Developing & Implementing Effective FBA’s and BIP’s

1. Developing & Implementing Effective FBA’s and BIP’s Lori Chambers Jessie Vance January 2014

2. Agenda • Overview of FBA/BIP process • Competing Pathways: FBA/BIP Tools for Data-based Decision-making • Lunch • Behavior Intervention Plans • Monitoring effectiveness and data entry • Questions/Concerns/Comments

3. Learning Intention • We will gain understanding of the FBA/BIP process including data collection to identify the function of a student’s behavior.    Success Criterion • We know we are successful when we can explain the FBA/BIP process and develop behavior intervention plans that teach replacement behavior based off of the FBA findings.

4. Guiding Principles

5. Functional Behavior Assessment

6. http://www5.milwaukee.k12.wi.us/dept/rti/files/2013/09/PBIS-Flow-Chart-Tier-1-to-3-REVISED.pdfhttp://www5.milwaukee.k12.wi.us/dept/rti/files/2013/09/PBIS-Flow-Chart-Tier-1-to-3-REVISED.pdf

7. Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior ~5% SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~15% Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ~80% of Students

8. Tiered System of Support • Tier 3: Multiple Adults/ One Student • Tier 2: One Adult/ Multiple Students • Tier 1: All Students

10. Research and Practical Experience….. • By the time youth access FBA/BIP intervention, they are already at high-risk. • More youth need FBA/BIP, sooner. • FBA/BIPs are often found in the “file” and viewed as a document. • Many BIPs focus only on rewarding for appropriate behavior, omitting supports to ensure appropriate behavior

12. Legal considerations for students with disabilities…

13. It takes a team!

14. FBA Outcomes • Operationally defined problem behavior(s) • Identify routines in which the problem behavior is most and least likely to occur • Define the antecedent events (triggers; setting events) that predict when the problem behavior is most likely • Define the ONE consequence that contributes most to maintaining the problem behavior in that routine. • Summary Statement of findings.

15. FBA/BIP Competing Behavior Pathway Student Strengths 5 6 Current Consequence Desired Behavior 2 8 4 1 3 Trigger/Antecedent Problem Behavior(s) Maintaining Consequence Setting Event Function 7 Replacement Behavior Adapted from Sugai, G., Lewis-Palmer, T., & Hagan-Burke, S., 2000

16. Identify the behavior…

17. Does it pass the stranger test?

18. Defining Problem Behavior Observable and Measurable Non-Examples • Hyperactive • Aggressive • Bully • Psychotic • Irresponsible Examples • Out of seat and walking around the room touching other student’s things • Hits with hands and kicks peers • Takes valuable items from peers • Reports seeing monsters • Arrives to class late 75% of the time

19. Dimensions of Behavior Frequency Latency Topography Magnitude Duration Locus Dimensions of Behavior

20. Indirect Assessment Record Review Interviews Permanent Products

21. Direct Assessment Awareness Test

22. What will you choose? Target/Problem Behavior Number/Count of Behavior Time/Duration of Behavior Time Between Direction to Student and Initiation of Response Specific Beginning and End or Continuous Specific Beginning and End Length of Time Behavior Lasts Event Recording Interval Recording Latency Recording Duration Recording Adapted from: Alberto and Troutman

23. Setting Events vs. Antecedents Setting Events (slow trigger)– indirectly “sets-up”the problem behavior Antecedents (fast trigger) - occurs immediately before the problem behavior

24. Setting Event Examples Lack of sleep or food Having a fight on the way to school Bad grade on a test / reprimands Forgetting to take medication Substitute teacher / changes in routine Non-examples: Diagnosis of autism or ADHD “Bad” home life Note: Setting Events can be difficult to identify, are sometimes unknown.

26. 2 Antecedents: When _____happens…. 1 Behavior the student does (what)__ 3 Maintaining Consequence: ..because (why) ______ WHY does the behavior continue to occur? What happens before the problem behavior? What happens after the problem behavior? M. K. Strickland-Cohen (2011) ECS, University of Oregon

27. Maintaining Consequence • If a behavior is continuing to occur it is being reinforced… • A maintaining consequence is an item, activity or event that follows a behavior and results in an INCREASE in that behavior.

28. Functions of Behavior

29. Common functions in the school setting…. Obtain/ Access • Peer attention • Adult attention • Desired activity • Desired object/ items Avoid/ Escape • Difficult Task • Boring Task • Easy Task • Physical demands • Non-preferred activity • Peer or Adult attention

30. You can not reduce a problem behavior without first identifying the replacement and desired behaviors the person should perform instead of the problem or target behavior. (O’Neill, pg. 71)

32. Replacement Behavior Essentials Serve the same function as the problem behavior Easier to do than the problem behavior Socially acceptable

33. “Your desired behavior must become just as much a habit as your undesired behavior was before." • Mike Hawkins Desired Behavior Current Consequence

34. "If a student doesn't know how to read… …we teach If a student doesn't know how to swim… … we teach If a student doesn't know how to multiply… …we teach If a student doesn't know how to behave… …we punish?" John Herner

35. Identifying Behavior Support Strategies • Team identifies a range of strategies/ interventions to address: • Prevention • Teaching • Consequences We considertheFUNCTIONof the problem behavior when selecting these strategies. M.K. Strickland-Cohen (2011) ECS, University of Oregon

37. Preventative Strategies

38. Setting Events Triggering Antecedents Maintaining Consequences Teaching Behaviors • Neutralize Irrelevant Ineffective Inefficient

39. Function-Based strategies… DIRECTLY address the function of the problem behavior by: • Providing a way to access the maintaining consequence by engaging in appropriate behavior or… • Preventing access to the maintaining consequence following problem behavior

40. Selecting Antecedent Strategies: Modifying Triggers When identifying preventive antecedent strategies: Eliminate or alter the antecedent so student will no longer need to use problem behavior The BEST antecedent MODIFICATIONS directly address the identified ANTECEDENT and the FUNCTION of the problem behavior M.K. Strickland-Cohen (2011) ECS, University of Oregon

41. Teaching Strategies Skill or Performance Deficit?

43. What resources can I use? SAIG Lessons Second Step Ropes and Challenges Social Stories Restorative Justice SEL Curriculum

44. Consequences vs. Punishment

45. con·se·quence (k n s -kw ns , -kw ns). n. 1. Something that logically or naturally follows from an action or condition. www.thefreedictionary.com

46. Types of Consequences ↑Replacement Behavior POSITIVE ↓Problem Behavior NEGATIVE Correction/Precision request Restitution Positive Practice Privilege Loss • Social • Activity or Privilege • Tangible/materials

48. Progress Monitoring

49. Keep in mind… It’s a process Behavior will get worse before it gets better Reward attempts and approximations Reward desired behaviors Delivery of positive consequences brings about replacement behavior Delivery of negative consequences helps student avoid disliked situation

50. Resources MPS FBA/BIP Resources • http://www5.milwaukee.k12.wi.us/dept/rti/fbabip/ Wisconsin Department of Public Instruction • http://sped.dpi.wi.gov/sped_sbfba Exceed Help Videos/ Documents • http://www5.milwaukee.k12.wi.us/dept/rti/exceed-help-page/