Addressing Challenging Behaviors Implementing the Functional Behavior Assessment

Addressing Challenging Behaviors Implementing the Functional Behavior Assessment Illinois Council for Children with Behavioral Disorders

Session Objectives 1. Describe theoretical frameworks that support the use of an FBA and its practical applications. 2. Learn how to define and contextualize challenging behaviors. 3. Provide an overview of the FBA process (assessment and analysis) and its practical applications. 4. Describe how the FBA process can be utilized to promote positive behavioral change

Theoretical Foundations Behavior is learned • Behavior increases as a function of positive and negative reinforcement • Behavior decreases as a function of positive and negative punishment Behavior has a function or communicative intent Behavior has a context and value for the student

Theoretical Foundations Intervention is designed to teach replacement behaviors that serve the same function as the maladaptive behaviors using the learning principles defined by Operant Conditioning Social Learning Theory

Purpose of Functional Behavior Assessment (FBA) Process to improve understanding of “problem” behavior • WHAT is happening? ? ? (a thorough description of the behavior) • WHERE/WHEN is this happening? ? ? (the setting in which it occurs) • WHY is this happening? ? ? (function) Substantiate • Target behavior • Function of the target behavior • Whether Skill or Performance deficit Assessment is conducted to describe antecedents, behaviors, consequences (ABCs) to determine the function or communicative intent of the behavior

FBA Requires a Team Effort All individuals responsible for instruction and curricular activities • General education teachers • Paraprofessionals • Parents/Guardians/Care givers, siblings • School Administration, Counselor, Psychologist Student

Step 1: Describe the Behavior Questions we need to ask • Is the behavior dangerous to self and/or others? • Is the behavior interfering with academic success? • Is the behavior interfering with social integration? • Will behavior change likely produce positive outcomes in academics, social situations, and/or school-related (functional) skills? SO WHAT!!!!

Step 1: Describe the Behavior Targeting the Behavior • Fair Pair—Is there a replacement behavior that is incompatible with the maladaptive behavior? • Dead Man's Test—Could a dead man do it? • Stranger Test—Is the behavior precisely described so that anyone could recognize it?

Step 1: Describe the Behavior Consider internal states that are not observable such as cognitive distortions and emotionality using a Pre-Mod Analysis (Kaplan, 1995) The student 1. Understands what behavior is required. 2. Is aware of the problem behavior. 3. Is able to bring the behavior under control (is emotionality a problem). 4. Knows how to engage in the target behavior (skill as opposed to a performance deficit). 5. Must consider the consequences of engaging in the target behavior more rewarding or less aversive than the consequences of engaging in the maladaptive behavior. 6. Does not hold any belief that is incompatible with the target behavior.

Cognitive Restructuring What we believe about events influences behavior Beliefs are learned through modeling and operant conditioning The ABC model A. Activating event B. Belief C. Consequent affect

The A-B-C Model Something happens (A) Cognition (B) Feelings (C) Behavior (C)

Cognitive Restructuring Unlearning Beliefs Student 1. Recognizes emotional and/or behavioral signal(s) that something is wrong (C) 2. Identifies event(s) (A) associated with signal(s) 3. Identifies belief(s) (B) that mediate(s) between (A) and (C) 4. Attempts to dispute belief(s) 5. Generates rational belief(s) 6. Develops plan to internalize rational belief(s)

Case Study Trish “This is the third time in two weeks Trish has been sent to the office for fighting on the playground! Something has to be done!” Ms. Osuna’s tone showed her exasperation with her student’s behavior. Ms. Frey, the principal, agreed with Ms. Osuna but explained that her options were limited. “We’ve tried keeping her in during recess, but that does not seem to help. We also tried to reward her for playing nicely on the playground, but that didn’t work either. I agree that this is getting out of hand. No other student in this school has had so many office referrals for problems on the playground. I am willing to listen to any suggestions you might have. ” Ms. Osuna suggested they include Mr. Church, Trish’s LD resource room teacher, in their discussion.

Trish (continued) After speaking with Ms. Osuna and Ms. Frey, Mr. Church realized that Trish’s behavior was significantly different from those of the other third graders on the playground, had been going on for some time, was possibly a danger to other students, and didn’t change when the usual interventions were tried. “I suggest we call a meeting of her IEP team and discuss conducting a functional behavioral assessment to try to determine what might be causing Trish to behave this way. I’ll ask the secretary to call Trish’s parents and set up a meeting time that would be convenient for them.

Trish (continued) At the meeting, Trish’s mother, Mrs. Waldo, explained that Trish was the same way with her brothers when she was at home. “They hit each other a lot. I yell at them, but they don’t listen to me. ” Mr. Church explained to the IEP team about functional behavioral assessment and suggested they do an assessment to find out more about why Trish was being physically aggressive. Mrs. Waldo was relieved, “I was so afraid you were going to tell me that she was going to be suspended or sent away to a different school. ” Mr. Church explained that Mrs. Waldo could help with the functional behavioral assessment, too. He explained that he would like to talk to her more about Trish’s behavior at home and he could give her some questions that she could ask Trish to help them with the functional behavior assessment.

Trish (continued) After deciding what each person could do to contribute to the assessment, everyone agreed to meet again in two weeks to discuss his or her findings. Meanwhile, playground supervision would be increased to make sure that no one got hurt. Step 1: Describe the Behavior Trish is verbally and physically aggressive toward other students on the playground. (Adapted from the Center for Effective Collaboration and Practice, 2014)

Now, it’s your turn. Turn to your neighbor and describe one of your own behaviors that you would like to change.

Step 2: Assessment Observation – Anecdotal recording/notes • Observable and measurable terms • Free of bias and emotion • Interviews • Open-ended questions • Integral persons, including student • Experimentation • Try different methods for reinforcement • Try different methods for arranging the environment

Data Collection • Data collection method must fit the behavior • Forms developed by team and all members collect data as needed • Data must be reviewed for progress monitoring – each day/week/grading period • Data must be reviewed annually with IEP, as well • Most often reviewed by special education teacher who serves as facilitator/liaison • Scatterplot graphs, ABC charts

Indirect Measures • Interview • Surveys or questionnaires

Offering a Culturally Attuned FBA

Trends in Student Enrollment 30000 25000 20000 15000 10000 5000 0 2005 White (U. S. Department of Education, 2013) 2010 African American 2015 2020 Hispanic

From fall 2000 through fall 2010, the number of White students enrolled in PK through 12 in U. S. public schools decreased from 28. 9 million to 25. 9 million, and their share of enrollment decreased from 61 to 52 percent. (U. S. Department of Education, 2013)

In contrast, Latino enrollment during this period increased from 7. 7 to 11. 4 million students, and the percentage of public school students who were Latino increased from 16 to 23 percent. (U. S. Department of Education, 2013)

Functional Interview Student and Family Characteristics A. Country of origin B. Generational status C. Parenting practices D. Parent input (Moreno & Gaytán 2013; Moreno & Segura-Herrera, 2014; Moreno, Wong-Lo, & Bullock, 2013)

Functional Interview Personnel proficient with native language Preference of familiar person In-person conversation More than translation Unconditional positive regard (Moreno & Gaytán 2013; Moreno & Segura-Herrera, 2014; Moreno, Wong-Lo, & Bullock, 2013)

Functional Interview Understand group behavior v. individual (competitive) academic expectations Language acquisition is behaviorally demonstrated Disability is a contextual condition (Western medicine perspective) Language does not equate Trust (Moreno & Gaytán 2013; Moreno & Segura-Herrera, 2014; Moreno, Wong-Lo, & Bullock, 2013)

Functional Interview Spanish-speaking parent (Moreno & Gaytán, 2013)

Functional Interview Chinese-speaking parent (Moreno, Wong-Lo, , & Bullock, 2013)

Your Turn to your neighbor and generate three different methods by which you can collect data on the behavior you want to change.

Step 3: Analysis-Determine the Function of the Behavior How does FBA lead to Behavior Intervention Plan (BIP)? • Must understand function of behavior for student (context and value for student) • Analyze information using triangulation and/or problem pathway chart • Generate hypothesis statement regarding likely function of problem behavior • Hypothesis about the function of the behavior guides the method of intervention to change behavior

Possible Functions of Behavior • Attention--The individual behaves to get focused attention from parents, teachers, siblings, peers, or other people that are around them. • Escape--The individual behaves in order to get out of doing something he/she does not want to do. • Stimulation--The individual behaves in a specific way because it feels good to them. • Seeking Access to Materials--The individual behaves in order to get a preferred item or participate in an enjoyable activity.

Step 4: Develop a Behavior Intervention Plan Test hypothesis statement regarding the function of the behavior • Develop and implement a behavioral or cognitive behavioral intervention plan • Monitor the faithfulness of implementation of the plan • Evaluate effectiveness of the behavior intervention plan by collecting data at least three times a week. • Modify behavior intervention plan, as needed.

How is BIP developed? By group, not individual – IEP (use the research to ground team and may add individuals as decisions) needed Motivators/rewards and consequences – specifically list Think of what desired behavior them; have a continuum looks like and sounds like • Change teacher responses, Make data-based decisions for intervention and periodic review of behavior plan • Rearrange classroom furniture and/or schedule, Restrictive interventions and crisis plan, if necessary Think in simplest, easiest terms • Teach a skill or strategy Must use evidence-based practices

How do FBA/BIPs fit in school-wide positive behavior systems? • Typically, fit in the top or 3 rd tier of a tiered-system • Reserved for students whose behaviors remain a hindrance to their learning and progress despite previous interventions • May use similar interventions and/or reinforcers but more frequently