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ERASE: A Brief FBA/BIP Process

ERASE: A Brief FBA/BIP Process. Lorie Spanjers lspanjers@aea8.k12.ia.us Prairie Lakes Area Education Agency Fort Dodge, Iowa Kim Bodholdt , Counselor Susan Winter, Classroom Teacher Feelhaver Elementary Fort Dodge, Iowa Based on a Presentation Created By:

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ERASE: A Brief FBA/BIP Process

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  1. ERASE: A Brief FBA/BIP Process Lorie Spanjers lspanjers@aea8.k12.ia.us Prairie Lakes Area Education Agency Fort Dodge, Iowa Kim Bodholdt, Counselor Susan Winter, Classroom Teacher Feelhaver Elementary Fort Dodge, Iowa Based on a Presentation Created By: Rose Iovannone, Ph.D., BCBA-D University of South Florida Florida PBS Project

  2. ERASE: A Brief FBA/BIP Process Developed by: Terrance M. Scott, Ph.D. Carl J. Liaupsin, Ed.D. C. Michael Nelson, Ed.D. Liaupsin, C. J., Scott, T. M., & Nelson, C. M. (2006). Functional Behavioral Assessment and Intervention Planning: A Simplified Team Process: Facilitator’s Guide CD-ROM. Longmont, CO: Sopris West

  3. Goals of today: • Participants will: • Describe steps of a brief functional behavior assessment process, ERASE • Learn about one school’s application of the ERASE process • Discuss how they can use ERASE in their setting Presentation materials will be posted at: http://pbisiowa-technicalassistance.wikispaces.com/

  4. Remember, the triangle is a continuum, not a place. ERASE

  5. The Issue – Two Approaches • The child IS the problem so fix him/her • Punish the child to teach a lesson • We hope the problem will go away…Does it? • Who benefits the most from this approach? • The child HAS a problem so fix it • Change the environment • Teach new skills • Problem less likely to occur

  6. A box to think outside of: Child

  7. There are many other boxes to explore Child

  8. ERASEProblem Behavior (Scott, 2006) Explain - What is the problem? Reason - What is he/she getting out of it or avoiding?Appropriate - What do you want him/her to do instead?Support - How can you help this happen more often? Evaluate - How will you know if it works?

  9. ERASE • Less intensive FBA • Meeting typically takes one hour • Systematic small team process • Intended for students with mild behavior problems (e.g., high frequency, low intensity) • Not appropriate for students with intensive or multiple behavior problems

  10. ERASE Process Brief Example: Eric and his team

  11. ERIC • Referred by teacher for recurrent behavior problems There have been some minor problems with Eric for quite some time. After using the typical classroom management strategies (including moving desk, removing from recess), Ms. Smith has not seen any change in behavior and has decided that she needs help. That’s why she initiated this request for assistance. Ms. Smith - Eric’s fourth grade classroom teacher

  12. Team-Based Planning • Effective Teaming • Range of persons with vested interest • Knowledge of student • Perspectives and experiences shared • Collaborative brainstorming and plans • Focus on student • Representation of Three Levels of Knowledge • Student • Behavioral Principles • Context

  13. Librarian Parent Teacher Principal Counselor PE Teacher Team Members

  14. What are the Team’s Tasks? • Team Tasks • Assess • Define problem, identify predictable patterns, and determine function • Intervene • Instruction, environmental arrangements, and consequences • Evaluate • Monitor, measure, and create criteria for success

  15. Explain - What is the problem? • Definition of Behavior and Context • Observable • See it, hear it, feel it, smell it, taste it? • Measurable • How many, how long, how intense? • Recognizable • We all agree when it happens

  16. Define Problems and Context

  17. Eric (Observation #1)

  18. Eric (Observation #2)

  19. Eric (Observation #3)

  20. Describe Context • Assess behavior in relationship to environmental contexts (antecedents and consequences) • Tool for intervention planning

  21. Team Identifies Predictors Problem Analysis

  22. Predictors

  23. Problem Analysis Disruptive noises Independent work time & no direct teacher attention Teacher attention (answering questions, granting requests, etc.) Disruptive noises (humming, tapping pencil, pounding on desk, yelling) WHAT ARE THE TYPICAL ANTECEDENTS, BEHAVIORS, AND CONSEQUENCES FOR ERIC?

  24. Reason - What is he/she getting out of it or avoiding? • Based on brief functional behavioral assessment • Several observations, perspectives • Identifies predictable relationships between environmental variables and behavior When student will because therefore the function of the behavior is to get or get out of (some antecedent condition occurs) (engage in a specific behavior) (a predictable outcome will occur) (something in the environment)

  25. Analyze Patterns& Identify Function

  26. Create a Valid Statement of Function During independent work times in the classroom and when the teacher is not attending directly to Eric, he engages in noisemaking to access the teacher’s attention to meet his requests.

  27. Let’s Review • The ERASE Process • Assessment • Develop a collaborative team of persons familiar with the student • Identify the problem • Analyze the problem and how it is related to environmental events • Determine the function of behavior • Intervention - (next)

  28. Appropriate - What do you want him/her to do instead? Replacement behaviors are what we want the student to do instead of the problem Effective replacement behavior must: • Be incompatible with the problem. • Serve the same function as the problem. PROBLEM FUNCTION REPLACEMENT

  29. Effective, Efficient, Relevant Replacement behaviors will only catch on with the student when they work better than the problem behavior in terms of: RELEVANT Must look like what others in the environment do under similar circumstances - must be appropriate for student. EFFECTIVE Must serve the same function (obtain the same outcome) as the problem behavior - if it doesn’t work, the student won’t do it. EFFICIENT Must work at least as quickly and easily as the problem behavior - if it works but is harder to perform, the student won’t do it.

  30. Replacement Behaviors • Develop replacement behaviors for each of these problems: • Think: relevant, effective, efficient Walking in the hall Answering correctly when asked Sitting down and waiting for teacher to dismiss Asking for help

  31. Replacement Behavior

  32. Planning Instruction • Replacement behaviors must be taught. • Planning for instruction requires thought regarding: • What is the behavior? • Can the student perform the behavior? • What examples will help to teach this? • When should the behavior occur? • Where should the behavior occur? • Why should the behavior occur (what will happen)?

  33. Instruction

  34. Assessment & Intervention Record—Design Instruction

  35. Support - How can you help this happen more often? • What conditions make it likely that Eric will be unsuccessful in using the replacement behavior? • Hint: Think about consequences for replacement and problem behavior - are they teaching what we want to teach? • What could be done in the environment to make this failure less likely?

  36. Preventing Failure

  37. Predicting and Preventing Failure

  38. Facilitating Success • How can we set Eric up for success? • What conditions will make it more likely that Eric will be successful in using his replacement behavior? • What could be done in the environment to make success more likely? • Hint—think about the antecedents to replacement behavior. Does the teacher have the strategies in place to remind and prompt Eric?

  39. Facilitate Success

  40. Team Meeting Record

  41. Consequences – Using Replacement Behavior • Reinforcers • After positive behavior - increase future likelihood • Approximate and/or pair with natural reinforcers • Why does behavior occur in the environment? • Make part of routine and systems • Be consistent • Pre-plan and teach consequences • Teach the student what to expect

  42. Reinforcing Eric • What is the natural consequence for Eric’s replacement behavior? • Is that consequence under teacher control? • How can we use that as a reinforcer for Eric? • Is there need for anything artificial?

  43. Positive Reinforcement

  44. Positive Consequences for Replacement Behavior

  45. Consequences-Problem Behavior • Responses that follow problem behavior • Goal: Decrease problem behavior occurrence • Five Rules • Use the least amount necessary • Pre-plan, teach, be consistent • Use only when supports are in place to reinforce replacement behavior • Defeat function of problem behavior • Examine plan if consequences are not working

  46. Consequences • What consequences can be used if Eric forgets to raise his hand? • How should the teacher respond or what should she do so that she is no longer reinforcing problem behavior? • Hint: Think about the function of Eric’s behavior and how the teacher usually responds?

  47. Consequences

  48. Negative Consequences for Problem Behavior

  49. Evaluate - How will you know if it works? • What do we want and how will we know if it works? • Measure behavior change • Target criteria for successful performance

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