Richard L. Simpson University of Kansas Wisconsin Department of Public Instruction Webinar

1. Functional Behavior Assessment and Effective-Practice Management Strategies for Children and Youth with Autism Spectrum Disorders Richard L. Simpson University of Kansas Wisconsin Department of Public Instruction Webinar February 8, 2010

2. Positive Behavioral Supports: A Foundation for Effective Management • Positive Behavioral Support Considerations • Ecological considerations are a primary means of understanding problem behavior • Systems-level and environmental modification strategies are primary means of changing problem behaviors • Understanding problem behaviors are more important than merely extinguishing them

3. Positive Behavioral Supports • Positive Behavioral Support Considerations (continued) • Positive methods are the primary tools for managing behavior • Positive behavioral supports are developed and implemented by teams of professionals, parents/families and students • Positive behavioral interventions are proactive rather than merely reactive

4. Positive Behavioral Supports • Positive Behavioral Support Considerations (continued) • Person-centered values and sensitivity/appreciation of individual’s preferred life style and personal values are major considerations when making decisions relative to positive behavioral supports • Positive behavioral supports interventions are designed to facilitate person’s access to desirable personal relationships and environments.

5. Positive Behavioral Support Levels of Intervention • Universal Group Behavior Support • Designed for all or most students • Universal group behavior support • Specialized Group Behavior Support • Designed for students who present critical risk factors • Specialized Individual Behavior Support • Designed for students who require intensive and individualized support

7. Key Elements Connected to PBS Supports Collaborative team-based decision-making Person-centered decision-making Self-determination Functional assessment of behavior Identification of outcomes that enhance quality of life and are valued by individuals, families and the community

8. Key Elements Connected to PBS Supports (continued) Strategies that are acceptable in inclusive community settings Strategies that teach useful and valued skills Strategies that are evidence-based and socially and empirically valid Strategies that do not cause pain or humiliation or deprive the individual of basic needs

9. Key Elements Connected to PBS Supports (continued) Constructive and respectful strategies that emphasize antecedent interventions, instruction in prosocial behaviors, and environmental modifications Ongoing measurement of effectiveness and impact Source: Board of the Association for Positive Behavior Supports (2007)

10. Understanding Behavior Positive Behavior Supports Medical and Biological Interventions Behaviorally-Based Methods Social Skill/Social Interaction Academic Supports and Interventions Environmental and Organizational Supports Other (e.g., visual imagery, Counseling) Cognitive-Based Techniques

11. Foundational Effective Practice Management Steps 1. Identify and define a behavior so that you and others clearly know what it is; and take enough data to adequately understand the target response. 2. Understand the antecedents associated with the behavior, i.e., time, setting, personnel, curriculum/activity, and so forth. 3. Understand the motivational factors connected to the target behavior, i.e., the results of the response (e.g., attention, escape) 4. Formulate and test antecedent and consequence hypotheses related to the target behavior. 5. Based on the above, develop an individualized intervention program.

12. Functional Behavior Assessment Vs. Analysis • Functional Behavior Assessment refers to a process of attempting to understand the purpose, motivation, and correlates of a problem behavior. The results of the process are informed hypotheses regarding the relationship between environmental events and other variables and the occurrence of the problem response; and the development of an appropriate behavior support management plan. • Functional Behavior Analysis refers to the process of evaluating problem behaviors via use of systematic observations; systematic manipulation of contextual variables to test hypotheses; and other systematic analyses of the typography, antecedents, consequences and perceived functions of response. Findings are used to develop scientifically valid behavior support and management plans.

13. Key Assumptions Related to Use of Functional Behavioral Assessment and Functional Analysis * Problem behaviors are Contextually Based Behaviors occur in response to stimuli (e.g., curricula, peer interactions and situations), environments (e.g., class setting), and internal factors (e.g., hunger, emotional distress) Behaviors are controlled by antecedents (e.g., teacher requests) and consequences (e.g., teacher or peer reactions to response

14. Key Assumptions Cont. * Problem Behaviors Serve a Function Problem behaviors serve a purpose, even if a student is unable to articulate what it is, and even if it has been unsuccessfully used The form and function of a problem behavior may be unrelated

15. Foundational Effective Practice Management Step 1a Identify and Operationally Define a Socially Valid Target Response • Who • What (a brief description of the target response) • When (a brief reference to temporal elements) • Where (a brief reference to setting)

16. Identify and Define a Socially Valid Target Responses • Socially valid behaviors are those that are perceived to be relevant and significant and that if addressed have the potential to enhance students’ quality of life.

17. Foundational Effective Practice Management Step 1b Evaluate and Measure a Target Response • 1. Anecdotal records • 2. Frequency/event counts • 3. Duration measurement • 4. Latency assessment • 5. Interval recording • 6. Time sampling

18. Foundational Effective Practice Management Step 2: Functional Analysis Steps--Antecedent Analysis • Recognize the complexity of setting and other antecedent variables • Focus on the most relevant antecedent factors • Time • Personnel • Setting • Curriculum • Instructional Activity

20. Events and Variables Associated with Target Behaviors 1. Time of Day --When are target behaviors most likely to occur? --When are target behaviors least likely to occur?

21. Events and Variables Associated with Target Behaviors 2. Setting --Where are target behaviors most likely to occur? --Where are target behaviors least likely to occur? Playground Lunch Room School Bus

22. Events and Variables Associated with Target Behaviors 3. Personnel variables --With whom are the behaviors most likely to occur? --With whom are the behaviors least likely to occur?

23. Events and Variables Associated with Target Behaviors 4. Curriculum/Activity Variable --What curriculum/activity is most likely to produce the target behavior? --What curriculum/activity is least likely to produce the target behavior? Math Music Group Work Language Arts Kick Ball

24. Other Antecedent Variables Biological - Puberty - Seizure Activity - Illness - Sleep Cycles - Biological/ Neurological-Based Behaviors (e.g., OCD) - Sensory-Based Behaviors (e.g., sensitivity to Light, sound) Environmental - Changes in Environment and Schedule Changes - Sibling and Parental Issues and Crises School - Instructional & Curricular Factors - Level of Reinforcement/Support - Noise Level - Activity Level - Classroom and Activity Structure -Peers -Personnel changes

25. Foundational Effective Practice Management Step 3: Functional Analysis Steps--Motivational Analysis • Collect and analyze FBA motivational-linked data and information • Identify Possible Functions of the Target Response

26. Evaluation of Possible Motivational Factors • Recognize the complexity and dynamic nature of motivational variables • Recognize that motivational variables will likely never be fully understood • Recognize that motivational variables are at best educated guesses that may translate into testable hypotheses

27. Possible Functions of Problem Behaviors • Communication • Sensory Related • Self-Gratification • Escape/Avoidance • Attention • Control/Power • Attempt to Obtain a Desired Object • Failure to Understand • Justice/Revenge • Other • Permutations and Combinations of the above

28. Management Step 4: Formulate and Test Antecedent and Motivational Hypotheses • Identify Possible Functions of the Target Response and Formulate Hypotheses Regarding the Functions of the Behavior • Test Hypotheses Regarding the Functions of the Target Response

29. Central Themes of Measurement • Make the Measurement “do-able” and non-intrusive • Be a detective: Start with the most obvious factors • Don’t be afraid to trust your instincts when generating hypotheses • Test your hypotheses

30. Make the Measurement “do-able” and non-intrusive.

31. Be a detective: Start with the obvious factors.

32. Don’t be afraid to trust your instincts when generating hypotheses.

33. Test your hypotheses.

34. Measurement Methods • Archival Methods --Record Review • Informant Methods --Interviews --Testing/Assessment Scales • Direct Observation --Scatter-plot Analysis --ABC/ABCR Analysis • Analogue Methods --Clinical Condition Analysis

35. Scatter Plot Analysis • Activity Time Days M T W R F • SPED 8:30-9:55 • Reading 10-10:45 • Spelling 10:50-11:30 • Recess 11:30-11:45 • Math 11:50-12 • Lunch 12:05-12:35 • Math 12:40-1:15 • Language 1:20-2:00 • SPED 2:05-2:50 • Prepare for home

36. Scatterplot of Tim’s aggressive behavior Student: Tim Wabash Date Week of: September 19-30 Target: Any occurrence in which contact is made between Tim’s hand, fist or foot and another person (student or adult) anytime at school. X = Target behavior O = No Target Behavior

37. A-B-C Chart Name ____________________ Date ___________________ Class __________________________

38. Informal Functional Analysis B = Behavior C = Consequence R = Response

39. *Jason’s Target Behavior Jason will defecate either while, or shortly after, being asked to do something.

40. Jason’s A-B-C Behavior Chart

41. Management Step 5: Develop an individualized intervention program ASD Program Intervention Options • Interpersonal Relationship Strategies • Skill-Based Methods • Cognitive-Based Methods • Physiological/Biological/Neurological Treatments • Other Interventions and Treatments Sources: National Research Council. (2001). Educating children with autism. Committee on Educational Interventions for Children with Autism. Washington, DC: National Academy Press. Heflin, J., & Simpson, R.L (1998). Interventions for children and youth with autism: Prudent choices in a world of exaggerated claims and empty promises. Part 11: Legal/policy analysis and recommendations for selecting Interventions and treatments. Focus on Autism and Other DevelopmentalDisabilities,13(4), 194-211. Heflin, J., & Simpson, R.L (1998). Interventions for children and youth with autism: Prudent choices in a world of exaggerated claims and empty promises. Part 1: Intervention and treatment option review. Focus on Autism and Other DevelopmentalDisabilities, 13(4), 212-220. Simpson, R., de Boer-Ott, S., Griswold, D., Myles, B., Byrd, S., Ganz, J.,et al. (2005). Autism spectrum disorders: Interventions and treatments for children and youth. Thousand Oaks, CA: Corwin Press. Simpson, R.L. (2005). Evidence-based practices and students with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 20(3), 140-149.

42. Intervention Options: Reinforcement • Reinforcement Methods • Tangibles/Edibles • Contingent Activities • Social Reinforcement • Token Reinforcement • Contingency Contracting

43. Successful Token Economy Programs • Tokens should be tangible, i.e., something students can see, touch, etc. • Tokens should be manageable, i.e., not to small as to be easily lost; not so large as to be difficult to handle and transport • Learners need to be able to exchange tokens for desired reinforcers • Learners should not be able to obtain tokens from sources other than their teachers

44. Successful Token Economy Programs • Token economy systems should allow for a variety of rewards; and the rewards/reinforcers should be periodically changed • Learners may need to be taught how to exchange tokens for reinforcers • Learners should have regularly scheduled opportunities to exchange their tokens for reinforcers • Teachers should plan for ways to counter token loss, theft and counterfeiting

45. Contingency Contracting • Contingency contracting involves a written behavioral contract between a learner and teacher (or other adult) regarding the performance of specified behaviors and consequences. Contingency contracts can either be for individual students or groups of students.

46. Intervention Options: Extinction • Extinction • Ignoring attention-motivated behaviors

47. Behavior Reduction Interventions • Behavior Reduction Methods • Response Cost • Time Out • Overcorrection • Differential Reinforcement

48. Behavior Reduction: Time Out • Time out forms • Ignoring • Contingent observation • Removal of materials • Reduction of response maintenance stimuli • Exclusion • Seclusion

49. Differential Reinforcement Methods • Differential reinforcement forms • Differential reinforcement of other behavior • Differential reinforcement of incompatible behavior • Differential reinforcement of alternative behavior • Differential reinforcement of lower rates of behavior

50. Behavior Reduction: The Case Against Their Use • Ethically and morally unjustified • Only can suppress undesired behavior • Potential for misuse and abuse is too great • Positive alternatives exist • Behavior reduction methods disregard the communicative function of undesired responses