Function-Based Behavior Support: Big Ideas George Sugai
University of Connecticut Center on PBIS www.PBIS.org
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Lemon Drop Kid Problem contexts Multiple task demands Pending
timelines Halt in engaging activities Adult directives Verbal &
physical noncompliance Leaving classroom -> principals office
Disruptive behavior = throwing school materials &
furniture
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LDK requested intervention At first sign of problem behavior,
immediately provide lemon drop candy Provide shoulder rubs &
pressure If escalation/crisis, enclose in body sock
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LDK - logic Body sock Create secure environment Re-create
maternal womb-like conditions
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LDK Logic! Repetitious tactile & sensory stimulation
Re-training & realigning neural pathways Improvement in
neurological & physiological functioning Improvement in social
competence & academic achievement
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LDK Outcomes At home. Decrease in problem behavior chain
Increase in frequency of problem behavior episodes At school.
Modification in intervention Decrease in problem behavior chain
& behavior episodes Increase in time in classroom &
academic engagement Message #2: ATTEND TO FUNCTION Message #1:
INVEST IN EVIDENCE- BASED PRACTICES
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Non-validated Interventions for students Examples Sensory
re-integration or stimulation Facilitated communication
Introspective psychoanalytic therapies Rebirthing therapy Concerns
Poor ecological (school) validity Redirected specification of
actual causal factors Adverse side effects False hopes &
expectations Inefficient use of resources & opportunities Lack
of empirical support
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Purpose Provide overview of critical features of function-based
approach to addressing problem behavior Function Matters!
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How many of you have. Participated in behavior intervention
planning meeting? Used functional assessment information to develop
behavior intervention plan? Conducted functional
assessment.Informally? Formally? Know why functional assessments
are conducted?
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Have you ever seen. Lantana, you skipped 2 school days, so were
going to suspend you for 2 more. Phloem, Im taking your book away
because you obviously arent ready to learn. You want my attention?!
Ill show you attention,lets take a walk down to the office &
have a little chat with the Principal. Functional Approach?
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Outcomes (Answers) Features & requirements of
function-based approach to behavior support Process Behavioral
description of function Get or escape/avoid Steps in function-based
approach to behavior intervention planning Behaviorally competent
team
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Non-examples of Function-Based approach Function = outcome,
result, purpose, consequence Lantana, you skipped 2 school days, so
were going to suspend you for 2 more. Phloem, Im taking your book
away because you obviously arent ready to learn. You want my
attention?! Ill show you attention,lets take a walk down to the
office & have a little chat with the Principal.
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Primary Prevention: School-/Classroom- Wide Systems for All
Students, Staff, & Settings Secondary Prevention: Specialized
Group Systems for Students with At-Risk Behavior Tertiary
Prevention: Specialized Individualized Systems for Students with
High-Risk Behavior ~80% of Students ~15% ~5% CONTINUUM OF
SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT
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SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting
Decision Making Supporting Student Behavior Positive Behavior
Support OUTCOMES Social Competence & Academic Achievement
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Behavior Support Elements Problem Behavior Functional
Assessment Intervention & Support Plan Fidelity of
Implementation Impact on Behavior & Lifestyle *Response class
*Routine analysis *Hypothesis statement *Alternative behaviors
*Competing behavior analysis *Contextual fit *Strengths,
preferences, & lifestyle outcomes *Evidence-based interventions
*Implementation support *Data plan *Continuous improvement
*Sustainability plan Team-based Behavior competence
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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.
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What is function-based support? Foundations in behavioral
theory, applied behavior analysis, & positive behavior support
Attention to environmental context Emphasis on purpose or function
of behavior Focus on teaching relevant, effective, & efficient
behaviors Attention to behavior of implementers
Function-based support is all about Re-design & improvement
of learning & teaching environments Attention to environment
& function Not re-design of individuals Change in behavior of
implementers of plan
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Logic of functional approach 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
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Functions Pos ReinfNeg Reinf
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What is behavioral theory? Human behavior has
neurophysiological basis Human behavior is learned Human behavior
is triggered by antecedent events Human behavior is shaped by its
consequences Human behavior is lawful, manipulable, &
teachable
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What is applied behavior analysis? Applied Emphasis on real
environments & problems Attention to socially important
outcomes Behavior Emphasis on behavioral theory & what
individuals does Analysis Examination of functional relationships
or predictable relationships between variables
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Requirements 1.Behavior must be considered within context in
which it is observed. 2.Intensity of behavior support plans must be
matched to intensity of problem behavior.
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3.Local behavioral competence must be available. FBA process
Development, implementation, & evaluation of plans Collection
& analysis of data Knowledge about research validated
practices
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4. Decisions must be data-based. 5. Staff must receive
continuous feedback on their implementation of behavior
intervention plans. 6. Effective school-wide system of behavior
support must be in place. 7. FBA process should be team based
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When has FBA been done? 1.Clear & measurable definition of
problem behaviors. 2.Complete testable hypothesis or summary
statement is provided. Statement of function (purpose) of behavior
3.Data (direct observation) to confirm testable hypothesis.
4.Behavior intervention plan based on testable hypothesis
Contextually appropriate supports for accurate implementation
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FBA Elements Contextually Appropriate Support Testable
Hypothesis Function Statement Competing Path Analysis Supporting
Data Behavior Intervention Plan Definition of Problem Behavior or
Class
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Defining behavior Must result in clear, measurable, &
objective descriptions of individual, groups, or sequences of
related behaviors Any observable or measurable action or act.
Observable beginning & end Has measurable dimension(s)
Frequency, duration, latency, force, topography, locus
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Consider behavior dimensions : Topography/shape Frequency
Duration Latency, Intensity or force Locus
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Non- v. Observable (-)hyperactivity (+)initiates 5 different
tasks within 2 minutes (+)leaves room at least 3 times during a 30
minute lesson (+).
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Which is described in observable terms? Hits with his fist OR
Aggressive
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Which is described in observable terms? Hits with his fist OR
Aggressive
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Delinquent OR Takes money from peers
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Delinquent OR Takes money from peers
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Psychotic OR Says she hears voices
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Psychotic OR Says she hears voices
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Arrives 10 minutes late OR Irresponsible
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Arrives 10 minutes late OR Irresponsible
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Out of seat 55% of time OR Hyperactive
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Out of seat 55% of time OR Hyperactive
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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
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Consider response chains Predictable sequence of behaviors
Possibly different functions at beginning & end of chains
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Ex1. Behavior Chain Given a task, student 1.Whispers that work
is stupid, 2.Writes on papers, 3.Says work is stupid, 4.Throws
paper in waste basket, & 5.Leaves room. What is function of
behavior? (Test)
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Ex2. Given difficult task, student 1.Says this work is stupid,
2.Pokes student at next table, 3.Argues with student, 4.Tells
teacher to butt out, 5.Threatens teacher 6.Runs away from teacher
who chases. What is function of behavior? (Test)
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Setting EventsTriggering Antecedents Maintaining Consequences
Problem Behavior Testable Hypothesis Basic Unit Best guess about
behavior & conditions under which it is observed Represents
basic working unit of FBA Directly guides development of BIP
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Features 1.Best guess about behavior & conditions under
which it is observed 2.Composed of (a) problem behavior, (b)
triggering antecedent, (c) maintaining consequences, & (d)
setting events. 3.Represents basic working unit of FBA
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Setting EventsTriggering Antecedents Maintaining Consequences
Problem Behavior Testable Hypothesis Basic Unit Following events
that maintain behaviors of concern Preceding events that trigger or
occasion Set of related behaviors of concern Infrequent events that
affect value of maint. conseq.
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Describing environmental events & factors 1.Always examine
environmental stimuli that are associated with occurrence of
behaviors a.Antecedent, consequence, & setting events E.g.,
persons, activities, routines, materials, events
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Antecedent events Stimuli that precede & trigger or
occasion behavioral events Occurs before response & signals or
occasions response When told to shut up, Ali hits the student When
asked to tell capitol of Western Australia, Uluru says Perth
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The teachers directions are triggers for Demetris display of
verbal noncompliance, or When a peer teases her walk, Cologne is
likely to use verbal profanity, or When sitting next to Manuella,
Myounghee passes notes.
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Consequence events Stimuli that follow & maintain or
increase likelihood of a behavioral event. Presented contingent
upon performance of a response When Genghis makes rude noises in
class, his peers tell him to grow up. Whenever Gladiola raises her
hand & smiles, her teachers call on her.
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Following Demetris verbal noncompliance, teacher redirects her
direction to another student (i.e., avoids having to comply), or
When Cologne uses verbal profanity, peer start to argue with her
(increases peer attention), or Myounghee passes notes, Manuella
passes a note back & teacher tells them both to get back to
work (increases peer & adult attention).
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Setting Events Unique situations in which factors unique to
individual Make problem behavior more intense or more likely to
occur (e.g., illness, fatigue, hunger, social conflict). By
changing value of reinforcers E.g., praise less effective, peer
attention is more reinforcing, work completion is less
important.
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Work completion is less important to Demetri after he has had
an argument with his girlfriend before class, or Colognes use of
verbal profanity is more likely when she hasnt had enough sleep
night before, or Peer attention is less distracting (reinforcing)
when Manuella isnt feeling well.
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Lack of sleep decreases value of getting to school on time,
increases value of going to Hot Dog Haven. Lack of breakfast
increases value of getting sent to office (by fending machines) for
failing to follow directions. Having a fight with boyfriend
decreases value of listening to lecture. Getting >50% of problem
wrong decreases value of starting new worksheets.
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When Sequoia misses her 12:30 medication & teachers present
multiple task demands, she makes negative self-statements &
writes profane language on her assignments. Teaching staff
typically send her to the office with a discipline referral for
being disrespectful. Setting eventAntecedentResponseConsequence
Misses 12:30 medication Teachers make multiple task demands Sequoia
makes negative self- statements & writes profane language
Teacher sends Sequoia to office for being disrespectful What
function? Avoid difficult tasks
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Setting eventAntecedentResponseConsequence Caesar is teased
several times about his hair by his friends before class His
teacher stares at his hair in class Caesar asks his teacher what
shes staring at His teacher sends him to in-school detention Caesar
has dyed his hair three colors & is teased several times by his
friends before class. When he enters the class, his teacher stares
at his hair. Caesar immediately says what are you staring at? His
teacher immediately sends him to in- school detention. What
function? Escape adult & peer attention
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Setting eventAntecedentResponseConsequence Cleo is new to the
6th grade, & English is her second language. When another
student approaches & says something to her in English, Cleo
turns away. The other student walks away. This happens several
times during the day. New studentStudent approaches & speaks in
English Cleo turns away Other student walks away What function?
Escape peer attention
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Setting eventAntecedentResponseConsequence When his teacher
asks him what the capitol city of a country is, Napoleon gives the
correct answers. His teacher praises his correct answer, &
tells him he may work by himself or a friend on the rest of the
assignment. None Teacher asks what capitol city of country is
Napoleon give correct answer Teacher gives verbal praise & time
to work with a friend What function? Access peer & adult
attention
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Setting eventAntecedentResponseConsequence As Veloce is
walking, other kids look at him & say whats up? He looks back
and says: Who ya lookin at?! Ya want some of this?! Ya talkin to
me?! Kids shake their heads & all him weirdo. ??Look at him.
Whats up! Who ya lookin at? Ya want Some? Ya talkin to me? Kids
shake heads & call him weirdo What function? Access OR escape
peer attention? How do you know? Assess?
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TE is best guess. What if testable hypothesis is incomplete or
inaccurate? Review what you know Collect more information Change
hypothesis statement Test/confirm new hypothesis statement
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TE1 for Hillary: "When Hillary sits next to Bill, Hillary
whispers in his ear. Bill laughs." Test manipulation? Put Al in
Bills seat. Effect: Hillary whispers in Als ear. Develop new
TE!
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TE2: When Hillary sits next to boys, she whispers in their
ears. The boys laugh. Test manipulation? Put Tipper in Bills seat.
Effect: Hillary does not whisper.
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Avoid explanatory fictions Restatement of problem & not
measurable (-) Shes aggressive because shes angry (+) When she is
teased about her looks & family, she uses profanity & hits
until the teasing stops.
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Avoid explanatory fictions Not measurable or testable (-) Hes
emotionally disturbed (+) When he is with peers, he talks about
hurting them & himself.
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Petunia Problem: Petunia is in 9th grade & very
inattentive. In class, she is forever inattentive, distractible,
off-task, & bothering others. Explanatory fiction: Petunia has
ADHD & conduct disorders Testable hypothesis: Petunia works on
each assignment for about 2 minutes, answers before presentation of
questions are completed, asks other students for help, & gets
out of her seat 12 times per 30 min. period.
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Rhus Problem: Rhus is an 11th grader with autism. Hes high
functioning but is hated by his peers. When he gets frustrated, he
screams & bites his hand. Explanatory fiction: Rhus has Fragile
X & is emotionally disturbed Testable hypothesis: Rhus has
verbal skills to describe his situation, but if presented with
difficult academic work & short timelines, he screams until
teachers help him. If peers tease him, he bites his hand, & the
teasing stops.
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Catoneaster Problem: Catoneaster is a 7th grader who resists
going to school each morning. Explanatory fiction: Catoneaster has
parent separation anxiety Testable hypothesis: Catoneaster finds
attention from his Dad to be very rewarding. His mother died when
he was 5 years old. When he argues with his Dad in the parking lot,
his Dad takes him out for breakfast & brings him back during
2nd period.
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Azalea Problem: Azalea is an 8th grader who skips most of her
morning classes. Explanatory fiction: Azalea is a school phobic.
Testable hypothesis: On days she misses breakfast, Azalea goes to
the cafeteria to eat instead of going to class. When she gets to
the cafeteria, she visits with her friends until a teacher tells
her to go class. Her friends tell her she is cool the way she talks
to teachers & skips 1 st period.
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Setting eventAntecedentResponseConsequence WRITE TESTABLE
HYPOTHESIS: As Veloce is walking, other kids look at him & say
whats up? He looks back and says: Who ya lookin at?! Ya want some
of this?! Ya talkin to me?! Kids shake their heads & all him
weirdo. ??Look at him. Whats up! Who ya lookin at? Ya want Some? Ya
talkin to me? Kids shake heads & call him weirdo
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Example 1: Different behaviors with different functions
Kirstens teachers agree that she has two behaviors that interfere
with her social success at school, & develop two testable
hypotheses:
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Setting Event Antecedent Event Behavior Consequence Event None
Teacher presents multiple step request. Verbal protest, non-
compliance, foot stomping. Teacher repeats request 4 to 5 times
& threatens after school suspension. Setting Event Antecedent
Event Behavior Consequence Event None Peers play game & have
conflict. Pushes peers away, uses profanity, throws rocks. Peers
stop playing with Kirsten. Get adult attention Escape peer
social
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Example 2: Same behaviors with different functions Amy teachers
have noticed two different conditions when Amy displays same
problem behaviors. They developed following two testable
hypotheses:
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Setting Event Antecedent Event Behavior Consequence Event None
Peers try to engage Amy in con- versations. Turns eyes away, does
not comply verbally, pulls sweater over his head. Peers move away.
Setting Event Antecedent Event Behavior Consequence Event None
Teachers give Amy corrective feedback about her work. Turns eyes
away, does not comply verbally, pulls sweater over his head.
Teachers sit down next to her, rub her shoulders, & say
comforting words. Avoid peer attention Get adult social
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Functional Assessment Checklist for Teachers FACTS STEP 1:
Student/ Grade: _____Clarence/5th grade_____Date: ____January
11___________ Interviewer: ___________Sugai________Respondent(s):
____Thomas_____ STEP 2: Student Profile: Please identify at least
three strengths or contributions the student brings to school. C.
has leadership potential. Peers listened to him, and he can be very
convincing and sincere. Hes academically competent and seems to be
moving smoothly and successfully through the school curriculum.
STEP 3: Problem Behavior(s): Identify problem behaviors ___Tardy_X
Fight/physical Aggression ___ Disruptive___ Theft___ UnresponsiveX
Inappropriate Language_X__ Insubordination___ Vandalism___
Withdrawn_X__ Verbal Harassment____Work not done___ Other
__________ ____X _ Verbally Inappropriate___ Self-injury Describe
problem behavior:C. may have one of the shortest fuses Ive seen.
One little tease by a peer, and he quickly and predictably
escalates through a behavioral sequence that begins with passive in
subordination (non response), moves to a mild protest, shifts to
harassment and name calling, increases to property damage and even
to physical aggression. Its interesting that he seems to enjoy the
reactions he gets from peers that he aggresses toward, and from
peers who look up to him for his aggressiveness.
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STEP 4: Routine Analysis Schedule (Times) ActivityLikelihood of
Problem BehaviorSpecific Problem Behavior 8:00Waiting to enter
building Low High 1 2 3 4 5 6 See escalation described above
8:15Advisory & Planning1 2 3 4 5 6 Mostly teasing and touching
property of others. Doesnt escalate much further 9:15Language Arts1
2 3 4 5 6 Occasional name calling/teasing 10:15Recess1 2 3 4 5 6
See escalation described above 11:30Math1 2 3 4 5 6Occasional
teasing 12:00Lunch1 2 3 4 5 6 See escalation described above
12:35Earth Science1 2 3 4 5 6Minor verbal harassment 1:15Art or Phy
Ed1 2 3 4 5 6 See escalation described above 2:00Reading1 2 3 4 5
6Rarely a problem 2:50Waiting for bus1 2 3 4 5 6 See escalation
described above
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Fundamental Rule You should not propose to reduce a problem
behavior without also identifying alternative, desired behaviors
person should perform instead of problem behavior (ONeill et al.,
1997, p. 71).
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Setting EventsTriggering Antecedents Maintaining Consequences
Problem Behavior Desired Alternative Acceptable Alternative Typical
Consequence Summary Statement
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Setting EventsTriggering Antecedents Maintaining Consequences
Problem Behavior Desired Alternative Typical Consequence Summary
Statement Acceptable Alternative
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Setting EventsTriggering Antecedents Maintaining Consequences
Problem Behavior Desired Alternative Typical Consequence Summary
Statement Acceptable Alternative
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Setting EventsTriggering Antecedents Maintaining Consequences
Problem Behavior Lack of peer contact in 30 minutes. Do difficult
math assignment. Noncompliance, profanity, physical aggression,
Avoid task, remove from class. Desired Alternative Typical
Consequence Points, grades, questions, more work. Do work w/o
complaints. Summary Statement Acceptable Alternative Ask for break,
ask for help. Why is function important? Because consequences
compete!! Function
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Setting Event Manipulations Antecedent Manipulations
Consequence Manipulations Behavior Manipulations Teach options to
problem behavior: 1. Ask for break 2. Ask for help 3. Turn in
assignment as is. Teach missing math skills Arrange for peer
interaction before math class Provide positive adult contact Sit
with preferred peer Introduce review type problem before difficult
tasks Remind of alternative behaviors Do first problem together
Immediately reinforce entering class. Provide reinforcer w/in 1
min. of starting task (3 min., 5 min., 10 minutes) Give break &
help Sit with preferred peer when done
On Mondays and/or when up all of the night before. Daily
nongraded quiz on previous nights homework Verbal protests, slump
in chair, walks out of room. Avoids doing quiz & homework
discussion. Do quiz without complaints. Discussion about answers
& homework. Turn in with name & sit quietly w/o
interrupting.
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On Mondays and/or when up all of the night before. Daily
nongraded quiz on previous nights homework Verbal protests, slump
in chair, walks out of room. Avoids doing quiz & homework
discussion. Do quiz without complaints. Discussion about answers
& homework. Turn in with name & sit quietly w/o
interrupting. + Give time to review homework. + Give quiet time
before starting. + Give easy warm- up task before doing quiz. +
Precorrect behavior options & consequences. + With first sign
of problem behaviors, remove task, or request completion of task
next period. + Remove task based on step in task analysis (STO). +
Provide effective verbal praise & other reinforcers. Teach
options to problem behavior: 1. Turn in blank 2. Turn in w/ name 3.
Turn in w/ name & first item done. 4. Turn in w/ name & 50%
of items done.
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BIP Guidelines 1.Design antecedent strategies to make
triggering antecedents irrelevant.so they no longer serve as
triggers. 2.Design behavior teaching strategies to make problem
behaviors inefficient.so more acceptable behaviors are easier to
do.
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3.Design consequence strategies to make maintaining
consequences ineffectiveso they no longer are present or are less
reinforcing. 4.Design setting event strategies to eliminate or
neutralize effects of setting eventsso they have less impact on
routines & reinforcers.
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Neutralize/ eliminate setting events Add relevant & remove
irrelevant triggers Teach alternative that is more efficient Add
effective & & remove ineffective reinforcers
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Features of Effective Interventions Interventions or practices
that make problem behavior ineffective, inefficient, &
irrelevant Arrange environment for prevention Teach new skills
Prevent reinforcement of problem behavior Increase reinforcement of
desired & replacement behaviors Establish consequences for
problem behaviors
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Supports that enable accurate & durable implementation of
interventions Ensure contextual fit Organize adult
responsibilities, tasks, etc. Embed interventions in IEP Establish
effective, efficient, & relevant school-wide behavior support
systems
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FBA Team Process Steps 1.Collect information. 2.Develop
testable hypothesis or summary statement. 3.Collect direct
observation data to confirm summary statement. 4.Develop competing
pathways summary statement. 5.Develop BIP. 6.Develop details &
routines for full implementation of BSP. 7.Develop strategies for
monitoring & evaluating implementation of BSP.
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Process Guidelines 1.Conducted by team Behaviorally competent
Student-knowledgeable 2.Led by behavior specialist 3.Link
behavioral strategies to summary statement 4.Ensure that
implementers are fluent 5.Monitor continuously & evaluate
early
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6 FBA Misrules 1.Only one way to conduct FBA. FA process is
basically same Methods for collecting data may vary Observe Ask
Review records Test NO
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2.Must do everything every time. Base FBA activity on what you
know FBA is systematic planning process NO
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3.Everyone has to know how to do a full FBA. Small number of
people must have high fluency All people must know process &
what to expect Some individuals must work on sustainability NO
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4.FBA is it.. One component of comprehensive plan of behavior
support academic, medical, vocational, mental health, etc. NO
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5.FBA is only for students with disabilities Process for
behavior of all individuals across multiple settings NO
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6. Power, authority, control, etc. are functions. 2 research
validated functions Pos. & Neg. Reinf. NO
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Functions Pos ReinfNeg Reinf
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Neutralize setting event Make triggers irrelevant. Make problem
behavior inefficient. Make consequences ineffective.
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School Days Percent of Intervals Engaged in Problem Behavior
Class B Results
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School Days Percent of Intervals Engaged in Problem Behavior
Class B Results + Composite Peers Peer
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Percent of Intervals Engaged in Problem Behavior Study 2
Results School Days
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Percent of Intervals Engaged in Problem Behavior Peer Study 2
Results + Composite Peer
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Behavior Support Elements Problem Behavior Functional
Assessment Intervention & Support Plan Fidelity of
Implementation Impact on Behavior & Lifestyle *Response class
*Routine analysis *Hypothesis statement *Alternative behaviors
*Competing behavior analysis *Contextual fit *Strengths,
preferences, & lifestyle outcomes *Evidence-based interventions
*Implementation support *Data plan *Continuous improvement
*Sustainability plan Team-based Behavior competence