PBSPBSFBAFBABIPBIP

Your Presenters:

Ann BrendalSamantha Stark

What can PBS do?What can PBS do?

Increase attendanceIncrease attendance Increase student Increase student

learninglearning Increase teacher Increase teacher

satisfactionsatisfaction Increase appropriate Increase appropriate

classroom behaviorsclassroom behaviors Decrease discipline Decrease discipline

problemsproblems

Change school cultureChange school culture Comply with IDEAComply with IDEA Increase life Increase life

expectancyexpectancy Increase general healthIncrease general health Get rid of ugly belly Get rid of ugly belly

fatfat

PBS- built on behavioral researchPBS- built on behavioral research

Behavior that is reinforced will increaseBehavior that is reinforced will increase Avoidance-very rewardingAvoidance-very rewarding Extinguishing behavior/replacing behaviorExtinguishing behavior/replacing behavior Behavior that is in the process of being Behavior that is in the process of being

extinguished will increase before extinguished will increase before decreasingdecreasing

Behaviors will resurface Behaviors will resurface Inconsistency increases behavioral strengthInconsistency increases behavioral strength

5-10% Behavior Intervention PlanFunctional Behavior Assessment

15-25%PBS- Strategies for students IEP and Functional Behavior Assessment SST Process and Interventions

75-80%Positive Behavior Supports implemented school wide and Effective Classroom Management

What level of management?What level of management? General classroom management strategiesGeneral classroom management strategies Modified management strategiesModified management strategies Goals and AccommodationsGoals and Accommodations FBA/BIP- Individualized, legally binding FBA/BIP- Individualized, legally binding

documentdocument

Top 10 Behavior ProblemTop 10 Behavior Problem Areas Areas

Minor (but taxing) Diversions

Inappropriate or Abusive Language

Physical Aggression

Defiance & Disrespect

Harassment, Teasing, Taunting

Disruption

Tardiness

Skipping Class, Truancy

Property Damage

Storytelling, Lying, Cheating

What about?What about? DrugsDrugs Serious Bodily InjurySerious Bodily Injury WeaponsWeapons Automatic 45 days- regardlessAutomatic 45 days- regardless FBA/BIP; MDR, IEP/IAESFBA/BIP; MDR, IEP/IAES SST/SATSST/SAT

An FBA…An FBA… Is data and information gathered from school records, interviews, Is data and information gathered from school records, interviews,

classroom observations, and other sourcesclassroom observations, and other sources

May reveal patterns of behavior May reveal patterns of behavior or triggers that lead to or triggers that lead to inappropriate behavior and consequences that may be reinforcing the inappropriate behavior and consequences that may be reinforcing the behavior behavior

When does student act appropriatelyWhen does student act appropriately

Involve parents- studentInvolve parents- student

Affects of disability? Communication?Affects of disability? Communication?

WHAT IS STUDENT TRYING TO OBTAINWHAT IS STUDENT TRYING TO OBTAIN

WHAT IS THE FUNCTION OF THE BEHAVIORWHAT IS THE FUNCTION OF THE BEHAVIOR

Why do an FBA?Why do an FBA? As a study and problem-solving processAs a study and problem-solving process To look beyond the behavior itself andTo look beyond the behavior itself and

identify the function of the behavioridentify the function of the behavior To address behaviors that do not readily respond to intervention or To address behaviors that do not readily respond to intervention or

classroom managementclassroom managementtechniques, impede techniques, impede learning, or are ongoinglearning, or are ongoing

As a foundation and/or As a foundation and/or baselinebaseline for the BIP for the BIP

This is the data collection processThis is the data collection process

When to do an FBAWhen to do an FBA Review or develop no later than 10 days after a disciplinary action involving any Review or develop no later than 10 days after a disciplinary action involving any

Interim Alternative Education Service (Manifestation Determination Review, FBA, Interim Alternative Education Service (Manifestation Determination Review, FBA,

BIP, IEP for new placement)BIP, IEP for new placement)

When behavior regularly interferes with student and class learningWhen behavior regularly interferes with student and class learning

Before or whenever a BIP appears needed

Who Does the FBA?Who Does the FBA?The SS TeamThe SS Team (for any students (for any students

- this includes 504 )- this includes 504 )

IEP Team IEP Team select school team select school team members, other school members, other school staff, specialist, parents and student staff, specialist, parents and student

FBA Basic StepsFBA Basic Steps

Step 1: IdentifyStep 1: Identify Describe the problem. Describe the problem. Define it in concrete terms.Define it in concrete terms. Does it involve learning, behavior, both?Does it involve learning, behavior, both? Can general classroom management strategies work?Can general classroom management strategies work?

“Mike doesn’t listen. He’s a dreamer. He often looks sleepy. He seldom finishes class work, unless it is about a subject he likes. If Mike doesn’t want to do something, he simply won’t.”

Four Basic StepsFour Basic Steps

Step 2: CollectStep 2: Collect Collect information from Collect information from

more than one source. more than one source.

Consider the context in Consider the context in which the behavior occurs.which the behavior occurs.

Use multiple methods—Use multiple methods—direct and indirect.direct and indirect.

Utilize available data tools.Utilize available data tools.

Review the IEP fileReview the IEP file

What already works?What already works?

Direct Data Collection ToolDirect Data Collection Tool

ABC ObservationABC Observation

What do the letters ABC What do the letters ABC stand for?stand for?

AntecedentAntecedent

BehaviorBehavior

ConsequencesConsequences

FBA toolsFBA tools

PLUS/DELTA- PDSAPLUS/DELTA- PDSA Needs to be objectiveNeeds to be objective Time/place/personTime/place/person Intent/communication/functionIntent/communication/function Maslow’s hierarchy- student healthy?Maslow’s hierarchy- student healthy? WHEN IS THE BEHAVIOR WHEN IS THE BEHAVIOR

APPROPRIATEAPPROPRIATE

Four Basic StepsFour Basic Steps

Step 3: HypothesizeStep 3: Hypothesize Analyze the data collected about when, where, and how Analyze the data collected about when, where, and how

the behavior occurs.the behavior occurs.

Categorize the behavior Categorize the behavior by function, skill deficit, by function, skill deficit, and/or performance deficit.and/or performance deficit.

Consider physiological aspects including access, Consider physiological aspects including access, nutrition, drugs/medication, anxiety, STRESSnutrition, drugs/medication, anxiety, STRESS

Different behaviors may have different motivesDifferent behaviors may have different motives

A Skill Deficit?A Skill Deficit?

Oh, I hope she doesn’t call on me to answer. I CAN’T.

A Performance Deficit?A Performance Deficit?

Why should I have to read

this stuff? Well,

I WON’T.

The Function = The Function = WHYWHY The The functionfunction in Functional in Functional Behavioral Assessment is theBehavioral Assessment is the reasonreason, ,

reward, reinforcement, orreward, reinforcement, or payoffpayoff for the behavior.for the behavior.• to get or seekto get or seek

• to escape or avoidto escape or avoid

• to control somethingto control something

• sensory inputsensory input

• communicationcommunication

Four Basic StepsFour Basic Steps

Step 4: Devise & TestStep 4: Devise & Test

FBA -develop and modify

Hypotheses- examine, refine, review

Student changes, teacher changes, FBA must change

Manipulate one or more variables that may redirect the behavior.

Devise one or more interventions that teach the student how to replace the “old” behavior with a “new” one that meets the same need.

Give the plan time to work. Monitor – DOCUMENT- and evaluate progress.

The BIP is a legal document The BIP is a legal document Update the FBA, see Update the FBA, see

what changes what changes behavior-based on behavior-based on datadata

The BIP cannot be The BIP cannot be changed until there is changed until there is another BIPanother BIP

All staff are All staff are responsible for responsible for implementationimplementation

Elements Elements of aof a

Positive Positive BIPBIP

Positive Behavioral SupportsPositive Behavioral Supports

Don’t be punitiveDon’t be punitive Build on strengthsBuild on strengths Rewards need to be developmentally Rewards need to be developmentally

appropriate, healthy- and REWARDINGappropriate, healthy- and REWARDING Intermittent Reinforcement is more Intermittent Reinforcement is more

generalizing and effective generalizing and effective Shaping and secondary reinforcementShaping and secondary reinforcement

……to teach the student more to teach the student more acceptable ways to get what he acceptable ways to get what he

or she wantsor she wants

Purpose Purpose of the PLAN. . .

…to decrease future occurrences of the problem behavior

…to address repeated episodes of the behavior

Promoting student involvementPromoting student involvement

When discussing the behaviors- make it When discussing the behaviors- make it clear to all involved – The purpose of the clear to all involved – The purpose of the discussion is to help the student discussion is to help the student

Do not allow punishment –lecturing, Do not allow punishment –lecturing, embarrassment or other issues interfere with embarrassment or other issues interfere with developing the plandeveloping the plan

““We are here to help you stay out of We are here to help you stay out of trouble” trouble”

Different students need different Different students need different levels of supportlevels of support

Not everyone’s brain is the sameNot everyone’s brain is the same Rewards and Consequences work best if Rewards and Consequences work best if

immediateimmediate Communicate about the student’s behaviorCommunicate about the student’s behavior Some people do not process stimulation Some people do not process stimulation

immediately or in the same waysimmediately or in the same ways Be culturally and linguistically sensitiveBe culturally and linguistically sensitive

Staff SupportsStaff Supports Control your anxietyControl your anxiety Communicate clearlyCommunicate clearly Be objective and supportiveBe objective and supportive Talk with others on your team Talk with others on your team Document student’s progressDocument student’s progress Don’t “write up”- documentDon’t “write up”- document

Five Things You Can Do

How about a Knuckle Sandwich, kid?

teach recognition of trigger” situationsteach recognition of trigger” situations

manipulate antecedents

manipulate consequences

modify curriculum/instruction

reinforce appropriate behavior

A word about. . .A word about. . .

Time-Out Rooms, Time-Out Rooms,

Medication Mandates, Medication Mandates,

Physical RestraintsPhysical Restraints

Do you know the rules?

Can the studentCan the student

understand cause and effectunderstand cause and effect have insighthave insight identify what the desired behavior looks identify what the desired behavior looks

likelike benefit from behavior changesbenefit from behavior changes work toward intrinsic motivationwork toward intrinsic motivation Understand concept “don’t”Understand concept “don’t”

If it is even a possibility that a student will create or react in a manner that requires immediate, intrusive, or restrictive intervention, YES!

Does the Student Need a Crisis Does the Student Need a Crisis Plan?Plan?

Spell out the details of what, when, who, and how a crisis is to be managed.

Make sure the parent is aware of the plan.

Crisis PlanningCrisis PlanningCIT=crisis intervention teamCIT=crisis intervention team

Are there physical or emotional aspects to Are there physical or emotional aspects to what the team should do?what the team should do?

If CIT is utilized, is there a representative If CIT is utilized, is there a representative from the team in the FBA/BIP? from the team in the FBA/BIP?

How will the CIT team be informed about How will the CIT team be informed about the BIP?the BIP?

How can events be PREVENTED?How can events be PREVENTED? Are crises being rewarded/reinforced?Are crises being rewarded/reinforced?

Why Didn’t Our Plan Work?!

Perhaps Perhaps you didn’t you didn’t

watch out for watch out for the common the common

pitfalls…pitfalls…

align with the functiondirectly teach replacement behaviorare skills obtainable for student level of abilitiesare strategies the least intrusive to achieve goalare interventions most likely to positively change behaviorare least likely to produce negative side effectshave proven to be effective-research based-are acceptable to those implementing themare most likely to be accepted by studentpromote & reinforce replacement in all settingsbuild on strengths and preferences

Choosing InterventionsChoosing interventionsChoosing interventions

Have yelled or lost temperMade threats not carried outAsked a child to TRY to behave differentlySpoken “over” noise and/or Repeated directions several timesHave used sarcasm, ridicule, or labelsMade assumptions about a child’s behaviorMade a “deal” or bribed child to behaveBeen inconsistentBent the Behavior Plan Not made the plan clear to the childAffected other students negativelyGiven into the child as the behavior escalates (reinforcing it)Taken a child’s behavior personally Argued with a child

A Word About General Behavior Management

GUILTY or GUILTY or Not GUILTY?Not GUILTY?

a PLAN

The best PBS program is the PBS program The best PBS program is the PBS program that works for your schoolthat works for your school

Adopt- Implement- MaintainAdopt- Implement- Maintain

Consistency and StructureConsistency and Structure

On Your Own…

FBA/BIP ActivityFBA/BIP Activity Groups of 5Groups of 5 Choose a student Choose a student Develop a FBA and BIP with your groupDevelop a FBA and BIP with your group Present to the whole groupPresent to the whole group