Increasing the Function of FBAs and PBSPs

1. Increasing the Function of FBAs and PBSPs Jennifer Briggs-Russell, LMSW, ASD/Behavior Consultant Stacie Hopkins-Schrumpf, LMSW, Behavior Consultant Muskegon Area Intermediate School District August 12, 2014

2. MAISD Timeline • Summer 2013 – MAISD Consultants research & develop new FBA & PBSP Forms • Fall 2013 • present new forms to local directors • establish pilot group, prior to “forms training” • attend Illinois PBIS Conference, attend breakout with Horner, Loman et. al. • present changes to training component to local directors • Scheduled Four, ½ Day Training Series

3. Why change the forms/process? • Functionality • Reliance on checkboxes • Systematic process to tie the FBA to the PBSP • Place for a summary (day to day operations) • Action plan and clear assignment of roles & responsibilities • Place to document data review meetings, changes and next steps

4. Resources • “Developing Effective Behavior Intervention Plans: Suggestions for School Personnel,” Killu, K., Intervention in School and Clinic, Vol. 43 No.3, 1/08 • Michigan Department of Education School-wide Positive Behavioral Interventions & Supports Implementation Guide, 2010 • Building Positive Behavior Support Systems in Schools: Functional Behavioral Assessment, Crone, D. & Horner, R., 2003

5. Interventions based on an FBA result in significant change in student behavior. (CARR et al., 1999, INGRAM, LEWIS-PALMER, & SUGAI, 2005) • FBA is a systematic, evidence based process for assessing the relationship between a behavior and the context in which that behavior occurs.(BLAIR, UBRIET, & BOS, 1999; CARR et. al., 1999) • FBA is a proactive response that can be used at the first signs of difficulty. (SCOTT et al., 2003; SUGAI et al., 2000)

6. Newcomer & Lewis, 2004

7. Resources • Sheldon Loman, Ph.D.; M. Kathleen Strickland-Cohen, Ph.D.; Chris Borgmeier, Ph. D., Robert Horner, Ph.D. • www.pbis.org • www.basicfba2.bsp.pbworks.com • www.basicfba.pbworks.com • Loman, S., Strickland-Cohen, M.K., Borgmeier, C., & Horner, R. (2014) Examining the Efficacy of a Basic Functional Behavioral Assessment Training Package for School Personnel,Journal of Positive Behavior Interventions.

8. The Basic FBA to PBSP Process 1. Define the Problem Behavior 2. Conduct assessment for behavior support planning a. Functional Behavioral Assessment • Defining behavior in observable & measureable terms • Ask staff and student about where, when, & why behavior occurs • See the behavior during specified routines • Hypothesize a final summary of where, when, & why behavior occurs 3. Design an individualized behavior support plan (BSP) • Ensure technical adequacy • Ensure contextual fit 4. Ensure Fidelity of Implementation 5. Monitor Plan Impact on Student Behavior Adapt BSP and implementation as needed based on on-going monitoring Adapted from Horner, Albin, Todd, Newton & Sprague, 2011

9. Basic vs. Complex FBA/PBSP 9

10. Basic FBA to PBSP Training Series • Module 1- Defining & Understanding Behavior • Module 2- Interviewing • Module 3- Observing • Module 4- Critical Features • Module 5- Selecting Function-Based Interventions • Module 6- Implementation & Evaluation • Module 7- Leading a PBSP Team

11. CUSTOMIZABLE Comprehensive Training • 7 Modules –1.5 hours per module • 2 full days • 4 half days • 7 staff meetings • Identify staff who should attend based on role Building-Wide Professional Development • All Staff - Modules 1 & 4

12. Module 1 : Defining & Understanding Behavior

13. Module 2: Interviewing (Ask) Module 3: Observing (see) • To obtain information to make a hypothesis/summary statement you need to ASK & SEE. • Interview teachers, staff, and student to narrow focus of student’s problem behavior • ABC Observations • Used to confirm accuracy of information • Provides observational data summary • Create Hypothesis: Final summary of where when & why behaviors occur.

14. Basic FBA processD.A.S.H. Define behavior in observable & measurable terms Ask about behavior by interviewing staff & student -specify routines where & when behaviors occur -summarize where, when, & why behaviors occur See the behavior -observe the behavior during routines specified -observe to verify summary from interviews Hypothesize: a final summary of where, when & why behaviors occur

15. Functions That Behaviors Serve

16. Summary/Hypothesis Statement Setting Events/ “Set ups” Antecedent/ Trigger Problem Behavior Consequence/ Outcome Infrequent events that affect value of outcome Following events that maintain behaviors of concern Preceding events that trigger Observable behaviors of concern

17. Module 4: Critical Features of PBSP • Competing Behavior Pathway • Function-Based Behavior Support • Implementation Plan • Evaluation Plan

18. Competing Pathway Use a Competing Behavior Pathway to Identify Function-based behavior supports that: • Use strategies to prevent problem behavior & prompt positive behaviors • Teach positive behaviors to replace problem behavior • Reinforce replacement & desired behaviors • Effectively respond to problem behaviors by redirecting & minimizing their pay-off

19. Competing Pathway Long Term/Final Outcome Hypothesis Statement Serve same function? Is it easier? Is it socially acceptable? Short Term/Acceptable for now

20. Module 5: Selecting Function-Based Interventions ALL BEHAVIOR PLANS MUST… • Begin with a complete and accurate FBA Summary Statement • Include replacement behaviors that • Serve the same function • Are easy to do • Are socially appropriate • Contain Preventative, Teaching & Consequence strategies

21. Function Based Interventions When generating interventions we use FUNCTIONto develop ideas to change A, B & C Maintaining Consequence & Function Antecedent Problem Behavior FUNCTION Function should guide selection of prevention strategies Function should guide selection of alternative/ replacement behaviors Function should guide selection of consequences: (+) and (-)

22. What are REASONABLE expectations? If the student is currently out of seat and off task for the most of the class period and is not turning in any completed assignments. • Probably NOT reasonable to expect: • To earn reinforcer, student will be on task for entire class period, and complete all assignments for one week. • More reasonable INITIAL goal: • Student will: a) be in seat and on task for at least 20 minutes of the class period, and b) turn in assignments that are at least 30% completed for 2 consecutive days.

23. EXAMPLE • During writing class, Leroy is currently engages in problem behavior - throwing materials and cursing - to escape difficult tasks in Math approximately 4 days per week. On average, he is completing only 25-30% of his work in class. • Leroy will complete at least 80% of his assigned work in his math class with no more than 3 incidences of problem behavior (throwing materials, cursing) for one month.

24. Intermediate Goals: Approximations Leroy’s Long-Term Goal Leroy will complete at least 80% of his assigned work in his math class with no more than 3 incidences of problem behavior (throwing materials, cursing) for one month. Leroy will ask appropriately to cross off up to 60% of difficult math problems and will have no more than 3 problem behavior incidents for 2 consecutive weeks. Leroy will ask appropriately for an easier task or for a “break” no more than 3 times during Math block with no more than 2 problem behavior incidents for 4 consecutive days . Leroy’s Short-Term Goal Leroy will ask appropriately for an easier task or for a “break” from difficult tasks without throwing materials or cursing at least 75% of the time as measured by a daily point card for 2 consecutive weeks.

25. Dexter Desired Behavior: Complete Multi-Digit Math Problems independently Natural Consequence: Success on problems, more math tasks Approximation Step #3: Ask for teacher help Antecedent: Task too difficult Asked to do multi-digit multiplication or division math worksheets Approximation Step #2: With permission student can cross off 60% of difficult items Function: Escape Difficult Math Tasks Approximation Step #1: Ask for break using only 3 break tokens per period Replacement Behavior: Ask for Break from Difficult Double Digit Tasks

26. Critical Features of Behavior Support Plan (FUNCTION BASED) • PREVENTproblem behaviors by directly addressing triggers & prompting replacement behavior based on function of behavior • REPLACEproblem behavior by TEACHING a socially acceptable, efficient behavior that allows student to obtain the function (pay-off) • REDIRECT problem behaviors by quickly & effectively redirecting student to replacement behavior & function • REINFORCEreplacement & desired behaviors based on function (pay-off) for student • Minimize reinforcement by ensuring that problem behavior does NOT pay off for the student (does NOT result in function)

27. Module 6: Implementation & EvaluationModule 7: Leading a PBSP Team • Function-based strategies are most likely to be implemented if they have CONTEXTUAL “fit.” • Skills of the plan implementers • Values of the plan implementers • Resources available to the plan implementers • ACTION PLAN (Implementation Plan) specifying Who will do What by When • DATA COLLECTION (Evaluation Plan) for determining • if the plan is being implemented • if the plan is making a difference in student behavior • when team members will meet again to discuss progress

28. CONTEXTUAL FIT • Do the function-based strategies “fit” with: • The skills and values of the implementers • The available resources • Administrative structure/support • Strategies with good “fit” are more likely to be implemented accurately and consistently

29. FBA to PBSP Training Series Pre & Post Test Data 2013-2014

30. MAISD 2013-2014Test Score Comparison

31. Lessons Learned & Future Plans • One Day Teacher & Administrator Training • Modules 1 & 4 • Staff frequently involved in PBSP • Two Day FBA to PBSP Training • Modules 1-7 • New Schedule • New Staff