Leading a Team from a Functional Behavioral Assessment to a Behavior Support Plan

1. Leading a Team from a Functional Behavioral Assessment to a Behavior Support Plan Rob Horner and Anne Todd University of Oregon TA-Center on Positive Behavior Support www.pbis.org

2. Assumptions and Objectives • Assumptions • You are already implementing School-wide PBIS • You already conduct functional behavioral assessments • You are already working with teams to build behavior support plans for individual students. • Objectives • Define a process for moving from assessment to behavior support plan. • Start with FBA -> Frame the Challenge -> Select Options

3. Main Messages • Know the “foundation” information BEFORE building a plan: • What, Where, When, Who, Why • For complex plans build information about social, family, medical and contextual issues that may be influencing behavior. • Make the plan fit the student and the context • Efficient, tailored support • Behavior support has levels of complexity: Typical school personnel can do a lot. • You can do this. • Implement individual behavior support plans within school-wide systems.

4. School-Wide Positive Behavior Support Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ~15% ~80% of Students

5. 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.

6. Behavior Support Elements *Team *Specialist Problem Behavior *Hypothesis statement *Competing Behavior Analysis *Contextual Fit Functional Assessment *Implementation Plan Content of Support Plan Fidelity of Implementation *Technical Adequacy * Strengths * Preferences * Lifestyle vision Impact on Behavior and Lifestyle

7. Functional Behavioral Assessment • Defined: • Functional behavioral assessment is a process for identifying the events that reliably predict and maintain problem behavior.

8. Outcomes of a Functional Behavioral Assessment • Operationally defined problem behavior(s) • By response class • Identify routines in which the problem behavior is most and leastlikely to occur • Define the antecedent events (triggers; setting events) that predict when the problem behavior is most likely • Define the ONE consequence that contributes most to maintaining the problem behavior in that routine. • Summary Statement of findings.

9. FBA Summary Statement Setting Events Triggering Antecedents Problem Behavior Maintaining Consequences 3 2 1 4 In room with Noise and/or too many people Avoid noise/people Allergies Head Hit

10. Video Identifying Maintaining Consequences Given a Problem Behavior Get: Object, Activity, Sensation Avoid: Object, Activity, Sensation Object/ Activity Social Object/ Activity Physiological Social Physiological Precise Event Precise Event Precise Event Precise Event Precise Event Precise Event

11. Many ways to do FBA • Simple/ Typical FBA • Interview the person who knows the student best • Build a summary statement Setting  Antecedent  Prob Beh  Consequence Event (Trigger) (Maintaining) • Use direct observation to verify the summary statement FACTS Demo

12. Use FBA to Design Effective Support:TheDesign of Effective Environments • Problem behaviors are irrelevant • Aversive events are removed • Access to positive events are more common • Problem behaviors are inefficient • Appropriate behavioral alternatives available • Appropriate behavioral alternatives are taught • Problem behaviors are ineffective • Problem behaviors are not rewarded • Desired behavior ARE rewarded

13. Use FBA to Design Effective Support: • Use the FBA to narrow the challenge • Behavior in Routine maintained by Function • Help the team produce a plan that is uniquely appropriate, specific and practical. • Do this by asking the right questions, not providing the solution.

14. Using FBA to Design Effective Support:The Simple BSP • How can we prevent problem situations? • What should we teach as an alternative behavior? • How to increase reward of appropriate behavior? • How to minimize reward of problem behavior? • Are negative consequences for problem behavior needed? • Are safety routines needed? • What data to collect? • Are we doing the plan? • Is the plan working?

15. Intervention Development

16. Marion: 3rd grader, Asperger’s Syndrome Strong preferences for games Play with others Peer social interaction Reprimand during prior class Playground Scream at / threaten others Get access to game or equipment Ask for Help BSP

17. Examples:Define (a) FBA summary statement and (b) possible elements of support • Emmit • Eric • Raymond • Jason

18. Five Steps in Leading a Team from FBA to a Behavior Support Plan • 1. Summarize FBA • Setting Events-> Antecedents -> Behavior -> Consequence • 2. Define goals of BSP process: • Make problem behavior irrelevant • Make problem behavior inefficient • Make problem behavior ineffective • Do all this in a contextually appropriate manner • 3. Lead discussion to identify options • Ask questions, don’t give solutions • Paraphrase, elaborate, integrate • Always bring group back to FBA logic • Produce multiple ideas (elements)

19. Leading a Team from FBA to BSP • 4. Given an array of possible BSP elements, shift discussion to contextual fit. • What elements are feasible, acceptable, sustainable?’ • What is the smallest change that will produce the largest effect? • ----------------------------------------------------------- • Contextual Fit Defined: • The extent to which the people who will implement a behavior support plan find the elements of the plan • Consistent with their personal values • Consistent with the professional skills • Consistent with the resources available in the setting • Consistent with the available administrative support

20. Leading a Team from FBA to BSP • 5. Transform ideas for BSP elements into a formal plan for implementation • Who will do what, when, and how will we know?

21. Outline of a Behavior Support Plan • Assessment (FBA, Person-Centered Plan, Wraparound) • Operational Descriptions, Routines, FA Hypotheses • Competing Behavior Pathway • Prevention • Teaching/Education • Reward desired behavior • Place Problem behavior on extinction • Corrective consequences for problem behavior (if needed) • De fine safety/emergency procedures (if needed) • Evaluation and Monitoring for Improvement • Steps for implementation BSP Cindy

22. Planning for Implementation

23. Assessing Implementation • Behavior Support Plan Weekly Assessment • Student:_________________________ Week: _______________________________ • To what level did we implement the plan we proposed? • Low Moderate High • 1 2 3 4 5 6 • To what degree is the plan having a positive impact on the student? • Low Moderate High • 1 2 3 4 5 6

24. Eric: BSP Implementation and Perceived Impact Aide Quality of Implementation 6 + + Teacher Implementation Quality of Behavior 6=+ Perceived Impact

25. Summary • Invest in building consensus around FBA summary statement. • Recruit strategies that are local, practical, but still consistent with FBA…(Lead don’t tell). Recruit local knowledge • Using Competing Pathway to build efficient plans (the smallest changes that produce the largest effect) • Ensure that the plan includes procedures for getting implementation to occur. • Always include procedures for evaluation • Are we doing what we said we would do? • Is the process having an effect on the student?