functional behavioral assessment for students with autism mediasite presentation september 19, 2008...
TRANSCRIPT
Functional Behavioral Assessment for Students
with Autism
Mediasite PresentationSeptember 19, 2008
Marge Resan, Education ConsultantWisconsin Department of Public Instruction
September 19, 2008
Autism in Wisconsin Schools The numbers of children with autism receiving
special education services in Wisconsin based on December 1 child count: 1992-93: 203 2002-03: 3,079 2003-04: 3,669 2005-06: 5085 2006-07: 5635 2007-08: 6217
Since 2002 – more than doubled.
September 19, 2008
Autism in Wisconsin SchoolsWhat are the reasons for
this increase? Better medical
identification? Better educational
identification? Corresponding decline in
other disability areas? A true increase in
incidence?
September 19, 2008
Autism in Wisconsin Schools We don’t know… 2008 - California Department of Public Health
study – seems to point to a true increase in incidence. Numbers increased January 1995-March 2007. Increases continued after mercury removed
from vaccines in 1999.
September 19, 2008
Autism in Wisconsin Schools Autism spectrum disorders are:
Developmental disabilities. Usually evident before age three. Neurological disorders.
September 19, 2008
Autism in Wisconsin Schools
Autism is considered a spectrum disorder, meaning physical differences in the brains of individuals with autism create
Vastly differing neurological experiences;
A wide continuum of symptoms;A range in severity;Wide variability among students.
September 19, 2008
Autism in Wisconsin Schools Autism spectrum disorders occur across all
socioeconomic, ethnic, cultural and geographic groups.
The incidence of autism spectrum disorders is higher among males than females.
September 19, 2008
Autism in Wisconsin Schools When students with autism present
behavior challenges, Schools are at often a loss as to how to
manage those behaviors. Each student has a different sensory,
communication and learning profile. Behaviors can be very different and difficult to
understand. All behavior is communication!
September 19, 2008
Why do behavior challenges occur so commonly among individuals with autism spectrum disorders?
Difficulties with Communication SkillsFrom Wisconsin Administrative Code, PI 11
“The child displays problems which extend beyond speech and language to other aspects of social communication, both receptively and expressively.”
Understanding meaning of other’s language is difficult. Sharing thoughts and feelings, making requests or making needs known is difficult.
Not that the child does not want to communicate…
September 19, 2008
Why do behavior challenges occur so commonly among individuals with autism spectrum disorders?
Difficulties with Social Skills “The child displays difficulties or
differences or both in interacting with people and events. The child may be unable to establish and maintain reciprocal relationships with people.”
Understanding and relating to others, including peers, is difficult.
Not that the child does not want to establish and maintain social relationships…
September 19, 2008
Why do behavior challenges occur so commonly among individuals with autism spectrum disorders?
Restricted Interests / Movement Differences “The child displays marked distress over
changes, insistence on following routines, and a persistent preoccupation with or attachment to objects.”
“Perseverant thinking and impaired ability to process symbolic information may be present.”
Familiar areas of special interest or expertise become focus.
Sometimes child become “stuck”. Not that the child wants to be stubborn or
inflexible…
September 19, 2008
Why do behavior challenges occur so commonly among individuals with autism spectrum disorders?
Sensory Processing Differences “The child exhibits unusual,
inconsistent, repetitive or unconventional responses to sounds, sights, smells, tastes, touch or movement.”
Child’s neurology makes sensory system hypo or hyper sensitive.
Not that the child chooses to react negatively or to be compelled to seek out certain sensory experiences…
September 19, 2008
Neurology of Autism We know that autism is a neurological issue.
Its basis is within the brain. Individuals with autism have a different sort of neurology that creates a very different experience. Different as compared to individuals with more
typical neurology… And different as compared to other individuals
with autism.
September 19, 2008
Neurology of Autism “Like being a Mac in a PC
World…” (Notbohm)
Important to keep in mind: This differently structured neurology is not indicative of the student’s ability.
September 19, 2008
Neurology of Autism Multiple studies have found children with autism
have increased white matter in their brains. (Dr. Martha Herbert, Harvard Medical School, Dr. Eric Courchesne University of California-San Diego) Studies have used Magnetic Resonance
Imagery (MRI) to study brains of children with autism.
White matter is the part of the brain that carries information from one section of the brain to another.
September 19, 2008
Neurology of Autismo This increase is located in areas of the brain
that are close to each other and on the same side of the brain.
o Since there is an increase in connections running within each brain half as compared to between brain halves, it may be harder for information on one side of the brain to be shared with the other.
September 19, 2008
Neurology of Autism Brain areas are often bigger on the side to which
they are lateralized (perhaps to handle their increased work load).
For example, language function is lateralized to the left brain, and the areas of the brain which handle language processing are correspondingly bigger on the left than the right side.
Studies have shown that children with autism have a reversal of the brain asymmetry - there are more areas that are bigger on the right than the left side of the brain, making the brain size biased overall to the right half.
September 19, 2008
Neurology of Autism This is opposite of what is found in the brains of
typically developing children. Very similar changes are seen in the brains of
children with language impairment disorders. The similarity between the disorders highlights
the fact that the anatomical problems may underlie the inability to process complex information such as language.
September 19, 2008
Neurology of AutismAnother set of findings: Dr. Margaret Bauman, a pediatric neurologist at
Harvard Medical School, has examined postmortem tissue from the brains of nearly 30 autistic individuals who died between the ages of 5 and 74.
Found striking abnormalities in the limbic system, an area that includes the amygdala (the brain's primitive emotional center) and the hippocampus (a seahorse-shaped structure critical to memory).
September 19, 2008
Neurology of Autism Bauman’s work shows the cells in the
limbic system of individuals with autism are atypically small and tightly packed together, compared with the cells in the limbic system of their more neurologically typical counterparts.
University of Chicago psychiatrist Dr. Edwin Hook comments that these cells look unusually immature "as if waiting for a signal to grow up."
September 19, 2008
So what does this mean to our work as educators? We know that there are physical,
neurological bases for the differencesin children with ASD’s.
If this is a physical, neurological difference, then it is reasonable to believe that behaviors are usually not indicative of the child’s intent to misbehave.
The child is unable to process the relevant information in the expected manner – this is why we see behaviors.
The child’s neurology does not support the expectations.
September 19, 2008
So what does this mean to our work as educators? Is this to say children with autism never have
behaviors “on purpose”? No – but it is far less damaging to
educator/child relationship to presume that behavior is related to neurology and not intentional.
September 19, 2008
Looking at Functional Behavioral Assessment through the Autism Lens DPI Information Update Bulletin No. 07.01 –
Addressing the Behavioral Needs of Students with Disabilities Available at
http://dpi.wi.gov/sped/bul07-01.html
September 19, 2008
What does the law require when a child’s behavior “impedes his or her learning or that of others?”
Individualized Education Program (IEP) team is to “consider the use of positive behavioral interventions and supports and other strategies to address that behavior.”
IEP team must think about supports and interventions that will facilitate appropriate behavior.
IEP team must include a plan to teach the child strategies to manage his or her behavior positively.
September 19, 2008
What is functional behavioral assessment? A continuous, systematic process for identifying:
The purpose or function of the behavior, and The variables that influence the behavior. Leads to components of an effective behavioral
intervention plan. Based on paradigm of Antecedent >
Behavior > Response or Consequence
September 19, 2008
Paradigm of Antecedent > Behavior > Response or ConsequenceAntecedent – that which precedes behavior of
concern. External factors such as settings, tasks,
people, activities, and events. “In regular education history class on days
with are cooperative group activities”. “During journal time when paraeducator is
prompting student to free write”. “On rainy days in the lunch room when the
noise level is high”.
September 19, 2008
Paradigm of Antecedent > Behavior > Response or Consequence
Antecedents may also include internal factors such as the child’s neurology, mood, medical condition.
Don’t overlook possible medical conditions!
September 19, 2008
Paradigm of Antecedent > Behavior > Response or ConsequenceBehavior
Important to define the behavior in OBSERVABLE, FACTUAL terms.
Everyone supporting the student must understand the definition of the behavior.
September 19, 2008
Paradigm of Antecedent > Behavior > Response or Consequence Compare terms:
“Disruptive classroom behavior” to “rises from seat and paces quickly around perimeter of room”.
“Verbal outburst” to “to “face reddens, hands begin to shake, student shouts phrases such as ‘I’m going to throw this chair’”.
“Self-injury” to “Repeatedly strikes forehead with ball of right hand with enough force to leave red marks”.
September 19, 2008
Paradigm of Antecedent > Behavior > Response or ConsequenceResponse or Consequence– that which follows
the behavior of concern What does the student do? What do others do?
What else happens? “Other students in cooperative group move
away from and ignore student.” “Para removes student from room and activity”
ends.” “Student appears sleepy (eyes close, slumps in
chair) and begins to cry.”
September 19, 2008
What are some of the common functions of behavior? We must keep in mind
the unique characteristics of students with autism when we consider functions of behavior.
Refocus your camera: Crucial to address this
question by viewing behavior through our lens of autism.
September 19, 2008
What are some of the common functions of behavior? Some common functions of behavior:
Seeking attention: common, but often inaccurate if it’s the only function considered.
Escape or avoidance: avoiding a particular activity, person, group, unpleasant situation, uncomfortable, overwhelming or painful sensory stimuli, etc.
September 19, 2008
What are some of the common functions of behavior? Common functions of behavior
(cont.) Justice or revenge: Not
common among students with autism!
Acceptance and affiliation: belonging or gaining acceptance to a group, desire to belong when rules of “hidden curriculum” are not understood.
September 19, 2008
What are some of the common functions of behavior? Common functions of behavior (cont.)
Power or control: Control environments, control overwhelming sensory situations, gain control over highly stressful situations.
Expression of self: seeking to announce independence and/or individuality, attempt to communicate.
September 19, 2008
What are some of the common functions of behavior?
Common functions of behavior (cont.) Access to tangible rewards or personal
gratification: Tangible reinforcement (food, money, etc.), sensory input, approval from peers, etc.
Others – we need to be observant, thorough and open-minded.
Remember that behavior is communication!
Behaviors often serve more multiple functions.
September 19, 2008
When must schools conduct FBA’s? Per IDEA:
Legally required when a disciplinary change of placement occurs and the behavior is determined to be a manifestation of the disability.
If there is a change of placement and the behavior is not a manifestation of the disability, an FBA should be conducted “as appropriate.”
September 19, 2008
When must schools conduct FBA’s? Per DPI Directives:
As part of an Individualized Education Program (IEP) team meeting required after the first unanticipated instance of the use of physical restraint or seclusion/time out.
WDPI Directives for the Appropriate Use of Seclusion and Physical Restraint in Special Education Programs available at:http://dpi.wi.gov/sped/doc/secrestrgd.doc
September 19, 2008
When must schools conduct FBA’s? It is good practice to conduct FBA:
Whenever behaviors are a concern. When current programming is not effective. When student or others are at risk of harm or
exclusion. When a more restrictive placement or a more
intrusive intervention is contemplated. Whenever there are repeated and serious
behavior problems. Can and should be used any time we seek to
better understand what a child is doing!
September 19, 2008
Is the FBA process the same in every situation? Short answer – No! No specific format is required. You will choose the format on a case-by-case
basis. Tools available to help you get started available
at: http://dpi.wi.gov/sped/sbfba.html
September 19, 2008
How do we begin to collect data about the behavior? Use both direct and indirect
methods of data collection. Indirect methods: Talking
to the individuals who know the student best. Understand that this information is filtered through the interviewees (their experience, emotion, relationship to the student).
Also includes review of records and work samples.
September 19, 2008
Data Collection: Direct methods:
Observe the student in typical activities and routines. Know that these are only snapshots and might not be authentic.
Both types of data are necessary to verify each other! No one source of information can stand alone.
September 19, 2008
Some tips for Observations: Observe student across settings and at a variety of
different times. Keep the recording system as simple as possible. Accurately define behavior – you must know what
you are looking for! Get appropriate background info.
September 19, 2008
Skill Deficits v. Performance DeficitsIs the behavior a skill deficit or a performance
deficit? Skill deficit: Student cannot do this. Lacks
necessary information or component skill. Performance deficit: Motivation, might perform
skill on one setting but has not generalized to another, etc.
Caution – You often cannot tell! Which assumption provides the least potential damage to the relationship?
September 19, 2008
What are the crucial dimensions of behavior? Frequency – how often the behavior occurs; Topography – the description of the behavior;
what it looks like (in seat, on task); Duration – how long the behavior lasts; Latency – the amount of time that elapses
between “A” and “B”; for example, the amount of time between a teacher giving a direction and the student complying with that direction;
September 19, 2008
What are the crucial dimensions of behavior? Magnitude – force or power
of the behavior (5 minute tantrum vs. a 30 minute tantrum; mumbling vs. talking loudly);
Locus – where the behavior occurs (gym class vs. English class; structured time vs. unstructured time).
September 19, 2008
How do we incorporate FBA results into the IEP? Per IDEA, if the student’s behavior is interfering
with his/her learning or that of others, the IEP must address the behavior.
FBA provides baseline data for appropriately addressing the student’s behavioral needs.
September 19, 2008
How do we incorporate FBA results into the IEP? Can include FBA results in Present Level of
Performance FBA results can provide basis for annual
goals Be mindful of IDEA’s emphasis on positive
interventions, strategies and supports.
September 19, 2008
What are positive behavioral interventions and supports? IEP team cannot develop appropriate
strategies, supports and interventions unless the meaning behind the behavior is understood.
Strategies and supports based on functional behavioral assessment.
Attempt to understand the purpose of a problem behavior so it can be replaced with new appropriate behaviors.
September 19, 2008
What are positive behavioral interventions and supports? Developmentally, chronologically,
cognitively and functionally appropriate for the student.
Positive Behavioral Interventions & Supports focus on :
Modifying environmental factors to try to prevent challenging behaviors
Addressing behavior programmatically by teaching replacement behaviors and skills.
Promote long-term, lasting behavior change.
September 19, 2008
What are positive behavioral interventions and supports? Not about “fixing the
student”. It’s fixing student skill deficiencies, classroom settings, instructional delivery and/or curricular adaptations to support the student’s success.
Not crisis management!
September 19, 2008
A few words on the importance of relationships: We cannot underestimate the
importance of relationships! All students need to feel trust in their
relationships with school staff. Students can best show their true
ability in the context of a strong, supportive relationship.
We need to be mindful of this. Take care of your relationships with all students.
We make mistakes. We can also make amends!
September 19, 2008
Resources:Donnellan, Anne, et. al. (1988) Progress Without
Punishment. Teachers College PressFein, Deborah, et. al. (2007) Autism in Your
Classroom: A General Educator’s Guide to Students with Autism Spectrum Disorders. Woodbine House.
Glasberg, Beth A. (2006) Functional Behavior Assessment for People with Autism: Making Sense of Seemingly Senseless Behavior. Woodbine House
Nothbom, Ellen (2006) Ten Things Your Student with Autism Wishes You Knew. Future Horizons, Inc.
September 19, 2008
Resources, cont.Myles, Brenda Smith, et. al. (1999) Asperger
Syndrome and Difficult Moments: Practical Solutions for Tantrums, Rage, and meltdowns. Autism Asperger Publishing Co.
Myles, Brenda Smith, et. al. (2000) Asperger Syndrome and Sensory Issues: Practical Solutions for Making Sense of the World.
Kranowitz, Carol Stock. (2005) The Out-of-Sync Child: Recognizing and Coping with Sensory Processing Disorder. Berkeley Publishing Group
September 19, 2008
Questions?
Marge ResanEducation Consultant – Autism
Wisconsin Department of Public InstructionPhone: (608) 267-9158
Email: [email protected]