Behavioral Assessment and Intervention: A Continuum of Effective Strategies in

Schools

Nicholas A. Gage, PhD

IES Postdoctoral Fellow

Center for Behavioral Education and Research

UCONN

Using Evidence-based Classroom Management Strategies within a PBIS

Framework

Goals

I will define continuum of assessment practices in schools- Macro to Micro Framework

I will define evidence-based behavioral interventions that map to assessment procedures

You will ask at least three questions

I will not talk too fast or “hop” too much

Continuum

A continuous sequence in which adjacent elements are not perceptibly different from each other, although the extremes are quite distinct (dictionary.com)

Although features of behavior assessments and interventions are different, the underlying theory is consistent (not perceptibly different)

Theory in use is behaviorism

Universal

Targeted

Intensive

All

Some

FewContinuum of Behavioral Support for ALL

Continuum of Assessment Data

School-Wide

Classroom

Small Group

Individual

Key Starting Point

Behavior is functionally related to the teaching environment.

Functional approach logic

Behaviors are maintained by consequence events (function)

Behaviors are occasioned by antecedent events

Changing behaviors requires consideration of maintaining consequences

The 3 Term Contingency with Bonus Setting Event!

Setting --> Predictor --> Problem --> Maintaining

Event (Antecedent) Behavior Consequence

Beauty of function-based Thinking: Closely examine

what may be obvious

Data-Based Decision Making

How do we enact function-based

thinking?

What is DBDM?

Data-based decision refers to the use of data to make decisions in schools

Data Student

Academic (e.g. DRA, DIBELS, high-stakes tests) Behavior (e.g. ODRs, rate of aggression, time on-task) Social (e.g. # of positive interactions, social reciprocity)

Teacher Personal assessment (e.g. # of OTRs) Outside assessment (e.g. CLASS, value-added)

Schools Academic progress (e.g. annual high-stakes tests) Financial stability (e.g. monthly resource costs)

DBDM is…

A process Not static

Involves actionable steps that… Define the problem

Collect the data

Interpret the data

Make a decision

Is iterative

Logic of DBDM

The elegance of DBDM is that it allows us to partition our bias Suspend opinion

Objective, not subjective (e.g. anecdotes)

Quantification of experience

Kauffman’s thoughts

“The teacher who cannot or will not pinpoint and measure the relevant behaviors of the student he or she is teaching is probably not going to be very effective” (Kauffman, 2005, p. 439)

DATA: 4 Simple Data-Based Decision Making Steps to Success

 Define the problem and establish judgment criteriaWho, what, where, when, why?What are the socially acceptable criteria? What is

success (e.g. 80%)?

Acquire a planUse operational definitionsHow will you collect and analyze data?

Track dataConsistently and objectively collect and track data

Actively inspect data and modify instructionOrganize, describe, and analyze dataRelate results back to problem Evaluate student progress and intervention effectiveness

Behavioral Objectives

Specific and measurable statements about expected or desired behaviors and levels of performance at the end of an instructional time period

During a 20 minute recess period, plato will verbally respond to peers in a positive or neutral manner in 80% of opportunities for three consecutive days by the end of the first term.

Four essential components of all objectives

learner .... who

behavior ... what

condition .... when, where

criterion... how much and by when

Operational Definitions

Key: You can see it and you can measure it!

Engagement: Target student’s body/eyes are oriented to a task or activity that is either asked of her/him or appropriate to setting, such as reading or playing with peers during free opportunities.

Instructional talk: The teacher is engaged in direct instructional talk with the classroom or small group of students.

Data Collection Methods

Paper Pencil Simple- post-it notes

Complex- partial interval sheet

Golf counter

Cell phones and apps

Rubber band or penny in the pocket “trick”

Organize and Analyze the Data

Excel or other software (e.g. OpenOffice, Numbers, etc.)

Graph paper

Inter-ocular test of significance Mean

Trend

Variability

Macro-Level: School-wide Positive

Behavioral Interventions and Supports (SWPBIS)

Continuum of Assessment and Behavior: Part 1

Universal

Targeted

Intensive

All

Some

FewContinuum of Behavioral Support for ALL

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingStudent Behavior

OUTCOMES

Supporting Social Competence &Academic Achievement

SupportingDecisionMaking

4 PBS Elements

Label student

Exclude student

Blame family

Punish student

Assign restitution

Ask for apology

Teach targeted social skills

Reward social skills

Teach all

Individualize for non-responsive behavior

Invest in positive school-wide culture

Doesn’t Work Works

Experimental Research on SWPBIS

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.

Bradshaw, C., Waasdorp, T., Leaf. P., (in press). Effects of School-wide positive behavioral interventions and supports on child behavior problems and adjustment. Pediatrics.

Waasdorp, T., Bradshaw, C., & Leaf , P., (2012) The Impact of Schoolwide Positive Behavioral Interventions and Supports on Bullying and Peer Rejection: A Randomized Controlled Effectiveness Trial. Archive of Pediatric Adolescent Medicine. 2012;166(2):149-156

SWPBIS Experimentally Related to:1. Reduction in problem behavior2. Increased academic performance3. Increased attendance4. Improved perception of safety5. Improved organizational efficiency

6. Reduction in staff turnover7. Increased perception of teacher efficacy

Experimental Research on SWPBIS

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.

Bradshaw, C., Waasdorp, T., Leaf. P., (in press). Effects of School-wide positive behavioral interventions and supports on child behavior problems and adjustment. Pediatrics.

Waasdorp, T., Bradshaw, C., & Leaf , P., (2012) The Impact of Schoolwide Positive Behavioral Interventions and Supports on Bullying and Peer Rejection: A Randomized Controlled Effectiveness Trial. Archive of Pediatric Adolescent Medicine. 2012;166(2):149-156

Continuum of Assessment and

Behavior Support: Part 2

Classrooms

Ok, but what about classrooms?

Are school systems and classrooms symbiotic?

Can we utilize the same prevention logic in classrooms (tiered models of support)?

Are there evidence-based practices for addressing classroom-based behaviors?

YES!

Evidence Based Practices in Classroom Management

1. Maximize structure in your classroom.

2. Post, teach, review, monitor, and reinforce a small number of positively stated expectations.

3. Actively engage students in observable ways.

4. Establish a continuum of strategies to acknowledge appropriate behavior.

5. Establish a continuum of strategies to respond to inappropriate behavior.

(Simonsen, Fairbanks, Briesch, Myers, & Sugai, 2008)

1. Maximize structure in your classroom.

Develop Predictable Routines Teacher routines Student routines

Design environment to (a) elicit appropriate behavior and (b) minimize crowding and distraction: Arrange furniture to allow easy traffic flow. Ensure adequate supervision of all areas. Designate staff & student areas. Seating arrangements (groups, carpet, etc.)

A small number (i.e., 3-5) of positively stated rules. Tell students what we want them to do, rather than telling them what we do not want them to do.

2. Behavioral expectations/Rules

3. Actively engage students in observable ways.

Provide high rates of opportunities to respond

Consider various observable ways to engage students

Link engagement with outcome objectives

4. Establish a continuum of strategies to acknowledge appropriate behavior.

Specific and Contingent Praise

Group Contingencies

Behavior Contracts

Token Economies

• Error Corrections

• Differential Reinforcement

• Planned ignoring

• Response Cost

• Time out from reinforcement

5. Establish a continuum of strategies to respond to inappropriate behavior.

Continuum of Assessment and

Intervention: Part 3

Micro-Level Supports: Structural

Analysis and Functional Analysis

Structural Analysis in the Classroom

Structural Analysis

Structural Analysis is an assessment procedure that manipulates antecedents

and/or setting events to increase the occurrence of pro-social behaviors and

reduce the occurrence of problem behaviors.

How do you do it?

Stichter and Conroy (2005) outlined a 5-step approach

1. Collect preliminary data- interviews and observations

2. Develop hypotheses and conduct manipulations

3. Analyze the Data

4. Develop intervention plan

5. Implement and continue to monitor data

Step 1: Data Collection Interview teachers, staff, paraprofessionals, etc.

Ask open ended question “What happens right before the behavior?”

Key things: Identify behavior and operationally define, develop summary statements (A-B-C)

Collect baseline data Start with “big picture” and move to specific

situations. Develop data collection methods if appropriate

Operational Definition

Key: You can see it and you can measure it!

Engagement: Target student’s body/eyes are oriented to a task or activity that is either asked of her/him or appropriate to setting, such as reading or playing with peers during free opportunities.

Instructional talk: The teacher is engaged in direct instructional talk with the classroom or small group of students.

Big Picture Example

Situational Example

Step 2: Develop and Conduct

Manipulations Review all data sources

including interviews, summary statements, baseline data, and other relevant materials

Develop hypotheses What antecedents seem to be triggering

the behavior?

Example: Nick’s frequency of swearing seems to increase during independent seat work and when the teacher is working with another student

Develop manipulations and define how you will do them

Conduct manipulations and Collect Data

Step 2: Develop and Conduct

Manipulations (cont.)

STEP 3: Analyze the Data

• Graph the data• Use Excel or graph paper

• Review Graph for patterns• Is there a functional relationship

present?• Identify the most effective environmental

variables

Step 4: Develop Intervention Plan

Based on the results, develop an intervention plan If high attention reduces the occurrence,

develop an attention intervention that is not strictly contingent, but can be, such as check in every 30 seconds, fading to 1 minute, then to 2 minutes , etc.

Step 5: Implement Intervention and Assess

Continue to monitor the student’s behavior. If the intervention is not effective, reassess

Recap

Structural Analysis can be used as part of an FBA or as a stand alone procedure

5-step procedure can be used to guide process

Procedures outlined can be simplified and tailored to meet the needs of the teacher.

Don’t think that we all get it right away and remember the best

laid plans do not ensure

success, persistence

does.

Functional Analysis and Functional

Behavior Assessment

Tertiary Prevention:Specialized

IndividualizedSystems for Students

with High-Risk Behavior

Secondary Prevention:Specialized Group

Systems for Students with At-Risk BehaviorPrimary Prevention:

School-/Classroom-Wide Systems for

All Students,Staff, & Settings

~80% of Students

~15%

~5%

School-Wide Positive Behavior

Support

What is FBA? Functional behavioral assessment is a process

for identifying the events that reliably predict and maintain problem behavior.

Functional behavioral assessment improves the effectiveness and efficiency of a behavior intervention plan.

An FBA that does not affect the content of a BIP is not useful.

Create order out of chaos (define contextual information, where, when, with whom, etc)

Professional accountability (IDEA, 1997)

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.

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).

Functional approach logic

Behaviors are maintained by consequence events (function)

Positive or negative reinforcement

Behaviors are occasioned by antecedent events

Relate antecedent to emission of behavior & likelihood of consequence event

Changing behaviors requires consideration of maintaining consequences

The 3 Term Contingency with Bonus Setting Event!

Setting --> Predictor --> Problem --> Maintaining

Event (Antecedent) Behavior Consequence

FBAElements

ContextuallyAppropriate

Support

TestableHypothesis

FunctionStatement

CompetingPath

Analysis

SupportingData

BehaviorIntervention

Plan

Definition ofProblem Behavior

or Class

FUNCTIONAL BEHAVIORAL ASSESSMENT:

OUTCOMES A functional behavioral assessment should

result in the following: Operational definition(s) of problem behavior(s) Identification of the contexts (locations, activities,

routines, times of day, people) where the problem behavior(s) is most likely, and least likely.

Identification of the specific antecedent events (setting events and discriminative stimuli) most likely to predict (occasion) the identified problem behavior(s).

Identification of the consequence(s) that maintain (reinforce) the problem behavior.

FUNCTIONAL BEHAVIORAL ASSESSMENT:THE PROCESS

Gather general information about student Gather specific information to build a summary

statement Validate the summary statement through direct

observation of student Use FBA information to build behavior

intervention plan.

FUNCTIONAL BEHAVIORAL ASSESSMENT:THE PROCESS

Review medical, academic, social history.

Three primary sources of FBA information Indirect Assessment: Rating Scales or Interviews Direct Observation: Observe student Functional Analysis: Formal manipulation of

context with measurement of student behavior.

FUNCTIONAL BEHAVIORAL ASSESSMENT:

INDIRECT ASSESSMENT Indirect assessments rely on reports about a

student’s behavior rather than direct observation of the behavior.

Many interviews and rating scales exist Any interview or rating scale you use should result

in identifying: The problem behavior(s) Context/routines where problem behavior is most and

least likely Specific events (discriminative stimuli) that occasion the

problem behavior(s) Specific consequences that appear reinforcing.

FUNCTIONAL BEHAVIORAL ASSESSMENT:

DIRECT OBSERVATION Direct observation is often done to validate

information obtained through interviews. The student is observed in the context/routine

where the problem behavior is most likely to occur.

Direct observation focuses on identifying the specific antecedents and consequences that appear to control the problem behavior.

FUNCTIONAL BEHAVIORAL ASSESSMENT:

FUNCTIONAL ANALYSIS Functional analysis involves direct observation

of problem behavior during experimental manipulations of environmental events to systematically identify the antecedent events that occasion problem behaviors, and the consequences that reinforce problem behaviors.

Functional analysis typically is conducted only by trained behavior analysts.

Consider response class

Set of topographically different behaviors with similar or related purpose or function

– Hit, spit, runaway, yell…

• Escape difficult task request

– Cry, hit, whine, raise hand, spit…..

• Obtain adult attention

Only 2 Basic Functions

Pos Reinf Neg Reinf

Neutralize/eliminate

settingevents

Add relevant & remove irrelevanttriggers

Teach alternative

that is moreefficient

Add effective & & removeineffectivereinforcers

SUMMARY Functional behavioral assessment is a process for

identifying problem behaviors and the events that prompt and maintain problem behaviors.

The reason for conducting an FBA is to gather information that will help make behavior intervention plans more effective and efficient.

Five Steps in Leading a Team from FBA to a Behavior Support Plan

1. Summarize FBA Setting Events-> Antecedents -> Behavior ->

Consequence

2. Define goals of BSP process: Make problem behavior irrelevant Make problem behavior inefficient Make problem behavior ineffective Do all this in a contextually appropriate manner

3. Lead discussion to identify options Ask questions, don’t give solutions Paraphrase, elaborate, integrate Always bring group back to FBA logic Produce multiple ideas (elements)

Sum-up

Behavior assessment and intervention is a collaborative process

Data must inform all interventions

Basic theory is the same across the continuum

Universal

Targeted

Intensive

All

Some

FewContinuum of Behavioral Support for ALL

Questions