Thinking Functionally About Behavior Hobbs Municipal Schools June 9, 2011

Thinking Functionally About Behavior

Hobbs Municipal SchoolsJune 9, 2011

Acknowledgments

• New Mexico would like to acknowledge Dr. Rob Horner, University of Oregon, for his assistance in the development of the NM PBS training materials.

• Portions of this training module are adapted from • T. Scott, R. Horner, G. Sugai, et al.; 2005• Project ACHIEVE Press, Howard Knoff; 2009

“Have you ever seen or heard….”

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

• “Andrew, 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.”

T. Scott, R. Horner, G. Sugai, et al.; 2005

“How many of you….”

• Know why functional assessments are conducted?

• Have participated in behavior intervention planning meeting? Led such meeting?

• Have conducted functional assessment….Informally? Formally?

• Have used functional assessment information to develop behavior intervention plan?


Goals for Session

• Define FBAs and BIPs.• Review the steps of the problem-

solving process.• Apply the process to a student you

know.

Part I: Defining FBAs and BIPs

Functional Assessment Defined

• A functional behavior assessment (FBA) is an analysis of the circumstances in the environment (teachers, students, events, directions, etc.) that tend to predict a behavior and help explain why the student engages in that behavior at that particular time.

• Once we understand the function of a behavior, we can help the student develop more appropriate ways to meet his or her need. That is, we can teach the student an appropriate strategy for getting attention, escaping embarrassment, avoiding tasks, etc.


Primary Purposes of Functional Behavioral Assessment

• A primary purpose of functional behavioral assessment is to improve the effectiveness and efficiency of behavior support.

• Behavior support plans built from functional assessment are more effective

• Didden et al., 1997 Newcomer & Lewis, in press• Carr et al., 1999 Ingram, Sugai & Lewis-

Palmer• Ellingson, et al., 2000; Filter (2004)

• Create order out of chaos (define contextual information, where, when, with whom, etc)

• Professional accountabilityT. Scott, R. Horner, G. Sugai, et al.; 2005

Behavior Intervention Plan Defined (Crone & Horner, 2003)

• A Behavior Intervention Plan (BIP) “is a written record that summarizes the FBA information and documents the intervention plan.”

• “An effective BIP describes in detail how, by whom, and in what situations the intervention strategies will be implemented…. (and) monitoring and evaluation procedures.”


An Overview of the Problem Solving Process

Step 1. Review all existing data and history of the student.

Step 2. Complete a gap analysis, functionally describe theproblem, and identify replacement behaviors.Step 3. Generate hypothesis (using functionalAssessment) to explain why problem is occurring).Step 4. Assess (confirm or reject) hypothesis.Step 5. Design and write the intervention plan.Step 6. Implement the intervention plan andinterventions.Step 7. Formatively and summatively evaluate theinterventions and intervention plan.

Project ACHIEVE Press, 2005

Part II: Problem Solving Process

Problem Solving Process:Step One

• Review all existing data and history of the student.

• Collect any additional background data as appropriate.


SAT Activity:

• Working independently or as part of a team,

• review all existing data and history of the student that the SAT has gathered, and

• determine what additional background data you need to collect, if any.

Problem Solving Process: Step Two

• Complete a gap analysis, functionally describe the problem, and identify replacement behaviors.

• Along with other data, consider information from- SAT Teacher Input for Addressing Behaviors Form• Description of Problem Behaviors• Setting Events and Predictors• Consequences

• Documentation- Behavior Intervention Plan• Functional Assessment Checklist, Steps 1-4Project ACHIEVE Press, 2005

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 6Mostly 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

Start with Behavior

• Clear, measurable and objective descriptions

• Look at• Individual behaviors• Behavior sequences• Response classes


Response Chain

• Predictable sequence of behaviors

• Possibly different functions at beginning & end of chains


Behavior Chain Example 1.

Given difficult 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 at beginning & end of

chain? (Test)


Behavior Chain Example 2.

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 at beginning or end of

chain? (Test)T. Scott, R. Horner, G. Sugai, et al.; 2005

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


Response Class

• Set of different behaviors that are maintained by the same consequence.

• All behaviors maintained by adult attention• All behaviors maintained by escape from

academic tasks

• Organize behavior support around response classes embedded within functional routines.


Response Class

• Which of these behaviors are to “avoid some-thing” and which “to get attention?” • Scream Name calling• Throw Self-bite• Kick Self-induced vomit• Spit Strip• Hit own head Run away

• Take a minute to discuss at your table/with your team.


Response Class

• Which of these behaviors form a response class?• Scream (attention) Name calling (attention)• Throw (attention) Self-bite (attention)• Kick (avoid tasks ) Self-induced vomit

(avoid)• Spit (avoid tasks) Strip (attention)• Hit own head (attention) • Run away (avoid tasks)


We always need to consider behavior in context!

Always examine environmental stimulithat are associated with occurrence ofbehaviors

– Antecedent, consequence, & setting eventsE.g., persons, activities, routines, materials, events


Antecedent events

• Stimuli that precede & “trigger” or occasion behavioral events

• Occurs before response & signals or occasions response• When told to shut up, Jordon hits the

student.• When asked to tell capitol of Western

Australia, Claire says Perth.


• The teacher’s directions are triggers for Demetri’s 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.


Consequence events

• Stimuli that follow & maintain or increase likelihood of a behavioral event.

• Presented contingent upon performance of a response• When Luke makes rude noises in class,

his peers tell him to grow up.• Whenever Electra raises her hand &

smiles, her teachers call on her.T. Scott, R. Horner, G. Sugai, et al.; 2005

• Following Demetri’s 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).

Maintaining Consequences

• Common maintaining consequences• Obtain: social attention, food, access to

preferred activity, pleasing sensation• Avoid: hard tasks, negative social contact, pain,

aversive stimulation, lack of predictability

• Avoid judgmental consequences:• “Revenge”• “Sense of well-being”• “Basically evil”• “Control”


Identifying Maintaining Consequences

Given a Problem Behavior

Get: Object, Activity, Sensation

Avoid: Object, Activity, Sensation

Social Physiological Social Physiological

Precise Event

Precise Event

PreciseEvent

PreciseEvent

Physical Physical

PreciseEvent

PreciseEvent

Maintaining Consequences

• One maintaining consequence per hypothesis

• Maintaining consequences are narrowly defined.

• Get or avoid?• Social or Physiological?• Precise event/action/object?


• Following Demetri’s 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).

When Sequoia misses her 12:30 medication & teachers present difficult 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


Caesar isteased 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


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


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 context Studentapproaches &

speaks inEnglish

Cleo turns away

Other student walks

away

What function?Escape peer attention


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”

What function?Access OR escapepeer attention?

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

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).


• Work completion is less important to Demetri after he has had an argument with his girlfriend before class, or

• Cologne’s use of verbal profanity is more likely when she hasn’t had enough sleep night before, or

• Peer attention is less distracting (reinforcing) when Manuella isn’t feeling well.


• 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 vending 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.


Identify the “Replacement” Behavior

• An appropriate Replacement Behavior:• Serves the same function as the problem

behavior• The replacement behavior is a member of the

same response class as the problem behavior• Is as, or more efficient than the problem behavior

• physical effort, schedule of reinforcement, time to reinforcement

• Is socially acceptable


SAT Activity:

• Working independently or as part of a team,

• Review data including that from SAT Teacher Input for Addressing Behavior Form• Description of Problem Behaviors• Setting Events and Predictors• Consequences

• Complete- Behavior Intervention Plan• Functional Assessment Checklist, steps 1-4

Problem Solving Process:Step Three

• Generate hypothesis (using functional assessment) to explain why problem is occurring.

• Documentation- SAT Teacher Input for Addressing Behavior Form• Behavior Support Plan: Competing

Behavior Pathway


Generate a hypothesis statement

• The hypothesis statement will answer the following questions:

What is the problem behavior?

What is the antecedent or trigger for the behavior?

What is the maintaining consequence?

What is the setting event?T. Scott, R. Horner, G. Sugai, et al.; 2005

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

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



ProblemBehavior

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.



ProblemBehavior

FBA Summary or Hypotheses Statement

12 34

SAT Activity:

• Working independently or as part of a team, complete

• Behavior Intervention Plan• Functional Assessment Checklist, Step 5• Behavior Support Plan: Competing

Behavior Pathway

Problem Solving Process:Step Four

• Assess (confirm or reject) hypothesis. Ask yourself, “How confident efforts have been used to control the problem behavior?”

• Documentation- Behavior Intervention Plan• Summary of Behavior, Step 6


SAT Activity:

• Working independently or as part of a team, complete

• Behavior Intervention Plan• Summary of Behavior, Step 6

Problem Solving Process:Step Five

• Design and write the intervention plan.• The plan links your hypothesis to relevant,

evidence-based modifications, remediations, accommodations or interventions.

• Documentation- Behavior Intervention Plan• Behavior Support Plan: Competing Behavior

Pathway• Behavior Support Plan: Action Plan


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 T. Scott, R. Horner, G. Sugai, et al.; 2005

• Supports that enable accurate & durable implementation of interventions• Ensure contextual fit• Organize adult responsibilities, tasks,

etc.• Embed interventions in SAT/IEP• Establish effective, efficient, & relevant

school-wide behavior support systems


BEHAVIOR SUPPORTPLANNING

COMPETING PATHWAYS


COMPETING PATHWAYS

Make ProblemBehaviorIrrelevant

Make ProblemBehaviorIrrelevant

Make ProblemBehaviorInefficient

Make ProblemBehaviorIneffective

ProblemBehavior

Antecedent Stimulus

MaintainingConsequence

Setting Event

DesiredBehavior

MaintainingConsequence

ReplacementBehavior


COMPETING PATHWAYS

Neutralize/eliminate

settingevents

Add relevant & remove irrelevanttriggers

Teach alternative

that is moreefficient

Add effective & & removeineffectivereinforcers

Problem Solving Process:Step Six

• Implement the intervention plan and interventions.

• Documentation-Behavior Intervention Plan• Behavior Support Plan: Action

Plan


Steps for Implementation

• Teaching education• Place problem behavior on extinction• Reward desired behavior• Consequence problem behavior (if needed)• Define safety/emergency procedures (if needed)• Evaluation and monitoring for improvement• Be sure the team is on the same page when

implementing

COMMUNICATE, COMMUNICATE, COMMUNICATE!

Problem Solving Process:Step Seven

• Formatively and summatively evaluate the interventions and intervention plan.

• Documentation- Behavior Intervention Plan• Behavior Support Plan: Evaluate Plan


Evaluate and Adapt Strategies

• Need a written plan to guide monitoring and evaluation. Will answer the questions• What do we want to know? What’s the

simplest form of data that will answer our question?

• What’s the simplest way for us to consistently collect that data?

• Who, when, how?• How should we summarize data and

communicate about the success of our strategy?

Build in review and adapting if needed

• To be meaningful, that plan must be reviewed periodically; however, the plan may be reevaluated whenever any member of the student’s SAT/IEP team feels that a review is necessary.

• Circumstances that may warrant such a review include:• The student has reached his or her behavioral goals and

objectives and new goals and objectives need to be established;

• The "situation" has changed and the interventions no longer address the current needs of the student;

• There is a change in placement; or • It is clear that the original behavioral intervention plan is not

producing positive changes in the student’s behavior. • In the end, the process of functional behavioral assessment

is complete only when the SAT/IEP team produces positive behavioral changes in student performance.


• What do we want to know? What’s the simplest form of data that will answer our question?

• What’s the simplest way for us to consistently collect that data?

• Who, when, how?• How should we summarize data and

communicate about the success of our strategy?

Monitoring


Evaluate the Plan

Data to be Collected

Procedures for Data Collection

Person Responsible

Timeline

Observations by school psychologist

Class periods with no outbursts

Yes/no to outbursts in class

Office discipline referrals

Observations during structured time

Behavior card (points for appropriate behavior)

Check-ins with staff

SWIS system

School Psych.

Jenny

Jenny

Jenny/ Elaine

2/13/04

Daily review of card

(Hourly), weekly

On-going


Part III: Wrapping it up…

What questions do you have?

Documents

Thinking Functionally About Behavior Hobbs Municipal Schools June 9, 2011