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Talking to Adults About FBA: Keeping it Simple for Busy Teachers

Talking to Adults About FBA: Keeping it Simple for Busy Teachers. Terrance M. Scott University of Louisville Bruce Stiller Eugene School Dist. 4J, OR. Student Outcome and Prevention Model for Schools. Tertiary Prevention : specialized & individualized

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Talking to Adults About FBA: Keeping it Simple for Busy Teachers

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  1. Talking to Adults About FBA:Keeping it Simple for Busy Teachers Terrance M. Scott University of Louisville Bruce Stiller Eugene School Dist. 4J, OR

  2. Student Outcome and Prevention Model for Schools Tertiary Prevention: specialized & individualized strategies for students with continued failure ~5% Secondary Prevention: supplementary strategies for students who do not respond to primary ~15% Primary Prevention: school-wide or class-wide systems for all students and staff ~80% of Students

  3. 1 2 3 4 Underlying Principles of 3-Tiered Prevention Models4 Components What are thepredictable failures? What can we do to prevent failure? How will we maintain consistency? Same at Every Level!! How will we know if it’s working?

  4. Level 1 Level 2 Level 3 RIDE Academic and Cultural Intervention CICO CICO Coordinator FBA Teaming FBA Team Leader SECONDARY AND TERTIARY INTERVENTION in a System of PBS

  5. SW PBS Team (look for prediction and refer) data Student Support Team (decision making for intervention) Classroom & Academic Success CICO data FBA FormalFBA SST data FBA data HC data

  6. Why Do People Behave? Modeling? Accident?Instinct?Condition?? Why Do People Continue Behaving? IT WORKS!

  7. Function of Behavior

  8. ERIC Functional Behavior Pathways FunctionAccess teacher attention SettingIndepend. work time AntecedentNo teacher attention ProblemDisruptive noises ConsequenceTeacher attention ReplacementBehaviorRaise Hand

  9. 5 QUESTIONS • WHAT IS THE PROBLEM? • WHAT IS HE/SHE GETTING OUT OF IT? • HOW CAN WE TEACH HIM/HER A BETTER WAY TO GET THE SAME THING? • WHAT ELSE CAN WE DO TO HELP THE STUDENT TO BE SUCCESSFUL? • HOW WILL WE KNOW IF IT WORKS?

  10. ERASEproblem behavior Explain- What is the problem?Reason- What is he/she getting out of it or avoiding?Appropriate- What do you want him/her to do instead?Support - How can you help this happen more often? Evaluate- How will you know if it works?

  11. Functional Intervention Process FUNCTIONAL ASSESSMENT -collaborative -proactive -determine function of behavior START Teach Functional Replacement Behaviors -teach key rules and skills -teach structure of environment -teach functional consequences Facilitate Success -alter routines and physical arrangements, -instructional prompts in the natural environment -teach at the level of the student to ensure success FAILURE SUCCESS Enhance Reinforcement for Desired Behavior -more immediate reinforcement -more obvious connections to natural reinforcement -artificial reinforcers Contingent Consequences for Undesired Behavior -extinction (differential reinforcement) -more obvious connections to natural reinforcement -artificial reinforcers CELEBRATE AND FADE ARTIFICIAL COMPONENTS -environments and conditions -reinforcers -negative consequences

  12. Goals for Target vs. Replacement Behaviors We must affect the efficiency of target and replacement behaviors: Target behavior: Replacement behavior: irrelevant ineffective inefficient relevant effective efficient

  13. Behavior Support PlanJason S. Setting Event Strategies (make the problem behavior irrelevant) Build self esteem by giving the student a role in which he can excel. He is a good student. Pair him with a student who is not as academically able. Behavior Teaching Strategies (make the problem behavior inefficient) Teach student a replacement behavior that accomplishes the same thing the problem behavior accomplishes. 3 half hour sessions with school counselor on anger management, leading to the replacement behavior: “this is insulting. I want it to stop” Prompt this behavior when he becomes agitated. Teach classmates to say “Sorry” and stop. Reinforcement Strategies (make the replacement behavior more rewarding) Student earns the class 5 minutes free time on Friday for each day he gets through class without an anger outburst.

  14. Behavior Support PlanRonnie M. Antecedent Strategies (Prevention) 1. Use Green/Red Card to award points/praise every 5 minutes 2. Precorrect prior to each activity Behavior Teaching Strategies (make the problem behavior inefficient) 1. Teach R. to raise hand for attention 2. Teach (role play) in room time-out Reinforcement Strategies (make the replacement behavior more rewarding) 1. 80% of points earned and no blow-outs (trips to office) earns special time with adults and Jake (yellow lab). 3 time blocks per day 2. 80% of points earned and no blow-outs earns 20 minutes play time with Dad. Extinction Strategies (Minimize reward for Problem Behavior See extinction flow chart -- next slide

  15. Where are the Clues? • When does the problem behavior not happen? "It always happens everywhere" is neither correct, nor helpful. • How do peers react to the problem behavior? What about adults? Parents? • Remember that some problem behaviors are reinforced intermittently • If you wanted to, could you create the problem behavior? What would you do?

  16. Classic Pitfalls • Identify one function per problem behavior. It is not a smorgasbord. Find the thing, that, if you took it away, the problem behavior would stop happening. • Narrow the focus. Pick one or two problem behaviors (or classes of problem behaviors) and deal with those first. We cannot effectively deal with 25 problem behaviors at once.

  17. Finding the Function • On a scale of 1 to 6, how confident are we that we have identified the primary function of the problem behavior?

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