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How to Train and Coach FBA/BIP Fluency

How to Train and Coach FBA/BIP Fluency. Howard Atlas, Illinois PBIS Network Diane LaMaster, Rock Island SD Sheri Luecking, Illinois PBIS Network. Functional Behavior Analysis Behavior Intervention Planning How is this training different from others?. More didactic

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How to Train and Coach FBA/BIP Fluency

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  1. How to Train and Coach FBA/BIP Fluency Howard Atlas, Illinois PBIS Network Diane LaMaster, Rock Island SD Sheri Luecking, Illinois PBIS Network

  2. Functional Behavior AnalysisBehavior Intervention PlanningHow is this training different from others? • More didactic • Definitions (e.g., antecedents, setting events) • Principles/Concepts (e. g., functional perspective) • Acronyms (FBA, BEP, BIP)

  3. School-Wide Systems for Student Success:A Response to Intervention (RtI) Model Academic Systems Behavioral Systems • 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 • 5-15% Tier 2/Secondary Interventions • Some students (at-risk) • High efficiency • Rapid response • Small group interventions • Some individualizing • Tier 2/Secondary Interventions 5-15% • 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 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

  4. Positive Behavior Interventions & Supports:A Response to Intervention (RtI) Model Tier 2/Secondary Tier 3/ Tertiary Tier 1/Universal School-Wide Assessment School-Wide Prevention Systems Assessment Intervention Small Group Interventions(CICO, SSI, etc) ODRs, Attendance, Tardies, Grades, DIBELS, etc. Group Interventions with Individualized Focus(CnC, etc) Daily Progress Report (DPR) (Behavior and Academic Goals) Simple Individual Interventions (Simple FBA/BIP, Schedule/ Curriculum Changes, etc) Competing Behavior Pathway, Functional Assessment Interview, Scatter Plots, etc. Multiple-Domain FBA/BIP SIMEO Tools: HSC-T, RD-T, EI-T Wraparound Illinois PBIS Network, Revised May 15, 2008 Adapted from T. Scott, 2004

  5. Matrix of Secondary/Tertiary InterventionsKey: Actual referred/receiving: 1st # Responding: 2nd #

  6. 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

  7. 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

  8. Functions Pos Reinf Neg Reinf

  9. Steps for Conducting a FA-BIP Process Define the Challenge/Identify Goals. Gather Information. Generate a hypothesis statement. Build a “Competing Behavior Pathway” to identify possible elements of a Behavior Intervention Plan. Design & Evaluate a Behavioral Intervention Plan. Plan for effective implementation of the Behavior Intervention Plan. Monitor regularly and modify based on observed progress. Adapted from Crone, D.A. and Horner,R.H., 2003

  10. 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

  11. FBA Simple/Brief FBA Complex/ Full FBA

  12. Step 1: Define the Problem Behavior What does the problem behavior look like? Conduct interviews, review prior incidents & observations across the student’s routine/settings to define the problem behavior. Observable, measurable, concrete language. NON EXAMPLEEXAMPLE poor impulse control high pitched screams angry, hostile, resentful kicking over chairs paying attention completes tasks Estimate how often the problem behavior occurs & how intense the problem behavior is.

  13. STEP 2: Gathering Information What 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 attention Get objects/access to activities Get sensory stimulation Avoid aversive task/activity Avoid aversive social contact Avoid aversive sensory stimulation

  14. 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?

  15. 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?

  16. FBA Tools Direct Observation Formal (recorded) Informal (anecdotal) Interviews, checklists, surveys Brief, simple, practical Longer, more complex, use when necessary Archival records Already exist

  17. Tools for Gathering Information Recommend for Brief FBA/BIP: FBA-BIP Interview Student-Guided Functional Assessment Interview Scatter Plot ABC Chart

  18. 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

  19. 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.

  20. 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)

  21. 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.

  22. Build a Competing Behavior Pathway Maintaining Consequence Desired Behavior Setting Event Triggering Antecedent Maintaining Consequence Problem Behavior Replacement Behavior Adapted from Crone, D.A. and Horner,R.H., 2003

  23. Build a Competing Behavior Pathway Completes task Independent classwork Does not have teach attention Gets verbal praise from teacher Makes noises Gets help from teacher Raises hand and asks for help or break

  24. FBA/BSP Worksheet Desired Behavior Maintaining Consequences Challenging Behavior Triggering Events Maintaining Consequences Setting Events X Alternate Behavior Adapted from Sugai, G., Lewis-Palmer, T., & Hagan-Burke, S., 2000

  25. Behavior Intervention Program (BIP) Two Goals: Reduce problem behaviors Increase appropriate behaviors Make behaviors: Irrelevant Inefficient ineffective

  26. Teaching Replacement Behaviors Explain Specify student behavior Model Practice Reinforce

  27. Step 5: Design a Behavior Intervention Plan Preventive Strategies AKA: 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?

  28. Examples of Preventive Strategies Increase 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)

  29. Step 5: Design a Behavior Intervention Plan Function/Consequence Strategies AKA: 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.

  30. FBA/BSP Worksheet Desired Behavior Maintaining Consequences Use words to express self & ask for help Successful Social Interactions Challenging Behavior Triggering Events Maintaining Consequences Setting Events Restless night/wakes up tired Fights/hits other students (sometimes teacher) Confusion with games rules on playground Adult intervenes Alternate Behavior • 1. Yell (don’t touch) 2. Squeeze hands & stomp feet 3. Get an adult

  31. Behavior Intervention Planning

  32. BEHAVIOR INTERVENTION PLAN

  33. 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)

  34. Step 7: BIP Monitoring & Modification Behavior 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?”

  35. 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

  36. Step 7: BIP Monitoring & Modification Behavior 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?

  37. 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?

  38. Tier 1/Universal School-Wide Assessment School-Wide Prevention Systems Assessment Intervention Positive Behavior Interventions & Supports:A Response to Intervention (RtI) Model Tier 2/Secondary Tier 3/ Tertiary Small Group Interventions(CICO, SAIG, etc) ODRs, Attendance, Tardies, Grades, DIBELS, etc. Group Interventions with Individualized Focus(CnC, etc) Daily Progress Report (DPR) (Behavior and Academic Goals) Simple Individual Interventions (Brief FBA/BIP, Schedule/ Curriculum Changes, etc) Competing Behavior Pathway, Functional Assessment Interview, Scatter Plots, etc. Multiple-Domain FBA/BIP SIMEO Tools: HSC-T, RD-T, EI-T Wraparound Illinois PBIS Network, Revised Sept., 2008 Adapted from T. Scott, 2004

  39. BEP Plan Weekly BEP Meeting 9 Week Graph Sent Morning Check-In Program Update Daily Teacher Evaluation Home Check-In EXIT Afternoon Check-In BEP Cycle Source: Crone, D.A., Horner , R.H. and Hawken, L.S., 2004

  40. Social Skills Instructional Groups • Three types of skills-building groups: 1) Pro-social skills 2) Problem-solving skills 3) Academic Behavior Skills • May or may not involve Daily Progress Report (DPR) • These are often the skill groups facilitated by social workers and counselors

  41. 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)

  42. BEHAVIOR INTERVENTION PLAN

  43. 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

  44. Features of Wraparound: • 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

  45. ‘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

  46. 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.

  47. Behavioral Pathway Antecedent Less structured activities that involve competition Setting Event Days with Gym Problem Behavior Negative comments about activity and to peers leading to physical contact Consequence Sent out of P.E. class Function To escape setting

  48. Brief Function-based Interventions • 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 • 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..) • Setting Event Supports • Add check-in before gym

  49. 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.

  50. 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

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