Thinking Functionally About Behavior

1. Thinking Functionally About Behavior Hobbs Municipal Schools June 9, 2011

2. Acknowledgments • New Mexico would like to acknowledge Dr. Rob Horner, University of Oregon, for his assistance in the development of the NM PBS training materials. • Portions of this training module are adapted from • T. Scott, R. Horner, G. Sugai, et al.; 2005 • Project ACHIEVE Press, Howard Knoff; 2009

3. “Have you ever seen or heard….” • “Jennifer, you skipped 2 school days, so we’re going to suspend you for 2 more.” • “Andrew, I’m taking your book away because you obviously aren’t ready to learn.” • “You want my attention?! I’ll show you attention,…let’s take a walk down to the office & have a little chat with the Principal.” • T. Scott, R. Horner, G. Sugai, et al.; 2005

4. “How many of you….” • Know why functional assessments are conducted? • Have participated in behavior intervention planning meeting? Led such meeting? • Have conductedfunctional assessment….Informally? Formally? • Have used functional assessment information to develop behavior intervention plan? • T. Scott, R. Horner, G. Sugai, et al.; 2005

5. Goals for Session • Define FBAsand BIPs. • Review the steps of the problem-solving process. • Apply the process to a student you know.

6. Part I: Defining FBAs and BIPs

7. Functional Assessment Defined • A functional behavior assessment (FBA) is an analysis of the circumstances in the environment (teachers, students, events, directions, etc.) that tend to predict a behavior and help explain why the student engages in that behavior at that particular time. • Once we understand the function of a behavior, we can help the student develop more appropriate ways to meet his or her need. That is, we can teach the student an appropriate strategy for getting attention, escaping embarrassment, avoiding tasks, etc. • T. Scott, R. Horner, G. Sugai, et al.; 2005

8. Primary Purposes of Functional Behavioral Assessment • A primary purpose of functional behavioral assessment is to improve the effectiveness and efficiency of behavior support. • Behavior support plans built from functional assessment are more effective • Didden et al., 1997 Newcomer & Lewis, in press • Carr et al., 1999 Ingram, Sugai & Lewis-Palmer • Ellingson, et al., 2000; Filter (2004) • Create order out of chaos (define contextual information, where, when, with whom, etc) • Professional accountability • T. Scott, R. Horner, G. Sugai, et al.; 2005

9. Behavior Intervention Plan Defined (Crone & Horner, 2003) • A Behavior Intervention Plan (BIP) “is a written record that summarizes the FBA information and documents the intervention plan.” • “An effective BIP describes in detail how, by whom, and in what situations the intervention strategies will be implemented…. (and) monitoring and evaluation procedures.” • T. Scott, R. Horner, G. Sugai, et al.; 2005

10. An Overview of the Problem Solving Process Step 1. Review all existing data and history of the student. Step 2. Complete a gap analysis, functionally describe the problem, and identify replacement behaviors. Step 3. Generate hypothesis (using functional Assessment) to explain why problem is occurring). Step 4. Assess (confirm or reject) hypothesis. Step 5. Design and write the intervention plan. Step 6. Implement the intervention plan and interventions. Step 7. Formatively and summatively evaluate the interventions and intervention plan. Project ACHIEVE Press, 2005

11. Part II: Problem Solving Process

12. Problem Solving Process:Step One Review all existing data and history of the student. Collect any additional background data as appropriate. Project ACHIEVE Press, 2005

13. SAT Activity: • Working independently or as part of a team, • review all existing data and history of the student that the SAT has gathered, and • determine what additional background data you need to collect, if any.

14. Problem Solving Process: Step Two Complete a gap analysis, functionally describe the problem, and identify replacement behaviors. Along with other data, consider information from- SAT Teacher Input for Addressing Behaviors Form Description of Problem Behaviors Setting Events and Predictors Consequences Documentation- Behavior Intervention Plan Functional Assessment Checklist, Steps 1-4 Project ACHIEVE Press, 2005

16. Start with Behavior • Clear, measurable and objective descriptions • Look at • Individual behaviors • Behavior sequences • Response classes • T. Scott, R. Horner, G. Sugai, et al.; 2005

17. Response Chain • Predictable sequence of behaviors • Possibly different functions at beginning & end of chains • T. Scott, R. Horner, G. Sugai, et al.; 2005

18. Behavior Chain Example 1. Given difficult task, student… • Whispers that work is stupid, • Writes on papers, • Says work is stupid, • Throws paper in waste basket, & • Leaves room. What is function of behavior at beginning & end of chain? (Test) • T. Scott, R. Horner, G. Sugai, et al.; 2005

19. Behavior Chain Example 2. Given difficult task, student… • Says this work is stupid, • Pokes student at next table, • Argues with student, • Tells teacher to butt out, • Threatens teacher • Runs away from teacher who chases. What is function of behavior at beginning or end of chain? (Test) • T. Scott, R. Horner, G. Sugai, et al.; 2005

20. Response Class Set of topographically different behaviors with similar or related purpose or function • Hit, spit, runaway, yell… • Escape difficult task request • Cry, hit, whine, raise hand, spit….. • Obtain adult attention • T. Scott, R. Horner, G. Sugai, et al.; 2005

21. Response Class • Set of different behaviors that are maintained by the same consequence. • All behaviors maintained by adult attention • All behaviors maintained by escape from academic tasks • Organize behavior support around response classes embedded within functional routines. • T. Scott, R. Horner, G. Sugai, et al.; 2005

22. Response Class • Which of these behaviors are to “avoid some- thing” and which “to get attention?” • Scream Name calling • Throw Self-bite • Kick Self-induced vomit • Spit Strip • Hit own head Run away • Take a minute to discuss at your table/with your team. • T. Scott, R. Horner, G. Sugai, et al.; 2005

23. Response Class • Which of these behaviors form a response class? • Scream (attention) Name calling (attention) • Throw (attention) Self-bite (attention) • Kick (avoid tasks ) Self-induced vomit (avoid) • Spit (avoid tasks) Strip (attention) • Hit own head (attention) • Run away (avoid tasks) • T. Scott, R. Horner, G. Sugai, et al.; 2005

24. We always need to consider behavior in context! Always examine environmental stimuli that are associated with occurrence of behaviors • Antecedent, consequence, & setting events E.g., persons, activities, routines, materials, events • T. Scott, R. Horner, G. Sugai, et al.; 2005

25. Antecedent events • Stimuli that precede & “trigger” or occasion behavioral events • Occurs beforeresponse & signals or occasions response • When told to shut up, Jordon hits the student. • When asked to tell capitol of Western Australia, Claire says Perth. • T. Scott, R. Horner, G. Sugai, et al.; 2005

26. The teacher’s directions are triggers for Demetri’s display of verbal noncompliance, or • When a peer teases her walk, Cologne is likely to use verbal profanity, or  • When sitting next to Manuella, Myounghee passes notes. • T. Scott, R. Horner, G. Sugai, et al.; 2005

27. Consequence events • Stimuli that follow & maintain or increase likelihood of a behavioral event. • Presented contingent upon performance of a response • When Luke makes rude noises in class, his peers tell him to grow up. • Whenever Electra raises her hand & smiles, her teachers call on her. • T. Scott, R. Horner, G. Sugai, et al.; 2005

28. Following Demetri’s verbal noncompliance, teacher redirects her direction to another student (i.e., avoids having to comply), or • When Cologne uses verbal profanity, peer start to argue with her (increases peer attention), or • Myounghee passes notes, Manuellapasses a note back & teacher tells them both to get back to work (increases peer & adult attention).

29. Maintaining Consequences • Common maintaining consequences • Obtain: social attention, food, access to preferred activity, pleasing sensation • Avoid: hard tasks, negative social contact, pain, aversive stimulation, lack of predictability • Avoid judgmental consequences: • “Revenge” • “Sense of well-being” • “Basically evil” • “Control” • T. Scott, R. Horner, G. Sugai, et al.; 2005

30. Identifying Maintaining Consequences Given a Problem Behavior Get: Object, Activity, Sensation Avoid: Object, Activity, Sensation Social Physical Physiological Social Physical Physiological Precise Event Precise Event Precise Event Precise Event Precise Event Precise Event

31. Maintaining Consequences • One maintaining consequence per hypothesis • Maintaining consequences are narrowly defined. • Get or avoid? • Social or Physiological? • Precise event/action/object? • T. Scott, R. Horner, G. Sugai, et al.; 2005

32. Following Demetri’s verbal noncompliance, teacher redirects her direction to another student (i.e., avoids having to comply), or • When Cologne uses verbal profanity, peer start to argue with her (increases peer attention), or • Myounghee passes notes, Manuella passes a note back & teacher tells them both to get back to work (increases peer & adult attention).

33. When Sequoia misses her 12:30 medication & teachers present difficult 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. Avoid difficult tasks What function? Setting event Antecedent Response Consequence Sequoia makes negative self- statements & writes profane language Teacher sends Sequoia to office for being disrespectful Misses 12:30 medication Teachers make multiple task demands

34. 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. Escape adult & peer attention What function? Setting event Antecedent Response Consequence Caesar is teased several times about his hair by his friends before class His teacher stares at his hair in class Caesar asks his teacher what she’s staring at His teacher sends him to in-school detention

35. When his teacher asks him what the capitol city of a country is, Napoleon gives the correct answers. His teacher praises his correct answer, & tells him he may work by himself or a friend on the rest of the assignment. Access peer & adult attention What function? Setting event Antecedent Response Consequence Teacher asks what capitol city of country is Napoleon give correct answer Teacher gives verbal praise & time to work with a friend None

36. Cleo is new to the 6th grade, & English is her second language. When another student approaches & says something to her in English, Cleo turns away. The other student walks away. This happens several times during the day. Escape peer attention What function? Setting event Antecedent Response Consequence New context Student approaches & speaks in English Cleo turns away Other student walks away

37. As Veloce is walking, other kids look at him & say “what’s up?” He looks back and says: “Who ya lookin’ at?!” “Ya want some of this?!” “Ya talkin’ to me?!” Kids shake their heads & all him “weirdo.” Access OR escape peer attention? What function? Setting event Antecedent Response Consequence How do you know? Assess? How do you know? ?? Look at him. “What’s up!” “Who ya lookin’ at?” “Ya want Some?” “Ya talkin’ to me? Kids shake heads & call him “weirdo”

38. Setting Events • Unique situations in which factors unique to individual • Make problem behavior more intense or more likely to occur (e.g., illness, fatigue, hunger, social conflict) by changing value of reinforcers (e.g., praise less effective, peer attention is more reinforcing, work completion is less important). • T. Scott, R. Horner, G. Sugai, et al.; 2005

39. Work completion is less important to Demetri after he has had an argument with his girlfriend before class, or • Cologne’s use of verbal profanity is more likely when she hasn’t had enough sleep night before, or • Peer attention is less distracting (reinforcing) when Manuella isn’t feeling well. • T. Scott, R. Horner, G. Sugai, et al.; 2005

40. Lack of sleep decreases value of getting to school on time, increases value of going to Hot Dog Haven. • Lack of breakfast increases value of getting sent to office (by vending machines) for failing to follow directions. • Having a fight with boyfriend decreases value of listening to lecture. • Getting >50% of problem wrong decreases value of starting new worksheets. • T. Scott, R. Horner, G. Sugai, et al.; 2005

41. Identify the “Replacement” Behavior • An appropriate Replacement Behavior: • Serves the same function as the problem behavior • The replacement behavior is a member of the same response class as the problem behavior • Is as, or more efficient than the problem behavior • physical effort, schedule of reinforcement, time to reinforcement • Is socially acceptable • T. Scott, R. Horner, G. Sugai, et al.; 2005

42. SAT Activity: • Working independently or as part of a team, • Review data including that from SAT Teacher Input for Addressing Behavior Form • Description of Problem Behaviors • Setting Events and Predictors • Consequences • Complete- Behavior Intervention Plan • Functional Assessment Checklist, steps 1-4

43. Problem Solving Process:Step Three Generate hypothesis (using functional assessment) to explain why problem is occurring. Documentation- SAT Teacher Input for Addressing Behavior Form Behavior Support Plan: Competing Behavior Pathway Project ACHIEVE Press, 2005

44. Generate a hypothesis statement • The hypothesis statement will answer the following questions: • What is the problem behavior? • What is the antecedent or trigger for the behavior? • What is the maintaining consequence? • What is the setting event? • T. Scott, R. Horner, G. Sugai, et al.; 2005

45. Testable Hypothesis “Basic Unit” Setting Events Triggering Antecedents Problem Behavior Maintaining Consequences • “Best guess” about behavior & conditions under which it is observed • Represents basic working unit of FBA • Directly guides development of BIP

46. Testable Hypothesis “Basic Unit” Setting Events Triggering Antecedents Problem Behavior Maintaining Consequences Infrequent events that affect value of maint. conseq. Following events that maintain behaviors of concern Preceding events that trigger or occasion Set of related behaviors of concern

47. FBA Summary or Hypotheses Statement Setting Events Triggering Antecedents Problem Behavior Maintaining Consequences 4 2 1 3

48. SAT Activity: • Working independently or as part of a team, complete • Behavior Intervention Plan • Functional Assessment Checklist, Step 5 • Behavior Support Plan: Competing Behavior Pathway

49. Problem Solving Process:Step Four Assess (confirm or reject) hypothesis. Ask yourself, “How confident efforts have been used to control the problem behavior?” Documentation- Behavior Intervention Plan Summary of Behavior, Step 6 Project ACHIEVE Press, 2005

50. SAT Activity: • Working independently or as part of a team, complete • Behavior Intervention Plan • Summary of Behavior, Step 6