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HOW TO CHOOSE THE RIGHT FUNCTION-BASED INTERVENTION
Review FBA• Functional Behavior Assessment (FBA)
• When understanding problem behavior, research suggests that it is important to understand the purpose, or function of the behavior in order to best identify interventions.
• FBA is a set of procedures used to identify variables that are directly related to the student’s challenging behavior.
• FBA and the Law• The Individuals with Disabilities Act (IDEA) federally
mandated schools under certain circumstances to use FBA’s to develop supports for students with problem behavior.
• Despite requirement of FBA’s and BSP’s into SpEd law in 1997, schools are still struggling to implement effective FBA/BSP and effective Tier 3 Behavioral Support (Scott, 2007).
However…Many school districts view FBA as a legal mandate with
which to comply, rather than an instructional process to ameliorate problem behavior.
One of the biggest challenges is the preparation of school-based teams. (Lane, Barton-Arwood, Spencer & Kalberg, 2007)
VanAcker, Boreson & Patterton (2005) found that most teams had less than required team members and often failed to take function into consideration when developing interventions
There is a strong resistance within general education to retain students with disruptive and/or inappropriate behavior. (e.g., Gale, Hendrickson & Rutherford, 1991; Lewis, 1994)
And when schools do address student problems behaviors they frequently rely on negative consequences(e.g., Colvin, Sugai & Kameenui, 1993)
What We KnowFBA-indicated interventions, those that consider function,
are more effective than interventions that don’t(Ingram, Lewis-Palmer & Sugai, 2005).
And that schools are able to implement function-based support with technical assistance from consultants (Kamps, Wendland & Culpepper, 200); Lane, Barton-Arwood, Spencer & Kalberg, 2007
So, what are the barriers to providing comprehensive support?Borgmeier et al (in preparation) interviewed administrators,
behavior specialists, teachers and district specialists
• Staff buy-in that included either unwillingness to implement recommended plan and/or teachers wanted the student removed but FBA process maintains student in classroom
• Lack of training and education
• Lack of implementation fidelity and sustainability
• FBA-BIP process was too time consuming (e.g., paperwork)
• Lack of support (Time, resources, schedules or problems extended beyond school day)
WHY FUNCTION-BASED SELECTION
Review: Antecedents & Consequence
• Antecedent• Events that occur before the behavior and occasion the
occurrence of the behavior• “Would this be a good time to do ____________?”
“Will it get me what I am wanting to happen?”
• Consequence• Events that occur after the behavior and serve to affect the
probability of that behavior occurring again in the future under similar conditions • “Did _____________ get me what I was hoping for?”
“Did it meet my need?”
Definitions• “Positive” = add or give• “Negative” = take away or remove
• “Punishment” = decrease• “Reinforcement” = increase
Positive reinforcement• Increase in future probability of behavior occurrences
associated with contingent presentation of a stimulus• “stimulus” = condition, object, or event• action = present/give• effect = increase
Negative reinforcement• Increase in future probability of behavior occurrences
associated with contingent removal of a stimulus• action = remove/take away• effect = increase
Positive punishment • Decrease in future probability of behavior occurrences
associated with contingent presentation of a stimulus• action = give/present• effect = decrease
Negative punishment• Decrease in future probability of behavior occurrences
associated with contingent removal of a stimulus• action = remove/take• effect = decrease
ACTION
Give
Take
EFFECT
Increase
Positive Reinforcement
Negative Reinforcement
Decrease
Positive Punishment
Negative Punishment
A Matter of Perspective
Action
E ffect
Behav ior
Person
•Always define the who and what you are interested in.
When selecting a specific practice:
• Base selection on need identified by competing behavior pathways analysis• Setting events, antecedents, teaching behaviors,
consequences to increase and decrease behavior
• Match practice to function of problem behavior• Gain social or item/activity, escape social or demand,
automatic
• Match practice to context• Skills, resources, values, etc.
• Choose the practice that is least intrusive, yet effective• Balance between intrusive and effective• Begin where you believe you will be successful
Common Strategies• Increase Behavior
• Token Economy• Group Contingencies• Behavior Contracts
• Decrease Behavior
TOKEN ECONOMY
Definition• A contingency management system that allows students
to earn tokens that can be exchanged at a latter time for specific back-up reinforcers. (Wolery, Bailey, & Sugai, 1988).
Everyday Examples• Airline mileage programs• Bread, coffee, donut,…”free one” card• Academic course credits & grades• Shirakiya toy points•
Token Reinforcement• Token = anything that can be readily dispensed contingent upon behavior• Examples: points, credits, poker chips, stickers, play
money, weaving hoops
• Back-up Reinforcer = previously identified activities, objects, events, or privileges that have reinforcing value• Examples: free time, school store, discount, parking
privileges, CD, computer time, music, edibles
Establishing a Token Economy
• Identify target behaviors• Define tokens• Identify incentives for appropriate behavior• Plan an exchange system• Plan procedures for fading tokens• Developing monitoring system• Establishing operating guidelines
Requirements• Clearly defined expected behaviors. • Effective back-up reinforcers. • Instruction on expected behaviors. • Instruction on token system/procedures. • Data-decision rule for fading and modifying. • Planned correction procedures.
Token Economy, misc.
• A token economy can give immediate feedback on behavior, yet presentation of the reward can be delayed.
• Avoid satiation of reinforcers.
GROUP CONTINGENCIES
Definition
• Making consequences either contingent on group behavior or by letting an individual student’s behavior affect consequences for the entire group (Wolery, Bailey, & Sugai, 1988).
Three Variations• Dependent Group-Oriented
- Performance of selected members results in consequences for whole group
• Independent Group-Oriented- Each member same criterion consequences based
on their performance
• Interdependent Group-Oriented- Each member same criterion but consequences
based on group performance
Examples
• For every homework assignment that is turned in on time a marble is added to a jar. When the jar is full, the class gets an afternoon movie.
• Inter-dependent
Examples
• Chloe earns a pop-bead for every 3 minutes she cooperates with peers during free play. When she has 10 pop-beads, the class gets to have 10 minutes of extra break time.
• Dependent Group
Example
• Chloe earns a point for every 3 classes she is “on-time.” When she has 10 points, the whole class gets a no homework weekend.
• Dependent Group
• Students who come to class (a) on time and (b) prepared (homework, pen/paper, and text book) for an entire week can go to the gym for “Afternoon Bash.”
• Independent Group
Advantages
• Learn within a social context• Efficient• Build positive peer relations and interpersonal social skills
Disadvantages
• Peer pressure/ridicule• Social status of “subverters”• Fairness• Increased supervision and administration
BEHAVIORAL CONTRACTING
Definition Written &/or verbal agreement or arrangement between
two or more individuals that designates conditions, consequences, & responsibilities for improving behavioral performance
Prerequisites• Ability to problem solve & achieve agreement• Fluency with desired behavior(s)• Ability to establish relationship with others
Elements
1. Behavior(s) for improvement• identify 1-2 functional, useful, & socially important behaviors• describe in observable & measurable• focus on desired, achievable behavior
2. Level of improvement• set achievable performance criteria• focus on accomplishments• initially reward small approximations frequently
3. Strategies for achieving improvement• teacher-directed• self-managed• other-managed
4. Consequences for acknowledging improvement• assessment based reinforcers• indicate specific consequences for all levels of behavior
• desired• undesirable• exceptional
• specify immediate & delayed reinforcers
4. Individual responsibilities• indicate who does
• what• when • where• How
5. Record keeping procedure• establish clear data decision rules
• e.g., “3 day rules”
• arrange for continuous monitoring & evaluation
Other considerations• Involve student• Include “witnesses”• Use understandable language/terms• State positively• Monitor, review, & revise continuously
Why use contracts?• Increase proactive interactions between individuals• Increase participation & accountability• Structure behavioral programming• Promote transfer of behavioral programming from teacher
to student• Improvement of performance• Teach “responsibility”
TIME OUT FROM POSITIVE REINFORCEMENT
Timeout• Decrease in future probability of behavior occurrences
associated with contingent removal of opportunity to earn positive reinforcement
Guidelines for timeout
• Must have reinforcing “time-in” environment• Keep at 5-10 minutes or less• Teach how & when to take timeout• Keep business-like & objective• Debrief/discuss after timeout consequence• Reinforce compliance• Teach/reinforce alternative response• Have plan/response in place for escalations/crises
RESPONSE COST
Response cost
• Decrease in future probability of behavior occurrences associated with contingent removal of positive reinforcers.
• Used with token reinforcement• A package intervention that includes both strategies to increase and decrease
Guidelines for response cost• Give multiple & opportunities to earn contingent positive
reinforcers
• Be sure backup reinforcers are really “positive reinforcers
DIFFERENTIAL REINFORCEMENT
DRO/DRI/DRL/DRA• Differential reinforcement
• Contingent positive reinforcement and extinction
• Again, another intervention that includes both strategies to increase and decrease together
• DRO = Differential Reinforcement of Other Behavior• DRI = Differential Reinforcement of Incompatible Behavior• DRL = Differential Reinforcement of Low Rate Behavior• DRA = Differential Reinforcement of Alternative Behavior
Definition: Extinction• Removal of previously maintaining positive reinforcers• Responding under extinction conditions
• gradual change intensity/frequency• increase before decrease in intensity/frequency• “spontaneous” recovery
• Never use extinction without positive reinforcement (DR)
• DRO = reinforcement for occurrence of all alternatives behaviors except problem behavior• Easy to use, but really reinforcing the absence of problem behavior
• DRI = reinforcement for occurrence of a specific alternative behavior• Can’t do them both at the same time, • Sometimes hard to find truly incompatible behavior
• DRL = reinforcement for progressively lower rates of problem behavior• Promotes moderation, lower rate of appropriate behavior• Slow and time consuming
• DRA = reinforcement of behavior that meets the same need• Need to know what is the need/maintaining consequence• Alternative behavior must be easier, more efficient
SOME FINAL CONSIDERATIONS
Prerequisites• Behavioral perspective
• Examine behavior & context in which it occurs
• Proactive teaching emphasis• Teach prosocial alternatives
• Data-guided decision making• Use performance to make decisions
• Group-based decision making• Work with others
• Regular monitoring & evaluation• Check daily
• Research validated practices• Use what works (evidence of effectiveness)
• Positive reinforcement of alternative behavior• Strengthen replacement behaviors
Reinforcement considerations• Tangible to social• External to internal• Other- to self-managed• Frequent to infrequent• Predictable to unpredictable
Punishment guidelines
• Cause no physical pain, injury, or humiliation.
• Always use least aversive most effective• Always pair with positive reinforcement of alternative behavior
• Always take data to monitor effectiveness• Always implement with high fidelity & by expert
• Always involve student, family, etc. in decision making
Big Ideas• Always do a FBA• Always teach & positively reinforce alternative behavior
that “competes” with problem behavior• effort, efficiency, effectiveness
• Always take data, and look at effect on target & other behaviors
• Do no harm• Use least aversive & most effective
QUESTIONS??