FBA/BIP

1. FBA/BIP SPED 583

2. Today’s Objectives • Link an FBA and a BIP • Identify the key components of a BIP • List the types of changes that can be made to help reduce problem behavior • Use a Behavior Pathways Chart (Competing Behavior Model) to select a behavioral equivalent

3. Today’s Objectives • Develop a plan for teaching the replacement behavior • Develop a plan for structuring the environment to reduce the inappropriate behavior and to reinforce the replacement behavior

4. Building a Behavior Support Plan • The plan should • indicate how staff, family, or support personnel will change and not just focus on how the person of concern will change • be directly based on the functional assessment information

5. Building a Behavior Support Plan • The plan should • be technically sound • Be a good fit with values, resources, and skills of persons responsible for implementation • (O’Neil, et al., 1997)

6. indicate how staff, family, or support personnel will change and not just focus on how the person of concern will change • Changes to: • Physical setting • Curriculum • Medication • Schedule • Methods of instruction • Rewards and punishers • (O’Neil, et al., 1997)

7. be directly based on the functional assessment information • List summary statements in BIP • Foundation for plan • All intervention procedures must be consistent with this statement • Competing behaviors model • BIP indicates what person should not do • BIP indicates what person should do • (O’Neil, et al., 1997)

8. be technically sound • Make problem behaviors • Irrelevant • Reduce aversive features of task • Increase activity and interest • (O’Neil, et al., 1997)

9. Inefficient • Physical effort required to perform behavior • Number of times behavior must be performed before reinforcement • Time delay between first problem behavior and reinforcement • (O’Neil, et al., 1997)

10. Ineffective • Extinction of problem behavior • (O’Neil, et al., 1997)

11. Be a good fit with values, resources, and skills of persons responsible for implementation • Time • Money • Effort • Aversive • (O’Neil, et al., 1997)

12. Competing Behavior Model The link between the FBA and the BIP

13. Diagram functional assessment summary statements Setting EventAntecedentProblem Consequence Little sleep Difficult Vomiting Escape task task Negative Biology Talking out Peer attention Interactions lecture (O’Neil, et al., 1997)

14. 2. Define alternative behaviors and contingencies associated with those behaviors DesiredConsequence Do the work Praise More tasks Setting EventAntecedentProblem Consequence Little sleep Difficult Vomiting Escape task task Replacement Ask for a break (O’Neil, et al., 1997)

15. Setting EventAntecedentProblem Consequence No setting Independent Whine, talk Teacher Events assignment out, refuse attention Identified to work, tantrum (O’Neil, et al., 1997)

16. DesiredConsequence Work w/ More work little attn Setting EventAntecedentProblem Consequence None identified Independent Whine, talk out Teacher attention work refuse, tantrum Replacement Ask for help/ teacher attention (O’Neil, et al., 1997)

17. Activity • Work with your partner to review the Competing Behavior Pathways Chart you did on your targeted students. • Make adjustments as needed

18. Replacement behaviors • Should be as normal and typical as possible • Useful class-wide • Useful behavior/skill for student to learn? • Useful in multiple settings? • Age and developmentally appropriate? • Chandler & Dahlquist, 2002

19. Replacement behaviors • Acceptable to • Student • Family • Teachers • Administrators • Team members • School and greater community • Chandler & Dahlquist, 2002

20. Replacement behaviors • Efficient • Less time • More reinforcement • Produce function more frequently • More immediate reinforcement • Incompatible with challenging behaviors • When appropriate • Chandler & Dahlquist, 2002

21. Positive Reinforcement Function • Use reinforcer obtained for inappropriate behavior for replacement behavior • Eliminate reinforcer for inappropriate behavior • Teach methods to request reinforcement • Signals and prompts • Chandler & Dahlquist, 2002

22. Positive Reinforcement Function • Differential reinforcement to increase appropriate behavior • DR of incompatible behavior • DR of alternative behavior • DR of other behavior • DR of low rates of behavior • Chandler & Dahlquist, 2002

23. Positive Reinforcement Function • More reinforcement for appropriate behavior than received for inappropriate • Reinforcement for peers engaging in replacement behavior • Identify behavior: Tell student what to do vs what not to do • Redirect student to appropriate behavior • Chandler & Dahlquist, 2002

24. Negative Reinforcement Function • Difficult tasks • Nonpreferred tasks • Teacher-directed activities • Instructions to perform difficult or nonpreferred tasks • Instructions to use difficult or nonpreferred materials • Chandler & Dahlquist, 2002

25. Negative Reinforcement Function • Unwanted attention • Specific locations and seating arrangements • Requirements and instructions for participation • Chandler & Dahlquist, 2002

26. Appropriate behaviors that result in avoidance or escape • Teach appropriate way to communicate need to avoid activity • Teach appropriate way to request alternative • Teach appropriate way to request a break • Teach appropriate way to request an end to activities, interactions, tasks. • Chandler & Dahlquist, 2002

27. Strategies to change the function • Reduce difficulty • Reduce or change task demands or shorten duration or length of task • Provide choice of task, activity, peers • Make task more interesting • Chandler & Dahlquist, 2002

28. Arrange for incremental success • Provide assistance during task • Provide positive corrective feedback during the task • Model task-related behavior and appropriate behavior • Provide prompts and cues prior to task • Reinforce partial task completion • Chandler & Dahlquist, 2002

29. Arrange for incremental success • Reinforce participation and successive approximations toward behavioral objective • Teach appropriate ways to request assistance • Use small cooperative groups or peer tutoring • Chandler & Dahlquist, 2002

30. Intersperse activities, tasks, and materials • Alternate tasks, activities, materials • Use behavioral momentum • Use preferred activities to reinforce participation in non-preferred activities • Provide breaks • Chandler & Dahlquist, 2002

31. Other strategies • Presignals and safety signals to increase self-control • Ignore challenging behavior • End task or activity on positive note • Chandler & Dahlquist, 2002

32. Select intervention procedures • Assemble the implementation team • Diagram the competing behavior model • Begin with more distant setting events and identify changes • Focus on changes in immediate antecedent events • List strategies • Examine changes to consequences • (O’Neil, et al., 1997)

33. Writing a Positive Behavior Support Plan • Operational definitions of behaviors • Summary statements • General approach • Key routines • Monitoring and evaluation • (O’Neil, et al., 1997)

34. General approach • Setting event strategies • Immediate predictor strategies • Teaching strategies • Consequence strategies • (O’Neil, et al., 1997)

35. Key routines • Scripted descriptions of daily routines • Problem situations • Crisis plan • (O’Neil, et al., 1997)

36. Monitoring and evaluation • Is plan having effect on family and staff? • Is plan impacting target student • System for collecting data • Process for data review • by whom and how often • (O’Neil, et al., 1997)