Function-Based Behavior Support: Big Ideas

1. Function-Based Behavior Support:Big Ideas George Sugai University of Connecticut Center on PBIS www.PBIS.org

2. “How many of you have….” • Participated in behavior intervention planning meeting? • Used functional assessment information to develop behavior intervention plan? • Conducted functional assessment….Informally? Formally? • Know why functional assessments are conducted?

3. “Have you ever seen….” • “Lantana, you skipped 2 school days, so we’re going to suspend you for 2 more.” • “Phloem, I’m taking your book away because you obviously aren’t ready to learn.” • “You want my attention?! I’ll show you attention,…let’s take a walk down to the office & have a little chat with the Principal.” Functional Approach?

4. Outcomes (“Answers”) • Features & requirements of function-based approach to behavior support • Process • Behavioral description of “function” • Get or escape/avoid • Steps in function-based approach to behavior intervention planning • Behaviorally competent team

5. Social Competence & Academic Achievement Positive Behavior Support OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

6. Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~15% Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ~80% of Students

7. Behavior Support Elements *Response class *Routine analysis *Hypothesis statement *Alternative behaviors *Competing behavior analysis *Contextual fit *Strengths, preferences, & lifestyle outcomes *Evidence-based interventions Problem Behavior Functional Assessment *Implementation support *Data plan • Team-based • Behavior competence Intervention & Support Plan *Continuous improvement *Sustainability plan Fidelity of Implementation Impact on Behavior & Lifestyle

8. 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.

9. Function-based support is all about… Re-design & improvement of learning & teaching environments • Not re-design of individuals • Change in behavior of implementers of plan

10. Functions Pos Reinf Neg Reinf

11. When has FBA been done? • Clear & measurable definition of problem behaviors. • Complete testable hypothesis or summary statement is provided. • Statement of function (purpose) of behavior 3. Data (direct observation) to confirm testable hypothesis. • Behavior intervention plan based on testable hypothesis • Contextually appropriate supports for accurate implementation

12. Testable Hypothesis “Basic Unit” Setting Events Triggering Antecedents Problem Behavior Maintaining Consequences • “Best guess” about behavior & conditions under which it is observed • Represents basic working unit of FBA • Directly guides development of BIP

13. Testable Hypothesis “Basic Unit” Setting Events Triggering Antecedents Problem Behavior Maintaining Consequences Infrequent events that affect value of maint. conseq. Following events that maintain behaviors of concern Preceding events that trigger or occasion Set of related behaviors of concern

14. When Sequoia misses her 12:30 medication & teachers present 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. Avoid difficult tasks What function? Setting event Antecedent Response Consequence Sequoia makes negative self- statements & writes profane language Teacher sends Sequoia to office for being disrespectful Misses 12:30 medication Teachers make multiple task demands

15. 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 in-school detention. Escape adult & peer attention What function? Setting event Antecedent Response Consequence Caesar is teased several times about his hair by his friends before class 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

16. Cleo is new to the 6th grade, & English is her second language. When another student approaches & says something to her in English, Cleo turns away. The other student walks away. This happens several times during the day. Escape peer attention What function? Setting event Antecedent Response Consequence New student Student approaches & speaks in English Cleo turns away Other student walks away

17. When his teacher asks him what the capitol city of a country is, Napoleon gives the correct answers. His teacher praises his correct answer, & tells him he may work by himself or a friend on the rest of the assignment. Access peer & adult attention What function? Setting event Antecedent Response Consequence Teacher asks what capitol city of country is Napoleon give correct answer Teacher gives verbal praise & time to work with a friend None

18. As Veloce is walking, other kids look at him & say “what’s up?” He looks back and says: “Who ya lookin’ at?!” “Ya want some of this?!” “Ya talkin’ to me?!” Kids shake their heads & call him “weirdo.” Access peer attention What function? Setting event Antecedent Response Consequence ?? Look at him. “What’s up!” “Who ya lookin’ at?” “Ya want Some?” “Ya talkin’ to me? Kids shake heads & call him “weirdo”

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

20. Desired Alternative Typical Consequence Summary Statement Setting Events Triggering Antecedents Problem Behavior Maintaining Consequences Acceptable Alternative

22. Desired Alternative Typical Consequence Summary Statement Setting Events Triggering Antecedents Problem Behavior Maintaining Consequences Acceptable Alternative

24. Summary Statement Desired Alternative Typical Consequence Points, grades, questions, more work. Do work w/o complaints. Setting Events Triggering Antecedents Problem Behavior Maintaining Consequences Noncompliance, profanity, physical aggression, Lack of peer contact in 30 minutes. Do difficult math assignment. Avoid task, remove from class. Function Acceptable Alternative Why is function important? Ask for break, ask for help. Because consequences compete!!

25. Setting Event Manipulations Antecedent Manipulations Behavior Manipulations 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 Arrange for peer interaction before math class Provide positive adult contact Sit with preferred peer Introduce review type problem before difficult tasks Remind of alternative behaviors Do first problem together Teach options to problem behavior: 1. Ask for break 2. Ask for help 3. Turn in assignment as is. Teach missing math skills

26. Do quiz without complaints. Discussion about answers & homework. On Mondays and/or when up all of the night before. Daily nongraded quiz on previous night’s homework Verbal protests, slump in chair, walks out of room. Avoids doing quiz & homework discussion. Turn in with name & sit quietly w/o interrupting.

27. Do quiz without complaints. Discussion about answers & homework. On Mondays and/or when up all of the night before. Daily non-graded quiz on previous night’s homework Verbal protests, slump in chair, walks out of room. Avoids doing quiz & homework discussion. Turn in with name & sit quietly w/o interrupting. + Give time to review homework. + Give quiet time before starting. + Give easy “warm-up” task before doing quiz. + Pre-correct behavior options & consequences. + With first sign of problem behaviors, remove task, or request completion of task next period. + Remove task based on step in task analysis (STO). + Provide effective verbal praise & other re-inforcers. Teach options to problem behavior: 1. Turn in blank 2. Turn in w/ name 3. Turn in w/ name & first item done. 4. Turn in w/ name & 50% of items done.

28. Add effective & & remove ineffective reinforcers Neutralize/ eliminate setting events Add relevant & remove irrelevant triggers Teach alternative that is more efficient

30. ٭ Process • Conducted by team • Behaviorally competent • Student-knowledgeable • Led by behavior specialist • Link behavioral strategies to summary statement • Ensure that implementers are fluent • Monitorcontinuously & evaluate early

31. FBA Team Process Steps • Collect information. • Develop testable hypothesis or summary statement. • Collect direct observation data to confirm summary statement. • Develop “competing pathways” summary statement. • Develop BIP. • Develop details & routines for full implementation of BSP. • Develop strategies for monitoring & evaluating implementation of BSP.

32. Behavior Support Elements *Response class *Routine analysis *Hypothesis statement *Alternative behaviors *Competing behavior analysis *Contextual fit *Strengths, preferences, & lifestyle outcomes *Evidence-based interventions Problem Behavior Functional Assessment *Implementation support *Data plan • Team-based • Behavior competence Intervention & Support Plan *Continuous improvement *Sustainability plan Fidelity of Implementation Impact on Behavior & Lifestyle