Function-based Behavior Support at the Team, School and District Levels

1. Function-based Behavior Support at the Team, School and District Levels Rob Horner, George Sugai and Celeste Dickey University of Oregon and Bethel School District www.pbis.org www.bethel.k12.us.or/schools/ebs

2. Questions • Next Meeting Dates? • March 28, 30 • Please review the “Team Checklist” • www.pbssurveys.org • How do we put SWIS data into AIERES? • S-DEX

3. Please provide an example of a teaching plan

4. Goals • Define the concept of “behavioral function” • Identify how this concept improves: • School-wide behavior support • Targeted behavior support • Individual behavior support

5. Basic Messages • Behavioral Function • The consequence that maintains a behavior. • Obtain/Get positive (events, objects, activities, sensations) • Avoid/Escape negative (events, objects, activities, sensations) • The effectiveness and efficiency of behavior support is improved with knowledge of behavioral function. • Developing support without regard for behavioral functional will result in plans that are as likely to make problem behavior WORSE as to produce improvement.

6. Defining Behavioral Function • Define the behavior • Be specific, and operational (what you can count) • Define the routine/context • Place the behavior in a context. • In that context, that behavior, by that student is most likely maintained by ???? • Focus on the single most controlling consequence • Use three-step logic model

7. Identifying Behavioral Function: Maintaining Consequences Given a Problem Behavior and Routine Get: Object, Activity, Sensation Avoid: Object, Activity, Sensation Object/ Activity Social Object/ Activity Physiological Social Physiological Precise Event Precise Event Precise Event Precise Event Precise Event Precise Event

8. Video • Define Behavior • Define Context/ Routine • Define behavioral function • Get/Obtain vs. Escape/Avoid • Social/Object/Activity/Sensation? • Specific Event

9. Using Behavioral Function • School-wide Prevention • Targeted Interventions • Individual Student Interventions • Functional Behavioral Assessment

10. Functional Behavioral Assessment: Defined • Functional behavioral assessment is a process for identifying (a) observable problem behaviors, (b) the contexts or routines where the problem behaviors are most likely, (c) the specific antecedent events within a context or routine that reliably predict occurrence of problem behaviors, and (d) the consequences that appear to maintain the problem behavior.

11. Functional Behavioral Assessment:Purpose • The primary purpose of a functional behavioral assessment is to improve the effectiveness and efficiency of a behavior intervention plan. • An FBA that does not affect the content of a BIP is not useful.

12. Behavioral Function:An integrating model

13. Behavior Support Elements Bennazi Ingram *Team *Specialist Problem Behavior *Hypothesis statement *Competing Behavior Analysis *Technical Adequacy of Plan Functional Assessment *Implementation Plan * Contextual Fit Content of Support Plan Fidelity of Implementation *Monitor, Adapt *Person-centered planning * Wraparound Impact on Behavior and Lifestyle

14. BSP Template Charles

15. Summary • Focusing on the “behavioral function” of problem behavior places the challenge in the context rather than the student. • Behavioral function affects how we organize support at all levels of SWPBS.