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Developing & Implementing Effective FBA’s and BIP’s
Lori ChambersJessie Vance
January 2014
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Agenda
• Overview of FBA/BIP process
• Competing Pathways: FBA/BIP Tools for Data-based Decision-making
• Lunch
• Behavior Intervention Plans
• Monitoring effectiveness and data entry
• Questions/Concerns/Comments
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Learning Intention• We will gain understanding of the FBA/BIP process including
data collection to identify the function of a student’s behavior.
Success Criterion• We know we are successful when we can explain the
FBA/BIP process and develop behavior intervention plans that teach replacement behavior based off of the FBA findings.
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Guiding Principles
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Functional Behavior Assessment
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http://www5.milwaukee.k12.wi.us/dept/rti/files/2013/09/PBIS-Flow-Chart-Tier-1-to-3-REVISED.pdf
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Primary Prevention:School-/Classroom-Wide Systems for
All Students,Staff, & Settings
Secondary Prevention:
Specialized GroupSystems for Students with At-Risk Behavior
Tertiary Prevention:Specialized
IndividualizedSystems for Students
with High-Risk Behavior
~80% of Students
~15%
~5% SCHOOL-WIDE POSITIVE BEHAVIOR
SUPPORT
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Tiered System of Support
• Tier 3: Multiple Adults/ One Student
• Tier 2: One Adult/ Multiple Students
• Tier 1: All Students
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Research and Practical Experience…..
• By the time youth access FBA/BIP intervention, they are already at high-risk.
• More youth need FBA/BIP, sooner.
• FBA/BIPs are often found in the “file” and viewed as a document.
• Many BIPs focus only on rewarding for appropriate behavior, omitting supports to ensure appropriate behavior
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Legal considerations for students with disabilities…
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It takes a team!
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FBA Outcomes• Operationally defined problem behavior(s)
• Identify routines in which the problem behavior is most and least likely to occur
• Define the antecedent events (triggers; setting events) that predict when the problem behavior is most likely
• Define the ONE consequence that contributes most to maintaining the problem behavior in that routine.
• Summary Statement of findings.
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Student Strengths
Desired Behavior Current Consequence
Setting Event Trigger/Antecedent Problem Behavior(s) Maintaining Consequence
Function
Replacement BehaviorAdapted from Sugai, G., Lewis-Palmer, T., & Hagan-Burke, S., 2000
FBA/BIP Competing Behavior Pathway
5 6
83124
7
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Identify the behavior…
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Does it pass the stranger test?
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Defining Problem Behavior Observable and Measurable
Non-Examples• Hyperactive
• Aggressive
• Bully
• Psychotic
• Irresponsible
Examples• Out of seat and walking around the room
touching other student’s things• Hits with hands and kicks peers
• Takes valuable items from peers
• Reports seeing monsters
• Arrives to class late 75% of the time
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Dimensions of BehaviorDimensions of BehaviorFrequency LatencyTopography MagnitudeDuration Locus
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Indirect Assessment
Record Review
Interviews
Permanent Products
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Number/Countof Behavior
Target/Problem Behavior
LatencyRecording
Time/Durationof Behavior
EventRecording Interval
RecordingDuration
Recording
Specific Beginningand End orContinuous
Time BetweenDirection to Student
and Initiationof Response
SpecificBeginningand End
Length ofTime
BehaviorLasts
Adapted from: Alberto and Troutman
What will you choose?
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Setting Events vs. Antecedents
• Setting Events (slow trigger) – indirectly “sets-up” the problem behavior
• Antecedents (fast trigger) - occurs immediately before the problem behavior
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Setting Event Examples • Lack of sleep or food• Having a fight on the way to school• Bad grade on a test / reprimands• Forgetting to take medication• Substitute teacher / changes in routine
Non-examples:• Diagnosis of autism or ADHD• “Bad” home life
Note: Setting Events can be difficult to identify, are sometimes unknown.
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M. K. Strickland-Cohen (2011) ECS, University of Oregon
WHY does the behavior continue to occur? What happens before the problem behavior? What happens after the problem behavior?
1
Behavior
the student does (what)__
3Maintaining
Consequence:
..because (why) ______
2
Antecedents:
When _____happens….
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Maintaining Consequence• If a behavior is continuing to occur it is being
reinforced…
• A maintaining consequence is an item, activity or event that follows a behavior and results in an INCREASE in that behavior.
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Functions of Behavior ProblemBehavior
Obtain/GetSomething
Escape/Avoid
Something
SocialTangible/Activity
Adult
Stimulation/Sensory
Peer
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Common functions in the school setting….
Obtain/ Access · Peer attention
· Adult attention
· Desired activity
· Desired object/ items
Avoid/ Escape· Difficult Task
· Boring Task
· Easy Task
· Physical demands
· Non-preferred activity
· Peer or Adult attention
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You can not reduce a problem behavior without first identifying the replacement and desired behaviors the person should perform instead of the problem or target
behavior. (O’Neill, pg. 71)
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Replacement Behavior Essentials
• Serve the same function as the problem behavior
• Easier to do than the problem behavior
• Socially acceptable
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“Your desired behavior must become just as much a habit as your undesired
behavior was before."
- Mike Hawkins
Desired Behavior
Current Consequence
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"If a student doesn't know how to read…
…we teach
If a student doesn't know how to swim…
… we teach
If a student doesn't know how to multiply…
…we teach
If a student doesn't know how to behave…
…we punish?"
John Herner
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M.K. Strickland-Cohen (2011) ECS, University of Oregon
Setting Event Strategies
AntecedentStrategies
Teaching Strategies Consequences Strategies
Identifying Behavior Support Strategies
Team identifies a range of strategies/ interventions to address: - Prevention - Teaching - Consequences
We consider the FUNCTION of the problem behavior when selecting these strategies.
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Preventative Strategies
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Neutralize Irrelevant Inefficient Ineffective
Setting Events
Triggering Antecedents
Teaching Behaviors
Maintaining Consequences
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Function-Based strategies… DIRECTLY address the function of the problem
behavior by:
• Providing a way to access the maintaining consequence by engaging in appropriate behavior
or…• Preventing access to the maintaining consequence
following problem behavior
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M.K. Strickland-Cohen (2011) ECS, University of Oregon
Selecting Antecedent Strategies: Modifying Triggers
When identifying preventive antecedent strategies: Eliminate or alter the antecedent so student will no longer need
to use problem behavior
The BEST antecedent MODIFICATIONS
directly address the identified ANTECEDENT and the FUNCTION of the problem behavior
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Skill or P
erform
ance Deficit?Teaching
Strategies
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What resources can I use? SAIG Lessons
Second Step
Ropes and Challenges
Social Stories
Restorative Justice
SEL Curriculum
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Consequences vs. Punishment
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con·se·quence (k n s -kw ns , -kw ns). n. 1. Something that logically or
naturally follows from an action or condition.
www.thefreedictionary.com
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Types of Consequences
↑Replacement BehaviorPOSITIVE
• Social
• Activity or Privilege
• Tangible/materials
↓Problem BehaviorNEGATIVE
• Correction/Precision request
• Restitution
• Positive Practice
• Privilege Loss
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Progress Monitoring
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Keep in mind…
• It’s a process• Behavior will get worse before it gets
better• Reward attempts and approximations• Reward desired behaviors• Delivery of positive consequences brings
about replacement behavior• Delivery of negative consequences helps
student avoid disliked situation
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Resources
MPS FBA/BIP Resources • http://www5.milwaukee.k12.wi.us/dept/rti/fbabip/
Wisconsin Department of Public Instruction• http://sped.dpi.wi.gov/sped_sbfba
Exceed Help Videos/ Documents• http://www5.milwaukee.k12.wi.us/dept/rti/exceed-h
elp-page/
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Contacts
PBIS Tier 3 Behavior SupportJane Audette [email protected] Talbot [email protected]
Program Support Teachers-Behavior
Lori Chambers [email protected] Vance [email protected]