Modules for Staff Introduction to Understanding Patterns of Repeated Behavior Problems

1. Modules for StaffIntroduction to Understanding Patterns of Repeated Behavior Problems

2. Purpose • The purpose of this presentation is to provide you with an introduction to: • How behavior patterns form and are maintained • What is meant by function of behavior and why function is ultimately is the key to implementing effective interventions • Explain how to use the F-BIT and Intervention Planner to select behavior intervention strategies

3. Our School’s Participation in the PBSIS Initiative • As you know, we are receiving 2-years of training and technical assistance support through the PBSIS initiative • The training we have, and continue to receive is helping us to create positive learning and social environments in our school • As we learn new things – we begin to change our practices

4. Research Suggests that Schools with Positive Student Outcomes: • Prevent behavior by defining, teaching, and recognizing positive student behaviors • Intervene quickly when problem behavior pattern begins to emerge • Match interventions selected to the underlying reasons why a pattern of behavior is occurring

5. CST Comprehensive individualized planning using function based problem solving to result in students being successful in general education programs Tertiary Intervention Tier • Early intervention for at risk students: • Articulate at-risk indicators • Link Office conduct decisions & intervention planning • Use function based problem solving to guide intervention development Secondary Intervention Tier I & RS • All staff will: • Use consistent expectations • Increase giving positive feedback • Consistently apply the Office Conduct Referral procedures • Effectively redirect occurrences of behavior • Use function based problem solving to • Constructively reflect on behavior incidents • Independently problem solve to address emerging behavior issues ALL STAFF Universal Intervention Tier

6. Most often, Problem Behaviors Occur Because: • The expectations or routines are unclear or inconsistent “I don’t know what to do or how to do it”; “It doesn’t matter, you don’t get in trouble if you…” • There is a mismatch between the academic level the student is at and the material/tasks presented “I’m frustrated and embarrassed” • The student has an unmet social-emotional need “I’m lonely”; “Nobody likes me”; “ • The students lack the skills necessary to meet the expectations “I don’t know how to do it”; “I don’t know how to express it”

7. Function Based Problem Solving(FBPS) Gather representative information through a variety of methods (e.g., interviews, checklists, observations, baseline documentation, etc.) Map out information learned into setting event-antecedent-behavior-consequence patterns Determine the function of behavior Select function-based intervention strategies that address all dimensions of the behavior pattern Evaluate the effectiveness of implementation

8. Success with Behavior Intervention Planning Requires We Are: Function-based Prevention-oriented Solution –focused Collaborative Consistent Persistent

9. Part 1:Understanding the Function of Behavior

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11. A Simple But Common Example • Context: The student has academic difficulty (e.g., problems with reading) • Trigger: The student is given a challenging assignment (e.g., completing math word problems independently) • What Happens: Student engages in off task, refusal, or disruptive behavior • The Result Is: Teacher addresses student in some way (e.g., redirects, gives help, sends to office)

12. What Does the Student Learn? When I am frustrated, I act out. When I act out, Someone comes and helps me OR When I act out, I’m sent out of the room and avoid the work

13. Understanding Behavior Patterns Why do students act out? What does it get them? What does it get them out of? Why is that some students act out and others don’t? What makes a student resilient? What places a student at risk of failure?

15. Understanding Behavior Patterns “Problem behavior” (e.g., being disruptive) is only ONE part of a larger pattern that is happening To really help students, we have to understand the whole pattern

16. SETTING EVENTS Reinforcement History with People or Settings Academic History Medical-Physiological Issues Relationships & Social Support with Adults Social & Cultural Influences Peer Networks Structure & Organization of the Environment

17. Understanding Behavior Patterns Key Lessons About Behavior Behavior – whether positive or negative nets us a payoff… The more a behavior provides us with a desired outcome, the more likely we are to emit that behavior again in the future Behavior is logically connected to the environment in which the student is functioning

18. Understanding Behavior Patterns Most behaviors serve one of two functions: To get something (obtain) Such as: attention, objects, sensory regulation To get out/ away from something (escape) Such as: tasks, embarrassment, people Once we understand the function….we can come up with interventions 18

19. Think of it this way:Problem Behavior is a Symptom Negative Life Experiences Social failure Academic failure Poor self esteem Loss of control Limited opportunities Extensive critique and very little social praise Problem behavior gets the student: Protection Compensation Defense Power and control The “behavior” meets a need

20. Using an authoritative interaction style ‘You’re not the boss of me!’ Frustrated with school It’s too hard for her Self doubting – She lacks confidence Scattered & Disorganized Often Unprepared for Class Very Self Conscious about what others think of her

21. Framework for Writing a Function Statement: • Because: [setting event explanation] • When [antecedent triggers]: • What: [student behavior] • In order to: [consequences + function]

22. Function Statement for Abigail • Because: • Abigail is self – doubting and lacks confidence • Frustrated with difficult school work • Self conscious about how other perceive her • Has difficulty staying organized and being prepared • Reactive to ‘authoritative’ interaction styles • Whenit is time to do work and Abigail doesn’t have what she needs or doesn’t know what to do

23. Function Statement for Abigail • What: Abigail rolls eyes, talks with peers, ignores direction, makes ‘under her breath’ comments • In order to: • Escape out of work (even if this means getting a reduced grade on the assignment) and • Adult / peer attention (even if this is not always positive attention)

24. Understanding Behavior Patterns To what extent does looking at the behavior this way: Give you a clear picture of what is happening with this student? Help you relate to the student’s issues? Suggest a direction for possible interventions? 24

25. Understanding Behavior Patterns • So really, intervention planningis addressing the students needs on two levels: • The underlying issues that seem to be causing the behavior in the first place AND • The specific variables that are in play when a behavior incident occurs • Let’s take a look at what Abigail needs and how that translates into strategies….

26. Understanding Behavior Patterns Abigail needs supports that… builds relationships with adults and provides adults with strategies to respond to both positive and unwanted behaviors; teaches her skills to recognize and handle difficult situations in socially appropriate ways; helps her develop a positive self- concept and confidence; and helps her develop a sense of academic competence and provides supports for productive participation in academic activities.

27. Setting Event Interventions: How will we address the underlying reasons why behavior is occurring?

28. Part 2: Using the Function-Based Information Tool

29. FBPS at the Classroom Level • Use a constructive reflection process to map out recent incidents:

30. FBPS at the Classroom Level • Function-Based Information Tool (F-BIT) • Checklist format • Helps us to reflect on the most typical setting events, antecedents and consequences that are occurring • Organizes our thinking into a succinct WHEN WHAT IN ORDER TO statement that provides a working frame for selecting strategies • Let’s go through the F-BIT

31. Review the list and select the items that reflect the student’s strengths and what works

32. Review the list of behavior expectations Select the areas that you would like to see improvement Provide examples of what the student does that is a problem

33. Review the list of antecedent triggers • Select the triggers and the column that represents your best guess as to what is motivating the student to act out

34. Review the list of consequences • Select the responses and the column that represents your best guess as what the ‘payoff’ for behavior is

35. Synthesize the information you checked off into a when/what/in order to statement This gives you a short, straightforward way to sum up what is going on with the student

36. Given your when/what/in order to statement, why do you think the student is engaging in problem behavior?

37. Part 3: Select and Implement Function-Based Intervention Strategies

38. Intervention Selection: Bottom Line Select interventions that: Pass the function test Use what you already know works Address each part the behavior pattern Match everyone’s (student and staff) comfort level Are easy and efficient to use Address the underlying reasons why behavior is occurring……… 38

39. Using the Intervention Planner • Select strategies based on the items you indicated are a problem for the student • Where appropriate consider using strategies class-wide • Select combinations of strategies to address the student’s needs

40. Using the Intervention Planner

41. Success with Behavior Intervention Planning Requires that We Are… Function-based Prevention-oriented Solution –focused Collaborative Consistent Persistent

42. How You Can Help Make the Process Effective • Complete the F-BIT • Select strategies to try • Ask colleagues for strategies that work with the student • Try strategies for 3 weeks consistently • If no improvement, contact [insert contact] for assistance

43. For More Information • We encourage you to ask questions and seek out assistance with a student • Call, email, or stop by: [insert personnel info]