how to train and coach fba/bip fluency howard atlas, illinois pbis network diane lamaster, rock...

How to Train and Coach FBA/BIP Fluency

Howard Atlas, Illinois PBIS NetworkDiane LaMaster, Rock Island SD

Sheri Luecking, Illinois PBIS Network

Functional Behavior AnalysisBehavior Intervention Planning

How is this training different from others?

• More didactic– Definitions (e.g., antecedents, setting events)– Principles/Concepts (e. g., functional perspective)– Acronyms (FBA, BEP, BIP)

Tier 3/Tertiary Interventions 1-5%•Individual students•Assessment-based•High intensity

1-5% Tier 3/Tertiary Interventions•Individual students•Assessment-based•Intense, durable procedures

Tier 2/Secondary Interventions 5-15%•Some students (at-risk)•High efficiency•Rapid response•Small group interventions• Some individualizing

5-15% Tier 2/Secondary Interventions•Some students (at-risk)•High efficiency•Rapid response•Small group interventions•Some individualizing

Tier 1/Universal Interventions 80-90%•All students•Preventive, proactive

80-90% Tier 1/Universal Interventions•All settings, all students•Preventive, proactive

School-Wide Systems for Student Success:A Response to Intervention (RtI) Model

Academic Systems Behavioral Systems

Illinois PBIS Network, Revised May 15, 2008. Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at http://pbis.org/schoolwide.htm

Positive Behavior Interventions & Supports:

A Response to Intervention (RtI) Model

Tier 1/Universal School-Wide Assessment

School-Wide Prevention Systems

Tier 2/Secondary

Tier 3/Tertiary

SIMEO Tools: HSC-T, RD-T, EI-T

Small Group Interventions (CICO, SSI, etc)

In

terv

entio

nAssessm

en

tIllinois PBIS Network, Revised May 15, 2008Adapted from T. Scott, 2004

Group Interventions withIndividualized Focus (CnC, etc)

Simple Individual Interventions(Simple FBA/BIP, Schedule/ Curriculum Changes, etc)

Multiple-Domain FBA/BIP

Wraparound

ODRs, Attendance, Tardies, Grades,

DIBELS, etc.

Daily Progress Report (DPR) (Behavior and Academic Goals)

Competing Behavior Pathway, Functional Assessment Interview,

Scatter Plots, etc.

Matrix of Secondary/Tertiary InterventionsKey: Actual referred/receiving: 1st #

Responding: 2nd #

Check-in Check-out (CICO)

Social/Academic Instructional Groups

Simple Tier 2 Interventions with indiv. features (e.g. CnC)

Brief Function-basedInterventions

Complex/

Multiple-life -domain

FBA/BIP

Wrap-aroundSupport

Guiding Principles

• Behavior is predictable.

• Behavior changeable.

• Human behavior occurs within an environmental context, not in a vacuum.

• Human behavior is learned and can be taught by manipulating aspects of the environmental context--Behavior is a function of the environment

Source: Crone , D.A. & Horner, R.H., 2003

A Context for Positive Behavior Support

• A redesign of environments, not the redesign of individuals

• Plan describes what we will do differently• Plan is based on identification of the

behavioral function of problem behaviors and the lifestyle goals of an individual

FunctionsProblemBehavior

Obtain/GetSomething

Escape/Avoid

Something

SocialTangible/Activity

Adult

Stimulation/Sensory

Peer

Pos Reinf Neg Reinf

Steps for Conducting a FA-BIP Process

1. Define the Challenge/Identify Goals.2. Gather Information. 3. Generate a hypothesis statement.4. Build a “Competing Behavior Pathway” to identify possible

elements of a Behavior Intervention Plan.5. Design & Evaluate a Behavioral Intervention Plan.6. Plan for effective implementation of the Behavior Intervention

Plan.7. Monitor regularly and modify based on observed progress.

Adapted from Crone, D.A. and Horner,R.H., 2003

Identifying who needs an FBA/BIP

• Academic/behavior data indicates challenge• High intensity or frequency behavior• Behavior impedes academic performance• Don’t understand behavior• Behavior seems to meet need or be

reinforcing for student• Interventions have not been successful• USE DATA

Source: Crone, D.A. & Horner, R.H., 2003

FBA

•Simple/Brief FBA•Complex/ Full FBA

Step 1: Define the Problem BehaviorWhat does the problem behavior look like?Conduct interviews, review prior incidents &

observations across the student’s routine/settings to define the problem behavior.

1. Observable, measurable, concrete language. NON EXAMPLE EXAMPLEpoor impulse control high pitched screamsangry, hostile, resentful kicking over chairspaying attention completes tasks

2. Estimate how often the problem behavior occurs & how intense the problem behavior is.

STEP 2: Gathering InformationWhat sequence of events reliably predicts the

problem behavior?

Maintaining Consequences:What happens immediately after the problem

behavior?What is the child trying to GET or GET AWAY from?

Get social attentionGet objects/access to activitiesGet sensory stimulation

Avoid aversive task/activityAvoid aversive social contactAvoid aversive sensory stimulation

STEP 2: Gathering Information

What sequence of events reliably predicts the problem behavior?

Antecedent Events (Fast Triggers):Analyze routines in the student’s day to

identify…

Where, when, with whom the problem behavior occurs?

Where, when, with whom desirable behavior is more likely to occur?

What events, contexts, demands, tasks, people reliably trigger/precede the behavior?

STEP 2: Gathering Information

What sequence of events reliably predicts the problem behavior?

Setting Events (Slow Triggers - Removed in Time)Events Removed in time that influence the behavior…

What distal events tend to predict when the problem behavior will occur later?

FBA Tools

1) Direct Observation• Formal (recorded)• Informal (anecdotal)

2) Interviews, checklists, surveys• Brief, simple, practical• Longer, more complex, use when necessary

3) Archival records• Already exist

Tools for Gathering Information

Recommend for Brief FBA/BIP:• FBA-BIP Interview• Student-Guided Functional Assessment

Interview• Scatter Plot• ABC Chart

Tools for Complex FBA

•Systematic and repeated behavioral observations•Multiple setting assessment•Functional Assessment Checklist for Teachers and Staff (FACTS)•Student-Guided Functional Assessment interview

Step 3: Generate a Hypothesis Statement

A hypothesis statement is a summary statement that describes the team’s best guess about the relationship between the problem behavior and the characteristics of the environment- the

specific contexts and the specific function.

The goal of which is to identify specific CONCRETE circumstances regularly associated with the occurrence and

nonoccurrence of the problem behavior.

Anatomy of an Hypothesis Statement“When ______________________________, (summarize the antecedents here)

he/she will _______________________ (summarize the problem behavior here)

in order to _____________________________.”

(summarize the function here)

Step 4: Build a Competing Behavior Pathway

Behavior Support Plans are only as effective as our understanding of the context of the problem

behavior. Therefore…

“Invest the time it takes, for each child, to build a precise hypothesis statement.”

To be effective, Behavior Support Plans must include specific components that PROMOTE positive

behavior and DETER problem behavior.

Build a Competing Behavior Pathway

Setting EventTriggeringAntecedent

Desired Behavior

Problem Behavior Maintaining

Consequence

ReplacementBehavior

MaintainingConsequence

Adapted from Crone, D.A. and Horner,R.H., 2003

Build a Competing Behavior Pathway

Independent classwork

Does not have teach attention

Completestask

Makes noises

Gets verbal praise from

teacher

Raises hand and

asks forhelp or break

Gets help from teacher

X

Desired Behavior

Maintaining Consequences

Setting Events Triggering Events

Challenging Behavior

Maintaining Consequences

Alternate Behavior

FBA/BSP Worksheet

Adapted from Sugai, G., Lewis-Palmer, T., & Hagan-Burke, S., 2000

Behavior Intervention Program (BIP)

•Two Goals:Reduce problem behaviorsIncrease appropriate behaviors•Make behaviors:IrrelevantInefficientineffective

Teaching Replacement Behaviors

1. Explain2. Specify student behavior3. Model4. Practice5. Reinforce

Step 5: Design a Behavior Intervention Plan

Preventive StrategiesAKA: Make the problem behavior irrelevant

What modifications to the environment (academic, social, physical)

may PREVENT the problem behavior?

What adjustments will make the problem behavior unnecessary?

Examples of Preventive StrategiesIncrease the effectiveness of instruction for this child

(Strategy Instruction, Content Enhancement Routines)

Increase academic skill levels

Modify the curriculum(interest preferences, choice, sequence)

Modify the demands (quantity, difficulty, input, output, groupings, alternative tasks)

Clarify the expectations

Reorganize the physical & interactional setting(have supplies available, pair seats, independent seats)

Step 5: Design a Behavior Intervention Plan

Function/Consequence StrategiesAKA: Make the problem behavior

ineffective

“manage what maintains the behavior”

Make sure the child gets what they want or avoids whatever it is ONLY when the

positive/replacement behavior is displayed.

Make sure they do not get what they want or successfully avoid whatever it is when they

engage in the problem behavior.

Desired BehaviorUse words to

express self & ask for help

Maintaining Consequences Successful Social

Interactions

Setting Events

Restless night/wakes up

tired

Triggering Events

Confusion with games rules on

playground

Challenging Behavior

Fights/hits other students

(sometimes teacher)

Maintaining Consequences

Adult intervenes

Alternate Behavior

1. Yell (don’t touch)

2. Squeeze hands & stomp feet

3. Get an adult

FBA/BSP Worksheet

Behavior Intervention Planning

T e a ch e r/s tud e n ta .m . ch e ck -in

P a ren t/te a ch erco m m u n ica tion

b o o k, d a ily

P a ren ts cre a teb e dtim e ro u tine

S e ttin g E ve n tS u pp o rts

A id e s ro lesc la rif ie d fo r

s tu de n ts & a id es

R e cess ga m eru les tau gh t toe n tire sch o o l

T rig ge ring A n te ced a ntS u pp o rts

S tud en t ta ug h tse lf-m on ito ring

sk ills

R e in fo rcedp ra c tice

S u p erv isedp ra c tice

S tud en t ta ug h tto ye ll, s to m p, e tc.

B e h av io r T e ach ing& S u p po rts

P o s it ive ly re in fo rcedfo r a lte rn a tive b e ha v.

C o u nse lo r & a id esre spo n d le ss

q u ick ly to p ro b lemb e h av io r

C o u nse lo r & a id esre sp on d qu ick ly

to a lte rna tiveb e h av io rs

C o nseq u en ceS u pp o rts

BEHAVIOR SUPPORTPLANNING

COMPETING PATHWAYS

BEHAVIOR INTERVENTION PLAN

Step 6: Plan for Implementation of the BIP

Behavior Intervention Plans outline specifically:

• What replacement behaviors will be taught to the student?

• Who will teach replacement behaviors to the student?

• How the student will be taught to use the replacement behaviors?

• What will be used to signal the student to use the new skill(s)? (natural events, teacher prompt, time, peer)

Step 7: BIP Monitoring & ModificationBehavior Intervention Plans outline

specifically:

• What behavioral changes will we expect?general outcome, long & short term goals,maintenance & generalization

• What methods will be used to measure and monitor progress toward the goals?

“How will progress be recorded, at what frequency, and by whom?”

Data-Based Decision-Making• Student outcome data is used:

– To identify youth in need of support and to identify appropriate intervention

– For on-going progress-monitoring of response to intervention

– To exit or transition youth off of interventions• Intervention integrity or process data is used:

– To monitor the effectiveness of the intervention itself

– To make decisions regarding the continuum/menu of interventions/supports

Step 7: BIP Monitoring & ModificationBehavior Support Plans outline specifically:

• What decision rules/criteria will be used to decide if the BIP should be maintained, faded, modified, or discontinued?

• Who will be responsible for monitoring the accuracy or the integrity of the implementation of the BIP?

• At what interval will the team monitor the BIP?

Wrap-up & Next Steps for Action Planning

• What parts of your FBA/BIP system are working best? Why?

• What needs to be added/changed (systems, data, practices)?

• What info needs to be gathered?• What are next steps?• Who will take lead?• Timeline?

Positive Behavior Interventions & Supports:

A Response to Intervention (RtI) Model

Tier 1/Universal School-Wide Assessment

School-Wide Prevention Systems

Tier 2/Secondary

Tier 3/Tertiary

SIMEO Tools: HSC-T, RD-T, EI-T

Small Group Interventions (CICO, SAIG, etc)

In

terv

entio

nAssessm

en

tIllinois PBIS Network, Revised Sept., 2008Adapted from T. Scott, 2004

Group Interventions withIndividualized Focus (CnC, etc)

Simple Individual Interventions(Brief FBA/BIP, Schedule/ Curriculum Changes, etc)

Multiple-Domain FBA/BIP

Wraparound

ODRs, Attendance, Tardies, Grades,

DIBELS, etc.

Daily Progress Report (DPR) (Behavior and Academic Goals)

Competing Behavior Pathway, Functional Assessment Interview,

Scatter Plots, etc.

BEP Cycle

Weekly BEP Meeting

9 Week Graph Sent

Program Update

EXIT

BEP Plan

Morning Check-In

Afternoon Check-In

Home Check-In

Daily Teacher Evaluation

Source: Crone, D.A., Horner , R.H. and Hawken, L.S., 2004

Social Skills Instructional Groups• Three types of skills-building groups:

1) Pro-social skills2) Problem-solving skills3) Academic Behavior Skills

• May or may not involve Daily Progress Report (DPR)

• These are often the skill groups facilitated by social workers and counselors

Check-N-Connect• More individualized than CICO

– Youth can have individualized goals– Scheduling can be varied (doesn’t have to be a.m. & p.m.

each day)– Could use peer support instead of adult mentor

• Generally, one student to one adult

• More focus on relationship building (mentoring)

• May or may not involve a daily progress report (DPR)

BEHAVIOR SUPPORTPLANNING

COMPETING PATHWAYS

BEHAVIOR INTERVENTION PLAN

Simple/Brief versus Complex/Multiple Domain

• Both use completing behavior pathways• Complex FBA’s are completed when there is a

question as to function, when the behavior occurs across settings, when the behavior is more complex

• Complex may require the use or more assessment, observation, and involves family at regular meetings

individual students

built upon strengths

voice, priorities of youth and family

based on unique youth and family needs

culturally relevant teams and plans

plans include natural supports

traditional and non-traditional interventions

multiple life domains

unconditional

Features of Wraparound:

‘Bruce”• 5th grade

• Difficulty socially interacting with peers at school and in the community

• Entered the 2007/08 school year with a Behavior Intervention Plan from the previous school year

• DCFS involvement

Secondary/Tier 2 Supports• In November, after receiving an office referral,

‘Bruce’ began Check-In/Check-Out.

• By January, data (SWIS & BEP) showed that student was not responding to CICO

• Team modified his Check-In/Check-Out to a Check and Connect

• School social worker initiated a simple Functional Behavior Assessment which guided the team to identify ‘days with P.E.’ as very difficult days.

Behavioral Pathway

Setting Event

Days with Gym

Antecedent

Less structured activities that involve competition

Problem Behavior

Negative comments about activity and to peers leading to physical contact

Consequence

Sent out of P.E. class

Function

To escape setting

Brief Function-based Interventions

•

Setting Event Supports

•Add check-in before gym

Teaching Strategies

•Teach social skills (getting along with others, friendship, problem solving, sportsmanship)

•Teach how to approach gym teacher to ask for a drink of water to leave setting.

•Teach student how to re-enter and continue with activity

Consequence Supports

•Acknowledgingrewarding student when uses new skills (asking for a drink of water to leave, using respectful language with peers, being a good sport, etc..)

Antecedent Strategies

•Behavior Lessons for all students about using respectful language with self and others and how to be to be a good sport

•. More frequent activities with less focus on competition (parachute, 4-square, etc...)

•Pre-correct

Better Access to Universal Systems

• Secondary supports provided student with opportunities to use new skills and be acknowledged/rewarded at high frequency

• Student was able to ‘earn’ his way into the monthly incentive program in April and May.

Tertiary/Tier 3 Support

• Wraparound process lead to identified community interests and LAN funding to support these

• Student attended summer camp and is involved in football

Data-based Progress

• By May, ‘Bruce’s’ reading skills improved by 19% (only gain since October)

• Bruce had no additional office referrals after January.

• Decreased risk of failure in home, school, and community placements

Referral Disposition Tool

0

1

2

3

October December March AprilNumb

er of

Episo

des

Office Disciplinary ReferralsIn-School SuspensionsOut-of-School Suspensions

Accessing Interventions Up and Down the Triangle

• Using data to determine where children need to access interventions

• Build an automatic “system” that keeps reviewing data to enter youth, progress monitor youth, exit youth from interventions, or move them to a more intensive intervention

• Continued use of data at all three tiers to engage family, build trust, and stay at the table with families

• Getting to setting events through wraparound…

District Perspective

• Rock Island S.D. #41• PBIS district-wide implementation for past 5

years• Full time PBIS Coordinator• Most trainings for all three tiers conducted in-

district

Secondary Teams

• Every school has Data/BIT (Building Intervention Teams) functioning at various grade levels

• Anywhere from 3 to 6 different teams per building, i.e. Elementary building: Grades K-2; 3-4; 5-6 Data/BIT Teams

• Teams meet twice/month to review academic and behavioral data and develop interventions for students at risk

Secondary Trainings• Full day trainings held once/quarter for Data/BIT teams to attend• Training day: Discussion of various group interventions available to their

students and the process of placing a student in a group intervention• Training Day: In-depth instruction on the following elements:

* Function of Behavior* Behavioral Pathway: Setting Events, Antecedent,

Problem Behaviors, Maintaining Consequence * Competing Behavioral Pathway:

Desired Behavior, Alternate Behavior, Maintaining Consequence

* Developing a Hypothesis Statement* Developing a Behavior Support Plan

Secondary Trainings

• Teams work through the FBA/BSP process throughout the day and develop an action plan on a student from their building

• Each team receives a Secondary Intervention binder that is filled with tools for conducting this process

• Binder includes tools for interviews, observations and pathways

Taking the Show on the Road

• This school year – taking this training to each school on half-day in-service and early out days

• Review process with whole staff – everyone hears same message

• Use of many examples• Review Secondary Intervention binders with

teams• Review PBIS tracking tools that each team must

complete