Functional Behavior Assessment and Functional Behavior Assessment and Effective-Practice Management Effective-Practice Management

Strategies for Children and Youth with Strategies for Children and Youth with Autism Spectrum DisordersAutism Spectrum Disorders

Richard L. SimpsonUniversity of Kansas

Wisconsin Department of Public Instruction Webinar

February 8, 2010

Positive Behavioral Supports: A Foundation for Effective Management

• Positive Behavioral Support ConsiderationsEcological considerations are a primary means of

understanding problem behaviorSystems-level and environmental modification

strategies are primary means of changing problem behaviors

Understanding problem behaviors are more important than merely extinguishing them

Positive Behavioral Supports

• Positive Behavioral Support Considerations (continued)Positive methods are the primary tools for managing

behaviorPositive behavioral supports are developed and

implemented by teams of professionals, parents/families and students

Positive behavioral interventions are proactive rather than merely reactive

Positive Behavioral Supports

• Positive Behavioral Support Considerations (continued)Person-centered values and sensitivity/appreciation of

individual’s preferred life style and personal values are major considerations when making decisions relative to positive behavioral supports

Positive behavioral supports interventions are designed to facilitate person’s access to desirable personal relationships and environments.

Positive Behavioral Support Levels of Intervention

• Universal Group Behavior SupportDesigned for all or most studentsUniversal group behavior support

• Specialized Group Behavior SupportDesigned for students who present critical risk factors

• Specialized Individual Behavior SupportDesigned for students who require intensive and

individualized support

Specialized Individual Interventions(Individual StudentSystem)

Continuum of Effective BehaviorSupport

Specialized GroupInterventions(At-Risk System)

Universal Interventions (School-Wide SystemClassroom System)

Studentswithout SeriousProblemBehaviors (80 -90%)

Students At-Risk for Problem Behavior(5-15%)

Students withChronic/IntenseProblem Behavior(1 - 7%)

Primary Prevention

Secondary Prevention

Tertiary Prevention

All Students in School

Key Elements Connected to PBS Supports

Collaborative team-based decision-making

Person-centered decision-making

Self-determination

Functional assessment of behavior

Identification of outcomes that enhance quality of life and are valued by individuals, families and the community

Key Elements Connected to PBS Supports (continued)

Strategies that are acceptable in inclusive community settings

Strategies that teach useful and valued skills

Strategies that are evidence-based and socially and empirically valid

Strategies that do not cause pain or humiliation or deprive the individual of basic needs

Key Elements Connected to PBS Supports (continued)

Constructive and respectful strategies that emphasize antecedent interventions, instruction in prosocial behaviors, and environmental modifications

Ongoing measurement of effectiveness and impact

Source: Board of the Association for Positive Behavior Supports (2007)

Understanding Behavior

Positive Behavior Supports

Medical and Biological

Interventions

Other (e.g., visual imagery, Counseling)

Social Skill/Social Interaction

Environmental and Organizational Supports

Academic Supports and Interventions

Cognitive-Based Techniques

Behaviorally-Based Methods

Foundational Effective Practice Management Steps

1. Identify and define a behavior so that you and others clearly know what it is; and take enough data to adequately understand the target response.

2. Understand the antecedents associated with the behavior, i.e., time, setting, personnel, curriculum/activity, and so forth.

3. Understand the motivational factors connected to the target behavior, i.e., the results of the response (e.g., attention, escape)

4. Formulate and test antecedent and consequence hypotheses related to the target behavior.

5. Based on the above, develop an individualized intervention program.

Functional Behavior Assessment Vs. Analysis

• Functional Behavior Assessment refers to a process of attempting to understand the purpose, motivation, and correlates of a problem behavior. The results of the process are informed hypotheses regarding the relationship between environmental events and other variables and the occurrence of the problem response; and the development of an appropriate behavior support management plan.

• Functional Behavior Analysis refers to the process of evaluating problem behaviors via use of systematic observations; systematic manipulation of contextual variables to test hypotheses; and other systematic analyses of the typography, antecedents, consequences and perceived functions of response. Findings are used to develop scientifically valid behavior support and management plans.

Key Assumptions Related to Use of Functional Behavioral Assessment and

Functional Analysis

* Problem behaviors are Contextually Based

Behaviors occur in response to stimuli (e.g., curricula, peer interactions and situations), environments (e.g., class setting), and internal factors (e.g., hunger, emotional distress)

Behaviors are controlled by antecedents (e.g., teacher requests) and consequences (e.g., teacher or peer reactions to response

Key Assumptions Cont.

* Problem Behaviors Serve a Function

Problem behaviors serve a purpose, even if a student is unable to articulate what it is, and even if it has been unsuccessfully used

The form and function of a problem behavior may be unrelated

Foundational Effective Practice Management Step 1a

Identify and Operationally Define a Socially Valid Target Response

WhoWhat (a brief description of the target

response)When (a brief reference to temporal elements)Where (a brief reference to setting)

Identify and Define a Socially Valid Target Responses

• Socially valid behaviors are those that are perceived to be relevant and significant and that if addressed have the potential to enhance students’ quality of life.

Foundational Effective Practice Management Step 1b

Evaluate and Measure a Target Response1. Anecdotal records2. Frequency/event counts3. Duration measurement4. Latency assessment5. Interval recording6. Time sampling

Foundational Effective Practice Management Step 2: Functional Analysis

Steps--Antecedent Analysis

• Recognize the complexity of setting and other antecedent variables

• Focus on the most relevant antecedent factorsTimePersonnelSettingCurriculumInstructional Activity

Events and Variables Associated with Target

Behaviors

1. Time of Day

--When are target behaviors most likely to occur?

--When are target behaviors least likely to occur?

Events and Variables Associated with Target

Behaviors Playground

Lunch Room

School Bus

2. Setting

--Where are target behaviors most likely to occur?

--Where are target behaviors least likely to occur?

Events and Variables Associated with Target

Behaviors

3. Personnel variables

--With whom are the behaviors most likely to occur?

--With whom are the behaviors least likely to occur?

Events and Variables Associated with Target

Behaviors4. Curriculum/Activity Variable

--What curriculum/activity is most likely to produce the target behavior?

--What curriculum/activity is least likely to produce the target behavior?

Math

Music

Group Work

Language Arts

Kick Ball

Other Antecedent VariablesBiological

- Puberty- Seizure Activity- Illness- Sleep Cycles- Biological/ Neurological-Based Behaviors (e.g., OCD)- Sensory-Based Behaviors (e.g., sensitivity to Light, sound)

Environmental- Changes in Environment and Schedule Changes- Sibling and Parental Issues and Crises

School- Instructional & Curricular Factors - Level of Reinforcement/Support - Noise Level - Activity Level- Classroom and Activity Structure -Peers-Personnel changes

Foundational Effective Practice Management Step 3: Functional

Analysis Steps--Motivational Analysis

• Collect and analyze FBA motivational-linked data and information

• Identify Possible Functions of the Target Response

Evaluation of Possible Motivational Factors

• Recognize the complexity and dynamic nature of motivational variables

• Recognize that motivational variables will likely never be fully understood

• Recognize that motivational variables are at best educated guesses that may translate into testable hypotheses

Possible Functions of Problem Behaviors

• Communication• Sensory Related• Self-Gratification• Escape/Avoidance• Attention• Control/Power• Attempt to Obtain a Desired Object• Failure to Understand• Justice/Revenge• Other • Permutations and Combinations of the above

Management Step 4: Formulate and Test Antecedent and Motivational

Hypotheses

• Identify Possible Functions of the Target Response and Formulate Hypotheses Regarding the Functions of the Behavior

• Test Hypotheses Regarding the Functions of the Target Response

Central Themes of Measurement

• Make the Measurement “do-able” and non-intrusive

• Be a detective: Start with the most obvious factors

• Don’t be afraid to trust your instincts when generating hypotheses

• Test your hypotheses

Make the Measurement “do-able” and non-intrusive.

Be a detective: Start with the obvious factors.

Don’t be afraid to trust your instincts when generating hypotheses.

Test your hypotheses.

Measurement Methods

• Archival Methods --Record Review

• Informant Methods --Interviews --Testing/Assessment Scales

• Direct Observation --Scatter-plot Analysis --ABC/ABCR Analysis

• Analogue Methods --Clinical Condition Analysis

Scatter Plot Analysis

• Activity Time Days M T W R

F

• SPED 8:30-9:55• Reading 10-10:45• Spelling10:50-11:30• Recess 11:30-11:45• Math 11:50-12• Lunch 12:05-12:35• Math 12:40-1:15• Language 1:20-2:00• SPED 2:05-2:50• Prepare for home

Activity Time M T W TH F M T W TH F

Assignments 9:00- 9:30 O O O X O O O O X O

PE/Music 9:30-11:15 O O O O O O O O X O

Domestic 11:15-12:00 O O O X O X O O O O

Lunch 12:00-12:45 O O O X O O O O X O

Vocational 12:45-1:30 X X X X X X X X X X

Bus 1:40 O O O O O O O O X O

Scatterplot of Tim’s aggressive behavior

Student: Tim Wabash

Date Week of: September 19-30

Target: Any occurrence in which contact is made between Tim’s hand, fist or foot and another person (student or adult) anytime at school.

X = Target behavior O = No Target Behavior

A-B-C Chart

Name ____________________ Date ___________________

Class __________________________Time Antecedent Behavior Consequence

Informal Functional Analysis

Time Setting Task Behavior, Consequence andResponse Analysis:

8:00-9:10 SPED Indep.Seatwork(math)

B: Failure to start assignemnt C: Verbal prompt R: Brief attention to taskB: Complaint regarding work C: Teacher discusses work and classroom rules R: Verbal Aggresion C: Time out given

9:15-10:05 General Ed(Science)

Lecture/FullClassdiscussion

B: Failure to attend C: Verbal reprimand R: Brief attention; head on desk C: Verbal warning R: Talk back C: Sent to office

B = Behavior

C = Consequence

R = Response

*Jason’s Target Behavior

Jason will defecate either while, or shortly after, being asked to do something.

Jason’s A-B-C Behavior ChartAntecedent What is the target Behavior? ConsequenceHOME:Jason had been in hisroom since afterbreakfast playing withhis marbles. Staff hadbeen busy with housework and esidentshygiene. Staff came into tell Jason it was timeto do his laundry.

Initially, Jason did notrespond and kept playingwith his marbles in thebucket. Staff verballyprompted him again andthen took the bucketaway. Jason thendefecated in his pants.

Staff indicated howgross that was, that heshould use therestroom if he needs todo that, and thenproceeded to take himto the bathroom to takea bath.

SCHOOL:The aide that Jasonusually works with wassick, Therefore, Jasondid not go to music likeusual. Instead, aftersnack, Jason was toldby the teacher to helpthe other students withthe cooking unit.

Jason headed for the doorto leave the classroom likehe normally would to go tomusic. The teacherverbally directed him tothe cooking area. Whenthat did not work she triedto physically redirect him,he then sat on the floorand defecated in hispants.

Teacher remindedJason that he is to usethe restroom when heneeds to move hisbowels. Teacher calledthe office to getassistance then shecalled the group hometo come get him.

SCHOOL:Jason was outside onthe playgound swinging(special for OTpurposes). The paracame and asked him tocome inside.

Jason defecated in hispants while on the swing.

Teacher called thegroup home to pick himup.

Management Step 5: Develop an individualized intervention program

ASD Program Intervention Options Interpersonal Relationship Strategies Skill-Based Methods Cognitive-Based Methods Physiological/Biological/Neurological Treatments Other Interventions and Treatments

Sources:National Research Council. (2001). Educating children with autism. Committee on Educational Interventions for

Children with Autism. Washington, DC: National Academy Press. Heflin, J., & Simpson, R.L (1998). Interventions for children and youth with autism: Prudent choices in a world of

exaggerated claims and empty promises. Part 11: Legal/policy analysis and recommendations for selecting Interventions and treatments. Focus on Autism and Other Developmental Disabilities,13(4), 194-211.

Heflin, J., & Simpson, R.L (1998). Interventions for children and youth with autism: Prudent choices in a world of exaggerated claims and empty promises. Part 1: Intervention and treatment option review. Focus on Autism and Other Developmental Disabilities, 13(4), 212-220.

Simpson, R., de Boer-Ott, S., Griswold, D., Myles, B., Byrd, S., Ganz, J.,et al. (2005). Autism spectrum disorders: Interventions and treatments for children and youth. Thousand Oaks, CA: Corwin Press.

Simpson, R.L. (2005). Evidence-based practices and students with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 20(3), 140-149.

Intervention Options: Reinforcement

• Reinforcement Methods– Tangibles/Edibles– Contingent Activities– Social Reinforcement– Token Reinforcement– Contingency Contracting

Successful Token Economy Programs

• Tokens should be tangible, i.e., something students can see, touch, etc.

• Tokens should be manageable, i.e., not to small as to be easily lost; not so large as to be difficult to handle and transport

• Learners need to be able to exchange tokens for desired reinforcers

• Learners should not be able to obtain tokens from sources other than their teachers

Successful Token Economy Programs

• Token economy systems should allow for a variety of rewards; and the rewards/reinforcers should be periodically changed

• Learners may need to be taught how to exchange tokens for reinforcers

• Learners should have regularly scheduled opportunities to exchange their tokens for reinforcers

• Teachers should plan for ways to counter token loss, theft and counterfeiting

Contingency Contracting

• Contingency contracting involves a written behavioral contract between a learner and teacher (or other adult) regarding the performance of specified behaviors and consequences. Contingency contracts can either be for individual students or groups of students.

Intervention Options: Extinction

• Extinction– Ignoring attention-motivated behaviors

Behavior Reduction Interventions

• Behavior Reduction Methods– Response Cost– Time Out– Overcorrection– Differential Reinforcement

Behavior Reduction: Time Out

• Time out forms– Ignoring– Contingent observation– Removal of materials– Reduction of response maintenance stimuli– Exclusion– Seclusion

Differential Reinforcement Methods

• Differential reinforcement forms– Differential reinforcement of other behavior– Differential reinforcement of incompatible

behavior– Differential reinforcement of alternative

behavior– Differential reinforcement of lower rates of

behavior

Behavior Reduction: The Case Against Their Use

• Ethically and morally unjustified• Only can suppress undesired behavior• Potential for misuse and abuse is too great• Positive alternatives exist• Behavior reduction methods disregard the

communicative function of undesired responses

Behavior Reduction: The Case in Favor of Their Use

• Unsatisfactory alternatives to behavior reduction strategies exist

• Behavior reduction options increase students’ access to normalized settings

• Behavior reduction strategies are valid and utilitarian when used appropriately

• Failure to apply all available and appropriate interventions increases parent/family frustration and potentially deprive students of appropriate educational and treatment opportunities

Environmental and Organizational Supports

Clearly stated rules and expectationsConsistent schedules, routines and predictabilityPhysical organization supportsClear behavior and task requirements Systematic performance monitoringStructured teachingSpecialty individualized programs, as needed

Visual structuring of events and expectations “Home-base” programs “Safe harbor” programs Classroom transition Supports Competent buddy pairing Protection from teasing/bullying

Visual Supports and Schedules

• Assists students organize and predict daily events

• Assists students in knowing what will happen next

• Assists students transition from one activity to the next

• Visual support formsPictures/icons of scheduled activitiesSequential pictures of scheduled activitiesTransportable schedules students carry from setting

to setting

Other Visual Support Options Task Organizers Turn Taking Cards Waiting Symbols Choice Making Rules and Alternate Behaviors Consequence Maps Calming Supports Transition Supports Activity Completion Signals Introducing Change First, Then Cards Video modeling

Cognitive Support Strategies

Cognitive support strategies include a variety of interventions designed to promote increased independent behavior through methods such as self-monitoring, self-regulation and self-verbalization.

Assumptions Underlying Cognitive Support Strategies

Behavior is affected by cognitive activity, thus by influencing cognitive change desired behavioral changes may occur.

Individuals have both the capacity and preference for monitoring and managing their own behavior.

Individuals can be instructed to monitor their own behavior and achievement and to appropriately and effectively use self-reinforcement, thereby shifting the locus of behavior control from a more externally-oriented source to within the individual.

Cognitive Support Strategy Steps

• Pre-training preparation

• Discrimination training

• Self-management implementation

• Self-management independence training

• Generalization training

Cognitive Support Strategy Steps: Pre-training preparation

• Target the problem area or need

• Engage the student in discussing the problem area or need

• Prepare materials:– Timing device– Data collection form– Self-management tools

Cognitive Support Strategy Steps: Discrimination training

• Student is assisted in becoming aware of the problem area or need and how it impacts his/her behavior and the perceptions of others

• Instructor introduces the cognitive support strategy; and explains how the method can be helpful to the student

Cognitive Support Strategy Steps: Self-management implementation

Instructor teaches the student to:Self-monitorSelf-recordSelf-reward

Instructor teaches the student to attempt self-monitoring, including self-assessment, prompting statements and self-feedback

Instructor teaches the student to self-recordInstructor teaches the student to self-reward or

self-reinforce

Cognitive Support Strategy Steps: Independence Training

• Student practices the strategy under teacher direction, beginning with instructor prompts, student overt speech, student covert speech fading, and so forth

Cognitive Support Strategy Steps: Generalization Training

• Student self monitors the target behavior across different areas, activities, and settings

Other Cognitive-Based Options

• Cognitive-Based Methods– Contracts– Social stories– Power cards– Cartooning– Cognitive scripts

Social Stories*

Social Story Components:• Descriptive sentences • Perspective sentences that describe the

feelings and reactions of others• Directive sentences are statements

about appropriate behavioral responses• Affirmative sentences (a shared value

within a given culture)*http://www.thegraycenter.org/Social_Stories.htm

Power Cards

• The Power Card strategy connects an appropriate or desired behavior or social skill to an individual’s area of special interest.

• Power Cards involve scenarios wherein a child’s special interest, a hero, or a model connected to a special interest models a solution to a problem similar to the one experienced by the child.

Video Modeling and Prompting

Video Modeling:• Learner shown videotape of a model performing a

target behavior or completing a desired task• After watching videotape, learner provided

opportunity to perform the target behavior or complete the desired task

Video Prompting:• Learner shown a series of video clips in sequence • After watching the first video clip the learner is

provided opportunity to perform the first step of the task

• The learner is subsequently shown the next video clip in sequence and so forth until all of the target behaviors have been shown

Video Modeling/Prompting Steps• Select target behaviors• Get the right equipment (i.e., camera, videotape play,

monitor)• Write a script and/or develop a task analysis• Obtain baseline data• Make instructional video• Arrange teaching environment

Instructional time Instructional placeAppropriate instructional materials

• Present video models and video prompts• Monitor progress• Troubleshoot• Fade video models and video prompts

The Incredible 5-Point Scale

A 5-point scale can be used to teach individuals with ASD to recognize different levels of anxiety, stress and responses that are potentially problematic. The scale visually breaks down a person’s responses to stressful situations by identifying the behaviors, feelings and emotions associated with each level and what steps can be taken to reduce the stress level (Buron & Curtis, 2003). Individuals with ASD are taught to think in terms of being at a level 1, 2, 3, 4, or 5 using the scale as a visual prompt. Strategies for responding to various levels are also incorporated into the program.