pushing blocks on floor). When given a paper pencil task, STUDENT has sometimes scribbled all over it. When elevated, STUDENT will raise his voice and yell, "I'm not doing that."

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Frequency: Previous classroom data indicated STUDENT had demonstrated noncompliance a total of 81 times with data collection occurring between January 9th and 29th, 2018 as part of a previous special education

• evaluation. Current data collected between 11/27/18 and 12/11/18, STUDENT demonstrated noncompliance a

total of 95 times. Duration: Previous data from Kindergarten indicated that STUDENT's noncompliant behaviors ranged from needing one redirection to being in the mat room up to 65 minutes. Current data indicated that STUDENT is able to be more easily redirected after 1 prompt. An observation was completed by school psychologist, NAME,

• n 12/4/18 from 10:30 - 10:50. STUDENT was observed to respond appropriately to a direction on average

within 27 seconds. His response ranged from 1 second to 89 seconds. On average STUDENT responded to a direction within 27 seconds. Intensity: STUDENT's initial evaluation completed during his Kindergarten year identified his noncompliant behavior on a scale of 1-5, with 1 being low intensity and 5 being high intensity, as a 5. While in his current placement within a level 3 setting, STUDENT has demonstrated success, with the duration of his noncompliant behaviors being significantly less. However, STUDENT is still demonstrating a high frequency of noncompliant behaviors and continues to be rated at 5 for an intensity level.

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Situations That Predict the Occurrence or Nonoccurrence of the Behavior Setting Events: When STUDENT perceives the situation, task, or activity as non-preferred. A task can change from being perceived as preferred to non preferred depending on the day or situation. STUDENT may also exhibit these behaviors during a transition from a preferred to non preferred. If STUDENT perceives a change in his regular routine or a change in what the expectation is for that moment, he may sometimes also exhibit behaviors. A change in STUDENT's home setting between his father to his mother may also predict the occurence of more noncompliant behaviors. Antecedents: Instructions/Task Demands/Requests Lack of Structure Transitioning Change of Routine or Expectation Lack of Active Engagement/Reduce Attention from staff.

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Personal Characteristics That Can Contribute to Problem Behaviors: *Mental Health and Wellness: STUDENT struggles to regulate his emotions almost daily. This often occurs in conjunction with a non preferred task or activity. He will sometimes leave the classroom and walk down the hallway and stop. He never attempts to leave the building or run. He appears to be taking a break. *Lack of Motivation: STUDENT can be easily redirected. He enjoys being a classroom/teacher helper. He does well with art projects and working 1:1 with a staff member. He will sometimes work for the Ipad. *Sense of Self-Determination: STUDENT will initially blame others for negative consequences. When processing with an adult, he will recognize and take ownership for his behaviors. When he is taught a specific skill, he will perform this skill and demonstrate it with pride. *Behavioral Rigidity: STUDENT struggles to accept any deviation from his expected way of how things will go. He will often correct adults word choice, ideas and behaviors if they do not align with his expectations. STUDENT struggles to end activities and transitions are very difficult for him, especially when unexpected. *Lack of Role Responsibility: STUDENT strives to follow the expectations or seek adult approval. *Social Skill/Communication Deficits: STUDENT is beginning to make connections with classroom peers. He appears to have a desire to make friends. *Comprised Self-Esteem: STUDENT can sometimes demonstrate an inflated self-esteem resulting in difficulty identifying or relating to others thoughts, feelings or ideas. After processing with an adult he is able to make connections and understand others perspectives.

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Maintaining Consequences and Hypothesized Function of Challenging Behavior(s)- When STUDENT engages in noncompliance and struggles to follow directions, his staff attempt to redirect him and offer him support and assistance to engage in the academic task. Using humor has also been an effective tool when reacting to STUDENT's noncompliant behaviors. The hypothesized functions of STUDENT's non-compliant behavior include escaping the non preferred task or activity and gaining attention from staff (negative attention). *Instead of engaging in problematic behaviors to escape non-preferred tasks:

• STUDENT needs to learn the steps to following directions. When needing to escape, STUDENT will be taught

how to appropriately escape from a task or activity such as requesting a break. In response to appropriate behaviors such as following directions or requesting a break appropriately, STUDENT will be given frequent positive feedback and praised. *Instead of engaging in problematic behaviors to gain staff attention:

• STUDENT needs to learn how how to appropriately gain staff attention. When needing adult attention,

STUDENT will be taught alternative ways to gain attention (i.e., raising his hand, saying excuse me). STUDENT will also learn school-wide and classroom expectations (i.e., waiting turn). In response to appropriate behaviors, STUDENT will be called on when his hand is raised, have opportunities for helper jobs, be given frequent positive feedback on appropriate behavior, and given attention for following rules (i.e., praise for raising hand, pat on the back).

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Thank you for your attendance and participation!

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References

Ditrano, C. (2010). FBA & BIP (Functional Behavioral Assessment & Behavior Intervention Plan) National Professional Resources, Inc. /

Dude Publishing. Filter, K. J., & Alvarez, M. E. (2012). Functional behavioral assessment: A threetiered prevention model. New York, NY: Oxford University Press.

Gresham, F., Steuart, T., & Skinner, C. (2001). Functional behavioral assessment: Principles, procedures, and future directions, School Psychology Review, 30 (2), 156-l 72. Individuals with Disabilities Education Act (Amended 2015). Retrieved from https://sites.ed.gov/idea/ National Association of School Psychologists Practice Model (2010). Retreived from http://www.nasponline.org/standards-and-certification/nasp-practice-model/nasp-practice-model-implementation-guide/section-i-nasp-practice-mode l-overview/nasp-practice-model-overview Roberts, M. (2017). The Competing Behavior Pathway Model: Developing function-based supports for students with problem behavior. Social Innovations Journal (39). Retrieved from http://socialinnovationsjournal.org/editions/issue-37/75-disruptive-innovations/2615-the-competing-behavior-pathway-model-developing-function-b ased-supports-for-students-with-problem-behavior Sugai, G., Horner, R., et al (2000). Applying Positive Behavior Support and Functional Behavior Assessment in Schools. OSEP Center on Positive Behavioral Interventions. Steege, M. & Scheib, M. (2014). Best practices in conducting functional behavioral assessments. In P. Harrison & A. Thomas (Eds.), Best Practices in School Psychology, 6th Edition: Data Based and Collaborative Decision Making, (pp. 273-286). Bethesda, Maryland: National Association of School Psychologists.

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