POSITIVE BEHAVIOR INTERVENTIONS AND SUPPORTS (PBIS) “ Introduction and Practice in Functional Behavior Assessment (FBA)

1. POSITIVE BEHAVIOR INTERVENTIONS AND SUPPORTS (PBIS) “Introduction and Practice in Functional Behavior Assessment (FBA)”From FBA to BIP Two Day Series Part 2.0

2. Welcome Back!!

3. Today’s Goal • Revisit your school’s targeted plan for implementing the FBA process • Review critical components of functions based problem solving approach • Develop a behavior intervention plan based on the FBA that you have completed • Develop a plan for monitoring progress of intervention plan • Plan for finalizing and implementing plan developed today

4. Take 15 minutes to review your Targeted Team’s process for conducting a FBA/BIP in your workbook (Activity 1)

5. Adapted from Sugai, Lewis-Palmer, & Hagan, 1999

6. Review of Functions Based Assessment • D.A.S.H • Use team process • Use Competing Behavior Pathway to build behavior intervention plan

9. What do we do with This Information? Simple FBA If the team has confidence in the hypothesis If the team does not have confidence in the hypothesis Develop/Implement a Behavior Support Plan Gather More Information

10. Competing Behavior Pathways Desired Behavior 5 Remains on Task, complete work tasks independently Receives positive reinforcement for staying on task and completing work. 1 Makes noises, taps pencil • Teacherassists student 3 Literacy Class 2 Independent Work Attention

11. Fundamental Rule! “You should not propose to reduce a problem behavior without also identifying alternative, desired behaviors person should perform instead of problem behavior”(O’Neill et al., 1997, p. 71).

12. Competing Behavior Pathways 5 Remains on Task, complete work tasks independently Receives positive reinforcement for staying on task and completing work. 1 Makes noises, taps pencil • Teacherassists student 3 Literacy Class 2 Independent Work Attention 6 Raises hand when he needs assistance

14. Activity 1 Using the post its on your table, write the setting event, antecedent, behavior, maintaining consequence, replacement behavior, desired behavior and new maintaining consequence for your team’s student in one of the blank Competing Behavior Pathways.

15. Group Share Tell us about your student. What is the… Observable behavior you chose? Antecedent? Setting Event? Consequences? Hypothesis of Function of Behavior Selected Desire Behavior Replacement Behavior

16. Activity 2 With your team, discuss and modify the Competing Behavior Pathway for your student. (Upper Portion Only)

17. Group Share Which Strategy did you choose to try? How did it go? Antecedent Strategies Teaching Strategies Setting Event Strategies Consequence Strategies Add effective reinforcers for alternative and desired behavior Minimize reinforcement (“pay-off”) for problem behavior Eliminate/ neutralize setting events Modify or remove triggers to prevent problem behavior Prompt alternative and/or desired behavior Teach alternative that is more efficient Teach desired skills

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

19. Do quiz without complaints. Discussion about answers & homework. On Mondays and/or when up all of the night before. Daily nongraded quiz on previous night’s homework Verbal protests, slump in chair, walks out of room. Avoids doing quiz & homework discussion. Turn in with name & sit quietly w/o interrupting. + Give time to review homework. + Give quiet time before starting. + Give easy “warm-up” task before doing quiz. + Precorrect behavior options & consequences. + With first sign of problem behaviors, remove task, or request completion of task next period. + Remove task based on step in task analysis (STO). + Provide effective verbal praise & other reinforcers. Teach options to problem behavior: 1. Turn in blank 2. Turn in w/ name 3. Turn in w/ name & first item done. 4. Turn in w/ name & 50% of items done.

20. Setting Event Strategies These are structural changes made to the students day or classroom Alternative Schedule Sitting Near the Teacher Lunch in the support room Student Check In Early or late entry to class/activity T Cassano 2011

22. Antecedent Strategies

23. Antecedent Strategies Antecedent strategies are designed to make problem behavior irrelevant by: 1. Eliminating or Modifying antecedents that “trigger” the behavior AND 2. Prompting alternative/Desired behavior (pre-correction)

24. Identifying Antecedent Strategies • When asked to read independently at his seat, Ronnie makes inappropriate noises and makes faces at peers. Based on the FBA data collected, the team agreed that the function of Ronnie’s behavior is to obtain peer attention. • Which is the best antecedent modifying strategy? • Provide student with an easier reading assignment • Remind student of expectations related to respectful behavior • Allow student to wear headphones during independent reading • Ask student to work quietly 1:1 with a ‘reading buddy’ • Have student check in with the teacher at the beginning of class Addresses: 1.Antecedent? Function?

25. Identifying Antecedent Strategies • When Pam is asked to work on long-division problems in math class, she argues, refuses to work, and uses profanity to avoid/escapethe difficult task. • Which is the best antecedent modifying strategy to prevent problem behavior? Why or Why Not? • Move student’s seat closer to the teacher • Give student more time to complete the difficult tasks • Give student an easier math assignment she can be successful with • Warn student she will be sent to office for using profanity • Allow student to practice long-division on the computer

27. Consequence Strategies

28. Consequence strategies help make problem behavior ineffective by: Reinforcing appropriate behaviors AND… Minimizing reinforcement for problem behavior

29. Only Two Basic Functions Positive Reinforcement Negative Reinforcement from Horner & Sugai at www.pbis.org

30. Reinforcing Alternative and Desired Behavior

31. Consequences: Reinforcing the Alternative Behavior • It is extremely important that the alternative behavior is reinforced: • Immediately • Consistently and… • Results in the same type of reinforcement as the problem behavior (serves the same function) • This is necessary for the alternative behavior to successfully compete with the problem behavior. • In other words, the problem behavior cannot happen if the student is exhibiting the desired behavior…they can’t happen at the same time!

32. Identifying Consequence Strategies: Reinforcing Alternative/Desired Behavior • During independent seatwork, Ronnie makes inappropriate noises and makes faces at peers. The function of Ronnie’s behavior is to obtain peer attention. Function? Reasonable expectations? • Which are the best reinforcement strategies? • Student is allowed to sit by a preferred peer for 15 minutes, if he is quiet and on task during seatwork every day for a week • Student will receive a “free homework pass” if he has no problem behavior during independent seatwork • When student is on task with no problem behavior for 15 minutes, he will be allowed to sit at back table and read with a peer • Student receives frequent teacher praise for staying on task • Student is allowed to work with a peer when asks appropriately

33. Identifying Consequence Strategies: ReinforcingAlternative/Desired Behavior • During independent reading time in language arts, Audrey makes noises, talks out, and walks around the room. The FBA has shown that this behavior is maintained byadult attention. • Which are the best reinforcement strategies? Why or Why Not? • Student can play a game with the teacher if she works quietly (no more than 2 talk-outs) during independent reading • Student is allowed to work with a peer when she has been quiet for 15 minutes • Student receives help from teacher if asks appropriately • Student can eat lunch with the teacher if no talk-outs for one month • Student earns a homework pass for on-task behavior

35. Consequences: Responding to Problem Behavior • Responses to Problem Behavior should focus on two things: #1. Redirecting to the Alternative Behavior #2. Extinction of the Problem Behavior

36. Responding to Problem Behavior: Redirection • At the earliest signs of problem behavior, quickly redirect to the alternative behavior Example: • During independent work, Annie often talks out to get teacher attention. If ignored, Annie will begin yelling and knocking materials off her desk. • When Annie first starts talking out, her teacher will immediately remind her how to appropriately get adult attention and will praise Annie’s use of the alternative behavior.

37. Responding to Problem Behavior: Extinction • Do NOT allow the problem behavior to “work” or “pay off” for the student. • Eliminate/minimize the amount of missed instructional time or work provided to a student for engaging in problem behavior • But… make sure student is capable of doing work… or provide support/instruction so student can complete the work • Eliminate/minimize the amount of attention for engaging in problem behavior • Limit verbal interactions/explanations • Create a signal to cue the student to use the alternative behavior instead

38. Responding to Problem Behavior: Extinction ** Note: extinction should ALWAYS be combined with frequent reinforcers for alternative/desired behavior. Example: • Darci engages in problem behavior that results in peer attention. • Darci’s peers will receive “Panther Paws” for ignoring her inappropriate behavior. • Darci will also be learning how to interact (and provided frequent opportunities to practice interacting) with peers appropriately and will earn time with peers for alternative/desired behavior.

40. Teaching Strategies These are the skills the student will need to be taught to do *How to ask for a break using break card *How to monitor his/her progress with a point sheet *How to engage in appropriate conversations with peers during small group counseling T Cassano 2011

42. Activity 3 Use the post its on your table to come up with 1 setting strategy, 1 antecedent strategy, 1 behavior teaching strategy and 1 consequence strategy and place them on the appropriate chart paper.

43. ACTIVITY 4 In your packet, complete the lower portion (initial intervention plan) for your student.

44. Adapted from Sugai, Lewis-Palmer, & Hagan, 1999

45. Building Behavior Support Plans Step 1: Develop Competing Behavior Pathway Step 2: Identify and Select Behavior Support Strategies Step 3: Develop Implementation Plan Step 4: Develop Evaluation Plan

47. Progress Monitoring in Data collection systems • Identify the skills to be addressed within the specialized instruction and choose an appropriate program/approach • Either select or develop a data collection tool which aligns with the focus of the goals/objectives - develop a file of templates for data collection for future use • Use a data sheet that is set up to take data efficiently and clearly - checklists/tallies- with correct measurement that aligns with the language of the goal/objectives

49. ACTIVITY 5 Discuss with your team a plan for progress monitoring your student/case study

50. Next Steps Required more data collection -Teacher/Parent/Student Interviews -More Behavior Observations -File Review -Office Discipline Referrals -Grades -Test Scores *Complete the F-BSP