From FBA to BIP Writing Effective Behavior Plans

From FBA to BIP: Writing Effective Behavior Plans Karen O’Connor, Ph. D, BCBA, LBA

Overview • Components of Functional Behavior Assessment • Function-Based Behavior Improvement Plans • Translating BIPs to IEP Goals • IEP Goals for Behavior

Functional Behavior Assessments

Why are we here? • Requirements to use FBAs in special education • It is essential to use behavioral interventions that match the function of the problem behavior Common Concerns • Gap between the function identified and the strategies used • Disconnect between FBA results, the behavior plan generated and the IEP • Lack of individualization within behavior plans

Behavior EVERYTHING that we do! Before we can begin assessing, we must first figure out what we are assessing… • Behavior: – Interaction with environment – Happens only when there is interaction between an organism and its surroundings – Needs to be described in an observable and measurable way

The ABC’s Setting Event: the environmental factors that could influence the behavior (make it more or less likely that a behavior will occur) Antecedent Behavior Consequence Lack Hung er Medicatio n changes of sleep Stressful event at home

Why Problem Behavior May Occur • To get something… – Attention (adult or peer) – Tangibles – Body sensation • To avoid something… – Attention (adult or peer) – Situation or task – Body sensation

Purpose • Effective Treatment – We want to know about motivation – If we know why a behavior is occurring, we can provide more effective treatment • Without knowing the function of a behavior we could implement a treatment that: – Improves behavior – Causes no change in behavior – Makes behavior worse

From Assessment to Intervention: FBA Report & Behavior Improvement Plan

The FBA Report Summary of assessment process: • Description of target behavior(s) • Interventions previously used • Description of data collection process • Antecedents, consequences, and contexts most often occurring with target behavior(s) • Function of target behavior(s) based on data collection

Behavior Improvement Plan It should include: • Summary of problem behaviors, the contexts in which they occur, associated antecedents, and maintaining consequences • A plan that responds to the function of the behaviors across the ABC contingency “A” Antecedents changed “B” Teach new behavior “C” Get reinforcement only for appropriate behavior

Behavior Improvement Plan Not about filling in the boxes… • Focus needs to be on the individual student’s needs • Consider: – The instructional environment(s) – The student’s skill repertoire – The current response to appropriate behavior – The current response to inappropriate behavior

Behavior Improvement Plan Considering Individual Student Needs “A” Antecedents changed • Modifying the environment to support the student • Reduce motivation for participating in the problem behavior • Add structure “B” Teach new behavior • Alternative behavior to meet the student’s function of problem behavior • Provide opportunities for instruction • Fast, Easy, “C” Get reinforcement only for appropriate behavior • High reinforcement for replacement behavior • Lower/no reinforcement for inappropriate behavior • Student aware of contingencies

Considering the Pathway Desired Alternative Settin g Events Triggering Antecedent s Problem Behavior Functional Alternative Typical Consequenc e Maintaining Consequenc e

What’s a Functional Desired Alternative: Do work without complaints Setting Events: Peer Conflict Anteceden t: Asked to do difficult independe nt work Problem Behavior: Refuses to follow directions, swears, hits Functional Alternative: Typical Consequence: Points, grades, more work Maintaining Consequenc e: Avoid task without assistance

What’s a Functional Desired Alternative: Hand over i. Pad willingly Setting Events: Unstructured free time Anteceden t: Told to share preferred item (i. Pad) with peer Problem Behavior: Screams, flops on the floor Hits peer Functional Alternative: Typical Consequence: Wait for access Offered another item Maintaining Consequenc e: Continued access to the i. Pad and Adult attention

Behavior Improvement Plan Conduct FBA- Analyze Results Select Replacement Behavior (based on identified function) Can the student perform the NO replacement behavior? YES Does the environment represent best practice? YES Are antecedent modifications in place? NO Does the environment represent best practice? NO Are antecedent modifications in place? YES • • Monitor effectiveness of environment Teach the Replacement Behavior Improve the environment • • • Increase reinforcement for replacement and appropriate behavior Ensure reduced/no reinforcement for inappropriate behavior Improve the environment AND Figure modified from: Nahgahgwon, Umbreit, Liaupsin, & Turton; Umbreit, Ferror, Liapusin, & Lane, 2007

Antecedent Manipulations Structuring the environment: • Be proactive, not reactive • Provide opportunities for student to communicate appropriately throughout the day • Use a schedule and visuals to clarify expectations • Provide pre-corrective prompts • Increase motivation by identifying reinforcers to link with tasks

Antecedent Manipulations Effective General Strategies 1. Giving access, for FREE 2. Building momentum 3. Teaching communication skills

Modifying the Environment Provide what they want, for free! • Regularly provide access to the desired activity or item throughout the day • Attention seeking student- saturate with short amounts of high quality attention at regular intervals • Student who wants to avoid social interactionsregularly schedule these times throughout the day • Should be provided freely • Be aware not to pair with problem behavior • Do not restrict access based on previous behavior

Modifying the Environment Building Momentum • Starting with an “easier” set of tasks and then presenting a more difficult task • Emergent learners: • “Do this” with mastered items (easy ) • “What’s your name? ” (difficult) • Academic task: Math • 4 mastered problems • 1 newer concept problem • 2 mastered problems

Modifying the Environment Teaching Communication • Arrange the environment to practice communication • Plan opportunities for the student to practice expanding their appropriate communication skills • Not only focusing on the times of day that are difficult

Function: Attention Seeking Antecedent Changes • • • Schedule times for adult attention Schedule times for peer attention Increase proximity to teacher (seating arrangement) Teaching Replacement Behaviors • • • Excuse me Tap arm Ask for assistance Raise hand Over time teaching to wait

Function: Tangible Seeking Antecedent Changes • If, Then statements (accompany with visual supports) • Schedule times the preferred tangible is available • Having a consistent system in place for having to wait for access (with a visual) Teaching Replacement Behaviors • Setting appropriate expectations for how the student earn what they want to access • Start very small with low and easy demands

Function: Escape Task Antecedent Changes • • Assign “easier” work before more difficult tasks Provide choices (e. g. , order, where, materials) Provide schedule showing when preferred activities Shorten the tasks or provide frequent breaks Teaching Replacement Behaviors • Appropriate communication: asking for break or help • Increase tolerance for working on non-preferred tasks (start with short durations and increase length gradually) • Increase executive functioning skills in order to better manage time and deadlines

Function: Escape Person/Social Antecedent Changes • • Schedule times for escape from people or alone Provide warnings or cues for when the student must interact with others Use a pleasant tone and a calm demeanor with each interaction Pair people with highly preferred items or activities Teaching Replacement Behaviors • • • Request space or break from interactions Request a specific person not sit or work with Increase tolerance for interactions with others Effective social skills to handle conflicts Increase problem solving skills

Reinforce what you Differential Reinforcement want! 1. Providing reinforcement to the student at a higher level for the more appropriate behavior (that meets their function) – This is a proactive approach and teaching a new behavior Appropriate Behavior Reinforcement 2. Trying to minimize/eliminate the reinforcement they receive for the inappropriate behavior – You may have to at times respond to an inappropriate behavior but through this you are highlighting the response for the appropriate Inappropriate Behavior Reinforcement

Consequences: Reinforcement Two Pronged Approach: Screaming to get a break Using a break card to get a break reinforcement No reinforcement HIGH

Reinforcement Strategies Based on the Individual • Amount of reinforcement = amount of effort • Systems to consider: – Emergent Learner • When/Then – Students who can delay gratification • Token or point systems – Advanced learners • Contracting and privileges through level systems

Reinforcement Strategies If you are not seeing behavior change… Consider the: Type Quality Frequency Rate Overall amazingness of… The reinforcement you are using!

Goal Writing

Behavior Goal Writing Typical Process What do you want to change? Moaning/whining when presented with work Thompson Center University of Missouri 205 Portland Street Columbia, MO 65211 What is the replacement behavior(s)? Do work when asked www. thompsoncenter. missouri. edu

Behavior Goal Writing Improved Process What do you want to change? Moaning/whining when presented with work What is the replacement behavior(s)? Raise hand to ask for help (focus on self monitoring) Function of problem Engage in task behavior: To obtain help for task To gain attention Thompson Center University of Missouri 205 Portland Street Columbia, MO 65211 www. thompsoncenter. missouri. edu

Behavior Goal Writing Improved Process, Continued What skills/steps will let What is the you know they are learning replacement the replacement behavior? behavior(s)? • Learn to accurately rate the difficulty of a task Raise hand to ask for (compared to teacher help rating) Engage in task • Provided visual support, will raise hand to ask for How will you teach this? help Need to consider the student’s baseline skills and where you want them to be at the end of the IEP cycle • Teach to rate difficulty of work • Teach to follow a visual to decide appropriate behavioral response based on the task difficulty Thompson Center University of Missouri 205 Portland Street Columbia, MO 65211 www. thompsoncenter. missouri. edu

IEP Goals for Behavior

Is Your Plan Working ?

Monitoring Fidelity

Monitoring Fidelity Example from the Vanderbilt Peabody College: IRIS Center FBA Module

After the BIP • Share and train all teachers, support staff, and administrators • Progress Monitor replacement behaviors – Data collection on replacement behaviors & targeted behavior – Review routinely • Review routinely for fidelity of plan implementation

In Summary • It is essential that we identify the function of problem behavior in order to effectively treat this • As educators we must align FBA results with BIPs and IEPs • Progress monitoring and effective decision making is crucial!

Resources Virginia Commonwealth University (VCU)- Autism https: //vcuautismcenter. org/resources/adolescence. cfm Vanderbilt Peabody College: Iris Center Module Behavior Plan http: //iris. peabody. vanderbilt. edu/module/fba/#content Autism Speaks Transition Toolkit and Community-Based Skills Assessment OCALI Autism Internet Modules http: //www. autisminternetmodules. org/ National Professional Development Center on ASD- Evidence Based Briefs and Modules http: //autismpdc. fpg. unc. edu http: //afirm. fpg. unc. edu/ Missouri Autism Guidelines Initiative (MAGI) http: //autismguidelines. dmh. mo. gov/

TEAM Program The mission of TEAM is to increase expertise on autism spectrum disorders and to advance the knowledge and implementation of current empirically supported practices through focused training, coached practice, feedback, and consultation.

SPARK – Simons Foundation Powering Autism Research for Knowledge • SPARK is an online research partnership with the mission of speeding up research and advancing the understanding of autism. • Eligibility: Individuals with a professional diagnosis of autism. • Participation can be done entirely at home – registration is completed online. • Benefits: – Gift card – Significant genetic results returned – Future autism research opportunities – Access to resources • For more information visit: https: //thompsoncenter. missouri. edu/

Mizzou Online! Master’s Degree in Autism

Thank you! Questions? All materials reviewed today can be found here! http: //tinyurl. com/FBABIP 2017 Contact information: Karen O’Connor, Ph. D, BCBA, LBA oconnorkv@health. missouri. edu

Contact Information Thompson Center TEAM Education Program – – Kim Selders, M. A. , CSS-School Psychologist Karen O’Connor, Ph. D. , BCBA Jena K. Randolph, Ph. D Brooke Burnett, M. Ed. , BCBA, LBA For questions or more information, please contact the Thompson Center TEAM Program: – Louis Nevins, Staff Specialist – (573) 884 -1619 – Nevins. LP@health. missouri. edu