Assessing Students with Challenging Behavior Chris Borgmeier, PhD Portland State University Slides...

Assessing Students with Challenging Behavior

Chris Borgmeier, PhD

Portland State University

Slides available at www.tier3pbis.pbworks.com

Assessment to Inform Behavioral Intervention

Function-Based Support

Approaches to Intervention Selection Medical Model/Trait Model

These traits = this treatment This diagnosis = this intervention You just need something in your bag of tricks for

every type of behavior We found interventions that worked for some traits

and diagnoses, unfortunately, no interventions seemed to work for all traits and diagnoses

Result = trial and error With many trials making the problem behavior worse

Medical Model

How would you intervene? 6-year old boy named Joey with a diagnosis of Attention-

Deficit Hyperactivity Disorder in Kindergarten IQ of 94 on WISC III-R The following were his scores on the Preschool &

Kindergarten Behavior Scales 95th %ile on the Social Skills Scale

With elevations in Social independence 98th %ile on the Problem Behavior Scale

With elevations in Social withdrawal and attention problems

Trait Model

Talking out - saying that she doesn’t want to do the activity or “I’m done”, screaming or yelling, refusing to follow directives or do the activity/task

Out of seat - walking away (or starting to) from the task outside of designated area wandering around the room, sliding her chair around the room

Banging/waving objects - Grabbing or holding objects and waving them

Function-Based Support

Movement toward function-based interventionsSelecting interventions that address the

function of problem behavior Reduce risk of interventions that make the problem

behavior worse Reduce trial and error – increasing efficiency of

selecting interventions with a greater chance of being successful

What is Function-Based Support?

FBS is using our assessment data from (FBA) to inform our Behavioral Interventions Interventions should be based on the Function of

Student Behavior When we arbitrarily select interventions (without

basing them on the function of student behavior) we often choose interventions that can make the student problem behavior worse, or more resistant to change

i.e. Time out for a student who is acting out to avoid math problems

Function Based v. Non Function Based Interventions Ingram, Lewis-Palmer & Sugai, 2005

Carter’s Behavior Intervention Plans

Function = Escaping from Difficult TaskAntecedent Cons for

Problem Beh

Cons. For Replacement Beh

#1

Function Based

Tutor difficult math (Mult. tables)

Precorrect to Self Mgmt plan = wait for teacher help

Redirect & prompt alternate behavior when off-task

Provide acad support

Assess on task beh every 5 min.

Provide choice of reinf

#2 Non-Function Based

Prompt Approp Beh. & remind can earn time w/ peer

If not on task, ignore problem behavior

Praise for raised hand

Allow time to visit w/ peers for mtg exp.

% Intervals w/ P.B. for Carter

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Baseline Function-Based

Function-Based Modif ied

NOT Function Based

NOT Function Based

Function-Based

Function-Based Interventions

Indicated Interventions – an intervention consistent with the function of behavior that reinforces desired behavior or extinguishes negative behavior; expected to increase desired behavior or decrease negative behavior

Contra-indicated interventions – an intervention that reinforces negative behavior, usually consistent with the function of behavior; expected to increase the severity or frequency of negative behavior

Neutral interventions- interventions that are not related to the function of behavior, may be positive or negative in impact

Non-examples of Function-Based approach (Contra-indicated)

“Function” = outcome, result, purpose, consequence

“Lance, you skipped 2 school days, so we’re going to suspend you for 2 more.”

“Phoebe, 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.”

Intervention Development

What are we reinforcing?Are we making things better or worse?

A CDesired

Behavior

Problem

Behavior

OR

Good Intervention

Not so Good

Intervention

A Rubric for Evaluating Interventions based on Function

1. What is the function of behavior for this student?2. Does this intervention address the function of

behavior?a) If no, intervention is neutral (3-4), although may still offer

benefitb) If yes, move on to next question

3. Does this intervention reinforce the negative behavior?a) If yes, intervention is contra-indicated (1-2) and expected to

increase negative behaviorb) If no, move on to next question

4. Does this intervention reinforce desired behavior or extinguish negative behavior?

a) If yes, intervention is indicated (5-6) and expected to increase desired behavior and decrease negative behavior

b) If no, start again at # 1

Activity – Function Based Interventions Rate interventions for identified vignettes

based on whether they are likely to be effective interventions or not

Functional Behavioral Assessment

What is Functional Behavioral Assessment (FBA)?

An assessment used for students with the most significant behavior problems to:

a. identify the Function of problem behavior – or how the problem behavior is paying off for the student

b. identify the variables that predict and maintain problem behavior

c. develop a Behavior Support Plan (BSP) that addresses the function of behavior

Why do we need FBA/BSP?

Schools have an obligation to educate ALL students, even those who pose the most significant behavioral challenges

Schools need the best tools available to support students with significant behavioral concerns

Research shows developing behavioral interventions based on function of behavior is most effective

Roots of FBA

Functional Behavioral Assessment developed from field of Applied Behavior Analysis (ABA)

ABA is founded on science of behavior Relies on experimental manipulation & observable,

measurable phenomenon

Functional Analysis was predecessor to Functional Behavioral Assessment Functional Analysis – found in literature since at least 1982

Iwata et al., 1982

Brief History of FBA

FBA was introduced into Special Education law through the 1997 Amendments to IDEA

Federal law did not stipulate exactly what FBA should look likeWhat tools to use, etc.

FBA: Sources of Data

FBA: Matching Level of Assessment w/ Complexity of Case

Always start with the: Routines Analysis and Teacher/Staff Interview

Further Assessment ABC Observation Student Interview & Reinforcer Survey Academic Assessment Scatterplot More Staff Interviews – FACTS Parent Interview Records Review

Limitations of FBA

No experimental manipulation

We are relying on teacher report Relying on informal ABC Observation

Usually with no formal manipulation of variables

RESULT = an hypothesis of the function of behavior As opposed to functional analysis results which

provide clear scientific evidence of the function of behavior

If you’re still struggling to ID Function of Behavior Functional Analysis

Begin manipulating variables to alter function of behavior and monitor occurrence of behavior

Carr & DurandFunctional Communication Training

Functional Communication Training (FCT; Carr & Durand, 1985)

FCT involves teaching specific communication skills that are functionally equivalent to problem behavior, based on a functional behavior assessment (FBA)

Functional Communication Training: Carr & Durand, 1985

Typical Consequence

Maintaining Consequence

Desired Behavior

Problem Behavior

Alternate Behavior

AntecedentSetting Event

Summary of Behavior

Functional Analysis: Science of Behavior

Functional Analysis v. FBA

Functional Analysis Uses experimental method

to determine function of behavior

Requires strict env’l control Used predominantly in

research w/ application to classroom

Functional Behavioral Assessment Relies heavily on indirect

measures (interviews & observations) to ID function of behavior

Written into Special Education law for use in schools

Results in a hypothesis of the function of behavior

Challenges of Functional Analysis

Requires high level of training & expertise Ethical concerns, because we are setting up

students to misbehave Time consuming Requires experimental control, to with the

classroom and school environment offer many challenges

Recreating an environment w/ same ABC, but at same time maintaining experimental control Difficult if behavior is maintained by peer attention

Control Condition

The Control Condition is our comparison condition; we don’t want to see any behavior in our control condition

We will compare the results of our other conditions to our control condition Big differences between conditions show clear results

Experimental Manipulation - only one variable should change at a time from our control condition That way we can KNOW the specific variable

contributing to the problem behavior

Creating TEST Conditions

Function = Attention pay off provides student with desired attention If student wants attention, expect increase in problem

behavior

Function = Escape Task pay off allows student to escape non-desired or

difficult task If student wants to escape task, expect increase in

problem behavior

Iwata, Dorsey, Slifer, Bauman & Richman, 1982 Preliminary article on Functional Analysis

Focus on Self-Injurious Behavior “only treatments that have been consistently

effective in treating self-injury are those based on punishment in the form of ‘aversive’ stimulation”

9 subjects All with some degree of developmental delay

Participants

Experimental Conditions

Each condition was 15 min. long

Social Disapproval – toys available while experimenter “did work” / ignored subject Self injury = provide attention

Academic Demand – 1:1 instruction w/ educational tasks appropriate to child Self injury = turn away & remove task for 30 sec.

Experimental Conditions

Each condition was 15 min. long

Unstructured Play (control) – toys available & teacher providing social praise (at least every 30 sec.) Self injury = ignored

Alone – alone in room with no toys or materials as external stimulation Self injury = self-stimulatory behavior

Function

Academic = Avoid task = 2 Alone = Self Stimulation = 4 Social = Obtain Attention = 1 Play = Control = 0

Multiple functions = 2

Functional Analysis Example - Kaya

Functional Analysis conditions are built on an initial understanding of student

Functional Behavioral Assessment information Assessment of Task Difficulty & Preferences

If still have a question – still not sure if behavior is attention or escape maintained

Control Condition

Setting Event Antecedent Consequence

Provide attention during break

Preferred worksheet(over 85 % accurate) w/ 1:1 attn (provide

prompt every 3-5 sec)

No contingent consequences

Procedure: 1. Introduction: “I’m going to work with you while you do this

worksheet.” 2. The researcher will provide 1:1 attention with ongoing prompts

related to completion of the assignment every 3-5 seconds throughout the condition.

3. Any occurrences of the problem behavior will be ignored and the student will continue to receive attention every 3-5 seconds.

Attention Condition

Setting Event Antecedent Consequence

Limited attn on break (desired

Easy worksheet (over 85 % accurate)– no attention

Contingent attention (5 sec.).

Procedure:

Intro: “I want you to do this worksheet. I’ll be standing over here. If you ask for help, or if I think you need help, I will come talk with you about it.”

If the student engages in the target behavior, the researcher will approach the student & provide student w/ 5 seconds of adult attn.

Following the 5-second interval the student will be directed to return to the activity, the researcher will walk away, and the next trial will begin.  

Escape ConditionSetting Event Antecedent Consequence

Desired activity on break

Difficult language arts worksheet (less than 60 % accurate)–w/ 1:1 attn

Remove task for 15 seconds w/ no attn.

Procedure:

Intro: “I want you to work on this worksheet, if you ask for help, or I think you are having trouble, we’ll take a 15-second break.”

Researcher will provide 1:1 attention w/ ongoing prompts related to completion of assignment every 3-5 seconds throughout condition.

Any time student engages in target behavior, researcher will say, “Let’s take a 15 sec. break” & remove worksheet for 15 sec. without providing the student any further attention.

Next trial will start following 15-sec break after student is directed to get back to work.  

Functional Analysis ConditionsWhich Consequence is Reinforcing?

Setting Event

Antecedent Behavior Consequence

Control Provide attention during break

Easy worksheet

(over 85 % accurate)

w/ 1:1 attn (provide prompt every 3-5 sec)

No Behavior

No contingent consequences

Attn Limited attn on break (desired activity)

Easy worksheet (over 85 % accurate)

– no attention ?

Contingent Attention

(5 seconds)

Escape Desired activity on break

Difficult language arts worksheet (less than 60 % accurate)

–w/ 1:1 attn

?Contingent removal of task for 15 seconds w/ no attention

Teaching an Alternate Behavior

We are setting up conditions to provoke problem behavior If we teach an alternate behavior, the student

can still signal desired outcome without using potentially dangerous behavior

We can prevent behavior from escalating

Functional Analysis – Teaching an Alternate Behavior

Contingent Attention (5 seconds)

Throws a Tantrum

Raise hand, ask for attn

Easy worksheet (over 85 % accurate)– no attention

Limited attn on break (desired activity)

Attention Condition

increase in problem /alternate behavior = Functional

Functional Analysis – Teaching an Alternate Behavior

Contingent removal of task for 15 seconds w/ no attention

Throws a Tantrum

Raise hand, ask for a break

Difficult language arts worksheet (less than 60 % accurate)–w/ 1:1 attn

Limited attn on break (desired activity)

Escape Condition

increase in problem /alternate behavior = Functional

Direct Observations During Functional Analysis

Trained data collectors will collect observation data on the occurrence or non-occurrence of target behavior using a partial-interval recording system.

Example of Functional Analysis Results (Kaya) – DAY 1

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Example of Functional Analysis Results (Kaya) -- DAY 2

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Functional Analysis Results (Kaya) – DAY 3

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Functional Analysis Results for Kaya

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Accuracy of Work Completed across Conditions

Control Attention Escape

Day 1 10/10 11/11 9/10

Day 2 11/11 7/8 1/ 4

Day 3 11/15 12/13 10/11

Clear Function of Behavior

Setting Event

Antecedent Behavior Consequence

Control Provide attention during break

Easy worksheet

(over 85 % accurate)

w/ 1:1 attn (provide prompt every 3-5 sec)

No Behavior

No contingent consequences

Attn Limited attn on break (desired activity)

Easy worksheet (over 85 % accurate)

– no attention

Increase Behavior

Contingent Attention

(5 seconds)

**Reinforcing

Escape Desired activity on break

Difficult language arts worksheet (less than 60 % accurate)

–w/ 1:1 attn

No Behavior

Contingent removal of task for 15 seconds w/ no attention

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Functional Analysis Results - Eddie

Task success ratesControl

(Easy task)Attention (Easy task)

Escape (Difficult task)

Day 1 72/72Addn Facts A

55/55Addn Facts B

0/1Word Problems

Day 2 50/50Addn Facts C-D

58/58Addn Facts C

4/5Addn Facts X

Day 3 72/72Addn Facts C

46/46Subt Facts A

7/8Addn Facts W

Day 4 56/56Addn Facts C

36/36Addn Facts B

7/8Addn Facts W

Day 5 36/36Addn Facts B

51/51Addn Facts A

6/6Addn Facts Y

Day 6 51/51Addn Facts E

N/A N/A

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Functional Analysis - Charla

Informal Functional Analysis

Although you may not do a formal, scientific functional analysis…

How can you apply some of the principles and logic of Functional Analysis… with your students? In your classrooms?

Small Group Activity

I’m unclear if my student is engaging in problem behavior to: Avoid the task OR Gain attention from adults

Set up a quick experiment to try to test your hypothesis Develop 3 conditions to test this

Control Escape Attention

ACTIVITY – Set Up an Informal Func’l AnalysisANTECEDENT

Task – Easy/Desired OR Difficult

Attn – Attn OR Ignore

BEHAVIOR CONSEQUENCE for Prob or Alt. Behavior

Control Task

Attn

If Problem Behavior,

then…

Attn Task

Attn

If Problem Behavior,

then…

Escape Task

Attn

If Problem Behavior,

then…

Think about….

How might you integrate this experimental “Functional Analysis” into your interviewing?

Is the student likely to engage in problem behavior if they are:

Working Independently

Working 1:1 w/ adult

Easy Task Easy TaskHard Task Hard Task

What if….?Escape or Attn motivated

Working Independently

Working 1:1 w/ adult

Easy Task Easy TaskHard Task Hard Task

YES NO YES YES

Function?Avoid Difficult Task

What if….?Escape or Attn motivated

Working Independently

Working 1:1 w/ adult

Easy Task Easy TaskHard Task Hard Task

NO YES YESNO

Function?Access Adult Attention

What if….?Escape or Attn motivated

Working Independently

Working 1:1 w/ adult

Easy Task Easy TaskHard Task Hard Task

YES NOYES NO

Function?Avoid Adult Attention

Function-Based Support

Intervention Planning

FBA: Summary of Behavior

Maintaining Consequence & Function

Problem Behavior

Antecedent

FUNCTION

FUNCTION is where student behavior intersects with the environment

Function = Learning

Student learns…. When (A), if I (B), then (C)… Function = how I benefit so I keep doing B

Targeted Routine