FBA and BIP Development: Practice working with data

Contents amended from: FBA and BIP Development: Practice working with data Richard Van Acker, Ed.D. College of Education (M/C 147) University of Illinois at Chicago 1040 W. Harrison Chicago, Illinois 60607

The Behavior Intervention Plan (BIP) is to be informed by a Functional Assessment of the Student’s Behavior • Select and define target behavior. • Develop a hypothesis as to the function of the behavior. • Collect data - • Indirect data collection • Direct data collection • Validate the function and key context variables related to the behavior • Triangulation of data • Functional analysis • Develop the BehaviorIntervention Plan

To Gain Something The task here is to identify what the student hopes to gain by the behavior and to find a socially appropriate manner for the student to gain the desired item/activity/response that ‘fits the student’. [Reinforcement equivalence is critical) May need to substitute a more socially acceptable item/activity/response. To Escape or Avoid Identify if ‘escape to’ or ‘escape from’ Develop knowledge/skills so escape is no longer needed. Alter the demands or change the situation/context so that escape is no longer required. Provide socially acceptable way for student to seek escape or avoidance until such time as escape is no longer necessary. Common Functions What will the student work for?

Knowledge deficits Does not know what is expected Not enough practice of skill Has not learned to generalize skill To communicate intent - if language impaired Indicate physical discomfort Indicate frustration or need for help Sensory/Perceptual Needs Stereotypic or self-injurious Sensory input needs Attention Escape Tangible reward Peer Affiliation Justice or Revenge Behavior Problems can Occur for many different reasons: (Modified from: Neal & Cessna, 1993)

Archival or Record Review Previous discipline contacts Previous referrals for special services Review of Permanent Products Error analysis of student work Behavior Ratings or Checklists ADHD Scales Sociometric nominations/ratings Child Behavior Checklist Adaptive Behavior Scales Task Analysis Checklists Standardized Tests ISAT ITBS CAT Norm Referenced Tests Curriculum Based Measurement Teacher-made tests/probes Naturalistic Observation Non-systematic observation Anecdotal Records ABC Analysis of Behavior Systematic Observation BEAST-R Event Recording Duration Recording Latency Recording Time Sampling/Interval Recording Interviews Student Parents Teachers Peers Other Significant Adults Selection of a Data Collection System

Janice is a fourteen year-old student with moderate hearing impairment. Her hearing is currently corrected through the use of hearing aides. Janice has always been a very willing and capable student. She would typically comply with teacher and adult requests and completed all assigned work (both in-class and homework assignments) with a solid ‘B’ average. Over the past academic year, Janice’s grades have steadily declined. She is barely holding a ‘D’ average at the present time. She has begun to avoid her old friends and she is now interacting with a more difficult group of peers (peers who are often truant, and may engage in substance abuse, etc). She has changed her clothing style, taking on a more ‘grunge look’ and she no longer wears her hearing aides most days. When questioned – she says they make her look different. She indicates she can hear okay without them (however this is not really true). You have attempted to contact her parents to discuss Janice’s situation, however, you have not been able to reach them and they have not returned any of your calls (four attempts to contact them). You suspect something is going on that is behind these changes in Janice’s behavior – but you seem stumped. Within the classroom, there are two target behaviors that are of a major concern. The most important is her displaying increasingly rude and defiant remarks to both teachers and peers. She often makes very negative or derogatory remarks to others. Indicating a teachers request is ‘bullshit’ or calling students names ranging from “nerd to whore”. The other behavior involves work completion. She seldom engages in class work and has not completed a single homework assignment over the past 5 weeks. The exception is her creative writing class. Here she excels – why her work has taken a ‘darker’ aspect – she is very proficient in her work completion and she participates willingly and with great skill in this class. She and the teacher (Ms. Simpkins) have a great relationship and she values her time in this class.

First Group Assignment • Identify the initial hypothesis you would explore for the target behavior(s). • What questions would you want to explore and what specific data sources would you select in an effort to explore these questions? How would you collect these data (be very specific in the identification of data collection procedures). • How would you verify the function of the target behavior(s)? What additional information would you seek in your exploration of these data?

Randy Carlson is an eight year old - second grade student who has recently transferred to your school from a school in Texas. Randy and his family immigrated to the United States from Mexico three years ago. Randy has a severe conductive hearing loss which is corrected by the use of hearing aides. Randy is eligible for special education services as a student with hearing impairments. Randy’s home language is Spanish although his father speaks English well and his mother has some English skills. Randy is a challenging student who displays both academic and behavioral concerns. He lacks many letter sound recognitions and is especially challenged with beginning sounds (e.g. beginning blends and diphthongs). His speech and language skill deficits impact his beginning reading skills and he lags significantly behind his peers. He has difficulty in both English and Spanish. Randy can be come very disruptive and argumentative during instruction. He will often become upset when asked to initiate academic tasks and if he does not get his way or does poorly on the task he will simply shut down completely – refusing to speak, move, or comply with any request made of him. Randy was fitted for hearing aides when he first arrived at Jefferson School. His parents indicated that he has had them in the past, but that he does not like them and refuses to wear them at home. Mom also indicates that she does not like the way they make him look as he is such a cute boy. Mother indicates that he often loses things including his hearing aides. The teaching staff is concerned that he is not wearing the aides outside of school and that this will impact his language skill development.

Data Triangulation • Source 1: • Antecedents: • Severe cond. Hearing loss • Recent immigrant to U.S. • Spanish in home • Letter/sound problems impact reading • Student and mother do not like Hearing aides – not worn consistently at home • Task initiation often a problem • Behavior(s) • Academic and behavioral • Tantrum/shut down • Non-compliance

Functional Analysis Scatter Plot Student: _Randy Carlson_____________________ Grade: _2____ School: _Jefferson Elementary School_________ Dates of Observation _03/_07/2010 to ___/___/___ Observer(s): ________________________ Target Behavior(s) :__Tantrum behavior – Randy will engage in verbal and vocal responses protesting the requested activity and will cry and scream. This will often result in a total refusal to comply to any adult direction – as Randy will refuse to initiate the requested action within 30 seconds following the adult request. (Note: Sometimes he will remain non0compliant for up to 12 minutes. These tantrum behaviors average 9 episodes per day – with a range of 2 to 16 per day).______________________

Functional Analysis of Behavior: Antecedent-Response-Consequence Analysis Student: __Randy Carlson___________________ Grade: __2___ School: _Jefferson Elementary_ Teacher: Ms. Alverez_____ Date of Observation: _04_/_11_/_2010 Task/Activity: Morning Routine and Daily Oral Language – students enter the classroom and engage in DOL as the teacher takes attendance, etc – through the initiation of sentence review.Observer: JTA____________ Time of Day: _9:40 a.m._______Behavior(s) of Interest: Tantrum behavior__________________________________ ___________________________________________________________________________________________________________

Direct Observation of Teacher and Peer Response Student: _____Randy Carlson______________ Date: ___April 19, 2010___Setting: Daily Oral Language Target Behavior: Tantrum behavior - verbal and vocal responses protesting the requested activity and will cry and scream. This will often result in a total refusal to comply to any adult direction – as Randy will refuse to initiate the requested action within 30 seconds following the adult request. Observer: Mr. Jason Alexander Task Description: The teacher has placed 5 sentences on the board with numerous errors and omissions. Students are expected to copy the sentences into their journals and then display the corrections on their papers. Students will volunteer to go the blackboard to correct one of the errors displayed. Observation Codes: Teacher Response Codes: 1 = Verbal reprimand or other verbal (only) correction 2 = Redirection to the task at hand or modified task request 3 = Time out (5 minute time out in rear of the classroom) 4 = No Response or Planned Ignoring 5 = Sent to the Principal’s Office Peer Response Codes: A = No Response (although some peers watch his behavior) B = At least

Functional Analysis of Behavior: Vignette 4 Antecedent-Response-Consequence Analysis Student: __Randy Carlson________ Grade: __2___ School: _Jefferson Elementary_ Teacher: Mr. Thompson_(Music)____ Date of Observation: _04_/_11_/_2010 Task/Activity: Music – the class is practicing for the Spring Recital – each student has a solo part as well as a number of songs sang together – practice of their solo songs _Observer: RVA_____________ Time of Day: _9:40 a.m._______Behavior(s) of Interest: Tantrum behavior___________________________ Notes:

Teacher/ Significant Other Student: Randy Carlson____Respondent: ___ Ms. Judy Swanson (Teacher) How long have you known the student? Randy has only been in our school for about four months. He moved here from Texas, but I think he was only there a short time. His family moved to the United States from San Luis Potosi in Mexico. He has a significant hearing impairment and I don’t think he has had a very strong educational program in the past. Describe the behavior(s) of concern. Randy often has a difficult time following directions. He sometimes appears to get stuck and doesn’t follow through with the behavior expected of the children. He then can become very upset and he will yell or scream. He cries and if things continue he can throw himself to the floor or simply sit down and do nothing. He won’t talk, cry, or show any recognition of his surroundings. He closes down and will stay unresponsive for long periods of time - 20 40 minutes, which is a long time for an 8 year-old. To what degree is the behavior predictable? We can predict that the behavior will be displayed in almost any classroom. However, the exact request that will trigger the reaction is not easy to predict. There are times he will follow a given direction one day without incident and the next day the same request will result in a tantrum. He does not react well to verbal reprimand and seems very sensitive to failure. He will more likely display tantrum behavior following a situation in which he is reprimanded or if he displays to many errors.

When and where is (are) the behavior(s) most likely to occur? The problems are more likely to take place in academic situations. English is not his primary language and he seems to struggle with academic demands. Our school is characterized as one with high expectations for all students and I think he has a hard time keeping up. Most of us really like him, but he is very disruptive to our class instruction. When and where is (are) the behavior(s) least likely to occur? During free time, lunch and recess, Randy often keeps to himself and does not interact with most of the students. If he interacts socially at all, it is one or two of the kids off to the side of the main group where the action is going on. He seems to be content to be in his own company. He often plays with sticks and small items (e.g., stones, paper) on the corner of the blacktop – building things and making designs. What event(s) are most likely to trigger the behavior? Academic tasks, especially in language arts (e.g., reading, writing) are problematic. He will react to academic demands – but in an unpredictable manner. He also may react to verbal correction and academic failure. What is (are) the most likely outcome(s) or consequence(s) of the behavior? Randy will close down and no one can get him to respond or he might be ignored until he calms down and then he is redirected to the task. Sometimes he is removed from the class - taken to the office.

What appears to be the student’s intent? I think he gets confused or upset at the teacher or at the nature of the task and simply wants to avoid the task. Are there other behaviors that the student displays that could be used to get what he appears to want? He could ask for help but he seldom initiates conversation with others and seems to simply react by throwing a tantrum.

Problem Behavior Pathway • Setting Events/ Antecedents: • Transitions with ‘loose expectations and low structure’ • Academic task demand in which student is confused or lacks knowledge or skill • Trigger: • Challenging task demand – confusion or lack of knowledge/skill. • Reprimand, academic correction or ridicule • Problem Behavior: • Student engages in verbal or vocal protest/disruption • Student escalates into social withdrawal Maintaining Consequence: Student avoids or escapes the task/situation. Escape or Avoidance

Reduce the need for escape or avoidance Increase use of hearing aides to help improve auditory skills and language development Match knowledge and skill acquisition and mastery to nature of task demand Provide socially appropriate alternative when student needs to escape/avoid Provide ‘Break’ cards Develop a ‘cooling off’ area Reinforce use of socially appropriate alternatives. Attempt to develop social reinforcers to improve social interaction skills Behavior Intervention Plan

FBA and BIP Development: Practice working with data