Introduction and Practice in Functional Behavior Assessment

and Behavior Intervention Planning (FBA/BIP)

From FBA to BIP

1

Part 1.0

BEST Expectations:FBA Training Team Norms

Learning Objectives

Day One:• Understand the concepts of “function” and “functional

behavior assessment” • Consider how FBA/BIP fits within a multi-tiered system of

supports• Learn the FBA process and practice with selected studentDay Two:• Develop a BIP for selected student• Plan for implementing FBA/BIP within your multi-tiered

system

Materials:www.pbisvermont.org

Introduction and Practice in Functional Behavior Assessment

and Behavior Intervention Planning (FBA/BIP)

From FBA to BIP

Planning Workbook

http://www.youtube.com/watch?v=hkKOqij_Tdw

What is the function of this behavior?

Function Based ApproachFocuses on:

Changing environmental factorsinstead of

fixing the person.

It’s about what we as adults will do differently!

Functional Behavior Assessment

Is a process for identifyingthe events that reliably predict

and maintain problem behavior.

• Behavior is predictable.

• Behavior is 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

Guiding Principles

Behavior is…..

any action which is observable and measurable, and has a distinct onset and offset.

Defining Problem Behavior(Challenging Behavior)

KickingKicking

PinchingPinching

CursingCursing

HittingHitting

SpittingSpitting

YellingYelling

DisrespectDisrespect

DefianceDefiance

Off taskOff task

AngerAnger

What is Function?ProblemBehavior

Obtain/GetSomething

Escape/Avoid

Something

SocialTangible/Activity

Adult

Stimulation/Sensory

Peer

Pos Reinf Neg Reinf

Example1: Determining Function

Given a 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 the function of behavior?

Example 2: 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 teacher6. Runs away from teacher who chases.

What is the function of behavior?

At the Foundation of FBA are 3 major tenets about behavior

Human behavior is functional

Human behavior is predictable

Human behavior is changeable…?

Human behavior is changeable

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Design of effective environmental routines.

These routines focus on changing the conditions that set up, set off or maintain problematic behavior

FBA switches the focus from “treatment of within-child pathology” to:

Functional Assessment of Behavior

A problem solving process that identifies the events that reliably predict and maintain problem behavior.

“A simple functional assessment can be done in your head.”

Who may benefit from a FBA?

Students with…….•Academic/Behavior data indicates challenge(s)•Chronic Misbehavior•3-5 Discipline Referrals for Major Behaviors•Frequent Absences•Multiple ISS/OSS•Don’t understand behavior•Other interventions have not been successful

Simple FBA vs. Comprehensive FBASimple FBA COMP. FBA

What Relatively simple and efficient process to guide behavior support planning

Time-intensive process that also involves archival records review, family-centered planning, and collaboration. May or often includes agencies outside of school

Who School-based personnel (e.g., teachers, special educators, counselors, administrators)

Professionals trained to conduct functional assessments with students with severe problem behaviors (e.g., Often by school psychologists, behavior specialists)

Simple FBA vs. Comprehensive FBASimple FBA COMP. FBA

For Students that:Exhibit high frequency behaviors that are not dangerous (e.g., not following directions, not completing work)

Have received interventions that did not improve behavior

Exhibit behaviors that occur in 1 to 2 school routines (e.g., specific classrooms/activities, lunch, recess)

Students that:

Exhibit dangerous behaviors (e.g., hitting, throwing objects, property destruction)

Exhibits behaviors on 3 or more more school routines

How Does the Functional Approach

Fit Into Your School’sMulti-Tiered System of

Supports?

Six Components of Universal

1. Purpose Statement2. 3-5 Expectations3. System for Teaching

Expectations4. System for Acknowledging

Expectations5. System for Discouraging

Problem Behavior6. Data-based Decision MakingTh

ink Fu

nction

ally!

Targeted Interventions• Implement Universal with

Fidelity• Inventory Existing Targeted

Practices• Develop Intervention – ie.

Check-in/Check-out• Develop Data System to

Support Targeted Interventions

Match in

terventions to th

e functi

on of

the behavior!

Examples: Targeted Group Interventions Based on Functions of Behavior

Access Adult Attention/Support:

Check-In/Check-Out Adult Mentoring

Programs

Access Peer Attention/Support:

Social Skills Instruction Peer Mentoring Self-Monitoring with Peer

Support (function: academic task escape)

Academic Skills Support: Organization/

Homework planning support

Homework completion club

Tutoring

• Jot down a list of your school’s targeted behavior interventions.

• What function(s) are these interventions trying to meet for students?

ACTIVITY 1:

INTENSIVE LEVEL• Establish Intensive Team• Establish SU Supports for

the Intensive Level• Establish SU and

interagency• Develop Capacity for

Wraparound SupportsCreate comprehensiv

e FBA/BIP

School-wide Positive Behavioral Supports

80% of Students

Secondary Group

Supports10-15% of Students

Individualized Supports

5% of Students

Behavior Specialist responsible for 25 FBAs in school of 500

Personnel with “flexible” roles conduct proactive Simple FBA to expand the scope of FBA, prevent intensive problem behaviors, & decrease reliance on specialist.

FBA LOGIC MODELSheldon Loman, University of Oregon

So who is responsible for conducting the FBA/BIP in your

school?

How does someone access this FBA/BIP?

Requesting a FBA

• Teachers & school teams should be able to identify the system for requesting assistance

• Teachers should be able to identify who to access assistance from

• The targeted team (EST) will determine when a FBA/BIP referral is necessary based on data

ACTIVITY 2:

Using the questions in the workbook, review/develop your school’s process

for accessing a FBA/BIP

Reflect on your student….

What is the problem?What is he/she getting out of it or avoiding?What do you want him/her to do instead?How can you help this happen more often?How will you know if the problem has been resolved?

FBA ProcessD.A.S.H.

Adapted from Sheldon Loman, University of Oregon

1. Define behavior in observable & measurable terms2. Ask about behavior by interviewing staff & student

– specify routines where & when behaviors occur– summarize where, when, & why behaviors occur

3. See the behavior1. observe the behavior during routines specified2. observe to verify summary from interviews

• Hypothesize: a final summary of where, when & why behaviors occur

What are some of the challenging behaviors you are currently dealing with in your classroom/school?

Are the behaviors you listed observable?Measurable?

Defined so clearly that a person unfamiliar with the student could

recognize the behavior without any doubts?

VAGUE DESCRIPTIVE

Julia is aggressive Julia hits other students during PE class when she does not get her way

Michael is disruptive Michael blurts out and makes inappropriate comments during classroom discussions

Jenny is hyperactive Jenny leaves her assigned area without permission. Jenny only completes small portions of her work. Jenny blurts out answers without raising her hand.

Define Behavior in Clear Terms

• Provide an observable and measurable

• definition for the behaviors• listed in your workbook

ACTIVITY 3:

2. ASK (Gather Information/Data)Staff, Student, Parents about the

ABCs

D.A.S.H

Functional (Behavioral Assessment) Behavior Support Plan (F-BSP)

An interview tool for collecting information about problematic behavior.

For staff, parents and students

ACTIVITY 4:

• Review the F-BSP Protocol example

• Complete the Student Profile and Step 1 of the F-BSP Protocol for your student

• Pair up with someone to discuss the teacher/staff/parent Interview for your student

3. See the behavior (Gather information/data)

Behavior Observation Forms ABCs

D.A.S.H

FBA Always start with the behavior

2Antecedent/Trigger:

When _____ happens….

1 Behavior:

the student does (what)__

3Consequence/Outcome

..because (why) ______

ACTIVITY 5:

Using the ABC charts in your workbook,

document the antecedents, behavior and consequences in the following

video clip.

4. Write A Hypothesis/Function Statement

All behavior has a function (purpose).At the simplest level, a hypothesis

statement identifies the function of the student’s behavior.

D.A.S.H

Creating a Hypothesis Statement

• What is the problem behavior?• Where does it happen?• When does it happen?• What are the consequences?• What is the function?

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)

When asked to participate orally in math class, Shane typically ignores the teacher’s request. If the teacher

confronts Shane in front of the class and continues to direct him to participate, Shane will become highly agitated and

begin to yell at the teacher. These behaviors allow Shane to avoid attention

from his peers

.

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 Behavior Consequence

Misses 12:30medication

Teachersmake

multipletask demands

Sequoia makesnegative self-statements &

writes profanelanguage

Teacher sendsSequoia to

office for beingdisrespectful

What function?Avoid difficult tasks

Setting event Antecedent Behavior Consequence

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

ACTIVITY 6:

Using your workbook, create Behavior Pathways for each of the following

student scenarios.

SCENARIO: Jason

During independent work time, Jasonmakes disruptive noises and the teacher responds by redirecting him to work quietly. Jason goes back on task temporarily but continues to interrupt throughout the lesson.

Setting Events Antecedents Behavior Consequences

Behavior Pathway

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

Makes Disruptive Noises

Independent Work

Classroom Teacher Redirection

FUNCTION: Obtain Attention

FUNCTION: Obtain Attention

SCENARIO: Beth

When the teacher asks Beth to read aloudduring literacy class, she curses at the teacherand is sent to the planning room to process witha staff member.

Setting Events Antecedents Behavior Consequences

Behavior Pathway

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

Curses at teacherAsked to Read Aloud

Literacy Class Sent into planning room

FUNCTION: Avoid Difficult Task

FUNCTION: Avoid Difficult Task

SCENARIO: William

During math class William continually interruptsthe teacher making jokes. When redirected bythe teacher he calls her a f-ing bleep. Afterremoving himself from the classroom and goingin the hallway for 5 minutes, William returnsand continues to interrupt the lesson.

Setting Events Antecedents Behavior Consequences

Behavior Pathway

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

Interrupts Teacher/ Making

JokesTeacher

Instruction Math Class

Group Setting

Teacher Redirection

FUNCTION: Obtain Attention

FUNCTION: Obtain Attention

Setting Events Antecedents Behavior Consequences

Behavior Pathway

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

Calls Teacher a F-ing Bleep

Teacher Redirection

ClassroomRemoves Self from Room

FUNCTION: Avoid Confrontation;

Work

FUNCTION: Avoid Confrontation;

Work

Re-enters Room

ACTIVITY 7:

Using your F-BSP Protocol (Step 2), create a behavior pathway and write a hypothesis statement for your student

Developing a Competing Behavior Pathway

Natural Consequence

Maintaining Consequence that meets function*

Desired Behavior

Problem Behavior

Alternative Behavior

AntecedentSetting Event

Targeted Routine

Summary Statement: We already have this!!!

*Function is: ____________________

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).

“That’s disrespectful

language girl. I’m sending you to

the office so you’ll learn never

to say those words again!”

“That’s disrespectful

language girl. I’m sending you to

the office so you’ll learn never

to say those words again!”

“l hate this F__ing

school and you’re a

dumbF___”

“l hate this F__ing

school and you’re a

dumbF___”

Build a Competing Behavior Pathway

Independent class work Does not have

teacher attention

Completestask

Makes noises

Gets verbal praise from

teacher

Raises hand and

asks forhelp or break

Gets help from teacher

ACTIVITY 8:

Using the F-BSP Protocol, complete the Competing Behavior Pathway (upper

portion) for your student (Step 6).

Part 1.0 Summary

1. The function of behavior should always be considered when selecting interventions for students.

2. Use the F-BSP Protocol form to conduct a FBA

3. Functions based problem solving is about changing environmental factors rather than “fixing kids.”

4. The Competing Behavior Pathway is a template that allows your team to develop a functions based behavior intervention plan.

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HOMEWORK

1. Confirm the competing pathway you developed with relevant others back at school. If needed, get more information using the F-BSP Protocol.

2. Experiment with altering at least one of the intervention strategies: setting events, antecedents, behavior teaching or consequences.