FUNCTIONAL BEHAVIORAL ASSESSMENT FBA and BEHAVIORAL INTERVENTION PLANNING

FUNCTIONAL BEHAVIORAL ASSESSMENT (FBA) and BEHAVIORAL INTERVENTION PLANNING (BIP)

FBA and BIP Presented at Spring EBD PST Conferences, April 14 th, and 21 st Betty V. De. Boer Ph. D, UW-La Crosse John Bemis MSE, Consultant DPI

FBA Toolkit Introduction �Background �Assumptions of FBA’s �Requirements �Types of FBAs �Permission �Functions

National Urgency �Exclusionary discipline rates are at all time highs. Students are removed from school at nearly double the rate of the early 1970 s. (Office of Civil Rights, 2006) �School to jail pipeline: Nationwide, at least 73 percent of youth with emotional disabilities who drop out of school are arrested within five years. � 20% of students need mental health intervention. Only 30% of those who need it will get any assistance at all.

Wisconsin Urgency ØAfrican American students in Wisconsin are 10. 2 times more likely be suspended than white students; Native American students are 3. 5 times more likely, and Hispanic students are 2. 4 times more likely to be suspended than white students. ØStudents with disabilities in Wisconsin are 3 times more likely to be suspended and 2 times more likely to be expelled than non-disabled students. Students with emotional and behavioral disabilities are 10 times more likely than non-disabled students to be suspended or expelled.

Conceptual Framework is Based on Wisconsin Initiatives Culturally Responsive Practices: Understanding and nurturing students’ culture within classrooms is necessary and essential in promoting positive school behavior. For more information on culturally responsive practices, go to http: //www. thenetworkwi. com/. Universal Design for Learning (UDL): Universal Design for Learning principles help ensure learning is accessible, engaging, and effectively assessed based on each student’s individual needs. For more information on Universal Design for Learning, go to http: //sped. dpi. wi. gov/sped_udl. Trauma-Sensitive Schools: Trauma-sensitive school environments recognize the impact of trauma on students’ learning and behavior and support children by providing the necessary instruction and learning supports for students to be successful. For more information, go to http: //sspw. dpi. wi. gov/sspw_mhtrauma.

Simple definitions of FBA and BIP �FBA is a method for identifying the underlying cause of a behavior (FBA) � …and using that information in a way that helps the child develop new, appropriate replacement behaviors that are more efficient and effective at getting the child what he wants in a more appropriate manner. (BIP)

Assumptions of FBA’s All behavior serves a purpose. Behavior continues because it is reinforced in some way. The outcome may appear to be undesirable to the observer (such as being removed from a class for disrupting instruction repeatedly), but the student exhibiting the behavior finds the result reinforcing because it serves a particular function. Before we are able to develop positive behavioral interventions likely to be successful with a particular student, we need to first understand the function, or purpose, the behavior has for the student.

FBA Myth MYTH: “FBA is just required for children identified with emotional behavioral disabilities” FACT: FBA’s are required in 2 situations, regardless of the child’s disability designation.

Functional Behavioral Assessment �Required when disciplinary change of placement occurs and the behavior is a manifestation of the disability. ◦ Information Update 06. 02 - Legal Requirements Relating to Disciplining Children with Disabilities � Also required when an IEP team determines the use of seclusion or restraint is reasonably anticipated.

Best Practice in FBA’s • It is also good practice to conduct an FBA on any child, regardless of disability status: • When there are repeated and serious behavior problems • When the current behavior program is not effective When the student or others are at risk for harm or exclusion • When a more restrictive placement or a more intrusive intervention is contemplated •

Who Benefits from FBAs? Reduction of challenging behaviors and increasing desired behaviors in the general education setting has resulted from using FBAs in the general education setting. Interventions based on FBAs conducted with English Language Learners in general education classrooms resulted in an increase in academic engagement from 69% to 94% and reduction in task-avoidance behaviors. Research into function-based intervention has demonstrated its effectiveness with students with severe disabilities, multiple disabilities, ADHD, learning disabilities, and those with or at risk for emotional or behavioral disabilities (EBD).

3 Levels of FBAs Complex/ Full/ Multiple FBA Simple/ Brief FBA Informal FBA

Informal FBAs Purpose Determine strategies that might be useful in addressing minor behavior concerns. This is not to be used when safety to student or others is a concern. Data Collection Discussion with team about student behaviors to develop a hypothesis about the function of the behavior and strategies that might be used to address it. Participants Support Team; General Education Staff, with Special Education staff consult BIP Result List of strategies, such as moving student desk to a different location or providing written directions to supplement verbal directions. Review of

Simple/ Brief FBAs Purpose To address one specific behavior, at school, in one setting or limited contexts when safety to student or others is not a concern. Data Collection Competing behavior pathways. Review Existing Data worksheet, interviews and/or informal observations. Participants PBIS Tier 2, Team members that include the parent(s) and student. It is recommended that a staff person with expertise in FBA/BIPs facilitate the process. BIP Result Planned, intentional intervention that uses a set of strategies to address targeted behavior and meets the need of the student. Implementation is monitored with data to assess effectiveness.

Complex FBAs (Multiple/Full FBAs) Purpose To address significant challenging student behaviors. Typically used at PBIS Tier 3, IEP teams should consider conducting a complex FBA to meet the legal requirements if FBA is required. Data Collection Formal observations, interviews, and multiple data sources, using scatter plots, tracking and analysis of behavior patterns over multiple days and settings. Data is triangulated analyzed. Participants Individualized team or IEP team that includes input from the parent(s) and student. If student receives special education services, this may be part of a special education evaluation and will be driven by IEP team. BIP Result Formal, intentional plan for intensive interventions that address complex behaviors based on positive behavioral interventions and supports.

When Permission is Not Required In many cases, an FBA can be conducted using data obtained in the normal course of the student's educational program. Specifically, parent consent is not required if the data to be used in the FBA: �is collected as a service specified in the student's IEP; �is part of ongoing classroom observation and assessment conducted in the normal course of the student's program; or �is part of ongoing review of the effectiveness of the behavioral intervention plan (BIP) included in the student's IEP.

When Permission Is Required �In some cases, it may be necessary to administer additional tests or other evaluation materials to obtain the information needed to conduct an FBA. In such cases, an evaluation must be initiated and parent consent must be obtained before administering additional tests or evaluative materials.

Potential Functions of Behavior If we want to improve the behavior, we need to understand the behavior’s purpose or function. Two main functions: Behaviors to get something. Behaviors to get away from something.

Potential Functions of Behavior Examples of positive reinforcement may include: �Gaining access to items, activities, or environment �Gaining a sense of safety �Gaining power / control over one’s life or circumstances /cope with a situation �Student is trying to accomplish something they feel is important �Gaining social approval/interaction �Good feeling/ Meeting sensory need Educators may consider other categories of “function”. Understanding the student’s point of view, unique disability related needs, or history of possible trauma may assist teachers in planning and supporting students in educational setting

Potential Functions of Behavior Examples of negative reinforcement may include: �Avoiding or escaping activities or environment �Avoiding or escaping social attention/ interaction �Avoiding or escaping overwhelming sensory stimulation ◦ May be seeking to self-regulate

Conducting a Complex FBA

Steps for Conducting an FBA 1) Clearly define the target behavior in observable, measurable terms. 2) Gather data using multiple sources. • Indirect data • Observations/ Direct data • Information from the student and caregivers is critical to this process* 3) Compile a competing pathways summary and form a hypothesis about the function. 4) Develop a Behavior Intervention Plan with Positive interventions and supports.

1. Clearly Define the Behavior �Clearly define the target behavior in observable, measurable terms. �Include examples and non-examples which cover the range of anticipated behaviors

Meet Mike (Not in toolkit) Mike is a 17 -year-old regular education student who is being considered for EBD due to a number of behaviors, including chronic work refusal. Mike never completes his assignment once he indicates his refusal verbally. Task Demand --- Verbal Refusal -- Avoidance A B C

Definition with Examples and Non-Examples Definition: “Verbal refusal to work” means that in class, Mike responds to teacher instructions with words that indicate his refusal or that denigrate the assignment. Examples of Verbal refusal to Work: During math, Mike’s teacher tells Mike to start his assignment and Mike says, “It’s stupid. You didn’t say we have to do that. ” During English, Mike’s teacher tells Mike to return to his writing task and Mike says, “You can’t make me do that. ”

Definition with Examples and Non-Examples Continued Non-Examples of Verbal Refusal to Work: During math, Mike’s teacher tells Mike to start his assignment and Mike completes the assignment while mumbling to himself. During English, Mike’s teacher tells Mike to return to his writing task and Mike says, “I need help. ” During English, Mike says, “I hate school” when talking to a peer and teacher.

Activity on Defining the Behavior Al, age 14, is a regular education student who frequently talks about non-class subjects, works on other assignments, or sleeps during class. Circle the items that are considered off-task by this definition. Put an X on the ones that are NOT considered off-task by this definition. Put a ? by those are unclear.

Sample Behavioral Definition: ”Off task" means Al is not looking at the teacher or the material being discussed during math. Examples of off-task: Teacher is discussing math assignment and… �… Al is looking at his library book. �…Al is facing the teacher but is asleep. �…Al is working on a science assignment. �…Al is talking to a peer about Game of Thrones.

�Definition: ”Off task" means Al is not looking at the teacher or the material being discussed during math. Non-examples of off-task: Teacher is discussing math and. . . �…Al is looking at the teacher and taking notes. �…Al is completing the assigned math worksheet.

What about these situations? Definition: ”Off task" means Al is not looking at the teacher or the material being discussed during group instruction. Teacher is discussing math and… �…Al is completing an old math assignment. �…Al is fidgeting with a small object under the table while looking at the teacher. �…Al is looking at the teacher while talking to a peer �…Al is looking at and talking to peer about the assignment

Definitions must be… �Comprehensive: examples and nonexamples must represent all of the most likely potential relevant behaviors. �Mutually exclusive examples and nonexamples: examples and nonexamples must not overlap

Perhaps revise the definition Potential New Definition: ”Off task" means Al is not looking at the teacher or the material or otherwise attending to the assignment being discussed during group instruction

2. Gather Data Indirect Data Forms in Toolkit Initial meeting Review of existing data Parent Interview Student Interview Observational Data/Direct Data Forms in Toolkit 4 -6 Observations, 10 -20 minutes, across settings ABC, *ABC 2 Narrative Recording Event Recording Duration Latency Momentary time sampling Teacher interactions Scatter Plot

ABC Summary �Antecedent (A): precede and may trigger the target behavior. Antecedents may include external factors vs. internal factors as well as immediate vs. distal factors. �Behavior (B): The student’s behavior must be identified in clear, observable, and measurable terms. �Consequence (C): A consequence is the outcome following the behavior which influences whether the behavior is either more or less likely to occur again in the future. We use term “OUTCOME” for consequence

Teacher Antecedents That May Escalate Intense Behavior � Yelling � Preaching � “I’m � Backing the boss” � Insisting on last word � Humiliation/Sarcasm/Sha me � Character attack � Physical force � Assuming student’s behavior is deliberate and intentional � Assuming the student knows why she/he engaged in the behavior � Double standard student into corner � Bringing up unrelated events � Generalizing “Every time…” � Preventing student from meeting his/her needs � Rejecting child � Instilling sense of failure � Adult triggers student’s trauma

Common Antecedents of Intense Student Behavior from Student Perspective �Sense of fear �Sense of failure/shame/ attack �Loss of personal power �Attention seeking �Displaced anger �Physiological issues �Need to maintain self-esteem

Indirect Sources of Information Interviews (Parent, Student, Teacher) & Review of Background Information Which may be relevant: Physical and mental health history and concerns Hearing/Vision, History of Loss/Grief/Trauma response Counseling/Medication/ Other Interventions and effects Include community, educational, and medical interventions Relationship between home and school, include any cultural influence if any exists Home expectations and supports, routines, strengths and weaknesses Effective motivators in the past Describe the behaviors that interfere with learning

Context (Setting, activity) Antecedent Behavior Consequence Outcome observations

Setting Math Class 2 nd Hour Antecedent Behavior Consequence Teacher starts class Outcome Student turns to Redirected back Student not talk to peer to task prepared no materials etc. Redirection Student Redirected back Teacher and mumbles back to task Student are at teacher looking frustrated Students asked Student talks Student told to Student puts to pass in out indicating be quiet head down is homework assignment was frustrated stupid Ignored Teacher begins Student talks lesson out “I don’t have a pencil” Teacher ignores student Student is Ignored Teacher ignores student Students puts head down

Narrative Recording �Notes, Not quantitative �Allows the recording of additional information as well as targeted behavior �Teacher interactions �Class & task, Time & Date, Number of students & adults, Peer interactions, How representative the observation was

Event Recording �Easiest form of data collection �Often collected over several relatively large segments of the session or over the entire session �Tally amount of times an event takes place �When the behavior that you are looking at can be easily counted, and has a clear beginning and ending

Momentary Time Sampling � When the behavior is not easily tallied � Behavior occur at a moderate and steady rate � Divide the observation time into equal intervals and then record whether or not the behavior occurs at the very end of each interval.

Duration and Latency Recording �Duration recording requires measuring how long a behavior lasts. ◦ Behavior needs a clear beginning and end ◦ Once Dylan is off-task, he remains offtask for 13 -17 minutes in Circle Time �Latency recording usually requires measuring the time to start a task from the time instructions are given. ◦ Behavior needs a clear beginning ◦ Dylan takes 8 -12 minutes to start assignments once he is given

High Intensity – Low Frequency Behaviors �Behaviors that are low frequency but high intensity are difficult to observe. ◦ Fighting, Arson, Property Destructions, Self-injurious behaviors �May need to rely on ◦ Interviews ◦ A-B-C ◦ Records Review

Scatter Plot

Developing Behavior Intervention Plans (BIPs)

Behavior Intervention Plans A BIP provides a clear, concise set of strategies that can be communicated to all staff working with a student, and implemented consistently with fidelity. Staff must share a common understanding of what the strategies look like, who is responsible for implementing them, and under what conditions each strategy is to be utilized BIP’s need to address the SAME function as the target behavior. BIP’s are in addition to the positive behavior interventions and supports required in the IEP

Supportive Interventions versus Punishment-Based Interventions Relationships/connections help make interventions work. The emphasis should be on teaching new behaviors rather than punishing current ones. We should teach - practice- and reinforce appropriate behaviors. Exclusion and punishment are ineffective at producing long-term reduction in problem behavior.

Key Components of Behavior Intervention Plans �Descriptions of behavior incorporating data from FBA �Known antecedents of behavior �Environmental concerns related to the behavior �Address the skills deficits �Academic interventions, if required �Competing pathways �Identify positive behavior interventions and supports

Considerations when developing a BIP �Supporting children with a BIP �Teacher behaviors �Causes of intense behavior �Skill deficits �BIP; team members, reinforcements, measurements, reviews.

Supporting Students with BIPs Remember that changes to the behavior of adults and other students may be necessary to create an environment where success is possible. Ensure the classroom is a culturally responsive; • Incorporate • build activities and strategies that honor each student’s culture. on the assets and contributions brought to the classroom. Create a trauma-sensitive classroom; � Provide physical and emotional safety. � Allow choices in learning that teaches and models emotional and behavioral regulation. � Establish trust with students through shared ownership of the classroom and relationships.

Supporting Students with BIPsand teach clear expectations, model the Establish behavior you want to see. Don’t wait for inappropriate behavior to occur and/or escalate before providing interventions and supports. Provide positive supports and specify expected behaviors calmly to redirect behavior. Use data to guide the process. Decisions about interventions should be based on evidence about what is/isn’t working. Remember that behavior will often get worse before it gets better.

Teacher Behaviors that De-escalate or Prevent Intense Behavior • Model emotional and behavioral regulation. Use a calm tone of voice. The more upset the student becomes, the calmer you need to become. � Demonstrate safety to the child. � Let the student know you are sincere in trying to resolve the situation with her/him. � Use words, body language, and prompts that reduce tension, communicate support, and provide calm redirection. � Acknowledge when you are wrong.

What important skills are lacking that contribute to the Challenging Behavior? Cognitive ability and prerequisite knowledge Achievement in relevant area of demand Language/communication skills Expressive/Receptive/Written/Pragmatic language skills Social skills Problem-solving skills Daily Living Skills Motor Skills

What important skills are lacking or contributing to the challenging behavior? Executive functioning Attention Memory Reasoning Planning Organization Emotion Regulation Skills/Coping Skills Capacity for self-regulation and mutual regulation Capacity to trust others Capacity to feel safe

FBA Statement � When (student name)____ is expected to (describe environmental task or demand)_______ during (specify the classroom/school environment)____________, the student (describe behavior of concern)______________, for the reason(s) of (indicate reason/motivation for the behavior) _________ associated with deficits in ______, _______, and ______. � (Teaching intervention/s) _____has the highest likelihood of serving the same behavioral purpose for this student. More specifically, teaching the student (specific skills) in order to (overall goal) will result in more adaptive behavior.

Sample FBA Statement � When Mark is expected to enter the gymnasium during physical education class, Mark runs out of the gym without permission, for the reason of avoidance/escape from the task or environment, associated with deficits in expressive language skills and emotional regulation skills. � Teaching communication skills and emotional coping skills have the highest likelihood of serving the same behavioral purpose for this student

Design a Competing Pathway Summary Desired Behavior Setting setting Antecedent antecedent Desired Outcome Target tt Behavior Function of Behavior Replacement Behavior

Mike’s Competing Pathway Accepts Directions Regular Education setting Trauma History Given antecedent directions Desired Outcome Student tt argues Avoid Escape Student asks For a break

Environmental Concerns �History of trauma �Parenting influences �Ability to observe acceptable behavior �Poverty �Medication �Sleep �Diet

Interventions for Continuation of Target Behavior What follows when a behavior continues in class. � Re-teach new behaviors � Follow BIP, provide positive behavior support � Follow classroom rules

Types of Reinforcement �Edible versus inedible �Tangible versus intangible �Immediate versus delayed �Natural versus imposed �External versus internal

Reinforcement Hierarchy

How behavior will be measured �Observations �Other data collection �Daily feedback from staff �Weekly student meetings

Behavior intervention plan will be reviewed based on: �Progress that has been made or if there is not progress taking place �Development of new concerns

Interventions are far more likely to result in successful behavior change if they are guided by functional behavioral assessment and based on positive behavior interventions and supports. Carr et al. reported that in over two-thirds of published studies, interventions using positive behavioral support resulted in reducing challenging behavior by 80% or more. Carr, E. G. , Horner, R. H. , Turnbull A. , Marquis, J. , Magito-Mc. Laughlin, D. , Mc. Atee, M. , Smith, C. E. , Anderson-Ryan, K. A. , Ruef, M. B. , & Doolabh, A. (1999). Positive behavior support as an approach for dealing with problem behavior in people with developmental disabilities: A research synthesis. Washington, DC: American Association on Mental Retardation.

Questions?