Housekeeping

1. Housekeeping • Sign in with time. • Only sign out as you leave. • Cell phones easy to grab and silent • Cut out a puzzle piece and laminate student pic.

2. More…… • Reply to Emails to let us know that you are receiving them. • Honor each others suggestions. • 45 second Rule • No Side bars

3. When you hear the music, we will begin in 2 minutes!

4. Why are we here again?

5. Functional Behavior Assessments for Students with ASD

6. Please study the following slide carefully. You should see two identical dolphins diving simultaneously in the ocean. If not, it may indicate that you are under stress and need a couple of days off.

8. CULTURE OF AUTISM • SOCIAL RELATEDNESS • JOINT ATTENTION & RECEPROCITY • COMMUNICATION • Expressive deficits • Problems with intent as well as means • Receptive deficits • Problems with meaning and processing • SENSORY PROCESSING • Integration and modulation of inputs • DIFFICULTY WITH CHANGE • Limited interests, repetitive behavior, rigidity • COGNITIVE STYLE • Organization • Sequencing & planning • attention & relevance • abstraction & generalization

9. Sensory • Social communication • Need for sameness • Distractibility • Sequencing • Relevance • Organization • Understanding of time • Perseveration • Social understanding • Concrete • Central Coherence • Executive Functioning • Generalization • Motivation • Confusion • Anxiety

10. Case Study Activity Independently: • Review the iceberg slide • On your FBA form list underlying characteristics that pertain to your student Share: • With your table group, a few of your student’s underlying characteristics • Each person take two minutes.

11. 10 MINUTE BREAK:When you hear the music, we will begin in 2 minutes!

12. DON'T TOUCH MY DORITOS!!!!!!!!!

13. 24 Evidence Based Practices

14. “How many of you….” • Have participated in behavior intervention planning meetings? • Used functional assessment information to develop behavior intervention plan? • Conducted functional assessment….Informally? Formally? • Know why functional assessments are conducted?

15. So How Do You Get From

16. Paradigm Shift • To thinking differently • From the problem is within the child • To the problem is due to a breakdown in the teaching and learning interaction Atlas & Rita-Nelson 2009

17. Guiding Principles Human Behavior is important, understandable, and predictable. Human Behavior is malleable or changeable. Human behavior occurs within an environmental context, not in a vacuum. Human behavior is learned and can be taught/affected by manipulating aspects of the environmental context. Source: Crone , D.A. & Horner, R.H., 2003

18. A Context for Positive Behavior Support • Aredesign of environments, not the redesign of individuals • Develop a Plan that describes what we will do differently • Plan is based on identification of the behavioral function of problem behaviors and the lifestyle goals of an individual Atlas and Rita-Nelson 2009

19. BOTTOM LINE Intensive Students with Autism Spectrum Disorders Targeted Universal

20. FBA: “BIG IDEAS” • A process to improve our understanding of problem behavior so we can develop more efficient, effective & relevant behavior support plans. • Identification of events that reliably predict the occurrence & non-occurrence of problem behaviors. Adapted from T. Scott, U of Florida Gainesville

21. What is FBA? A systematic process for developing statements about factors that; contribute to occurrence & maintenance of problem behavior more importantly, serve as basis for developing proactive & comprehensive behavior support plans. Atlas & Rita-Nelson 2009

22. FBA Evidence Base • The NPDC on ASD found evidence for the use of FBA for: • Ages: 3-15 • Developmental Domains of: • Behavior • Communication The National Professional Development Center on Autism Spectrum Disorders

23. Primary Purpose • to improve the effectivenessand efficiencyof behavior support. • Behavior support plans built from functional assessment are more effective Didden et al., 1997,Carr et al., 1999 • To create order out of chaos (define contextual information, where, when, with whom, etc) • Professional accountability (IDEA, 2004) Atlas & Rita-Nelson 2009

24. What the Law Says…. Kentucky Administrative Regulations  Special Education Programs 707 KAR 1:002 – 707 KAR 1:380Revised August 26, 2008 • “(6) A child with a disability who is removed from the child’s current placement for more than ten (10) consecutive school days shall: (a) Continue to receive a free, appropriate public education so as to enable the child to continue to participate in the general curriculum, although in another setting, and to progress toward meeting the goals set out in the child’s IEP; and (b) Receive, as appropriate, a functional behavioral assessment, and behavioral intervention services, and modifications, that are designed to address the behavior violation so that it does not recur.” Section 13: Discipline Procedures p.36

25. What the Law Says… Kentucky Administrative Regulations Special Education Programs 707 KAR 1:002 – 707 KAR 1:380Revised August 26, 2008 • “(4) If the ARC determines that the conduct was a manifestation of the child’s disability, the ARC shall: (a)1. Conduct a functional behavioral assessment, unless the LEA had conducted a functional behavioral assessment before the behavior that resulted in the change of placement occurred and had implemented a behavioral intervention plan for the child; or 2. Review the behavioral intervention plan, (if one had already been developed) and modify it, as necessary, to address the behavior;” Section 14: Manifestation Determination p.36

26. Functions Pos Reinf Neg Reinf Atlas & Rita -Nelson 2009

27. Reinforcement & Punishment

28. Functional Approach Logic Behaviors are maintained by consequence events (function) Positive or negative reinforcement Behaviors are occasioned by antecedent events Relate antecedent to emission of behavior & likelihood of consequence event Changing behaviors requires consideration of maintaining consequences Atlas & Rita-Nelson 2009

29. Outcome of FBA • Operational description of the problem behavior • Data Collection • Identification of the consequences that maintain the behavior • Prediction of the times and situations when the behavior will and will not occur • Development of hypotheses Atlas and Rita-Nelson 2009

30. Classic Pitfalls Identify one function per problem behavior. It is not a smorgasbord. Find the thing, that, if you took it away, the problem behavior would stop happening. Narrow the focus. Pick no more than three (3) problem behaviors (or classes of problem behaviors) and deal with those first. We cannot effectively deal with 25 problem behaviors at once. Atlas and Rita-Nelson 2009

31. Basic Terms Maintaining Consequences: What sequence of events, reliably predicts the problem behavior? What happens immediately after the problem behavior? What is the child trying to GET or GET AWAY from? Get social attention Get objects/access to activities Get sensory stimulation Avoid aversive task/activity Avoid aversive social contact Avoid aversive sensory stimulation

32. Identifying Maintaining Consequences: Listen For… Ask About… Investigate… WHAT DO THEY GET? WHAT DO THEY AVOID? Social reaction/attention Proximity of contact Changes the sequence of activities/routines Clarifies expectations Increases assistance from adults or peers Access to materials, activities, food/drink Sensory stimulation or reduction Changes the physical environment Allows space or movement Delays activity/event Avoids negative peer attention, ridicule

33. Basic Terms Antecedent Events(Fast Triggers): Analyze routines in the student’s day to identify… What sequence of events reliably predicts the problem behavior? Where, when, with whom the problembehavior occurs? Where, when, with whomdesirable behavior is more likely to occur? What events, contexts, demands, tasks, people reliably trigger/precede the behavior?

34. Identifying Antecedent Events:Fast Triggers Listen For… Ask About… Investigate… Under what circumstances is the behavior most/least likely. Changes in the environment Availability & organization of materials Opportunity for choices Times of day/activities Clarity of expectations Reinforcement of expected behavior Nature of interactions (tone, proximity, contact) Amount & type of attention (peer, groups, adult) Access and quality of assistance, supervision Activity/task clarity Student’s ability matched to the tasks assigned Length of engagement Pace of instruction Hunger, fatigue, thirst, discomfort

35. Basic Terms: Setting Events Slow Triggers - Removed in Time What sequence of events reliably predicts the problem behavior? Events Removed in time that influence the behavior… What distal events tend to predict when the problem behavior will occur later?

36. Identifying Setting EventsSlow Triggers Listen For… Ask About… Investigate… Broader Issues that maybe influencing behavior Daily activity schedule Predictability of routines Variety of activities or materials Social relationships Preferences of the student History of intervention History of academic success & failure Medical and physical issues (nutrition, illness, medications, sleep patterns)

37. Slow Triggers global, quality of life variables Slow triggers are events that may occur before and/or during the targeted behavior that causes the student to respond to a “typical” situation in an “atypical” way. They are specific conditions, events, or activities that make the problem behavior worse but do not cause the behavior problem? secprevtn

38. Environmental Setting Events Neighborhood Quality of Life Interactions/Reactions Home Environment Level of Curriculum Instructional Arrangements History

39. Personal Factors as Setting Events Medications Diagnosis Sleep Chronic Illness Nutrition Arousal Sensory Sensitivity

40. Setting Events Examples • Relationships with Others Kevin is more likely to put his head down and close his book when he has been reprimanded by a teacher earlier in the day. Darrel is more likely to use profanities when a friend or peer group is present. When Carla has spent the weekend at her father’s house, and her morning routine has been hurried, she is more likely to talk back to teachers and refuse to do what she is asked.

41. Setting Events help explain the problem behavior-but do not excuse it, or excuse school personnel from developing interventions.

42. CULTURE OF AUTISM • SOCIAL RELATEDNESS • JOINT ATTENTION & RECEPROCITY • COMMUNICATION • Expressive deficits • Problems with intent as well as means • Receptive deficits • Problems with meaning and processing • SENSORY PROCESSING • Integration and modulation of inputs • DIFFICULTY WITH CHANGE • Limited interests, repetitive behavior, rigidity • COGNITIVE STYLE • Organization • Sequencing & planning • attention & relevance • abstraction & generalization

43. Function-based support is all about… Re-design & improvementof learning & teaching environments Attention to environment & function Not re-design of individuals Change in behavior of implementers of plan Atlas and Rita-Nelson 2009

44. Outline • Overview of FBA • Functions for Challenging Behavior • Steps for Conducting a FBA

45. Functional Behavior Assessment Power of FBA for teachers It addresses contextual variables that affect student’s behavior, variables that a teacher may be able to control It may result in more powerful intervention Prepared by KATC January 2010

46. Power of FBA for teachers • It may result in more reinforcement-based interventions (Cooper Heron & Heward, 2007) • It provides active involvement in a process FBA is much more than a form! Prepared by KATC January 2010

47. Functional Behavior Assessment (FBA) Outcomes of FBA Description of the problem behavior Identification of the events, times, circumstances that are regularly associated with the occurrence and non occurrence of the problem behavior (O’Neill et al., 1997) Prepared by KATC January 2010

48. Important Considerations • FBA is a team process • BIP’s based upon an FBA are more effective than those done without an FBA • Topography of behavior can be the same for several students, but the function of the behavior can be different for each of the students. Atlas and Rita-Nelson 2009

49. Functional Behavior Assessment (FBA) Outcomes of FBA • Identification of the consequences that maintain the behavior • Development of a summary statement or hypothesis regarding the function or purpose of the behavior (O’Neill et al., 1997) Prepared by KATC January 2010

50. FBA’s: Purpose • The purpose of conducting an FBA is to develop a behavior intervention plan (BIP) that encourages the individual to engage in alternative pro social behaviors (replacement behaviors) that serve the same function as the problem behavior and make necessary environment arrangements to prevent problem behavior from occurring (Horner, 1994) • BIPs based on FBAs are effective for individuals of all ages and all functioning levels (Hanley, Piazza, Fisher, & Maglieri, 2005) Scott 2009