Addressing Individual Challenging Behavior through Function-based Support

1. Addressing Individual Challenging Behavior through Function-based Support George Sugai US Dept. of Educ.Centeron PBIS Center for Behavioral Education & Research University of Connecticut July 1 2011 www.pbis.orgwww.cber.orgwww.swis.org George.sugai@uconn.edu

2. PURPOSE Extend PBIS discussion from Juen. • Review of PBIS basics • Tier II & III practices & systems • Q&A

3. 12/32 Basics Review

4. SWPBS (aka PBIS/RtI) is Framework

5. Integrated Elements Supporting Social Competence & Academic Achievement OUTCOMES 15 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 FEW Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior SOME Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ALL

7. Redesign of teaching environments…not students

8. 23 Continuum of Support for ALL Few Some All Dec 7, 2007

9. Continuum of Support for ALL “Theora” Math Science Spanish Reading Soc skills Soc Studies Basketball Label behavior…not people Dec 7, 2007

10. Continuum of Support for ALL: “Molcom” Anger man. Prob Sol. Ind. play Adult rel. Self-assess Attend. Coop play Peer interac Label behavior…not people Dec 7, 2007

11. 17 SWPBS Practices School-wide Classroom Family Non-classroom • Smallest # • Evidence-based • Biggest, durable effect Student

13. DEFINE Simply ADJUST for Efficiency MONITOR & ACKNOWLEDGE Continuously MODEL PRACTICE In Setting 57 Teaching Academics & Behaviors

14. 58 2. NATURAL CONTEXT 1. SOCIAL SKILL Expectations 3. BEHAVIOR EXAMPLES

15. Maximum Student Benefits Fixsen & Blase, 2009

16. Start w/ What Works Focus on Fidelity Detrich, Keyworth, & States (2007). J. Evid.-based Prac. in Sch.

17. RCT & Group Design PBIS Studies • Reduced major disciplinary infractions • Improvements in academic achievement • Enhanced perception of organizational health & safety • Improved school climate • Reductions in teacher reported bullying behavior Bradshaw, C.P., Koth, C.W., Thornton, L.A., & Leaf, P.J. (2009). Altering school climate through school-wide Positive Behavioral Interventions and Supports: Findings from a group-randomized effectiveness trial. Prevention Science, 10(2), 100-115 Bradshaw, C.P., Koth, C.W., Bevans, K.B., Ialongo, N., & Leaf, P.J. (2008). The impact of school-wide Positive Behavioral Interventions and Supports (PBIS) on the organizational health of elementary schools. School Psychology Quarterly, 23(4), 462-473. Bradshaw, C. P., Mitchell, M. M., & Leaf, P. J. (2010). Examining the effects of School-Wide Positive Behavioral Interventions and Supports on student outcomes: Results from a randomized controlled effectiveness trial in elementary schools. Journal of Positive Behavior Interventions, 12, 133-148. Bradshaw, C.P., Reinke, W. M., Brown, L. D., Bevans, K.B., & Leaf, P.J. (2008). Implementation of school-wide Positive Behavioral Interventions and Supports (PBIS) in elementary schools: Observations from a randomized trial. Education & Treatment of Children, 31, 1-26. Horner, R., Sugai, G., Smolkowski, K., Eber, L., Nakasato, J., Todd, A., & Esperanza, J., (2009). A randomized, wait-list controlled effectiveness trial assessing school-wide positive behavior support in elementary schools. Journal of Positive Behavior Interventions, 11, 133-145. Horner, R. H., Sugai, G., & Anderson, C. M. (2010). Examining the evidence base for school-wide positive behavior support. Focus on Exceptionality, 42(8), 1-14.

18. Academic-Behavior Connection Algozzine, B., Wang, C., & Violette, A. S. (2011). Reexamining the relationship between academic achievement and social behavior. Journal of Positive Behavioral Interventions, 13, 3-16. Burke, M. D., Hagan-Burke, S., & Sugai, G. (2003). The efficacy of function-based interventions for students with learning disabilities who exhibit escape-maintained problem behavior: Preliminary results from a single case study. Learning Disabilities Quarterly, 26, 15-25. McIntosh, K., Chard, D. J., Boland, J. B., & Horner, R. H. (2006). Demonstration of combined efforts in school-wide academic and behavioral systems and incidence of reading and behavior challenges in early elementary grades. Journal of Positive Behavioral Interventions, 8, 146-154. McIntosh, K., Horner, R. H., Chard, D. J., Dickey, C. R., and Braun, D. H. (2008). Reading skills and function of problem behavior in typical school settings. Journal of Special Education, 42, 131-147. Nelson, J. R., Johnson, A., & Marchand-Martella, N. (1996). Effects of direct instruction, cooperative learning, and independent learning practices on the classroom behavior of students with behavioral disorders: A comparative analysis. Journal of Emotional and Behavioral Disorders, 4, 53-62. Wang, C., & Algozzine, B. (2011). Rethinking the relationship between reading and behavior in early elementary school. Journal of Educational Research, 104, 100-109.

19. “Viewed as outcomes, achievement and behavior are related; viewed as causes of each other, achievement and behavior are unrelated. In this context, teaching behavior as relentlessly as we teach reading or other academic content is the ultimate act of prevention, promise, and power underlying PBS and other preventive interventions in America’s schools.” Algozzine, Wang, & Violette (2011), p. 16.

20. ESTABLISHING CONTINUUM of SWPBS • TERTIARY PREVENTION • Function-based support • Wraparound • Person-centered planning • TERTIARY PREVENTION ~5% ~15% • SECONDARY PREVENTION • Check in/out • Targeted social skills instruction • Peer-based supports • Social skills club • SECONDARY PREVENTION • PRIMARY PREVENTION • Teach SW expectations • Proactive SW discipline • Positive reinforcement • Effective instruction • Parent engagement • PRIMARY PREVENTION ~80% of Students

21. 12/32 FBA Basics

22. Function-based support is all about… Re-design & improvement of learning & teaching environments • Attention to environment & function • Not re-design of individuals • Change in behavior of implementers

23. 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

26. 3. How do I know if FBA has been done?

27. Definition of Problem Behavior or Class Testable Hypothesis FBA Elements Contextually Appropriate Support Function Statement Behavior Intervention Plan Supporting Data Competing Path Analysis

29. 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 (function) Preceding events that trigger or occasion Set of related behaviors of concern (RC) • “Best guess” about behavior & conditions under which it is observed • Represents basic working unit of FBA • Directly guides development of BIP

30. Setting Events • Unique situations in which factors unique to individual • Make problem behavior more intense or more likely to occur (e.g., illness, fatigue, hunger, social conflict). • By changing value of reinforcers E.g., praise less effective, peer attention is more reinforcing, work completion is less important.

31. “FUNCTION”= outcome, result, purpose, consequence

33. Only 2 Basic Functions Pos Reinf Neg Reinf Existing aversive condition identified

38. 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

39. 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

40. 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

41. 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

42. 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 & all him “weirdo.” Access OR escape peer attention? What function? Setting event Antecedent Response Consequence How do you know? Assess? How do you know? ?? Look at him. “What’s up!” “Who ya lookin’ at?” “Ya want Some?”“Ya talkin’ to me? Kids shake heads & call him “weirdo”

43. WRITE TESTABLE HYPOTHESIS: 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 & all him “weirdo.” 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”

44. Functional Assessment Checklist for Teachers “FACTS” STEP 1: Student/ Grade: _____Clarence/5th grade_____ Date: ____January 11___________ Interviewer: ___________Sugai________ Respondent(s): ____Thomas_____ STEP 2: Student Profile: Please identify at least three strengths or contributions the student brings to school. C. has leadership potential. Peers listened to him, and he can be very convincing and sincere. He’s academically competent and seems to be moving smoothly and successfully through the school curriculum. STEP 3: Problem Behavior(s): Identify problem behaviors ___Tardy_X Fight/physical Aggression ___ Disruptive___ Theft___ UnresponsiveX Inappropriate Language_X__ Insubordination___ Vandalism___ Withdrawn_X__ Verbal Harassment____Work not done___ Other __________ ____X _ Verbally Inappropriate___ Self-injury Describe problem behavior:C. may have one of the shortest fuses I’ve seen. One little tease by a peer, and he quickly and predictably escalates through a behavioral sequence that begins with passive in subordination (non response), moves to a mild protest, shifts to harassment and name calling, increases to property damage and even to physical aggression. Its interesting that he seems to “enjoy” the reactions he gets from peers that he aggresses toward, and from peers who look up to him for his aggressiveness.

45. STEP 4: Routine Analysis

46. BIP Basics

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

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

49. 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!!