Positive Behavior Support Functional Behavior Assessment Developing Positive

Positive Behavior Support: Functional Behavior Assessment & Developing Positive Support Plans Adapted from Sugai, Function-Based Behavior Support, 2002 (www. pbis. org); Eber, Targeted Interventions, 2002 & MN Center for EBD Training & Support mncenter 4 ebd@comcast. net

The Challenge • Problem: A teacher reports that Joey continues to disturb the class at high rates. He says that Joey constantly talks out, often gets physical with peers, refuses to do work and frequently gets silly and inappropriate during group discussions. The teacher reports that he has tried everything and nothing works, and that he is totally frustrated. He says he is desperate for good suggestions. • How do you know which strategy to try? • What suggestions would you give this teacher?

The Challenge • Problem: Alison frequently teases her peers and gets into frequent fights that include verbal threats and swearing. • What are possible causes for this problem? • How would you know?

The Challenge • Problem: Blake is in kindergarten and refuses to participate in any group activity such as circle time or center time. Instead he wanders around the room making and noises disrupting the group. • What are possible causes for this problem? • How would you know?

“The purpose of school discipline is to allow effective instruction and learning to take place. The goal isn’t just behavior control – it’s student development. Proactive approaches focus on positive and constructive problem-solving techniques for prevention of behavior problems. Reactive approaches focus on controlling or suppressing behavior. ” • -- Hill M. Walker, Ph. D. , University of Oregon

What is IT? Positive Behavior Support Planning. . . • A process for understanding why a behavior is happening and what purpose it serves for a person. • A way to PREVENT challenging behaviors from happening in the first place • Understands that behavior is context related • Based on the “Function” that behavior serves for a child

• All too often, school personnel attempt to eliminate problem behavior by punishment without investigating why the behavior occurred. Positive behavioral support, which is based on a functional behavioral assessment, attempts to understand the purpose of a problem behavior so that the student can be assisted in replacing the problem behavior with new and more appropriate behaviors that achieve the same purpose.

There are three reasons why school personnel should strongly consider positive behavioral supports and interventions: • Simply suppressing a problem behavior does not have long-term effects and often leads to increased counter-aggressive behaviors from students • Once school personnel know why a student’s behavior occurs, they can respond more appropriately by teaching the student a more appropriate way of responding. This serves the long-term interests of both student and teacher. • Traditional punishment focuses on “fixing the student”, whereas the focus of positive behavioral support is shifted to fixing student skill deficiencies, classroom settings, instructional delivery, and/or curricular adaptations.

A Context for PBS • Behavior support is the redesign of environments, not the redesign of individuals • Positive Behavior Support plans define changes in the behavior of those who will implement the plan. A behavior support plan describes what we will do differently. Rob Horner- University of Oregon

Function-based Behavior Support • A different approach to addressing support for children with problem behaviors. • Function-based support focuses on the “why” or function of the behavior as well as “why does it continue to happen”.

So how do we begin? • We begin with a functional assessment of the child and the environment.

What is FBA? A systematic process for developing statements about factors that – contribute to occurrence & maintenance of problem behavior, & – more importantly, serve as basis for developing proactive & comprehensive behavior support plans.

Rationale for Functional Behavioral Assessment • The majority of student behavior is purposeful. • Behavior (appropriate and inappropriate) is related to the context(s) in which it occurs. • Behavior is influenced by past-to-present events. • It serves a predictive function.

Advantages of FBA • Increases understanding of the causes of behavior; • Facilitates hypothesis-driven treatment; • Emphasizes skill building--not punishment • Increases chance of positive student outcomes

Principles That Guide FBA • We can’t fix it until we know why it’s broken. • One size does not fit all. • No one gives up something for nothing.

Minimum Essential Elements 1. 2. 3. 4. Clear definitions of problem behavior Testable hypothesis statement Supporting data Behavior intervention plan based on testable hypothesis (4)

Example: Observable/Measurable Definition of Behavior • General Description: Trish is aggressive. • Concrete Definition: Trish hits (with open or closed fist, with intention to harm) other students during recess when she does not get her way (e. g. , first pick; line leader).

Example: Observable/Measurable Definition of Behavior • General Description : Jan is hyperactive. • Concrete Definition: Jan leaves her assigned area without permission. • Jan blurts out answers without raising her hand. • Jan completes only small portions of her independent work.

Use observable terms to define the following in observable & measurable terms Anxious Over-stimulated Lazy Hyperactive Aggressive Depressed

Stranger Test Is the definition clear enough that if someone who didn’t know the student read it, they could observe and correctly determine whether or not it occurred?

Understanding Function The most common problem behaviors in school and in life serve a function: 1. to get something u attention, objects, power, self-stimulation 2. to escape/avoid something u tasks, embarrassment, situations, persons Adapted from T. Scott, 1988

Typical functions Get/ Access Peer/Adult Social Activities Tasks Tangibles Sensory/ Automatic Avoid/ Escape

The Importance of Context Every behavior has a social and environmental context. When we try to answer the question “what function” is a behavior serving for a child” we attempt to identify relationships between the person, environmental events, and the occurrence or non-occurrence of specific behaviors.

ABC of Behavioral Events A B C

Identify patterns of behavior: If we can predict problems, we can prevent them.

Summary: Components of FBA • The Person • • • Strengths Interests Learning style Social Network Preferred Activities

Antecedents: Setting Events • Unique situations or conditions which occur at some point distant in time that increase or decrease the likelihood that given a particular antecedent (trigger) the behavior is more likely to occur. Often referred to as “slow triggers”.

Setting Event Examples Environmental: quality of life; interactions; home environment; level of curriculum; social relationships; Learning Styles: preferred activities; length of task; modality; choice making; skill level; Personal factors: medications; illness; sleep; nutrition; sensory sensitivities;

Antecedents: Triggers • Any stimulus that occurs before the behavior and influences the likelihood that the behavior will occur. • Examples: changes in routines; activity demand; length of task; amount/quality of interaction; opportunity for choices; teased by peers

Consequences • An event that contingently follows a behavior and affects whether a behavior will increase or decrease over time. • Examining consequences that follow behavior helps us to determine the “function” that the behavior is serving for that person.

FBA Terminology Antecedents Behavior Setting Events or Slow Triggers Environmental factors that influence behavior, not immediate (Outcome/Function) B A Immediate Problem Behavior C Appropriate Behavior or Fast Triggers Occur immediately before a behavior Consequences Goal: Decrease Acquire skill & Increase Access Reinforcement Punishment Avoid/Escape

Hypothesis or Summary Statements Statement that describes: Context in which behavior is observed. The Problem Behavior Antecedents & Maintaining Variables, & Function of behavior

When Sequoia misses her 12: 30 medication & teachers make multiple task demands, she makes negative self-statements & writes profane language on her assignments. Teaching staff typically send her to the office with a discipline referral for being disrespectful. What function? Avoid difficult tasks Setting event Misses 12: 30 medication Antecedent Response Consequence Teachers make multiple task demands Sequoia makes negative selfstatements & writes profane language Teacher sends Sequoia to office for being disrespectful

Caesar has dyed his hair three colors & is teased several times by his friends before class. When he enters the class, his teacher stares at his hair. Caesar immediately says “what are you staring at? ” His teacher immediately sends him to inschool detention. Escape adult & What function? peer attention Setting event Caesar is teased several times about his hair by his friends before class Antecedent Response Consequence His teacher stares at his hair in class Caesar asks his teacher what she’s staring at His teacher sends him to in-school detention

Jack gets into arguments with his math teacher if she asks him to correct his mistakes. As a result of this behavior Jack often avoids work and gains the teacher’s attention. This is more likely to happen if he has had difficulty with another subject prior to coming to math. Setting Events Triggering Antecedents Problem Behavior Maintaining Consequences

Jack gets into arguments with his math teacher if she asks him to correct his mistakes. As a result of this behavior Jack often avoids work and gains the teacher’s attention. This is more likely to happen if he has had difficulty with another subject prior to coming to math. Setting Events Difficulty with Another subject before math Triggering Antecedents Problem Behavior Maintaining Consequences Asked to correct his mistakes argues Avoids work

Setting Event Manipulations Check in with teachers of prior subjects Antecedent Manipulations Provide answer sheet for comparison Behavior Manipulations (Skills to Teach) Teach options to problem behavior: 1. Ask for help Modify academics To insure success Provide positive adult contact Remind (precue) alternative behaviors Do first problem together 2. Teach missing math skills 3. Teach selfregulation strategies Consequence Manipulations Immediately reinforce entering class. Provide reinforcer w/in 1 min. of starting task (3 min. , 5 min. , 10 minutes) Give break & help Sit with preferred peer when done

Frank kicks other children during morning circle if they get too close. As a result of this behavior children move away from Frank. This is more likely to happen if Frank is beginning to get sick. Setting Events Triggering Antecedents Problem Behavior Maintaining Consequences

Setting Event Manipulations Getting sick Sit in-between Frank and other students Give Frank a choice So sit on a bean bag Or on a chair Antecedent Manipulations Kids get too close Behavior Manipulations kicks (Skills to Teach) Make sure Students have Clear boundaries For their bodies Such a s carpet Square, taped Outlines, etc. Teach all students about comfort zones, About staying in your Space, about it makes Others fell if they Get too close Pre-cue students About where their Bodies should be Pre-cue students: “Check your Bodies” Teach Frank to use his Words. If Frank Is non-verbal give him a Sign/card/signal to Indicate “too close” Consequence Manipulations Praise Frank for Using his words Praise students for staying on Their carpet squares Re-teach in contexts for mistakes

Paul is a 15 year old student who experiences Asperger Syndrome, anxiety, and depression. In history class Paul swears at the teacher when asked to take notes and makes self-deprecating comments to himself. When he does this he is sent to the office and avoids the activity. This is more likely to happen if Paul has been having arguments at home with his parents or has had difficulty with peers earlier in the day.

Paul is a 15 year old student who experiences Asperger Syndrome, anxiety, and depression. In history class Paul swears at the teacher when asked to take notes and makes self-deprecating comments to himself. When he does this he is sent to the office and avoids the activity. This is more likely to happen if Paul has been having arguments at home with his parents or has had difficulty with peers earlier in the day. Setting Events Trouble at home Trouble with Peers Motor planning challenges Anxiety over Difficult tasks Low self-esteem Triggering Antecedents Problem Behavior Maintaining Consequences Asked to take Notes Swears at teacher Self-deprecating comments Sent to office Avoids the activity

Setting Event Manipulations Antecedent Manipulations Trouble at home Trouble with Peers Motor planning challenges Anxiety over Difficult tasks Low self-esteem Asked to take Notes Behavior Manipulations (Skills to Teach) Swears at teacher Self-deprecating comments Consequence Manipulations

Examples of Summary Statements • Jack gets into arguments with his math teacher if she asks him to correct his mistakes. As a result of this behavior Jack often avoids work and gains the teacher’s attention. This is more likely to happen if he has had difficulty with another subject prior to coming to math. • Frank kicks other children during morning circle if they get too close. As a result of this behavior children move away from Frank. This is more likely to happen if Frank is beginning to get sick. • Tory falls to the ground to avoid activities that he perceives as too difficult. This allows Tory to avoid having to do the task and also gains him teacher attention by being offered a different task to do. This behavior is more likely to happen if Tory is tired or hungry.

More Summary Statements • In history class Paul swears at the teacher when asked to take notes. When he does this he is sent to the office and avoids the activity. This is more likely to happen if Paul has been having arguments at home with his parents. • Angel refuses to come in from recess when the bell rings. When this happens adults try to negotiate with him (attention) and sometimes run after him to get him to come in. This behavior is more likely to happen if he has had trouble with his peers while outside. • When James is directed to stop playing with the computer, he is likely to scream an obscene word and throw his pencil or paper which results in the termination of computer time. • Jason screams and hits his head when approached by his peers Marge or Allison. When he screams, Marge and Allison move away and leave Jason alone. This is more likely if Jason is tired.

Effective Environments… Make problem behavior: • Irrelevant, Inefficient, & Ineffective • They help children get their needs met in more effective and socially appropriate ways.

Fundamental Rule “You should not propose to reduce a problem behavior without also identifying (and then teaching) alternative, desired behaviors the person should perform instead of the problem behavior” (O’Neill et al. , 1997, p. 71).

Which of the Following are Appropriate Replacement Behaviors – Jason is nine and cries when asked to do difficult tasks (<30% accuracy). The crying is maintained by avoiding or escaping the tasks. • Possible Replacement Behaviors: – More rewards for doing tasks – Asking for a break from tasks – Asking to do something other than the tasks – Requesting adult attention – Asking to have soda after tasks are done

Suggest replacement behaviors for the following 5 problem behaviors • Teasing maintained by peer attention • Swearing and stomping out of the room maintained by avoidance of hard tasks • Crying and whining maintained by avoiding being asked to do chores. • Kick, hit maintained by keeping the swing longer • Dressing in a rude or obscene manner maintained by peer attention

Functional Assessment Approaches • Indirect Information – Routines Summary – Interviews (FAI, Student-Guided, FACTS, Brief FA) – Rating Scales (MAS) • Direct Observation – ABC Charts – Scatter Plots – Functional Assessment Observation Form • Systematic Manipulations – Functional Analysis

Routines Matrix

Scales • MAS (Durand & Crimmins, 1988) – Adapted for Early Childhood by University of Minnesota • PBQ (Lewis, Scott, & Sugai, 1994)

Direct Methods - Direct Observation

One hundred rumors are not comparable to one look. Ancient Chinese Proverb

Direct Methods - Direct Observation • There are many methods for collecting behavioral data – antecedent-behavior-consequence – (A-B-C) charts – frequency counts – scatter plot charts

A-B-C Analysis • Antecedent - Behavior-Consequence • Directly observe the student and record anecdotal information over the course of several observation periods. • As the problem behavior occurs, the observer records events that occurred right before the behavior and the events that occurred just after the behavior.

A-B-C Analysis • The information gathered from the A-B-C analysis will assist in identifying – target behaviors – events that are maintaining the challenging behavior

A-B-C Analysis – appropriate behaviors that are not reinforced – social skills that need to be learned – environmental conditions that need modification

Direct Methods - Direct Observation – interval-recording systems – duration recording – anecdotal or written descriptions – incident reports

ABC Recording Figure 7

Scatterplot/Matrix • The purpose of a scatterplot matrix is to discover if the problem behavior correlates with – a time of day – a particular physical setting

Frequency Recording/ Event Recording • This method of observation simply entails counting the targeted behavior every time it occurs during a specific time period. • This provides the observer with a frequency count or rate of occurrence for each observation session.

Duration Recording • Collecting data on the duration or length of a behavior is important when educators are interested in the amount of time a student carries out a behavior. • Duration can be recorded by making a notation of the time the behavior begins, and the time the behavior ends.

Interval Recording • This type of data collection breaks down the observation period into smaller (and equal) time periods. • An indication is made when a behavior occurs or doesn’t occur. • Intervals range from 5 to 30 seconds with the total observation period ranging from 10 to 60 minutes.

Characteristics of Positive Behavior Intervention Plans • Individualized • Hypothesis based • Multiple interventions or support strategies

All Positive Behavior Support Plans MUST include: • Modifications of the environments • Teaching new skills that build new competencies • Changes in our behavior • Data that monitors progress and informs our decisions • Must take into account Contextual Fit

Contextual Fit • Select support strategies based on – Values of implementers • Do implementers feel comfortable with procedures – – Skills of implementers Resources of implementers Administrative support available to implementers Expectation of effectiveness • Least intrusion for maximal effect

Elements of “Good” Behavior Support Planning • Operational descriptions of problem behavior • Observable, measurable • Hypothesis Statement – Function(s) of the behavior • Identification of problem routines – “Routine” = a sequence of behaviors that produce a socially important outcome – Define daily schedule (what done, when) – Identify parts of schedule most likely to be associated with problem behavior – Assess common elements of problem routines

STEP 4: Routine Analysis Schedule (Times) Activity Likelihood of Problem Behavior Specific Problem Behavior 8: 00 Waiting to enter building Low 1 2 High 5 6 See escalation described above 3 4 8: 15 Advisory & Planning 1 2 3 4 5 6 Mostly teasing and touching property of others. Doesn’t escalate much further 9: 15 Language Arts 1 2 3 4 5 6 Occasional name calling/teasing 10: 15 Recess 1 2 3 4 5 6 See escalation described above 11: 30 Math 1 2 3 4 5 6 Occasional teasing 12: 00 Lunch 1 2 3 4 5 6 See escalation described above 12: 35 Earth Science 1 2 3 4 5 6 Minor verbal harassment 1: 15 Art or Phy Ed 1 2 3 4 5 6 See escalation described above 2: 00 Reading 1 2 3 4 5 6 Rarely a problem 2: 50 Waiting for bus 1 2 3 4 5 6 See escalation described above

Effective Features • Individual Goals: Behaviors to Increase/Decrease • Environmental changes and support (that make the problem behavior irrelevant, inefficient, and ineffective). – Foundation Factors (the solid seven) • • Health and Physiology Mastery Preference Communication Predictability Control/Choice Social Relationships

Effective Features • Intervention Procedures – Prevention (Make problem behavior irrelevant) • • Schedule Curriculum (content, sequence) Instruction Activities – Teaching New Skills (Make problem behavior inefficient) • Replacement skills (maintained by same function as problem behavior and more efficient than problem behavior) • Adaptive skills

Address behavior programmatically by teaching replacement behaviors and skills • Alternative behaviors that serve the same function for the student • Complementary skills (such as reading comprehension if the student is avoiding classes where reading is stressed) • Self-regulatory or self-control skills; generalization; intrinsic motivation and rewards

Effective Features (cont) • Intervention (cont) – Prevent reinforcement of problem behavior (make problem behavior ineffective) • Positive reinforcement • Negative reinforcement – Increase reinforcement of desired and replacement behaviors (make problem behavior inefficient). • Positive reinforcement • Negative reinforcement

Examples of Preventive Strategies Increase the effectiveness of instruction for this child (Strategy Instruction, Content Enhancement Routines) Increase academic skill levels Modify the curriculum (interest preferences, choice, sequence) Modify the demands (quantity, difficulty, input, output, groupings, alternative tasks) Clarify the expectations Reorganize the physical & interactional setting (have supplies available, pair seats, independent seats)

Sample Possible Interventions When Donna finishes work before the other students, she scribbles on her desk. This alleviates her boredom. Brainstorm with Donna things she can do when her work is finished (e. g. , color, read, teacher helper- water plants). Precorrect Donna to do one of her activities should she finish earlier than other students. Teach Donna to ask for activities or items when she is finished or when she is feeling bored. Provide them consistently following her requests Teach Donna to peer tutor other students.

Sample Possible Interventions When the teacher’s attention is withdrawn or focused on another child, Lisa makes noises. This results in the teacher scolding her and moving her closer. Have the teacher tell Lisa when she will be unavailable for “extended” periods, “I’m helping…. . next. I will be over after that. ” Teach Lisa to raise her hand when she needs attention or help. Remind her, PRECORRECT her, to do this. Provide attention whenever Lisa raises her hand, even if it is just to say, “Thank you. I’ll be there in a minute. ” Ignore all other noises. Arrange for students to peer tutor or simply work side-by-side in pairs. Keep Lisa’s pair in close proximity to the teacher.

Sample Possible Interventions When unanticipated changes occur in the schedule, Ben throws his materials. Having to pick them up delays his transition to the next activity. Provide a written or picture schedule and refer to it throughout the day. Prepare Ben for changes, by noting them on the schedule. Teach him to ask for clarification or assistance regarding changes. Reward him for smooth transitions. If materials are thrown, have him pick up his materials after he finishes the next activity.

Developing Positive Support Plans • • • Modifying Setting Events & Antecedents – Includes modifications to environment, curriculum, instruction, & demands Skills to Teach – Includes asking for help, asking to take a break, anger management, social skills, problem-solving skills, & self-regulation strategies Function/Consequence Strategies – Make the problem behavior ineffective – How will we reinforce the positive behavior? – How will we respond to the problem behavior? Interventions and Supports that Consider Quality of Life – Health and physiology – Communication – Mobility – Control/choice – Social relationships Evaluation Procedures

What if the BIP doesn’t work • You may still understand the situation better than before. • Go back and double-check your hypothesis – maybe it was inaccurate • Make sure you don’t give up too soon – it can take 4 to 8 weeks for a reasonable trial period • Maybe the replacement behavior doesn’t meet the student’s need • Are your expectations realistic? • Do you have intervention integrity and treatment fidelity?

• In other words, was the plan appropriately implemented? Was there consistency across settings and people? Was the reinforcement schedule followed? Was the plan given a fair shot? • There may be other events that hindered progress, such as illness of the student or teacher, family emergencies • There may be more powerful issues for the student such as chemical dependency, abuse, depression