School-Wide Positive Behavior Support: Year 3 Team Training Day 2

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SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT:

YEAR 3 TEAM TRAINING DAY 2

Donna MorelliCynthia Zingler

Education SpecialistsPositive Behavioral Intervention and Supports Trainers

[email protected] [email protected] www.cber.org

mailto:[email protected]


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SharingCelebrations – Tier 1 and Tier 2

Roadblocks – Tier 1 and Tier 2

Questions/Concerns

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Utilizing the PBIS framework

Addressing the needs of ALL students within the school

Efficient and effective evidence based practices

Data for decision makingCreating a system for

sustainability

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District-Region

School

SWPBS Leadership

Team

SWPBS Tier 1

T1 Systems T1 Practices

Specialized Behavior Support

Team

Group-based Tier 2


Individual Tier 3


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SYST

EMSPRACTICES

DATASupportingStaff Behavior

SupportingStudent Behavior

OUTCOMES

Supporting Social Competence &Academic Achievement

SupportingDecisionMaking

IntegratedElements

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PURPOSE

Provide overview of

defining features of

function-based approach

to addressing behavior.

•FBA •Developing a hypothesis

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Objectives for Today

Determine appropriate data gathering tools

Determine student motivation (function)Establish a hypothesis statement that will

inform a behavioral intervention plan (BIP)

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Indicators of a Quality Decision-Making Process

1.Identify the focus area2.Determine the desired

outcome3. Select strategies/interventions4. Develop plan5. Implement and Monitor6. Evaluate student progress & the

plan

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What Data Do We Use?

Looking at NumbersQuantitative data

(Numbers)Defining the gap

between expectations and current performance

Monitoring the progress and growth

Move Beyond NumbersQualitative data

(Descriptions)Developing a focus

area or the cause of a concern

Defining the contextExamining the

implications of decisions

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Behavior Clearly define the behavior

Observable (can be seen) Measurable (can be counted) Specific (clear terms, not vague, no room for a

judgment call)

Observe at least 3 times– Different settings– Different times– Different activities

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FrequencyJon calls out to another student

Jon calls out to teacher

Calling out to teacher and or classmates without raising his hand occurred 8 times within a 20 minute observation; Greatest difficulty was during seat work.

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Data Collection Strategies

Masking Tape Pennies (in pocket)/Paperclips Golf Counter Post-It Notes Mailing Labels Index Card on Desk

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DurationSetting Start

timeStop time

Duration Total time

Story 10:05 10:10 5 minutes

Seat 10:16 10:25 9

Blocks 10:31 10:35 4 18 minutes

Average duration of behavior: 18/30 minutes = 60% of the time; 50% of which was during

seat work.

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Time to PracticeWatch the video for instances where Suzanne causes pain to the cat

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http://www.youtube.com/watch?v=324WVWxjJng




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Time to PracticeCompare your observations

with your shoulder partner;

Share with another pair of partners.

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THE ABCS OF FBAS

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Simple FBABrief teacher interview

Define problem behavior and identify antecedents and consequences

Appropriate when…Behavior is not severe or complexHigh level of confidence in “ABC’s” and

hypothesized functionChild is not in danger of suspension,

expulsion or an alternative placement

Does not meet IDEA requirementsCrone & Horner, 2003

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Full FBAParent, additional teacher and child

interviews; review of records; and direct observations in at least two settings

Appropriate when…Behavior is complex, severe or at-riskIf the child’s behavior is not severe but

there is a lack of confidence in the initial hypothesized function, prior interventions unsuccessful

Meets IDEA ’04 requirementsCrone & Horner, 2003

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The ABCs of BehaviorAntecedents

Events before the behaviorBehavior

Observable, measurable, specificConsequences

Event after the behavior

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Antecedent Behavior Consequence

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The Three Term Contingency

Antecedent:

Behavior:

Consequence:“Any stimulus presented contingent on a particular response”

“Any observable and measurable act of an individual (also called a response).”

Any “ stimulus that precedes a behavior”

Alberto & Troutman (2006)

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Reinforcement vs Punishment

Reinforcement: when a consequence of a behavior functions to increase the likelihood of future occurrences of that behavior

Punishment: when a consequence of a behavior functions to decrease the likelihood of future occurrences of that behavior

Reinforcement and Punishment

* Future probability of behavior

Inc. ( )*

Dec. ( )*

Reinforcement Reinforcement

Punishment Punishment

Give (+) Take (-)

Positive

Positive

Negative

Negative

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“School’s not for kids!”

When Jake is presented with school work, he whines, “Schools not for kids!” In the past, Jake’s teacher gets frustrated and takes his work away. In the future, Jake continues to whine whenever he is presented with work.

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Breakdown of Example: JakeAntecedent(SD):

Behavior(s):

Consequence:

Action(+ or - ):

Effect( or ):

So it is:

When Jake is presented with school work

he whines, “Schools not for kids!”

Jake’s teacher…takes his work away

In the future, Jake continues to whine

Jake’s teacher…takes his work away

Negative reinforcement

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“Brian”During lunch with peers, Brian made a derogatory comment toward one of his peers. The peer punched him. In the future, Brian was less likely to make derogatory comments (at least toward that peer).

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Breakdown of Example: Brian Antecedent(SD): Behavior(s): Consequence:

Action(+ or -):

Effect( or ):

So it is:

During lunch with peers

Brian made a derogatory comment

The peer punched him

less likely to make a derogatory comments

Peer “gave” a punch

Positive punishment

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“Rachel”During math class lectures, Rachel uses a straw and her math notebook to make spitballs and shoots them at Susan. Peers laugh. Rachel begins to shoot spitballs in other classes during lectures.

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Breakdown of Example: Rachel Antecedent(SD): Behavior(s): Consequence:

Action(+ or -):

Effect( or ):

So it is:

During classroom lectures

Rachel shoots spitballs

Peers laugh

More likely to shoot spitballs during lectures

Peer “gave” social attention

Positive reinforcement

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Direct Assessments—ABC Chart

Time Antecedent Behavior Consequence9:05 Teacher gives class

an independent writing assignment

X looks out window

Teacher prompts X to begin writing

9:10 Teacher prompts X to begin writing

X picks up pen and scribbles on page

Teacher walks away

9:17 Teacher prompts X to stop scribbling and begin writing

X rips paper up and throws it on the floor

Teacher tells X to go to office

9:18 Teacher tells X to go to office

X stands up and goes to office

X stays in office until next period

What could have been done differently?How do you help a staff member change their behavior?

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Fast and Slow TriggersSlow TriggersSetting eventsEnvironmental

conditionsOver time

Fast TriggersAntecedents

Immediately before behavior

Pennsylvania Department of Education, Initial Line of Inquiry

Slower triggers: disabilities, trauma reactions, fatigue, poor nutritionMedical conditions/reasons, family stressors

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Student’s Strengths

Describe what the student does well (interests, strengths, learning styles). What does the student contribute to his environment? When does he exhibit appropriate behaviors?

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Antecedents: The Student’s Own Behavior

How does the student evidence her growing frustration?

What does the student DO immediately before the interfering behavior?

What are the signs or clues the student gives?

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FBA ProcessStrengthsBehaviorAntecedentsConsequences

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A SAMPLE PROTOCOL FOR EXAMINING BEHAVIOR

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1. Identify the focus area2. Determine the desired outcome3. Select strategies/interventions4. Develop plan5. Implement and Monitor6. Evaluate student progress & the

plan

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Behavior is ChangeableMake the behavior……

Irrelevant

Inefficient

Ineffective

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USING ASSESSMENT TO DEVELOP AN HYPOTHESIS

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Academics BehaviorDistrict

CMTs Suspension/Expulsion, Drop-Out, Graduation Rate, Screening Instruments

District – Wide Assessments (3 to 4 times annually) DRA, DIBBLES, Math

Building Unit Tests Office Referrals

IndividualCommon Formative Assessments; CBA, portfolios; rubrics

Standardized Tests; CBAs; *OBAs; rubrics*objective behavioral analysis

Data Sources• Direct measures

– CBA (CRT and CBM)• Indirect measures

– Rubrics, goal attainment scaling, self- monitoring

• Authentic measures of performance– conversation summaries– portfolios What data sources did you bring for your case study? Etscheidt, 2006

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Develop an HypothesisDevelop an hypothesis to define a

central focus Examines the relationship among the

context variablesDetermines why this is

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Make a Statement About the Behavior

Three parts include:When {antecedent/trigger} occurs,(When Jeff is given an independent writing assignment, )The {student(s)} do/does {behavior of

concern},(he rips his paper up and throws it on the floor)In order to {perceived function}. (in order to escape the writing task.)

*Develop a hypothesis statement for the student in your case study.

Pennsylvania Department of Education, Initial Line of Inquiry

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So What Do We Want to Happen?

The desired outcome is developed from changing the currently reality to a new one.

Take a look at your hypothesis. *What is it that you want to happen instead?

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Writing a Desired Outcome

Clearly define the outcomeObservable (can be seen)Measurable (can be counted)Specific (clear terms, no room for a judgment call)

May sometimes require smaller benchmarks

When {condition} occurs, {the student} will {desired outcome} from {baseline} to {target} by {timeline}.

* Write your desired outcome.

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Missing Data?Want to Know… Source...

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Action PlanFind your missing

data!

Complete your Hypothesis Statement and specify the root cause.

update assessment information

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1. Identify the focus area2. Determine the desired outcome3. Select strategies/interventions4. Develop plan5. Implement and Monitor6. Evaluate student progress & the

plan

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Behavior is ChangeableMake the behavior……

Irrelevant

Inefficient

Ineffective

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SWPBS Logic!Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, durable, salable, & logical for all students(Zins & Ponti, 1990)

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• Achieve desired outcome?Effective

• Doable by real implementer?Efficient

• Contextual & cultural?Relevant• Lasting?Durable• Transportable?Scalable• Conceptually Sound?Logical

Host Environment Features

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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*Function *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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Function-based support is all about…

Re-design & improvement of learning & teaching environments Attention to environment & functionNot re-design of individualsChange in behavior of plan

implementers

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What is function-based support?

Foundations in behavioral theory, applied behavior analysis, & pbs

Attention to environmental context

Emphasis on “purpose” or function of behavior

Focus on teaching behaviorsAttention to implementers (adult

behaviors) & redesign of teaching & learning environments.

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Only 2 Basic FunctionsProblemBehavior

Obtain/GetSomething

Escape/Avoid

Something

Social Tangible/Activity

Adult

Stimulation/Sensory

Peer

Pos Reinf Neg Reinf

Existing aversive condition identified

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Non-examples: Function-Based approach

“Function” = outcome, result, purpose, consequence

“Lantana, you skipped 2 school days, so we’re going to suspend you for 2 more.”

“Phloem, I’m taking your book away because you obviously aren’t ready to learn.”

“You want my attention?! I’ll show you attention,…let’s take a walk down to the office & have a little chat with the Principal.”

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Defining behaviorMust 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:

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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Delinquent OR

Takes money from peers

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Psychotic OR

Says she hears voices

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Arrives 10 minutes late OR

Irresponsible

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Out of seat 55% of timeOR

Hyperactive

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Consider response class

Set of 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

*Can you think of a student whose behavior at the onset had a different purpose at it’s peak.

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Ex1. Behavior Chain

Given doable 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 teacher6. Runs away from teacher who

chases.

What is function of behavior? (Test)

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What is FBA?A systematic process for developing statements about factors thatcontribute to occurrence & maintenance

of problem behavior, & more importantly, serve as basis for

developing proactive & comprehensive behavior support plans.

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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

behavior3. 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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Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

Class

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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ProblemBehavior

Class

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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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 event Antecedent Response Consequence

Misses 12:30medication

Teachersmake

multipletask demands

Sequoia makesnegative self-statements &

writes profanelanguage

Teacher sendsSequoia to

office for beingdisrespectful

What function?Avoid difficult tasks

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Setting event Antecedent Response ConsequenceCaesar is

teased severaltimes about his

hair by his friends before

class

His teacherstares at his hair in class

Caesar askshis teacher what she’sstaring at

His teachersends 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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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 student Studentapproaches &

speaks inEnglish

Cleo turns away

Other student walks

away

What function?Escape peer attention

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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 askswhat capitolcity of countryis

Napoleongive correctanswer

Teacher givesverbal praise & time to workwith a friend

What function?Access peer &adult attention

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As Veloce is walking, other kids look at him & say “what’s up?” He looks back and says: “Who ya lookin’ at?!” “Ya want some of this?!” “Ya talkin’ to me?!” Kids shake their heads & call him “weirdo.”

?? Look at him.“What’s up!”

“Who yalookin’ at?”“Ya wantSome?” “Yatalkin’ to me?

Kids shakeheads & call him “weirdo”

What function?Access OR escapepeer attention?

How do you know?How do you know?Assess?

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WRITE TESTABLE HYPOTHESIS: As Veloce is walking, other kids look at

him & say “what’s 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.“What’s up!”

“Who yalookin’ at?”“Ya wantSome?” “Yatalkin’ to me?

Kids shakeheads & call him “weirdo”

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Example 1: Different behaviors with different functions

Kirsten’s 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-complianc

e, foot stomping.

Teacher repeats

request 4 to 5 times & threatens

after school suspension.

Setting Event

Antecedent Event

Behavior

Consequence Event

NonePeers play game &

have conflict.

Pushes peers

away, uses profanity,

throws rocks.

Peers stop playing with

Kirsten.

Get ad

ult at

tentio

n

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

NonePeers 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

atten

tion

Get ad

ult so

cial

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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. He’s 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-injuryDescribe problem behavior:C. may have one of the shortest fuses I’ve 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.

25

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STEP 4: Routine Analysis

Schedule(Times)

Activity Likelihood of Problem Behavior Specific Problem Behavior

8:00 Waiting to enter buildingLow High1 2 3 4 5 6

See escalation described above

8:15 Advisory & Planning 1 2 3 4 5 6

Mostly teasing and touching property of others. Doesn’t escalate much further

9:15 Language Arts 1 2 3 4 5 6 Occasional name calling/teasing

10:15 Recess 1 2 3 4 5 6 See escalation described above

11:30 Math 1 2 3 4 5 6 Occasional teasing

12:00 Lunch 1 2 3 4 5 6 See escalation described above

12:35 Earth Science 1 2 3 4 5 6 Minor verbal harassment

1:15 Art or Phy Ed 1 2 3 4 5 6 See escalation described above

2:00 Reading 1 2 3 4 5 6 Rarely a problem

2:50 Waiting for bus 1 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” (O’Neill et al., 1997, p. 71).

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ProblemBehavior

DesiredAlternative

AcceptableAlternative

TypicalConsequenceSummary Statement

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ProblemBehavior

Lack of peercontact in 30

minutes.

Do difficultmath

assignment.

Noncompliance,profanity,physical

aggression,

Avoid task,remove from

class.

DesiredAlternative

TypicalConsequence

Points,grades,

questions,more work.

Do workw/o

complaints.

Summary Statement


Ask forbreak,ask forhelp.

Why is function important?Because consequences compete!!

Function

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ProblemBehavior

DesiredAlternative

TypicalConsequenceSummary Statement


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Setting EventManipulations

AntecedentManipulations

ConsequenceManipulations

BehaviorManipulations

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ProblemBehavior

Lack of peercontact in 30

minutes.

Do difficultmath

assignment.

Noncompliance,profanity,physical

aggression,

Avoid task,remove from

class.

DesiredAlternative

TypicalConsequence

Points,grades,

questions,more work.

Do workw/o

complaints.

Summary Statement


Ask forbreak,ask forhelp.


Function

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Teach options to problem behavior:1. Ask for break2. Ask for help3. 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

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ProblemBehavior

Rides citybus

Teachercorrectspeers

ProfanityVerbal

protests

Teacherattention

DesiredAlternative

TypicalConsequence

Delayedteacher

attention.

Ignore &problem

solvelater

Summary Statement


Discussin

private


Function

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Teach J. how, when, & where to express verbal protest, & how to walk away from problem situations in transitions.

On days city bus ridden, check in with counselor to review days schedule & walk with counselor to classroom

Give >3 positive acknow-ledgements per min. to peers during transitions.

Give private & quiet corrections to peers.

Remind J. of acceptable & desired replacement behaviors

When J. engages in problem behavior immediately disengage from him, & engage peers.

When J. engages in replacement behaviors provide adult attention (discussion)

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For Next Time….Complete an FBA on 1-2 students

and bring information with you to the next training.

We will be developing BIP

We will be discussing developing Wrap Around Services

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Session EvaluationPlease complete the evaluation for

today’s workshop.

Thank you!

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CONTACT INFORMATION

Donna Morelli PBIS Trainer

[email protected]

Cynthia Zingler – PBIS Coordinator/Trainer [email protected]



Documents

School-Wide Positive Behavior Support: Year 3 Team Training Day 2