What School Psychologists need to know about Functional Behavior - - PowerPoint PPT Presentation

What School Psychologists need to know about Functional Behavior Assessment and Behavior Intervention Planning

Maryann Trott, MA, BCBA New Mexico Association for School Psychologists November 12, 2015

Objectives

• Participants will:

Describe when to conduct a Functional Behavior Assessment. Name and describe at least two tools to be used during the construction of an FBA. Name the functions of behavior. Describe at least three components of a Behavior Intervention Plan.

FBAs and BIPs are part of NM’s 3 Tier, Response to Intervention System

When thinking about “behaviors”, each tier focuses on preventing and responding to challenging behaviors According to the NM PED:

• Schools need to adopt school-wide positive behavioral and

support programs in order to create a school environment that is safe and conducive to learning for all students . This type of program forms the basis for the school’s Tier 1 core behavioral intervention program.

• Tier 2 and Tier 3 offer more intense support for students with

frequent, persistent, or severe problem behavior.

• The FBA/BIP process, as described in this guide, is the

individualized behavioral assessment and intervention for Tier 2 and Tier 3

New Mexico Public Education Department (2010) Addressing student behavior: A guide for all educatorsttp://ped.state.nm.us/RtI/dl10/Addressing%20Student %20Behavior%20Guide%202010.pdf

New Mexico’s Three Tier Intervention

Individualized supports – social skills instruction, academic/curricular restructuring & behavior based

• intervention. May include a BIP or FBA/BIP

Same as tier 2 but may require FBA if placement is changed or lack of response to tier 2 interventions

Reduces the number of new cases Reduces the number

• f current cases

Reduces the intensity and complexity of current cases

New Mexico’s Three Tier Intervention

What are the tiered interventions?

King-Sears, M., et al. (2015) Collaborative Teaming (3rd edition)

• Tier 1 – Universal and schoolwide practices

Universal design for learning and differentiated instruction Research-validated curriculum and instruction (e.g., cooperative learning, peer tutoring, graphic

• rganizers, active responding)

Schoolwide positive behavior interventions and supports Classroom community building Natural peer supports

What are the tiered interventions?

• Tier 2 – Research-validated classroom or group

supports and interventions

Curriculum supplements (e.g., learning strategies, self- management skills) Targeted academic or behavioral interventions Accommodations to instruction and assessment Support buddy systems

King-Sears, M., et al. (2015) Collaborative Teaming (3rd edition)

What are the tiered interventions?

• Tier 3 Research-validated individualized supports

and interventions

Curriculum modifications Specialized instruction (e.g. embedded instruction, response prompting, prescriptive programs) Individualized positive behavior interventions and supports Specialized peer support strategies

King-Sears, M., et al. (2015) Collaborative Teaming (3rd edition)

Before considering an FBA and/or BIP – are tier one interventions in place?

• Are the student’s present educational placement and services

appropriate?

• Are there appropriate and effective positive classroom management

strategies? (see handout)

• Does the teacher/classroom staff have adequate training related to the

student’s disability?

• Is the "misbehavior" actually adaptive (justifiable and understandable)

given the circumstances?

• Boring or inappropriate tasks
• Lack of attention
• Bullying (by another teacher or

student)

Why do we do FBAs

• 1. Sometimes it is required –in response to disciplinary

action

• 2. A functional assessment informs a behavior

intervention plan. It improves effectiveness and efficiency

• 3. It helps avoid interventions that may be harmful or

make the behavior worse

• 4. It enables a cohesive, coherent approach to the

problem behavior But . . . Only if done correctly!

When to do an FBA?

Let’s talk about the process and where we are in 2015

“To many educators, FBA has been misinterpreted as a way to determine if students are ‘in control’

• f their behavior or as a piece of the paperwork

needed to suspend students with problem behavior.”

In 2015, research shows:

• Function based support can be more effective than non

function based support

• Comprehensive function based support can support

complex behavior (that of students with higher cognitive and social abilities)

• Practitioners can be trained to complete accurate FBAs
• The most effective plans have both technical adequacy

and contextual fit

What’s that?

• Technical adequacy

The degree to which plans have the features that reduce problem behavior and increase prosocial behavior

• Contextual fit

The extent to which the plan is consistent with the setting and the values, skills and resources of implementers

How do we get that?

TEAMWORK

Who should be on the team?

Effective Behavior Support Plan

Knowledge about behavioral theory Knowledge about the student Knowledge about the context

Student’s educational team District-level personnel with training and expertise in behavior analysis (School psych or BCBA) Family members

Let’s talk about this one!

• Functional Behavior

Assessment/Analysis and Function Based intervention are tools/strategies of Applied Behavior Analysis

• The successful

construction and implementation of an FBA/BIP depends on knowledge and skill in Applied Behavior Analysis

Knowledge about behavioral theory

An Evidence Based Practice

• Functional Behavior Assessment is identified as

an Evidence Based Practice

• There is a body of research that has established

effective implement

• In order to be effective, it must be implemented with

fidelity http://autismpdc.fpg.unc.edu/evidence-based-practices

Foundational Concepts about Behavior

• 1. Problem behavior is LEARNED—learned like any
• ther behavior (Hanley, 2012)
• 2. Problem behavior serves a purpose (is logical)
• 3. Behavior is a form of communication
• 4. A behavior cannot be eliminated without being

replaced

• 5. All behavior (even yours!) serves one of two

functions

• To get something
• To get out of something

10 ways to support the construction of an adequate Functional Behavior Assessment

• 1. Define the behavior carefully
• .What’s the behavior?

There may be more than one If there is more than one, do they happen together?

• If there is more than one, it will be important to determine if the

functions are the same

• .What’s the setting?
• .What does it look like? (topography)
• .How often and/or long? (frequency, duration)
• .Would someone who does not know the individual be

able to picture the behavior as described?

• 2. Know the antecedents

• 3. Know the consequences

What happens right after the behavior?

• Keep in mind that there is

more than just what was done to the individual.

• Consequence includes any

disciplinary action*

* It may not be functioning as a punishment

Let’s think through some examples

What are the antecedents? What’s the behavior What are the maintaining consequences? During recess, J plays for awhile by himself but

• ften pushes, hits or yells at others. A teacher

usually intervenes. He receives a ticket and is sent back to his classroom or the office.

Let’s think through some examples

What are the antecedents? What’s the behavior? What are the maintaining consequences?

At various time throughout the day during interactions with adults and peers, D does not engage in assigned tasks and attempts to engage others in negotiation and arguing. If ignored, he gets louder and is removed from the setting.

Let’s think through some examples

What are the antecedents? What’s the behavior? What are the maintaining consequences?

At any time during the day, at home or at school, M hits herself repeatedly in the head. Family members block her hits and attempt to redirect her. They have instructed her school staff to do the same thing because it sometimes works.

10 ways to support the construction of an adequate Functional Behavior Assessment

• 4. If a problem behavior

persists, it is being reinforced

• 5. If the student is not

learning a new (replacement) behavior, it is because we have not found the way to teach it

• 6. Know the tools to figure it out
• Classroom management assessment (see resources)
• Interviews like:
• Functional Assessment Interview (FAI; O’Neill et al., 1997; in

commercially available handbook)

• Checklists like:
• Questions About Behavioral Function (QABF, Maston & Vollmer,

1995)

• Motivation Assessment Scale (MAS, Durand & Crimmins, 1988)

• 7. Know the functions of behavior (and how to figure it out)
• Escape – from a person, task,

environment, etc.

• Tangible –specific item or

activity

• Attention – attention from

peers, adults, etc.

• Automatic (sensory) – the

behavior feels good or meets a sensory need

• V. Mark Durand, 1990

A riddle

What is not a function of behavior yet the function of every behavior? Control NMPED forms include these functions: to get to escape to control Control is not a function of behavior (as defined by behavior analysis)

• 8. Know what else might be affecting behavior
• 8. Know what else might be affecting behavior

Setting events (establishing operations) – factors that may influence behavior (temporarily alters the value of reinforcers).

• Medical and physical conditions
• Sleep, diet, eating patterns and differences
• Life circumstances (birth of a sibling, moving, other

changes in family, etc.)

• 9. A hypothesis statement: Not required on

the state forms but it ought to be!

At any time during the day, at home or at school, M hits herself repeatedly in the head. Family members block her hits and attempt to redirect her. They have instructed her school staff to do the same thing because it sometimes works. During unstructured activities, M hits herself repeatedly in the head in order to get a food item or toy. This is more likely to happen when interesting toys or tasks are not present. At times (not always) when given a direction, asked a question or when a comment is directed toward him, G yells, throws materials and threatens others. Sometimes, others are removed from the setting; sometimes, G is removed from the setting by the crisis team. If the behavior lasts for more than 10 minutes, G is sent home. When given an instruction, question & sometimes, when a comment is directed to him, G yells, throws materials and threatens

• thers in order to escape from the demand.

This is more likely to happen when G does not understand what is being asked.

• 10. Know what’s a skill deficit and what’s a

performance deficit

Skill deficit – the learner has not learned the skill(s) to respond appropriately to the situation

• A skill must be generalized (able to be used in any setting,

with any materials, people, cues, etc.) in order to be considered a learned skill

Performance deficit – the learner has the skill(s) to respond appropriately but does not

• Increase the learner’s ability (motivation) to use the

appropriate skill

10 ways to support the construction of an adequate Behavior Intervention Plan

Antecedent Procedures

• 1. Curricular revision

Are skills taught at an instructional level and taught in a way that makes sense to the individual? Are task activities varied? What skills need to be built (including use of visual supports)?

• 2. Environmental changes

Are there changes in the environment (including visual supports) that would be helpful? Consider distractions (noise, smells, discomfort) Is the class structured to support management & routine?

• 3. Plans for setting events

Possible sensory strategies Communication to know about things like sleep, eating patterns, illness, medication changes – not in order to blame families but to plan for snacks, naps, etc.

Antecedent procedures continued

• 4. Behavior analytic/Teaching strategies

Non-contingent reinforcement Prompts and cues (especially visual prompts) prior to events that may trigger behaviors High probability request sequence Functional communication training Pleasurable activities prior to less pleasurable activities (makes use of behavioral momentum)

• 5. Other

Proximity Provide choices

• 6. Teaching a Replacement Behavior

Teaching alternative acceptable behaviors (that serve the same function as the problem behavior)

• Replacement behavior – the behavior to be

taught that will replace/serve the same function

• f the target behavior

Desired outcome ≠ Replacement behavior

Replacement Behavior

• Replacement behaviors are often functional

communication (asking in an appropriate and easily understood way for what is needed/wanted

• The replacement behavior must be just as easy

and as effective (or more) as the target behavior First teach the replacement behavior and establish that the communication will be honored Then teach the student how to use the new behavior in the typical and accepted ways

• Extinction - No longer reinforcing a

response that has been previously reinforced

• Premack Principle - A low probability

behavior followed by a high probability behavior increases the frequency of the

• ccurrence of the low probability behavior

“Eat your peas first, then you can have dessert.”

• 7. Responding to problem behaviors:

Responding to Problem Behaviors and Desired Behaviors: Differential Reinforcement

Differential Reinforcement

Differential reinforcement (DR) is designed to reduce the occurrence of interfering behaviors (e.g., tantrums, aggression, self-injury, stereotypic behavior). It consists of two components

• Providing reinforcement for:

 A behavior other than the problem behavior or The problem behavior occurring less often

• Withholding reinforcement (as much as possible)

for the problem behavior

Common kinds of Differential Reinforcement

• Differential Reinforcement of Other Behaviors (DRO)

Reinforcement is given when the learner is not engaging in the target behavior

• Differential Reinforcement of an Alternate Behavior (DRA)

Reinforcement is given when the learner is engaging in a specific desired behavior other than the target behavior

• Differential Reinforcement of an Incompatible Behavior (DRI)

Reinforcement is provided when the learner is engaging in a behavior that is physically impossible to do while exhibiting the target behavior

• Differential Reinforcement of Low Rates of Behavior (DRL)

Reinforcement is provided when the learner is engaging in less of an interfering, or more of an appropriate, behavior than previously exhibited

Other Strategies

• Contingency management

When . . . then . . . Contracts Tokens  Points

Maintained By: Antecedent Strategies Behavior Interventions Consequence Interventions

Maintained by access to tangibles Curricular revision Teach requests Increase non-contingent access Extinction Use tangible reinforcers Maintained by social attention Curricular revision Teach requests Increased opportunities Seating arrangements DRA Extinction Maintained by escape or avoidance Curricular revision Teach requests Frequent breaks, short tasks, choices Extinction (do not allow the student to escape) Increase reinforcement for task engagement Maintained by automatic R+ Curricular revision Teach requests Decrease sensory consequences Direct instructions in coping strategies DRA Maintained by automatic R- Teach requests Non-contingent sensory input Environmental enrichment Sensory extinction (if possible and practical)

What about the consequences section on the state forms?

Consequence ≠ Punishment

• Consequences should be consistent with your

intervention plan

• The same consequence may be in place for any
• ccurrence of the behavior – it does not have to

change

• If the consequence is a punishment make sure it

functions as a punishment and not to maintain the behavior

• 8. Don’t forget the training
• The team assesses implementer skill levels and

provides necessary training/support as needed

• The team provides implementation support or

information to family members if possible*

• If they can’t do it, it doesn’t mean you can’t

implement the plan!

• 9. Evaluation
• The team evaluates the fidelity of implementation

and effectiveness of the plan base on data collected and makes modification to the plan as needed

Evaluating the plan (Effectiveness

What data?

• ABC data no longer necessary
• Continue to collect data (most likely frequency or

duration)

• Was treatment effective?
• Did problem behaviors decrease?
• Did desirable behaviors increase?
• If YES - Promote maintenance & generalization
• If NO - Was treatment done correctly?
• If YES  Repeat FBA or consider a Functional

Analysis

• If NO  Why not?

Modify procedures and do it right

• 10. Fidelity monitoring example (steps

taken from the BIP)

• 1. The teacher checked in with the student

each morning upon arrival to school to give him the opportunity to discuss any upsetting events that may have occurred at home.

• 2. The teacher completed a note to the

parents each day to encourage home– school collaboration and consistency.

• 3. The teacher provided precorrections to

the class about specific expectations at the beginning of each transition/new activity to increase structure.

• 4. The teacher awarded the class with

points for following directions and ignoring distractions that led to a desired reward to decrease the peer attention Noah received for inappropriate behavior.

• 5. The teacher did not provide Noah

with attention for inappropriate behavior.

• 6. The teacher awarded Noah with

points that he could in turn award to another student to increase adult and peer attention for appropriate behavior.

• 7. Time-out was used appropriately for

escalated behavior to eliminate access to attention.

Contact CDD Behavior Services

• Shawn Quigley, PhD.- BCBA-D –

spquigley@unmmg.org

• Maryann Trott – mtrott@salud.unm.edu
• If you’d like a data collection packet, please email

Maryann

References

• Bambara, L., Janney, R. & Snell, M. (2015) Teachers’ guide to

inclusive practices: Behavior Support. Baltimore: Brookes Publishing

• Competing behavior model. Rehabilitation research and training

center on positive behavioral support. Retrieved from http://www.apbs.org July 22, 2015

• Kunnavatana, S., Bloom, S., Samaha, A. & Dayton, E. (2013) Training

teachers to conduct trial-based functional analyses, Behavior Modification 37, 707-720

• McIntosh, K. & Av-Gay, Hadas (2007) Implications of current

research on the use of functional behavior assessment and behavior support planning in school systems. International Journal of behavioral consultation and therapy, 3, 38-51

How did we do?

• Participants will:
• Identify and describe the steps in a functional

behavior assessment

• Identify the functions of behavior
• Define and identify replacement behaviors
• Describe at least 3 intervention strategies that may be

used in a Behavior Intervention Plan