addressing individual challenging behavior through function-based support: tiers 2 and 3 george...

Addressing Individual Challenging Behavior through

Function-based Support: Tiers 2 and 3

George SugaiOSEP Center on PBIS

Center for Behavioral Education & Research

University of ConnecticutApril 6 2010

www.pbis.org www.cber.org www.swis.org

[email protected]

PURPOSE

Provide overview of defining

features of function-based

approach to addressing

behavior.

• Prerequisites review• FBA basics• Tier 2 & 3 audit & planning

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)

Host Environment Features

SWPBS is

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingStudent Behavior

OUTCOMES

Supporting Social Competence &Academic Achievement

SupportingDecisionMaking

IntegratedElements

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

IndividualizedSystems for Students

with High-Risk Behavior

~80% of Students

~15%

~5%

CONTINUUM OFSCHOOL-WIDE

INSTRUCTIONAL & POSITIVE BEHAVIOR

SUPPORT

ALL

SOME

FEW

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Intensive, Individual Interventions•Individual Students•Assessment-based

•High Intensity

Intensive, Individual Interventions•Individual Students•Assessment-based

•Intense, durable procedures

Targeted Group Interventions•Some students (at-risk)

•High efficiency•Rapid response

Targeted Group Interventions•Some students (at-risk)

•High efficiency•Rapid response

Universal Interventions•All students

•Preventive, proactive

Universal Interventions•All settings, all students•Preventive, proactive

Responsiveness to Intervention

Academic Systems Behavioral Systems

Circa 1996

All

Some

FewRTI

Continuum of Support for

ALL

Dec 7, 2007

RTIIntegrated Continuum

Mar 10 2010

Academic Continuum

Behavior Continuum

Continuum of Support for ALL

Dec 7, 2007

Science

Soc Studies

Reading

Math

Soc skills

Basketball

Spanish

Label behavior…not people

Continuum of Support for

ALL

Dec 7, 2007

Prob Sol.

Coop play

Adult rel.

Anger man.

Attend.

Peer interac

Ind. play

Label behavior…not people

~80% of Students

~5%

ESTABLISHING CONTINUUM of SWPBS

SECONDARY PREVENTION• Check in/out• Targeted social skills instruction• Peer-based supports• Social skills club•

TERTIARY PREVENTION• Function-based support• Wraparound• Person-centered planning• •

PRIMARY PREVENTION• Teach SW expectations• Proactive SW discipline• Positive reinforcement• Effective instruction• Parent engagement•

SECONDARY PREVENTION• • • • •

TERTIARY PREVENTION• • • • •

PRIMARY PREVENTION• • • • • •

~15%

Classroom

SWPBSPractices

Non-classroom Family

Student

School-w

ide

• Smallest #• Evidence-based

• Biggest, durable effect

District/Region

School

School-wideT1 Systems

School-wide T1 Practices

SW Group-based T2 Systems

SW Group-based T2 Practices

Individual T3 Systems

Individual T3 Practices

Non-validated Interventions for Students with EBD

EXAMPLES

• Sensory re-integration or stimulation

• Facilitated communication

• Introspective psychoanalytic therapies

• Rebirthing therapies

•

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

•

Outcomes (“Answers”)

• Supporting context

– Effective SWPBS

• 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

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

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 plan implementers

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 behaviors

• Attention to implementers (adult behaviors) & redesign of teaching & learning environments.

SWPBS Conceptual Foundations

Behaviorism

ABA

PBS

SWPBS

Laws of Behavior

Applied Behavioral Technology

Social Validity

All Students

Only 2 Basic FunctionsProblemBehavior

Obtain/GetSomething

Escape/Avoid

Something

SocialTangible/Activity

Adult

Stimulation/Sensory

Peer

Pos Reinf Neg Reinf

Existing

aversive

condition

identified

Non-examples of 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.”

% Intervals w/ P.B. for Bryce

0

10

20

30

40

50

60

70

80

90

100

1 3 5 7 9 11 13 15 17 19 21 23 25 27 29 31 33 35 37 39 41

Sessions**Data points with arrows indicate no medication

% I

nte

rva

ls w

/ P

.B.

Baseline

Contra-IndicatedIndicatedContra-

IndicatedIndicated

Ingram, Lewis-Palmer, & Sugai, 2005

% Intervals w/ P.B. for Carter

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10

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60

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1 3 5 7 9 11 13 15 17 19 21 23 25 27

Sessions

% In

terv

als

w/ P

.B.

Baseline IndicatedIndicated Indicated Modified

Contra-ndicated

Contra-Indicated

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

Consider behavior dimensions:– Topography/shape

– Frequency

– Duration

– Latency,

– Intensity or force

– Locus

Non- v. Observable

(-) hyperactivity

(+) initiates 5 different tasks within 2 minutes

(+) leaves room at least 3 times during a 30 minute lesson

(+)….

Which is described in observable terms?

Hits with his fist

OR

Aggressive

Delinquent

OR

Takes money from peers

Psychotic

OR

Says she hears voices

Arrives 10 minutes late

OR

Irresponsible

Out of seat 55% of time

OR

Hyperactive

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

Consider response chains

• Predictable sequence of behaviors

• Possibly different functions at beginning & end of chains

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)

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)

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.

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

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



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.

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


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


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


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


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 escape

peer attention?

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


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”

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:

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

None

Peers play game &

have conflict.

Pushes peers

away, uses profanity,

throws rocks.

Peers stop playing with

Kirsten.

Get ad

ult at

tentio

n

Escap

e pee

r soc

ial

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:

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

atten

tion

Get ad

ult so

cial

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-injury

Describe 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

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 6Occasional name

calling/teasing

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

above

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

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

above

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).



ProblemBehavior

DesiredAlternative

AcceptableAlternative

TypicalConsequenceSummary Statement



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



ProblemBehavior

DesiredAlternative

TypicalConsequenceSummary Statement


Setting EventManipulations

AntecedentManipulations

ConsequenceManipulations

BehaviorManipulations



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





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



ProblemBehavior

Rides citybus

Teachercorrectspeers

ProfanityVerbal

protests

Teacherattention

DesiredAlternative

TypicalConsequence

Delayedteacher

attention.

Ignore &problem

solvelater

Summary Statement


Discussin

private



Function





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)

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.

3. Design consequence strategies to make maintaining consequences ineffective…so they no longer are present or are less reinforcing.

4. Design setting event strategies to eliminate or neutralize effects of setting events…so they have less impact on routines & reinforcers.

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

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.

Common Secondary Intervention Features

• Regular function-based screening

• Direct student orientation, training, practice, & review

• Link to SW expectations, routines, etc.

• Link to academic programming & expectations

Secondary – cont.

• Daily-weekly monitoring, review, & evaluations with adult

• Regular, overt, & frequent opportunities for positive reinforcement

• Individualized academic & behavioral targets, & accommodations

Secondary – cont.

• Daily-weekly home-school communications

• Behavioral contracting

• Self-management strategies

Examples…

“Behavior Education Program” – Fern Ridge Middle School, OR

“Check-in Check-out”– Bethel School District, OR

“H.U.G.”– Tualatin Elementary School, OR

• “Social Skills Club”– Missouri

• “Think Time”– University of Nebraska

Example: FRMS Behavior Education Plan (BEP)

• SW system of behavior support in place

• Relatively small # (~10-20%) students not responding to SW

• Need for efficient specialized support system

FRMS Behavior Education Plan (BEP)

(Hawkin, Horner, & March, 2002)

Weekly BEP Meeting

9 Week Graph Sent

Program Update

EXIT

BEP Plan

Morning Check-In

Afternoon Check-In

Home Check-In

Daily Teacher Evaluation

Referral, Assessment, & Orientation

Behavior Education PlanDaily Progress Report

Goals 1/ 5 2/ 6 3/ 7 HR 4/ 8

Be respectful

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

Be responsible

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

Keep Hand & Feet to Self

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

Follow Directions

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

Be There – Be Ready

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

TOTAL POINTS

HUG: Hello, Update, Goodbye

Pam Hallvik, Nancy Ferguson, & Sally Helton

Tigard-Tualatin Schools

Name: ____________________________ Date: ________________Please indicate whether the student has met the goal during the time period indicated:

Meets = 2 pts So, so = 1 point Doesn’t meet = 0 ptsHUG Daily Goal _____/_____ HUG Daily Score _____/_____Teacher Comments: Please state briefly any specific behaviors or achievements that demonstrate the student’s progress.

GoalsAM to

RecessAM

RecessAM Recess to Lunch

Lunch Recess PM

Be Safe

Be Kind

Be Responsible

Total Points

Teacher Initials

Parent’s Signature ___________________________________Parent’s Comments ___________________________________________________________________________________________________________________________________

H.U.G.(Hello, Update, Goodbye)

H.U.G. ProgramWHAT AND WHY?

• The H.U.G. Program is a means to respond positively to students who need extra support with their behavior. On a daily basis, staff can teach them appropriate behaviors and provide them with opportunities to practice as they move from activity to activity. Additionally, the H.U.G. Program provides for reinforcement and positive attention from adults. The H.U.G. Program also provides for daily communication between a student and his/her teacher and between the school and parents. Additionally, data is collected to determine whether the program is successful or whether changes need to be made.

• The H.U.G. Program was designed to facilitate positive interactions between at-risk students and significant adults, teach good behavior skills, and provide a means for home-school communication. The H.U.G. check-in creates a safe space for these students; they come to trust and respect the adults who are consistently there for them. The program does not include negative consequences or punishment, just encouragement and positive attention. Parents are asked to provide reinforcement at home when the H.U.G. goal is met and consistently offer feedback and encouragement to their sons or daughters.

HOW?

• The H.U.G. Program consists of a plan and process that allow students to:

• Check-in with a significant adult before school

• Carry a tracking form

• Ask their teacher to rate their behavior

• Check-out at the end of each day

• Take the form home to parents

• Return the H.U.G. form the next morning

“Hello” - Morning

All H.U.G. students will check in at counselor’s office between 8:00 & 8:30 each morning. At that time they will receive following:

• Positive, sincere greeting

• Check to see if they are prepared for day (lunch ticket, materials, etc.)

• Check to learn how they are feeling (any morning conflicts?)

• Collection of returned H.U.G. form signed by parents

• Verbal reinforcement for returning signed form possibly accompanied by sticker or small reward

• New H.U.G. form

“Update” - During Day

Student: give H.U.G. form to his or her teacher on arrival to class

Teacher will rate student’s behavior at times indicated on form & offer brief, positive comment to student about rating.

Adults in other setting, such as PE, Music, & recess, etc., will complete ratings for time period they have students.

“Goodbye” - End of Day• Students will return with their H.U.G. forms to counselor’s

room at 2:25 each day: • Students will again receive positive, sincere greeting• Counselor or H.U.G. assistant will check to see whether

student met his/her goal. – If so, student will receive small reward.

– If not, student will receive encouragement to try again tomorrow along with problem-solving discussion of what they might do differently.

• Students will put their H.U.G. forms into their backpacks to take home to share with their parents.

• Parents are asked to also give positive feedback to their children. Parents then sign form & put it in student’s backpack for return to school.

H.U.G. Participant Responsibilities

H.U.G. Coordinator

• Sign H.U.G. Contract Agreement.

• Facilitate the check-in and check-out process.

• Provide H.U.G. participants with positive, constructive feedback and small tangible rewards.

• Instruct involved staff members on the use of the HUG form.

• Collect, summarize, and report H.U.G. data each week.

Teachers


• Accept H.U.G. Report Form daily from students.

• Evaluate student behaviors and complete the form.

• Offer constructive and positive feedback to students.

Parents of H.U.G. Participants


• Review H.U.G. Progress Report with child daily.

• Provide positive and constructive feedback.

• Communicate with the school when there are concerns or celebrations regarding the student’s behavior.

H.U.G. Student Participants

• Follow all H.U.G. Program Guidelines.


• GIVE IT YOUR BEST!!!!

H.U.G Program Contract Agreement

I have read the H.U.G. Team Members’ Responsibilities Form. I understand that my signature indicates that I am willing to participate in the H.U.G. Program and fulfill all my responsibilities.

• Student signature: ___________________ Date ______

• Parent(s) signature(s): _________________ Date ______

• Teacher signature: ____________________ Date ______

• Administrator signature: ________________ Date ______

• H.U.G. Coordinator signature: _____________Date ______

Copies will be given to all H.U.G. participants. Thank you for your participation and support!!!

RTI & Secondary Intervention in classroom

Fairbanks, Sugai, Guardino, & Lathrop

(2007, EC)

GOALS: 8:30 9:30 10:30 11:30 12:30 1:30

1. RESPECT OTHERS 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0

2. MANAGE SELF 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0

3. SOLVE PROBLEMS RESPONSIBLY

2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0

Name____________________ Date ____________

Rating Scale2 = Great1 = Ok0 = Goal Not Met

Goal _____Pts Possible _____Pts Received_____% of Pts _____Goal Met? Y N

Check In/Out Pt Card

0

10

20

30

40

50

60

70

80

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100 BL CI/CO

CI/CO +75%

CI/CO +80%

CI/CO +90%

Helena

School Days

Per

cen

t of

Int

erva

ls E

nga

ged

in P

robl

em

B

ehav

ior

0

10

20

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40

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60

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100

Jade

0

10

20

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100

Farrell

Began meds.

Class B Results

0

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100 BL CI/CO

CI/CO +75%

CI/CO +80%

CI/CO +90%

Helena

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60

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80

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100

Jade

0

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Farrell

Began meds.

School Days

Per

cen

t of

Int

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in P

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em

Beh

avi

or

Class B Results + Composite Peers

Peer

Peer

Peer

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100

Ben

0

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Marcellus

BL CI/CO

CI/CO75%

CI/CO80%

FB plan

FB plan 2

0

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30

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60

70

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100

Blair

0

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Olivia

Per

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Study 2 Results

School Days

Summary Statement of Problem Behavior Contingencies across Students

Setting Events

Antecedents Behavior(s) of Interest

Consequences

Marcellus N/A (a) Easy unstructured activities(b) Difficult math and writing tasks

(a) Out of seat & making faces(b) Talk outs, out of seat, &work not completed

(a) Peer attention(b) Escape work

Blair N/A Independent work time

Out of seat &talking to peers

Peer & adult attention

Ben N/A Teacher-led instructionWhen given direction.

Non-compliance, talk outs, making jokes

Peer & adult attention

Olivia Thinking about the loss of her sibling

During teacher- led instruction

Playing with things, not looking at teacher, & not following directions

Teacher attention

0

10

20

30

40

50

60

70

80

90

100

Olivia

0

10

20

30

40

50

60

70

80

90

100

Marcellus

BL CI/CO

CI/CO75%

CI/CO80%

FB plan

FB plan 2

0

10

20

30

40

50

60

70

80

90

100

Ben

0

10

20

30

40

50

60

70

80

90

100

Blair

School Days

Per

cen

t of

Int

erva

ls E

nga

ged

in P

robl

em

Beh

avi

or

Peer

Peer

Peer

Peer

Study 2 Results + Composite Peer

addressing individual challenging behavior through function-based support: tiers 2 and 3 george...

Documents

school slide

rti slide

districtregion slide

durable effect slide

audit planning slide

students preventive

continuum of school

wide systems