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 Reduces the intensity and complexity of current cases Same as tier 2 but may require FBA if placement is changed or lack of response to tier 2 interventions Reduces the number of current cases Individualized supports – social skills instruction, academic/curricular restructuring & behavior based intervention. May include a BIP or FBA/BIP Reduces the number of new cases
New Mexico’s Three Tier Intervention
What are the tiered interventions? • 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 organizers, active responding) Schoolwide positive behavior interventions and supports Classroom community building Natural peer supports King-Sears, M., et al. (2015) Collaborative Teaming (3 rd edition)
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 (3 rd 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 (3 rd 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’ of 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? Student’s educational team Knowledge about the Knowledge context Family members about the student Knowledge District-level personnel with about behavioral training and expertise in behavior theory analysis (School psych or BCBA) Effective Behavior Support Plan
Let’s talk about this one! • Functional Behavior Assessment/Analysis and Function Based intervention are tools/strategies of Applied Behavior Analysis Knowledge • The successful about construction and behavioral implementation of an theory FBA/BIP depends on knowledge and skill in Applied Behavior Analysis
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 other 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 often 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 nee d 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)
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