Functional Assessment & Positive Behavior Support Plans

1. Functional Assessment & Positive Behavior Support Plans Tim Lewis, Ph.D. University of Missouri OSEP Center on Positive Behavioral Interventions and Supports <pbis.org>

2. The Key Behavior is functionally related to the teaching environment

3. Basic Steps in FBA-BIP Process Conduct functional behavioral assessment Create plan based on functional assessment outcome Develop infra-structure to support behavior change (system change)

4. Positive Behavior Support Plan • Teach replacement behavior(s) that result in same/similar outcome • Environment should not allow problem behavior to result in previous outcomes • Ideally replacement behavior should be more efficient than problem behavior

6. FBA – PBS Plan Process Success requires: • Individual(s) with expertise in FBA-PBS • Fluency with a clear process among all staff whereby roles are clearly defined • A basic understanding of Applied Behavior Analysis (Behavior is functionally related to the teaching environment) among all school staff

7. Essential Steps to Individual PBS Plans • Request for assistance • Operationally define problem/replacement behavior • Background/archival data/ data collection/Environmental Assessment • Functional Behavioral Assessment • Indirect measures • Direct observation • Develop hypothesis regarding function of problem behavior • Develop a PBS plan • Social skill instruction • Self management • Environmental modifications • Implement, Monitor and Evaluate progress

8. Behavior Support Elements *Problem & alternative behaviors *Hypothesis statement *Competing behavior analysis *Contextual fit *Strengths, preferences, & lifestyle outcomes *Evidence-based interventions *Team *Specialist Problem Behavior Functional Assessment Intervention & Support Plan *Implementation support & data plan *Technical adequacy *Sustainability plan Fidelity of Implementation Impact on Behavior & Lifestyle

9. Academic Systems Behavioral Systems • Intensive, Individual Interventions • Individual Students • Assessment-based • High Intensity • Intensive, Individual Interventions • Individual Students • Assessment-based • Intense, durable procedures • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Universal Interventions • All students • Preventive, proactive • Universal Interventions • All settings, all students • Preventive, proactive Designing School-Wide Systems for Student Success 1-5% 1-5% 5-10% 5-10% 80-90% 80-90%

10. Benton Elementary

11. Social Competence & Academic Achievement Positive Behavior Support OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

13. Impact on Moving Students to More Restrictive Settings • Elementary schools who implement SW-PBS refer students to alternative/special school at lower rates compared to schools who are not implementing SW-PBS (r = -0.4306, p < 0.01) • Schools who build SW-PBS have less recidivism to alternative settings once students returned to home-school

14. Big Ideas • Understand interaction between behavior and the teaching environment Behavior is functionally related to the teaching environment • Build Positive Behavior Support Plans that teach pro-social “replacement” behaviors • Create environments to support the use of pro-social behaviors • Around individual student need / self-management • Classroom • School-wide