FBA to BIP Using FBA to Develop Function-Based Support for Students with Mild to Moderate Problem Behavior Module 1: Defining & Understanding Behavior

FBA to BIPUsing FBA to Develop Function-

Based Support for Students with Mild to Moderate Problem

Behavior

Module 1: Defining & Understanding Behavior

From Loman, Strickland-Cohen, Borgmeier,& Horner, 2013

Sheldon Loman, Ph.D., [email protected] Kathleen Strickland-Cohen, Ph.D., [email protected]

mailto:[email protected]


Series of FBA-BIP Modules• Module 1:

– Briefly review Multi-tiered systems of support for FBA-BIP– Module 1: Defining & Understanding Behavior

• Module 2:– Briefly review Module 1– Module 2: Asking About Behavior: FBA Interviewing – FACTS

• Module 3:– Briefly review Module 2 – Module 3: See- Practice Observing and Hypothesize

• Module 4:– Briefly review Modules 2 & 3 – Module 4: Define critical features of a BIP

• Module 5:– Briefly review Module 4– Module 5: Building BIP from the FBA

• Module 6:– Briefly review Module 5 – Pre-teach Tools needed for Module 6: Implementation and Evaluation – Complex FBA Tools

• Module 7– Briefly review Module 6– Module 7: Leading a BIP Team

During the FBA-BIP series you will need to reference

Participant’s Guide

• You will need the Participants Guide for reference throughout this training series. You may want to print it out or refer to the electronic version.

• Print one copy for the entire series of trainings. Note that this is a large document.

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Navigating the Participant’s Guidebook and Modules

Objectives

Review

Activities –

Checks for Understanding

Comments/Questions

Tasks

Key Points

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STOP/PAUSE the module to work in your Guidebook

STOP/PAUSE the module to work in your Guidebook

Before we begin

Please pause this module to take the FBA-BIP Pre-test

1. Print the Pre-test document found online with the other materials.

2. Complete the pre-test – Please avoid “Googling”, checking in with a friend, etc.– No stress: This is to gauge you progress throughout the

training series.

3. You will take a post-test at the completion of this training series.

Tier 1/Universal School-Wide Assessment

School-Wide Prevention Systems

SIMEO Tools: HSC-T, SD-T, EI-T

Check-in Check-out (CICO)

Group Intervention with Individualized Feature (e.g., CICO with ind. features and Mentoring)

Brief Functional Behavior Assessment/Behavior Intervention Planning (FBA/BIP)

Complex or Multiple-domain FBA/BIP

Person Centered Planning: Wraparound/RENEWFamily Focus

ODRs,Credits, Attendance, Tardies, Grades, DIBELS, etc.

Daily Progress Report (DPR) (Behavior and Academic Goals)

Competing Behavior Pathway, Functional Assessment Interview, Scatter Plots, etc.

Social/Academic Instructional Groups (SAIG)

Positive Behavior Interventions & Supports:A Multi-Tiered System of Support Model (MTSS)

Illinois PBIS Network, Revised Aug. 2013 Adapted from T. Scott, 2004

Tier 2/Secondary

Tier 3/Tertiary

Inte

rven

tionAssessm

ent Individual Student Information System (ISIS)

3-Tiered System of Support

Necessary Conversations (Teams)

CICO

SAIG

Group w. individual

feature

Complex

FBA/BIP

Problem Solving Team

Tertiary Systems Team

Brief

FBA/BIP

Brief FBA/BIP

WRAP

Secondary Systems Team

Plans SW & Class-wide supports

Uses Process data; determines overall

intervention effectiveness

Standing team; uses FBA/BIP process for one youth at a time

Uses Process data; determines overall

intervention effectiveness

Sept. 1, 2009

UniversalTeam

Universal Support

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Brief Complex

For: Students with mild to moderate problem behaviors (behaviors that are NOT dangerous or occurring in many settings)

Students with moderate to severe behavioral problems; may be dangerous and/or occurring in many settings

What: Relatively Simple and Efficient process for behavior support planning based on “practical” FBA data

Time-intensive process that may involve emergency planning, family-centered planning, and collaboration with outside agencies

Developed by whom:

Team of school-based professionals (e.g., Problem-solving team members whose responsibilities include FBA and behavior intervention planning)

Individualized team including the family & professionals trained to develop and implement intensive interventions for students with severe problem behaviors (e.g., behavior specialist)

Brief to Complex FBA-BIP: Continuum

Roles and Tasks

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Roles in an FBA-BIP Tasks

Facilitator Lead FBA-BIP tasks from start to finish: request for assistance through intervention and monitoring

Team member Contribute to data collection, planning, implementation as appropriate

Classroom teacher

Contribute to data collection, planning, implementation as appropriate

Student and Family

Provide consent and assent to the process. Contribute to data collection, planning, implementation as appropriate

Practice Data FBA-BIP Tools Supporting SystemsStudent shows up as having problem behavior and not responding to typical Tier 1 or Tier 2 classroom or school-wide interventions (i.e. CICO, Academic Seminar, Mentoring)

Problem behaviors Grades Attendance Standardized Test Scores Documentation of previous

issues and interventions (DPR points/CICO data)

IEP if applicable

Request for Assistance

Universal Team Secondary Systems Team Problem Solving Team Tertiary Systems Team Data collection and access

systems Request for assistance policies Parental notification & engagement

policies

Stage 1: Conducting the Functional Assessment: DASHD: Define.Defining and Understanding Behaviors clearly so all involved can “see” and work to support improved behavior.

Clear, observable, countable definition of the most intense problem behavior in the routine in which it is most likely to happen.

FACTS for teachers, students and families

Problem Behavior Questionnaire

Prioritized time to meet with teachers students, families, community service providers

Prioritized time for team meetings

A: Ask. Interviewing people who work with the student to get relevant information on (a) behavior, (b) aligning supports to make them most effective

When the behavior is most likely to happen and the best way to “count” the behavior: frequency, duration, latency, etc.

FACTS for teachers students and families



S: See. Practice observing the student engaging in the problem behavior, as is necessary to build supports and make sure supports fit the classroom environment.

ABCs & contextual factors in the classroom

ABC Recording Form Scatterplot Video camera

Prioritized time to observe Permission policies for families,

teachers Communication with teachers

H: Hypothesize.Summarize the ABCs you deduced from defining, asking and seeing. Get feedback to make sure the team and the teachers feel confident about the hypothesis.

Confirmation of the ABCs & team and teacher perception

Competing behavior pathway

FACTS Setting Event Checklist Problem Behavior

Questionnaire

Prioritized time to meet with teachers students, families

Coaching supports

PRACTICES DATA SYSTEMS

Stage 2: Building the Behavior Support Plan

Practice Data Tools Systems

Identifying the Critical Features of a Behavior Intervention Plan

ABCs: complete and accurate


Training Technical assistance Coaching Process for retrieving and reviewing

relevant resources

Building the Behavior Intervention Plan based on the Functional Assessment


Competing Behavior Pathway

Forced Choice Reinforcement Menu

Safety Plan

Prioritized time for team meetings Communication with teachers,

families students

Stage 3: Making sure it works

Implementing and Evaluating the plan

Necessary steps, timelines, personnelFidelity Data

Evaluation and Implementation planning template

Implementer’s checklist

Prioritized time for team meetings Progress monitoring systems,

policies Data collection and access systems Communication with teachers,

students and families

If the plan does not work, you have misjudged the intensity of the problem, amend the process by collecting more data

Accurate ABCsObservation DataMedical assessmentPsychiatric AssessmentFamily Status / strengths and needs

FACTS from parents, student, multiple teachers

ABC Recording Form across multiple settings

Scatterplot

Prioritized time for team meetings Progress monitoring systems,

policies Data collection and access systems Policy and protocol for community

Leading a BIP Team through the process: roles and responsibilities


Problem Solving Team Agenda

Prioritized time for team meetings Data collection and access systems Administrative communication and

process for problem solving

Secondary Systems Allow us to do all of these things

Module 1 Objectives

By the end of this module you should be able to:• Complete the Competing Behavior Pathway

– Define observable behavior– Identify Antecedents– Identify Consequences– Identify Function– Identify Setting Events

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Adapted from Deanne A. Crone & Robert Horner, February 2003 FBA Template v.1112 1

Behavioral Theory: The A-B-C’s of Understanding Behavior

A= Antecedent. Find out the events that occur right before the behavior. When and Where?

B= Behavior. Find out What is the observable problem behavior?

C= Consequence. Find out what happens after the behavior occurs? WHY?

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Defining: Always Start FBA-BIP by Defining the Problem Behavior

2Antecedents/Triggers

When _____happens….

1 Behavior:

the student does (what)__

3Consequence/Function

..and as a result ______

Defining Observable Behaviors• Definitions of behaviors need to be:

– Observable: The behavior is an action that can be seen.

– Measurable: The behavior can be counted or timed.

– Defined so clearly that a person unfamiliar with the student could recognize the behavior without any doubts!1

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Defining Observable BehaviorsObservable/Measurable

DefinitionNon-observable/measurable

Definition

Talks when teacher is lecturing, calling out in a loud voice, singing

Disruptive behaviors

Draws pictures during group work time

Off-task behaviors

Throwing objects, Kicking over chairs

Angry, Hostile Behaviors

Calls peers names Inappropriate language

Tapping/ drumming on desk, looking around the classroom

Attention problems

Refusal to do work, failure to follow directions

Non-compliance

Yells “No” or “You can’t make me” when given direction

Defiance17

Are these observable, & measurable?

• Gets out of desk and hits other students• Has separation anxiety (from parent)• Spacey • Reads 120 wpm• Says she hears voices• Emotionally disturbed• Doesn't like classmates

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Defining Behavior Tip #1: Ask yourself, “What does the behavior look like?”

• Talking out: Any verbalization made by the student that was not initiated by the teacher and/or distracts others from the assigned tasks in the classroom.

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Tip #2 Provide Examples and Non-examples of the

problem behaviorDefinition: Any verbalization made by the student that was not initiated

by the teacher and/or distracts others from the assigned tasks in the classroom.

Examples of Talking Out:· Answering a question directed to another student by the teacher.· Talking when the teacher is giving directions· Talking to peers during independent work time

Non-examples of Talking Out:· Answering a question that the teacher directed to the child.· Yelling to another student during recess· Talking with a peer during group work

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Activity 1

Using your guidebook (pg. 1.2) provide an observable & measurable definition for ONE of these behaviors:

– Jeff is always disruptive in class. – Hailey is constantly off-task during math.– Chris is defiant. – Brandon is angry and hostile. – Alexis uses inappropriate language.

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Is your definition so clear that a person unfamiliar with the student could recognize the behavior

without any doubts?

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Response Class

• A cluster of similar behaviors that serve the same function or produce the same outcome.

• If two or more behaviors occurring at the same time produce the same reinforcing or punishing consequence, it is likely they are members of the same response class.

Response Class Examples

• When Bobby is given independent math work, he will throw his paper on the floor, put his head down on the desk, and say, “This is too hard,” in order to avoid his work.

• During independent reading, Oscar will leave his seat, walk around the room, take pencils and other things off other student’s desks, and talk to other students in order to seek peer attention.

Once you have defined the problem behavior…

THEN: Where & When does the behavior occur? – Routines– Triggering Antecedents

2Antecedents/Triggers


1 Behavior:


WHERE and WHEN Does the Problem Behavior Occur?

WHERE = Routines where the problem behavior is most likely

• Examples: During math class, gym class, lunch, recess

WHEN = Specific events (or antecedents) within a routine that “trigger” the problem behavior

• Examples: When given double-digit addition, given directions

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Identifying Antecedent “Triggers”

Identify the event, action, or object that occurs right before the problem behavior (When…)– Signals the behavior– “Sets it off” (trigger)

Identify the ANTECEDENT in these examples: – At the lunch table, when told to shut up by a peer,

Ben hits the student– In language arts class, when asked to read aloud in

class, Tracy gets up and tells jokes– During circle time, when praised Jessie starts crying2

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Activity 2 (pg 1.3):Identify the behavior, routine, &

antecedent in the following scenarios

Frame them in the blanks/boxes with the following statements:

Routine: “During _______________”

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Antecedent/Trigger:

When _______

Behavior:

The student does __________

During passing period in the hallway before recess, when peers tease him about his walk, A.J. calls them names and hits them.

Scenario #1

Routine: “During __________________________”

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PEERS TEASE ABOUT HIS WALK

CALLS NAMES & HITS

Passing Period before RecessAntecedent

When…When…

Antecedent

The student...

Behavior

In math class, Bea stares off into space and does not respond to teacher directions when she is given a difficult math problem.

Scenario #2

Routine: “During________________”

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GIVEN A DIFFICULT MATH PROBLEM

STARES & DOES NOT RESPOND TO DIRECTIONS

Math Class

Antecedent

When…

Behavior

The student…

Once you have defined the behavior (the What) & know Where & When the behavior occurs…

Then: WHY does the behavior continue to occur (what happens right afterwards)? Step #1: What is the CONSEQUENCE? Step #2: What is the PAYOFF?

2Routines/Antecedents/

Setting Events:


1 Behavior:


3Consequence/Outcome

..and as a result ______

Payoff, Step #1: Determine What Happens Right After the Behavior (the Consequence or

Outcome).

It may help to think: “and as a result ______________”

• Example (AntecedentBehaviorConsequence)– During recess, when peers tease him, Ben hits his peers

and they leave him alone.– During reading, When asked to read aloud Tracy tells

jokes, the other students laugh, and she is sent to the office (missing the assignment).

– During circle time, when praised Jessie starts crying, the teacher stops circle time and comforts her.3

2

Routine: “During _______________”

Activity 3(page 1.4):Identify the behavior, routine, antecedent

and consequence in the scenarios

Frame them in the blanks/boxes with the following statements:

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Antecedent/Trigger:

When _______

Behavior:

The student does __________

Consequence/Outcome:

… and as a result__________

Scenario #1 (pg 1.5)

Joe throws his pencil and rips his paper during math whenever he is given double-digit math problems. This results in him getting sent to the office.

Routine: “During ________________”

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Antecedent/Trigger: When..

Behavior: Student does..

Consequence/Outcome: and as a result…

Math class

Throws pencil & rips paper Sent to the office

Given double-digit math problems


Nancy cries during reading time when she is asked to work by herself. This results in the teacher sitting and reading with her.

Routine: “During ________________”

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Antecedent/Trigger: When…


Consequence/Outcome: and as a result...

Reading

CriesAsked to work by herself

The teacher sits & reads with her

Payoff, Step #2: Understanding WHY the Behavior Occurs

• When understanding behavior, we want to learn what FUNCTION (or purpose) the behavior is serving for the student (what is the pay-off for the student?)

• You need to understand from the student’s perspective…– What are they getting (or trying to get) from engaging in

this behavior– What is the most important thing that the student wants

to gain (or avoid) by using this behavior36

Functions that Behavior Serves

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ProblemBehavior

Obtain/GetSomething

Escape/Avoid

Something

SocialTangible/Activity

Adult

Stimulation/Sensory

Peer

Most Common Functions of Behavior

To Obtain/ Get :· Peer attention

· Adult attention

· Desired activity

· Desired object/ items

· Sensory stimulation: auditory,

tactile, etc.

To Avoid/ Escape:· Difficult Task

· Boring Task

· Easy Task

· Physical demand

· Non-preferred activity

· Peer

· Staff

· Reprimands

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• Obtain/Get Reinforcers– I yell and others look at me– I fight and others listen to me– I wander and people talk to me– I hit in order to get toys from other kids.

• Escape/Avoid Aversives– I cry when work gets hard and someone will help me– I throw a book during math class and the teacher will remove me

from class– I stand out of the way during PE and the other game participants will

avoid throwing me the ball.

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Examples of Function in Schools

Understanding FUNCTION: WHY? What is the Payoff?

Use information about the routine, antecedent, behavior, & consequence to determine that the function of the behavior is either to:

-Get or Avoid something in the environment

Routine: During ________________

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Antecedent/Trigger: When _________

Behavior: Student does _________

Consequence/OutCome: and as a result…

__________

Therefore, the function of the behavior is to:

get/avoid ____________

What is the Function of/ Pay-off for Bobby’s Behavior?

When asked to work with a partner in science, Bobby tears up his assignment and stomps his feet. The teacher then has Bobby sit down at his desk to complete the same assignment, while the rest of the class works together with their partners.

Get?? Avoid?? What? An Activity? Peers? Teacher?

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Bobby’s Summary Statement

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Sent to his desk to complete the assignment


get/avoid

Antecedent/Trigger: When ..

Asked to work with a partner

Behavior: Student..

Tears assignment & stomps feet

Avoiding working with a partner is the pay-off for the behavior!!

Routine: During ________________Science

Working with a partner

What is the Function of/Pay-off for Jane’s Behavior?

Jane, a fifth grade student, was referred for disruptive behavior to the student support team by her teacher, Mrs. O’Neil. After interviewing Mrs. O’Neil and conducting several observations of Jane in the classroom, the team determined that during transitions (from lunch, recess, dismissal) in the hallway when staff are present, she shouts profanities. Then, adults spend time talking with her about her behavior. 4

3

Jane’s Summary Statement

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Antecedent/Trigger: When ..

Behavior: Student..



get/avoid

Adult Attention is the pay-off for the behavior!!

Routine: During ________________Transitions

Staff are present Shouts profanities Adults talk to her

Attention from Adults

Activity 4

• Using the scenarios on pages 1.7 & 1.8, please identify the problem behavior, routine, antecedent, and consequence

• Use this information to determine the most likely FUNCTION of the problem behavior

Scenario #1(pg 1.7)

When asked to sit with his peers in morning circle, Mike pulls the hair of the girl sitting next to him. The teacher tells Mike to go back and sit at his desk.

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Routine: “During ________________ “

Antecedent/Trigger: “When …

Behavior: Student does…



get/avoid

Asked to sit with peers

Morning Circle

Pulls hair of girl next to him

Sent to sit at desk

Sitting at morning circle

When Selena’s teachers present multiple difficult task demands in language arts, 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 (and she misses the assignment).


Routine: “During ________________ “

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get/avoid

Multiple demands for difficult tasks

Language Arts



get/avoid

Sent to office

Difficult Tasks

Makes negative self-statements & writes profane language

After interviewing Johnny’s teacher and conducting several observations, Johnny’s team determined that when seated next to peers during less structured class time (free time, cooperative group art projects, etc.), Johnny tears up his paper and stomps his feet. After Johnny engages in this behavior his peers laugh at him.


Routine: “During ______________________ “

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Behavior: Student does…



get/avoid

Less structured class time

Peers laugh

Peer Attention

Tears up paper & stomps feet

Seated next to peers

After we defined the behavior (the What) & know Where & When & Why the behavior occurs…

Then: We ask: Are there any events that happen outside of the routine that “SET UP” the behavior (make it more likely to occur)?

2Antecedents/ Triggers

1 Behavior

3

Consequence/ Outcome

4

Setting Events

Setting Events

· Infrequent events that temporarily impact the

antecedent to increase or decrease the value of

the behavioral outcome.

· Either increase or decrease the likelihood that a

behavior will occur

Setting EventsAntecedentsBehaviorConsequence

Antecedents vs. Setting Events

• Antecedents - occur immediately before and act as “triggers” for problem behavior

• Setting Events – indirectly “set-up” the problem behavior by temporarily altering the value of maintaining consequences.

*Setting events can help us PREDICT that the problem behavior will occur.

Common Setting Events: “Set ups”

• Lack of sleep or food• Having a fight on the way to school• Bad grade on a test / reprimands• Forgetting to take medication• Substitute teacher / changes in routine

Non-examples:• Diagnosis of autism or ADHD• “Bad” home life

* Note: Setting Events can be difficult to identify, are often unknown.

When peers approach Victor in the hallway and say, “Hello”, he yells “Leave me alone!” and “Go away!” Peers say he is weird and walk away. This is most likely to happen on days that Victor has an argument with his sibling before school.

What is the triggering antecedent?

- Peers approach and say “hello”

What is the setting event? - Argument with sibling before school

Setting Events: Example

Summary Statement with Setting Event

In Social Studies, when asked to read independently, Ben (a strong reader) often gets out of his seat, walks around the room, and jokes with peers. Ben’s peers laugh and talk to him as he walks by. This behavior is most likely to happen on days when Ben’s parents bring him to school (i.e., he doesn’t ride the bus with friends).

Setting eventMore likely when…

AntecedentWhen…

BehaviorThe student…

Consequence and as a result…

Routine: During ______________

Function: To…

Out of seat, walks

around room, jokes

with peers

Asked to read

independently

Peers laugh and talk to

Ben Ben brought to

school by

parents Access peer attention

Social Studies

Activity 5

• Using the information presented in the scenarios on pages 1.10-1.11, please identify:

1. The triggering antecedent2. The most likely FUNCTION of the

problem behavior3. The setting event

Teacher sends him to the office

Function:


When Jason is asked to outline a book chapter in Language Arts, he often argues, refuses to work and uses profanity which results in being sent to the office for ‘disrespect’. This behavior is more likely if Jason has an altercation with a peer on the bus on the way to school.

Setting event Antecedent Behavior Consequence

Peer altercation on

bus on the way to school

Asked to outline

chapter

Arguing with teacher, refusing

to work, profanity

Routine: Language Arts

Escape Task

EA talks privately with the student

Function:


During story time when the teacher asks other students questions, Michelle blurts out responses or begins crying if she is not called on. When this happens, the educational assistant moves in closely and talks privately to Michelle in an effort to calm her. This is most likely to happen on days when Michelle has not had her medication.


Students does not take

medication

Other students asked to answer

questions

Blurts out responses,

cries

Routine: Story time

Adult Attention

Key Points from Module 1 (pg 1.11 )

• The Brief FBA to BIP process is for use with students who engage in problem behaviors that are not dangerous.

• In understanding the ABCs of behavior, the starting point is the behavior (B), then what happens before the behavior (A) and after the behavior (C).

• Behaviors need to be explained in an observable & measurable way, so that anyone who does not know that student could point out the behavior.

• All behavior serves a function: either to OBTAIN or AVOID something (attention, activities, or tangible items).

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Check #1 (pg 1.12)

Define the ABC’s of understanding the function of behavior:

A ________________ B ________________C _________________

• What should you always do first? Define behavior

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AntecedentsBehaviorConsequences

Check #2 (pg 1.13)

Identify the Setting Event in the following scenario:

During recess, when Lizzy loses a game she sometimes yells, cries, and falls to the ground. Lizzy’s teacher has noticed that this behavior happens more often on days when she is late to school and misses breakfast in the cafeteria. After Lizzy yells, cries, and falls to the ground recess monitors try to calm her down.

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more often ondays when she is late to school and misses breakfast

in the cafeteria.

Check #3 (pg 1.13)

Please use the boxes on page 1.13 to help you construct a hypothetical problem statement for Lizzy’s scenario.

• Make sure you include: • Observable, measurable definition of problem behavior• Triggering antecedent• Consequence• Probable Function• Setting event

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Monitor tries to calm her down

Function:

Check #3 (pg 1.13)

During recess, when Lizzy loses a game she sometimes yells, cries, and falls to the ground. Lizzy’s teacher has noticed that this behavior happens more often on days when she is late to school and misses breakfast in the cafeteria. After Lizzy yells, cries, and falls to the ground recess monitors try to calm her down.


Late to school & misses

breakfast in cafeteria

Loses a game

Yells, cries, falls to ground

Routine: Recess

Obtain Adult Attn

Role Play: Vignette

THINK OF A KID THAT WE CAN USE….

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Congratulations! You have completed Module 1

• At the bottom of page 1.14 please write any comments/questions you may have pertaining to Module 1. Discuss with your team.

• You are ready to move on to: Module 2: Asking About Behavior: FBA Interviewing-FACTS

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Behavior

Module 2: Asking About Behavior: FBA Interviewing - FACTS

From Loman, Strickland-Cohen, Borgmeier,& Horner, 2013

Sheldon Loman, Ph.D., [email protected] Kathleen Strickland-Cohen, Ph.D., [email protected]



Focus of this Module

• Module 1- Defining & Understanding Behavior• Module 2- FBA: Ask- Practice Interviewing• Module 3- FBA: See- Practice Observing and

Hypothesize• Module 4- Critical Features of BIP• Module 5- Building BIP from FBA • Module 6- Implementation & Evaluation• Module 7- Leading a BIP Team

Module2 Objectives

Ask: Using the FACTS interviews with staff and students to specify:

1. The problem behaviors2. Routines in which problem behaviors occur3. Triggers or predictors of the problem behavior4. Pay-off (Function) the behaviors have for student 5. Possible setting events6.Summary of behavior

The FACTS (Appendix A & B)

The Functional Assessment Checklist for Teachers and Staff (pages 2.3 & 2.4) or Students (Appendix, Form B: FACTS for students)

Has two parts: Parts A & B– Part A- Start with the student’s strengths & identify routines

where problem behavior occurs– Part B- Interview based on prioritized routines from Part-A

and stick to this routine– Summarize the interview with respondent and have them rate

the confidence of the statement

The FACTS

• Provides a template for gathering ABC data, including:– Routines– Hypothesis statement for ABCs– Teacher’s / Interviewee’s perception of the

Hypothesis statement• Don’t have to use the FACTs if you have

another format you prefer

FACTS Part-A Routines Analysis Start Broad & Narrow Focus

Purpose: ASK staff who work with the student to identify & focus in on a specific problem behavior routine, so you can go and SEE the behavior.

– The assessment must narrow the focus to a specific pattern of behavior in order to develop an effective intervention

• Like looking under the hood of a car, then narrowing focus to where the smoke or problem is coming from

During the FACTS interview, you are the investigator

– Ask follow-up questions to get specific information you can use to inform interventions

– Understand from the student perspective…

– You need to be convinced…

– You need to be confident in the results of the interview…

FACTS Step 1: Start FACTS off with Strengths & identify

student daily routines

• Always start with the student’s strengths.– At least 3 strengths

• Then, identify the student’s daily routines– FACTS Part-A Routines Analysis– List the student’s daily schedule, likelihood of

problem behavior, specific problem behavior, and current interventions

Strengths Video

https://www.youtube.com/watch?v=SPjLZflC8r4&feature=related



FACTS Part-ARoutines Analysis

Time Activity/ Staff

Likelihood of Problem Behavior

Specific Problem Behavior

Low High1 2 3 4 5 6

1 2 3 4 5 6

1 2 3 4 5 6

1 2 3 4 5 6

1 2 3 4 5 6

Step 2: Ask: Where, When, & with Whomproblem behaviors are more likely

Time: List the times that define changes in the student’s daily schedule.

Activity & Staff: Have them identify the activity or routine (e.g. small group instruction, math, transition, etc.) & staff members during this routine.

Likelihood of problem behavior: have them rate the likelihood of problem behavior during each time/activity/routine from 1 (low)

to 6 (High)

Problem Behavior: Indicate the specific problem behaviors for ratings of 4, 5, or 6

Current Intervention:Indicate any interventions

currently in place for the problem behavior during this time

Part-A Routines Analysis Example: Jorge




8:30-9:30

Math – Jones

Low High 1 2 3 4 5 6

Walking around the room, throwing pencil, tearing up paper, disruptive

9:30-9:45

Handwriting Jones

1 2 3 4 5 6 Talking to peers

9:45-10:00

Recess – Rice

1 2 3 4 5 6 No problems

10:00-11:00

Reading – Sparks

1 2 3 4 5 6 Walking around the room, pushing books on floor, tearing up paper, disruptive

11:00-11:30

Science – Jones


11:30-12:15

Lunch - Rice

1 2 3 4 5 6 No problem, but got in fight 2 mos. ago

Routines Analysis Video

https://www.youtube.com/watch?v=osuxF0c-vYg



Activity 1 (pg. 2.6-2.7)

With a partner and using the FACTS Part-A form for Tracy (page 2.7), complete the:

• Student Strengths• Routines Analysis

Step #3: List the Routines in Priority & Select the single most prioritized routine to

focus on for FACTS Part-B (p. 2.4)• Examine the Routines Analysis:

– Identify which times/routines with the highest ratings? (Ratings of 4, 5, or 6)

– Differentiate separate routines: • Select between 1 to 2 routines for further analysis and prioritize which

routine you will begin with.

– If you determine that there are more than 2 distinct routines identified, refer the case to a behavior specialist.

– Select the single most prioritized routine to focus on for FACTS-B

Combining Similar Routines

• In some cases, it may be possible to combine multiple routines, but only when the structure & demands within the routine are very similar.

Examples of combined/multiple routines:• Consistent problem behavior in recess, lunch, & free-time

might be combined into “unstructured times with peers”• If problems occur in reading and social studies primarily

during round-robin reading, the routine might be large group reading which would encompass both reading & social studies

Identify Joe’s Prioritized Routine




8:30-9:30

Math – Jones

Low High 1 2 3 4 5 6

Walking around the room, throwing pencil, tearing up paper, disruptive

9:30-9:45

Handwriting Jones


9:45-10:00

Recess – Rice

1 2 3 4 5 6 No problems

10:00-11:00

Reading – Sparks

1 2 3 4 5 6 Walking around the room, pushing books on floor, tearing up paper, disruptive

11:00-11:30

Science – Jones


11:30-12:15

Lunch - Rice

1 2 3 4 5 6 No problem, but got in fight 2 mos. ago

#1

#2

List the routines in order of priority of Behavior Support

Routines/Activities/Context Problem Behavior(s)

Routine #1

Routine #2

**If there are more than 2 routines where prioritized (Ratings of 4, 5 or 6) problem behaviors occur, refer case to behavior specialist**

•Select routines with ratings of 4, 5 or 6. Write the name of the routine and most common problem behavior(s) in that routine.

•Only combine routines when there is significant (a) similarity of activities and (b) similarity of problem behavior(s).

• In some cases may be possible to combine multiple routines, but only when the structure & demands within the routine are very similar (e.g. recess, lunch, free-time OR reading & social studies during read aloud)

•Complete the FACTS-Part B for each of the prioritized routine(s) identified.

Step #4: Identify Problem Behaviors for the identified routine

• Focus on the single routine you have prioritized.• Check those behaviors that occur in the target routine &

then rank the top 3 most concerning problem behaviors in that routine.

• Provide a brief description of exactly what the behaviors look like (observable & measurable)

• This definition should be so clear that you could clearly identify when the behavior does or does not occur

Step #5: Frequency & Duration

• Ask about the frequency & duration of the occurrences of the problem behavior in that target routine

Step #6: Ask the interviewee if the behavior poses an immediate danger to the student or others.

Dangers can be defined as directly injuring another with their behavior (hitting, throwing dangerous objects, etc.)

If it is determined that the behaviors are dangerous, then move to Complex FBA/BIP

Dangerous behavior or not?

1. Striking another student with their fist2. Tapping other students 3. Throwing paper across the room4. Throwing scissors at other students5. Slams hand on desk6. Slams head on desk 7. Calls other students names

Prioritizing and Defining Behavior Video

https://www.youtube.com/watch?v=TsUP76Ek2RQ&feature=related




Activity 2 (pg. 2.10)Top priority, frequency, & duration

With a partner using the forms (pg. 2.7) & script in your guidebook:

A. List the Routines in Order of Priority

B. Have the interviewee rank the top priority of the problem behaviors occurring in the targeted routine.

C. Ask them to provide you with an estimate of how frequently the behavior occurs in the targeted routine.

D. Ask the duration (how long) of the problem behavior in the targeted routine.E. Ask if the behaviors are dangerous.

Completed Example of Tracy’s FACTS-A

FACTS Part-B (p. 2.11)Part B Step 1: Identify a Routine & Stick to It

• Once you have identified a priority routine:– Make sure that throughout your interview, you

continue to remind the interviewee that you are only focusing on behavior in the target routine

Remember the ABC’s ofFunction of Behavior

• What happens before (A or antecedent) the

behavior occurs?• What is the behavior (B)?

• What happens after (C or consequence) the behavior occurs?

A B C

Part B Step 2: Ask about the Antecedents What triggers the behavior?

Ask:What happens immediately preceding the problem

behavior?• What triggers the behavior, be specific...

– What activity?– What peers?– What tasks?– Describe in detail

• If you wanted to set up the student to engage in the problem behavior, what would you do?

• If presented with (identified stimulus) 10 times, how many times would the student engage in the identified behavior?

Interview - AntecedentsANTECEDENT(s): Rank Order the strongest triggers/predictors of problem behavior in the routine above. Then ask corresponding follow-up question(s) to get a detailed understanding of triggers ranked #1 & 2.

Environmental Features (Rank order strongest 2)

Follow Up Questions – Get as Specific as possible

_X_ a. task too hard ___ g. large group instruction___ b. task too easy _X_ h. small group work _X_ c. bored w/ task ___ i. unstructured time_X_ d. task too long ___ j. transitions ___ e. physical demand _X_ k. independent work _X_ f. correction/reprimand ___ l. with peers

___ m. Other, describe __________________________________________________________

If a,b,c,d or e - describe task/demand in detail ___________ _________________________________________________

If f - describe purpose of correction, voice tone, volume etc. _________________________________________________

If g, h, I, j or k - describe setting/activity/content in detail _________________________________________________

_________________________________________________If l – what peers?

First, show the person being interviewed the list and check all that apply.

Next, have them look at those checked and rank order the 2-3 strongest predictors.

Interview - AntecedentsANTECEDENT(s): Rank Order the strongest triggers/predictors of problem behavior in the routine above. Then ask corresponding follow-up question(s) to get a detailed

understanding of triggers ranked #1 & 2.

Environmental Features (Rank order strongest 2)

Follow Up Questions – Get as Specific as possible

1 X a. task too hard ___ g. large group instruction___ b. task too easy ___ h. small group work _X_ c. bored w/ task ___ i. unstructured time_X_ d. task too long ___ j. transitions ___ e. physical demand 2_X k. independent work 3_X f. correction/reprimand ___ l. with peers ___ m. Other, describe _____________________________________________________________

If a,b,c,d or e - describe task/demand in detail __writing sentences, paragraphs, letters, journals, etc. student cannot write because they don’t know how to read or spell fluently______________________If f - describe purpose of correction, voice tone, volume etc. _________________________________________________If g, h, I, j or k - describe setting/activity/content in detail ____Independent work involving writing or reading; works better in small groups if he doesn’t have to read or write_____________________________________________________________If l – what peers?

After the interviewer has rank ordered the tasks, ask the necessary follow-up questions to get a complete understanding of what is triggering the problem behavior.

Interview - Antecedents

Part B Step #3. Before moving on with the interview, ask yourself the following about the antecedent response:

1. Am I convinced that the antecedent/trigger is specific enough for me to observe?

2. Are there further follow-up questions I should ask to get a clearer understanding of what triggers the problem behavior?

3. Is the antecedent clear enough that I can identify specific changes that should prevent the problem behavior?

Antecedents Video

https://www.youtube.com/watch?v=LzgGcO6UkGk&feature=related



Activity 3 (page 2.12- 2.13)

With a partner and using the script provided (pg. 2.12), complete the ANTECEDENTS section in the FACTS Part-B for Tracy (pg. 2.13)

Tracy’s FACTS Antecedents

Part B Step #4: Ask about the Consequences, What is the response to the

behavior?• What happens immediately following the behavior?

– How do peers respond?– How do the adults respond?– What are the consequences for the student?– How many times out of 10 do each of these responses

occur following the problem behavior?

• Why is the student engaging in this behavior?• What is the student gaining as a result of engaging in the

behavior? – How is it paying off for the student?– What is the most valuable payoff for the student?

Part B, Step 4: Interview ConsequencesFirst, show the person being interviewed the list and check all that apply

Then, have them rank order the 2 strongest consequences selected

Ask Follow-up Questions

Next, have them rank order consequences

Then ask follow-up questions based on the corresponding letter to get a complete understanding of the consequences & function of behavior

Part B, Step 5: Interview Consequences

Step 5. Before moving on ask the following questions about the consequence response:

1. Are there further follow-up questions I should ask to get a clearer understanding of what consequences are maintaining the problem behavior?

2. Are the consequences and function of behavior clear enough that I can understand how the problem behavior is paying off for the student?

3. When considering the antecedent and consequence together, do they make sense? – For example, if the consequence/function is avoiding difficult task, it would

make sense that the antecedent be a specific task that is too difficult. It might make less sense if the consequence/function is to escape a difficult task and the antecedent is unstructured time with peers.

Consequence Video

https://www.youtube.com/watch?v=RVfNZciZROI&feature=related



Setting Events (SE)

· Environmental events that have an indirect impact

on problem behavior by changing the significance

of the antecedent or consequence

· Either increase or decrease the likelihood that a

behavior will occur

Setting EventsAntecedentsBehaviorConsequence

Part B Step #6: Ask about the Setting Events

• Remember that setting events do not usually occur in the immediate routine or environment.

• Since setting events often happen at home or previously in the school day, it is not uncommon for teachers to be unsure of setting events.

Follow-up Questions• After identifying the most common setting events ask any

follow-up questions that will provide a clearer picture of the impact and occurrence of setting events. You may want to follow-up with the student or parent interview for more information on setting events.

Setting Event Video

https://www.youtube.com/watch?v=G_DRleDBusA&feature=related



Activity 4 (pg. 2.15)

With a partner and using the script provided (pg. 2.15), complete the CONSEQUENCE and SETTING EVENTS sections of FACTS Part-B for TRACY (pg. 2.13).

Tracy’s FACTS Consequences

Part B Step #7: Summarize the interview using the Summary of Behavior (p. 2.16)

• The result of a FACTS is a Summary of Behavior

• To complete each of the boxes in the Summary of Behavior take the information from the corresponding boxes from the FACTS-B form.

• Write the highest ranked item from each section: Antecedents, Consequences, Setting Events

• Write the description of the problem behavior(s) from the top of Part-B

Summary of Behavior: Be specific & clear

Antecedent Behavior ConsequenceAre the identified triggers of behavior clear and specific enough to know how to prevent problem behavior from occurring?

Is the behavioral definition clear enough?Have you clearly identified any escalating behavior patterns?

Have you clearly identified the environmental responses to behavior (staff or peer) linked with the function of behavior?

Routine/ Setting: Have you identified a specific routine so the information collected about the behavior can be focused & specific?

Function: Can you identify the function of behavior? What has the student learned that maintains the behavior or makes it pay off?

Summary of Behavior Example, Jorge

Antecedent Behavior Consequence

Presented w/ double digit addition problems, subtraction or harder math facts

Joe will verbally refuse, throw pencil on floor & rip up the paper, leave table and walk around room

Staff may ignore initially, but redirects to math work lead to escalated behavior, student breaking materials and leaving classroom

Function: Avoid difficult Math tasks

Routine/ Setting: Math group – math tasks

Part B Step #8: After completing the Summary of Behavior, read the summary

back to the respondent

Use the following format: “During (insert target routine), (insert student name) is

likely to (insert problem behavior) when he is (insert details of antecedent conditions) and you believe that he does this to (insert details of consequence /function)

Do you agree with this summary of behavior?”

Part B Step #9:

Ask the respondent to rate the extent they believe the summary of behavior is accurate on the 6 point scale provided

Summary Statement Video

https://www.youtube.com/watch?v=oreCeqbfJaM&feature=related



Activity 5 (pg.2.17)

• Using the FACTS for Tracy (pg. 2.13)

• The information already completed from the previous activity, complete the SUMMARY OF BEHAVIOR

• Work with a partner and have them rate how likely this summary of behavior accurately explains the identified behavior?

FACTS Summary of Behavior for Tracy

Student and Family Interview

• Having student and family voice is critical to FBA/BIP process

• There are templates and recordings available for gathering each voice available on our website

Key Points from Module 2

• To obtain information to make a hypothesis/summary statement you need to ASK & SEE.

• The FACTS is a tool used to interview teachers & staff to narrow the focus of a student’s problem behavior

• FACTS Part-A: Start with the strengths & identify routines where problem behavior occurs

• FACTS Part-B: Interview based on prioritized routines & stick to it

• Summarize interview with respondent and have them rate the confidence of the statement

Check #1 (page 2.19-2.21)

A. All of Part-A for Shane is done for you.B. Complete the missing parts of the FACTS

Part-B on pg. 2.21 by interviewing a partner playing the role of Shane’s teacher from the script below.

C. Make sure you ask the follow-up questions for part-B.

D. Complete the summary statement at the bottom of the FACTS Part-B.

FACTS FAQs?

How long does it take to conduct a FACTS interview?-Depending on teacher responses, 30-45 minutes is typical

Whom should I interview?-Interview the “referring teacher” or teacher that has been identified to receive support, then based on the interview other staff may be identified.

More FACTS FAQs?

What materials do I need?-Bring two copies of the FACTS interview form for yourself and the teacher being interviewed (so they can follow along).

Can I just drop it in the teacher’s box to complete?

-No. You should guide them through the interview and record their responses on your form, as follow up questions may be needed.

More FACTS FAQs?

Some ideas of when to interview teachers?– Grade level meetings– During their prep / break/ lunch– Before / After school

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BehaviorModule 3: Seeing Behavior -FBA

Observations

From Loman, Strickland-Cohen, Borgmeier, & Horner, 2013 Sheldon Loman, Ph.D., [email protected] Kathleen Strickland-Cohen, Ph.D., [email protected]



Series of FBA/BIP Modules• Module 1:

– Briefly review Multi-tiered systems of support for FBA/BIP– Module 1: Defining & Understanding Behavior

• Module 2:– Briefly review Module 1– Module 2: Asking About Behavior: FBA Interviewing – FACTS

• Module 3:– Briefly review Module 2 – Module 3: See- Practice Observing and Hypothesize

• Module 4:– Briefly review Modules 2 & 3 – Module 4: Define critical features of a BIP

• Module 5:– Briefly review Module 4– Module 5: Building BIP from the FBA

• Module 6:– Briefly review Module 5 – Pre-teach Tools needed for Module 6: Implementation and Evaluation – Complex FBA Tools

• Module 7– Briefly review Module 6– Module 7: Leading a BIP Team

Practice Data FBA-BIP Tools Supporting SystemsStudent shows up as having problem behavior and not responding to typical classroom interventions (CICO)

Problem behaviors Grades Attendance Standardized Test

Scores Documentation of

previous issues and interventions

IEP if applicable

Request for Assistance

Universal Team Secondary Systems Team Problem Solving Team Tertiary Systems Team Data collection and access

systems Request for assistance policies Parental notification &

engagement policies

Stage 1: Conducting the Functional Assessment: DASHD: Define.Defining and Understanding Behaviors clearly so all involved can “see” and work to ameliorate.

Clear, observable, countable definition of the most intense problem behavior in the routine in which it is most likely to happen.

Functional Assessment interview:

FACTS for teachers, students and families



Prioritized time for team meetings

A: Ask. Interviewing people who work with the student to get relevant information on (a) behavior, (b) aligning supports to make them most effective

When the behavior is most likely to happen and the best way to “count” the behavior: frequency, duration, latency, etc.

FACTS Problem Behavior

Questionnaire


S: See. Practice observing the student engaging in the problem behavior, as is necessary to build supports and make sure supports fit the classroom environment.

ABCs & contextual factors in the classroom

ABC Recording Form

Scatterplot Video camera

Prioritized time to observe Permission policies for families,

teachers Communication with teachers

H: Hypothesize.Summarize the ABCs you deduced from defining, asking and seeing. Get feedback to make sure the team and the teachers feel confident about the hypothesis.

Confirmation of the ABCs & team and teacher perception


FACTS

Prioritized time to meet with teachers students, families

Coaching supports

Stage 2: Building the Behavior Support PlanPractice Data Tools Systems

Identifying the Critical Features of a Behavior Intervention Plan



Training Technical assistance Coaching Process for retrieving and reviewing

relevant resources

Building the Behavior Intervention Plan based on the Functional Assessment


FBA Competing Behavior

Pathway Forced Choice

Reinforcement Menu Safety Plan

Prioritized time for team meetings Communication with teachers, families

students

Stage 3: Making sure it worksImplementing and Evaluating the plan

Necessary steps, timelines, personnelFidelity Data


Implementer’s checklist

Prioritized time for team meetings Progress monitoring systems, policies Data collection and access systems Communication with teachers,

students and families

If the plan does not work, you have misjudged the intensity of the problem, amend the process by collecting more data

Accurate ABCsObservation DataMedical assessmentPsychiatric AssessmentFamily Status / strengths and needs

FACTS from parents, student, multiple teachers

ABC Recording Form across multiple settings

Scatterplot

Prioritized time for team meetings Progress monitoring systems, policies Data collection and access systems Policy and protocol for community

Leading a BIP Team through the process: roles and responsibilities


Prioritized time for team meetings Data collection and access systems Administrative communication and

process for problem solving

Review

The steps in the Practical FBA process are: 1- Define observable & measurable behavior2- Ask: Interview Staff & Student3- See: Observe the student in identified routine4- Hypothesize: Function of behavior based on

summary of interviews & observations

You have practiced Step 1, Define & Step 2, Ask, now we will practice Step 3, See.

128

Module 3 Objectives

• Utilize information obtained from FACTS interview(s) to plan for observations.

• Observe students within routines identified by the FACTS interview(s)

• Observe to test the Summary of Behavior obtained from the FACTS interview

• Practice using ABC Recording Form. 129

ABC Observation

• An ABC observation involves observing the student in identified routine(s) [From interview]

• Purpose of ABC observation is to:– Confirm the accuracy of the teacher interview summary of

behavior– Identify antecedents and outcomes that the teacher may have

overlooked– Verify the function of the student’s behavior– Develop the most accurate Summary Statement for intervention

development

130

Observe behaviors based on FACTS interview information

• Use the FACTS interview information to identify:– Routines (When/Where to observe the

behavior occurring)– Behavior (What you will be observing)– Antecedents (Events before the behavior)– Consequences (the because..or why)

131

ABC Recording Form • Designed to be individualized for the student

you will be observing based on FACTS results

• Complete all of the information at top of the form before the observation.

• Complete the shaded portion with summary

information from the FACTS. This is what you will be looking for in the observation.

132

133

Page 3.3

ABC Recording Form: Before observing

1. Complete the shaded portion based on the FACTS summary.

2. Schedule observation during routine (time/place) identified as most problematic from the FACTS.

3. Record the date/setting/time of observation.

134

Complete ABC Recording Form based on FACTS Summary of Behavior

Antecedent Behavior ConsequencePresented w/ double digit addition problems, subtraction or harder math facts

Joe will verbally refuse, throw pencil on floor & rip up the paper, leave table and walk around room

Staff may ignore initially, but redirects to math work lead to escalated behavior, student breaking materials and leaving classroomFunction: Avoid difficult Math tasks

135

Routine/ Setting: Math group – math tasks

Determine When & Where to observe

ABC Recording Form

Antecedent Behavior Consequence

Activity 1 (pg. 3.3)

1. Using the completed FACTS form (pg. 3.4) for TRACY complete the shaded top portion of the ABC recording form (pg. 3.5) for TRACY & answer the following questions:

a. When/Where will you observe her?b. What behaviors will you be looking at?c. What Antecedents (triggers) will you be looking for?d. What Outcomes will you be looking for?

136

During Observation using the ABC Recording Form

5 Steps

137

1- Always start with recording the behavior first—be as specific as possible

138

2 - Write the activity/task occurring in class

139

3- Write the Antecedent that occurs before the behavior

140

4- Write what happened right after the behavior occurred in the Consequence box

141

5- Check the boxes that correspond with the activities, antecedents, & consequences you recorded

During or Immediately after the observation

142

x

Definitions on the ABC Form:Activity/Task

• Large Group Instruction: All students in the class are attending to the same person/event (e.g. teacher is lecturing, working problems out on the board)

• Small Group Work: Students are working in smaller groups.

• Independent Work: Students are working by themselves (e.g. worksheet, individual tasks)

• Unstructured Time: No specific instruction is given by teacher (e.g., transition)

143

Definitions: Antecedents – Given instruction: teacher gives a task or assignment has

been given.– Given correction: teacher corrects the student’s incorrect

response or behavior.– Alone (no attention/no activities): student is alone with

no activities or attention provided.– With Peers: Peers are in proximity to the student.– Engaged in preferred activity: Student is doing something

they enjoy.– Preferred activity removed: activity is removed.– Transition/change in activity: current activity is changed.

144

Definitions: Outcomes/Consequences

– Adult Attention: teacher talks to student in a negative, neutral, or positive way

– Peer Attention: students talk to or respond to student’s behavior in some way (e.g. laugh, talk back)

– Got preferred activity/item: student gets something they like (e.g. toy, candy) or activity they like (e.g. coloring, listen to music)

– Got sensation: student receives sensory input (e.g. tactile objects, sounds, etc.)

– Adult Attention Avoided: student avoids attention from teacher – Peer Attention Avoided: student avoids attention from peers– Task avoided: the task is removed– Sensation avoided: student avoids sensory activities (e.g. loud

sounds, textures, etc.)

145

After the Observation

• Summarize Results from ABC Observation:1. Complete the shaded box in the bottom of the ABC

recording form based on the most frequently observed ABC’s

2. Compare summary statement from ABC observation with that from the FACTS interview with staff

3. Rate how likely it is that this Summary accurately explains the identified behavior occurring (1-6)?

146

Activity 2Practice observation for Eddie, page 3.9

1. Watch Eddie’s behavior on the videohttp://www.youtube.com/watch?v=QNZ6nYLgikM

2. Review ABC Recording Form for Eddie

147

http://www.youtube.com/watch?v=QNZ6nYLgikM

http://www.youtube.com/watch?v=QNZ6nYLgikM

148

149

150

Activity 3:Practice observation for TRACY

(pg. 3.13 )

1. Record TRACY’s behavior from video using the ABC recording form that you prepared in the previous activity (pgs. 3.5-3.6). http://www.youtube.com/watch?v=w-hUhftD4A4

2. Summarize the data from your observation.

3. Rate how likely it is that this Summary accurately explains the identified behavior occurring (1-6).

151

http://www.youtube.com/watch?v=w-hUhftD4A4

http://www.youtube.com/watch?v=w-hUhftD4A4

Review observation of Tracy (pg. 3.14)

152

Pg. 3.15

153

Activity 4 (pg. 3.16)1. Use the information from the completed

FACTS for SHANE to answer the following questions:

a. When/Where will you observe him?b. What behaviors will you be looking at?c. What Antecedents (triggers) will you be looking for?d. What Outcomes will you be looking for?

2. Complete the top portion of the ABC recording form for SHANE.

154

Activity 5: Practice observation for SHANE

(pg. 3.18)

1.Record SHANE’s behavior on the video using the ABC recording form that you prepared in the previous activity.

http://www.youtube.com/watch?v=4iBWHC4Cv_A

2.Summarize the data from your observation

3. Rate how likely it is that this Summary accurately explains the identified behavior occurring (1-6)?1

55

http://www.youtube.com/watch?v=4iBWHC4Cv_A

Summary of Behavior

Setting Event Antecedent Behavior Consequence

Teacher/Staff Interview

ABC Observation

Final Summary of Behavior (move to Behavior Plan)

156

Summary of Behavior - ShaneSetting Event Antecedent Behavior Consequence

Teacher/Staff InterviewAcademic Failure in previous class that day

Difficult tasks, any word problems & most math operations

Work refusal, doodling, not follow directives, yells at teacher, disruptive

Avoid teacher attention, sent to office

ABC ObservationNegative relationship w/ teacher???

Teacher confrontation Work refusal, doodling, yells at teacher, disruptive

Avoid teacher confrontation, avoid math task, to office

Final Summary of Behavior (move to Behavior Plan)Negative relationship w/ teacher & previous academic failure

1. Teacher confrontation

2. Math task

Work refusal, doodling, yells at teacher, disruptive

Avoid teacher confrontation

157

Guidelines for observation

• You want to be convinced there is a pattern of student behavior.

• If you have observed at least 5 instances that verify the FACTS summary you can feel strongly that the FACTS summary is correct.– OR 3 to 1 ratio of verifying vs non-verifying

observations• Once you are convinced that your observations

represent the behavioral pattern you can summarize the data.

158

Compare observation data with the interview data

• A recommendation to determine whether ABC data match well with FACTS data:– At least 3 to 1 of the occurrences match the

FACTS summary statement.

• If data from observation matches FACTS SUMMARY OF BEHAVIOR then you can confidently conclude with a final summary statement.

159

If data don’t match FACTS summary ?

If data from observations do not match FACTS behavior summary or you are not convinced….

-Do another ABC observation-Interview other staff that interact with student during target routine-Interview the student

160

Activity #6 (pg. 3.20)

• Complete the summary of behavior form provided in the activity sheet for TRACY.

• Use the results from the FACTS and the ABC observation to make a Final Summary statement.

• What was your Final Summary of her behavior?

161

Summary of Behavior - TracySetting Event Antecedent Behavior Consequence

Teacher/Staff Interview

Eating lunch Specific peers present (popular & unpopular)

Calls names & threatens peers

“popular” peers laugh Function = gains attention from popular peers

ABC ObservationSitting at lunch table “un-popular” girl joins

tableTeases peers; throws food at peers

Other peers laughFunction= Peer Attention

Final Summary of Behavior (move to Behavior Plan)Lunch table When both popular

and unpopular peers are at the table

Calls names & threatens peers; throws food at peers

“Popular” peers laughFunction = gain peer attention

162

ABC FAQs? (pg. 3.2)• What if the behavior doesn't occur while I’m

there?– Schedule another time to observe during the identified

routine– If there is still no behavior occurring, may want to

interview staff again to obtain more information

• Where do I sit when I enter the room?– Enter the room quietly, not interacting with students– Sit near enough to the student to see & hear, but not so

close that it is obvious you are watching him/her. 163

More ABC FAQs? • What if the student or students ask why I am

there?– You can tell them you are there to watch their class.

• How many times should I observe the student in the routine?– Observe until you are convinced (about 5 to 10

occurrences of behavior OR 3 to 1 ratio verifying FACTS summary).

– You may have to go in on more than one day or period….but make sure you are going during identified routine.

164

For how long should I observe?

• This should be based on the routines identified by the FACTS…

-about 15-20 minutes per routine is acceptable.-you may want to observe until you are

convinced (e.g. record at least 5 occurrences of the problem behavior to establish a pattern).

165

Check #1 (pg. 3.22)

• Before conducting an ABC observation, it is important to identify the WHAT (behavior) and When and Where you will be observing.

a) Where do you get this information from?FACTS Interview

b) Where does this information go on the ABC Recording Form?

Gray shaded area at top of ABC Recording Form166

Check #2 (pg. 3.22)

• When completing the ABC Recording Form during your observation, what do you record first (circle the correct answer below)?

a) the event(s) that trigger the problem behaviorb) the problem behaviorc) what happens right after the behavior

167

Check #3 (pg. 3.22)

If data from observations do not match the behavior summary from the FACTS interview

OR you are not convinced you understand the function of the student’s behavior, what are some next steps you should take?

1. Complete another observation2. Interview another staff member3. Interview the student

168

Key Points from Module 3

• ABC Observations are used to confirm the accuracy of the FACTS/ teacher interview

• Use the FACTS summary statement to guide when and where to conduct ABC observation

• Start by recording the behavior, then write what happened directly before (Antecedent) and after (Consequence) the behavior

• Immediately after the observation check boxes that correspond with activities, antecedents, & consequences recorded

• Summarize results & compare with the FACTS summary statement

169

Congratulations! You have completed Module 3

• At the bottom of page 3.24 please write any comments/questions you may have pertaining to Module 3. Discuss with your team.

You are now ready to move on to…Module 4: Define critical features of a BIP

170

Thank you!

• Special thanks to Sheldon Loman, Kathleen Strickland-Cohen, Chris Borgmeier and Rob Horner (2013) for sharing their work with us!

• Sheldon Loman, Ph.D., [email protected] • Kathleen Strickland-Cohen, Ph.D.,

[email protected]

171



Documents

FBA to BIP Using FBA to Develop Function-Based Support for Students with Mild to Moderate Problem Behavior Module 1: Defining & Understanding Behavior