Understanding Function of Behavior:

1. Understanding Function of Behavior: Planning for FBA in your school

2. What is the function of this behavior? http://www.youtube.com/watch?v=uQtpRjBLXic

3. Function Based Approach A process that focuses on: Changing Environmental Factors Instead of Fixing the Person

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

5. Assessing predictable relationships between the environment and behavior F B A only Involves observations of student in natural environments Determine why problems occur Testable explanations The purpose is to get the information necessary to create a successful plan Plans focus primarily on prevention

6. ERASEproblem behavior Explain - What is the problem?Reason- What is he/she getting out of it or avoiding?Appropriate- What do you want him/her to do instead?Support - How can you help this happen more often? Evaluate - How will you know if it works?

7. 5 Steps in Conducting FBA • Define the Problem Behavior • Gather Information • Generate a Hypothesis • Build a Competing Behavior Pathway • Design a Behavior Intervention Plan

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

9. 3 Levels of Functional Behavioral Assessments • Simple/Basic FBA • Full/Complex FBA • Functional Analysis

10. Who needs to know about FBA? • All staff should have a basic understanding of the function of behavior. • Members of the targeted behavior student planning team (EST?) should be able to complete a Simple FBA. • The school and/or Supervisory Union should be able to identify people to conduct a Full FBA or Functional Analysis.

11. For All Staff Online tutorial available at:http://serc.gws.uky.edu/pbis/home.html

12. For a Few:(2-3 people) • Attend two-day FBA/BIP training (TBD)

13. Activity # 12 • Complete Now: • Determine how/when to provide staff training in understanding function of behavior. • Identify 2-3 people to be trained in FBA. • Complete Later: • Referral process and procedures for FBA in your school. • BAT questions 44-46.

14. Universal Screening

15. Problems at Schools • Struggling readers • Can’t read at all • Letter/word reversal • Comprehension difficulties • Memorization difficulties • Retention problems • English language learners • Lack of number recognition • Math fact deficits • Homework completion • Sloppy work • Test anxiety • Oral reading fluency • Poor writing skills • Fights • Property destruction • Weapons violation • Violence toward teachers • Tobacco use • Drug use • Alcohol use • Insubordination • Noncompliance • Late to class • Truancy • Inappropriate language • Harassment • Trespassing • Vandalism • Verbal abuse and on and on and on and on and on and on and on

16. Interventions with an Evidence Base • Advance organizers • Anger Management Skills Training • Behavioral Interventions • Choice • Class Wide Peer Tutoring • Cognitive organizers • Cognitive Restructuring • Cognitive-Behavioral Therapy • Computer-Assisted Instruction • Contingency Management • Daily Behavior Report Cards • Exposure-Based Techniques • Family Therapy • Functional Assessment • Functional Communication Training • Integrated Cognitive-Behavioral Therapy • Interdependent Group-Oriented Contingency Management • Interpersonal Therapy for Adolescents • Milieu Language Teaching • Mnemonics • Modeling • Modified Task Presentation Strategies • Moral Motivation Training • Multimodal Interventions • Multisystemic Therapy • Opportunities to respond • Pacing • Parent Training • Peer Mediated Interventions • Peer tutoring • Peer-Mediated Conflict Resolution and Negotiation • Picture Exchange Communication System • Pivotal Response Training • Pre-correction • Presentation Strategies • Problem Solving • Procedural prompts and behavioral momentum • Replacement Behavior Training • Self instruction • Self mediated strategies • Self monitoring • Self-Management • Social Skills Training • Task Modification • Task Selection Strategies • Token Economy System • Verbal Mediation • Video Modeling Vannest K, Reynolds CR, Kamphaus RW. BASC-2 intervention guide for emotional and behavioral problems. Bloomington, MN: Pearson Assessments; 2009.

17. Why Universal Screening? • To find students whose problems are not immediately obvious and to identify problems with a high degree of accuracy • Early identification leads to early intervention • Schools that implement Universal Screening select interventions based on results of rating scales on the screening tools. This is effective and efficient.

18. Universally Accepted Types of Screening in School Why not?

19. Features of Good Universal Screening

20. Aren’t ODRs Enough?

21. Three Pathways

22. Multi-Stage & Multi-Gate Approach

23. PBIS-NH Approach No elevation No elevation Exit Exit

24. Screening Tips • Recommended twice / year (October & February) • Group administration of Stage 1 • Teachers should have known students for at least one month • Review definitions / examples of externalizing and internalizing problems

25. So pretty simple, right? Well… • Family’s right to privacy (opt out option) • Clear & efficient systems to support process • Training & TA • Availability of supports • Policy and liability issues • What else?

26. NH-PBIS Recommended Steps to Readiness

27. Activity #13 • As a Team, review the merits and challenges of implementing a screening process for social/emotional/behavior problems. • Identify 2-3 “go-to” staff who will agree to receive further training in Universal Screening.