Writing BIP s based on FBA s by Laura A. Riffel, Ph.D.

1. Writing BIP’s based on FBA’sby Laura A. Riffel, Ph.D.

2. AGENDA This Morning: Overview of PBIS Overview of Functional Behavior Support Analyze Real Data Competing Pathways Form Writing a Behavioral Intervention Plan Tool for Making the Whole Process ABC easy Lunch

3. What is Positive Behavioral Support? A new way of thinking about behavior Broadens intervention from only one approach - reducing challenging behavior to….. Encompasses multiple approaches: changing systems, altering environments, teaching skills, and appreciating positive behavior

4. PBIS Includes: A team process for goal setting Functional Behavioral Assessment Behavior intervention plan design, implementation, and evaluation This means everyone will react to the child in the same way.

6. Goal Setting Identify team members most effective as collaborative process Develop a profile to include: child’s strengths child’s needs child’s target behaviors Identify settings & situations that require intervention

7. Functional Behavioral Assessment (FBA) FBA is a process for gathering information to understand the function (purpose) of behavior in order to develop an effective intervention plan.

8. Assumptions Underlying FBA Behavior is learned and serves a specific purpose. Behavior is related to the context within which it occurs

9. Questions to Address: How often does the target behavior occur & how long does it last? Where does the behavior typically occur/never occur? Who is present for the occurrence/nonoccurrence of the behavior? What is going on during the occurrence/nonoccurrence of the behavior? When is the behavior most likely/least likely to occur? How does the child react to the usual consequences that follow the behavior?

10. Defining Target Behaviors

11. Methods for Conducting FBA Indirect, Anecdotal, Interview Surveys Notes Interviews Descriptive, Observational Data collection 

12. Indirect Methods:Examples MAS - Motivational Assessment Scale FAST- Functional Analysis Screening Tool PBQ- Problem Behavior Questionnaire

13. Indirect Methods:Strengths and Limitations Strengths Easy to implement Minimal time and training required Structured methods May use for initial assessment Limitations 30% reliability to determine function Information can be subjective Non-specific functions identified (ex: escape from work)

14. Descriptive/ObservationalMethods:Examples A-B-C Analysis Scatter plot Interval or time sampling

15. Descriptive Methods:Strengths and Weaknesses Strengths: Objective & quantitative data Behavior is sampled in relevant settings Can ID environmental relationships Sufficient for BIP development Reliability (60-80%) Limitations: Analysis can be complex Time requirement Increased staff training & experience may be necessary May not ID function of infrequent behavior

16. The Old Way: Reactive Do it because I said so….. You hear someone saying: Do you want a detention? Do I need to send you to the office? If you don’t walk right down this hallway- I’ll drag you down the hallway.

17. Positive Behavior Support Look at the reason behind the target behavior.

18. Possible Functions Positive Reinforcement: Social attention or Access to materials Sensory Stimulation Negative Reinforcement: Escape from activities or people Sensory/Pain attenuation

19. Analyzing Patterns Under what circumstances or antecedent events is the target behavior most/least likely? WHEN? WHERE? WHAT? WHO? WHY? What consequences or results predictably follow the target behavior? WHAT DO THEY GET? WHAT DO THEY AVOID? What broader issues are important influences on behavior?

20. Other Information: Times, activities, and individuals when behavior is most or least likely to occur Conditions that are typically associated before or after the target behavior Common setting events associated with the behavior Other behaviors that may occur before or with the target behavior

21. Summary Statement 1. When this occurs…(describe circumstances/antecedents) 2. the child does…(describe target behavior) 3. to get/to avoid…(describe consequences)

22. Example Statements: 1. When the teacher’s attention is withdrawn or focused on another child,2. Zoe makes noises;3. this results in the teacher scolding and moving closer to Zoe. 1. When all the student attention is on the teacher,2. Terry interrupts the class with comments;3. the students laugh at Terry’s comments. 1. When Kim finishes work before the rest of the class,2. Kim scribbles on the desk;3. this results in the teacher giving Kim some work to do.

23. Summary Statement Model

24. Behavior Intervention Plan (BIP) The summary statement is the foundation for a positive and supportive plan.

25. Effective Managing consequences to reinforce desired behaviors and replacement skills Withhold reinforcement following target behavior Use of natural, least intrusive consequences that address the identified function

26. Behavioral Intervention Plan Model

27. Let’s Meet Zoe Zoe is a 10-year-old child who constantly interrupts the class. When the class is working independently, Zoe makes animal noises to get the teacher’s attention. Zoe does not entertain self.

28. Example Plan for Zoe: Teach Zoe to display a “help” signal when he/she needs attention or help. Remind Zoe to do this. Provide reinforcers for following this request. Provide attention whenever Zoe displays the “help” signal, even if just to say “I’ll be there in a minute.” Ignore all noises.

29. Behavioral Intervention Plan Model for Zoe

30. Let’s meet Terry Terry is a 17-year-old who interrupts the teacher 63 times in a 30-minute period. Terry frequently receives responses from other students in the class.

31. Example Plan for Terry: Provide a token economy for Terry: Terry earns a token on a frequent schedule for not interrupting the teacher. For every 10 tickets Terry earns he/she earns the right to teach the class a Math problem. This way Terry receives attention from classmates for an appropriate activity.

32. Behavioral Intervention Plan Model for Terry

33. Let’s Meet Kim. Kim is a high school student who brings dead animals to school. Kim is brilliant in biology but doesn’t have many friends. All the kids talk about how “weird” Kim is. The other students call her “one of the Osbourne’s”. Kim smiles when people call her this.

34. Behavioral Intervention Plan Model for Kim

35. Promoting Self-Management Self-monitoring (e.g., the child tracking own performance by logging incidents such as speaking out of turn) Self-reinforcement(e.g., taking a break following completion of a specific number of math problems, recruiting praise from an adult for use of a particular social skill) Self-correction(e.g., child uses behavioral checklist to evaluate own performance at the end of each class period)

36. Crisis Management If the child’s behavior poses a significant risk to self or others, a plan to ensure safety and rapid de-escalation needs to be developed. Crisis plans are reactive, rather then proactive. Team members may require outside training to implement procedures.

37. Contextual Fit of Plan How does the plan align with the goals of the child and support providers? Do the people implementing the plan have the capacity and commitment to do so? Are the resources needed for the plan available?

38. Dynamic Process

41. Common Entries Form Page 59 FBA2BIP Workbook

49. Using this PowerPoint break timer This PowerPoint slide uses images, custom animation, and timing to provide a countdown timer that you can use in any presentation. When you open the template, you’ll notice that the timer is set at 00:00. However, when you start the slide show, the timer will start at the correct time and count down by 1-minute intervals until it gets to 1 minute. At that point, it will count down in two 30-seconds intervals to 00:00. To insert this slide into your presentation Save this template as a presentation (.ppt file) on your computer. Open the presentation that will contain the timer. On the Slides tab, place your insertion point after the slide that will precede the timer. (Make sure you don't select a slide. Your insertion point should be between the slides.) On the Insert menu, click Slides from Files. In the Slide Finder dialog box, click the Find Presentation tab. Click Browse, locate and select the timer presentation, and then click Open. In the Slides from Files dialog box, select the timer slide. Select the Keep source formatting check box. If you do not select this check box, the copied slide will inherit the design of the slide that precedes it in the presentation. Click Insert. Click Close. Using this PowerPoint break timer This PowerPoint slide uses images, custom animation, and timing to provide a countdown timer that you can use in any presentation. When you open the template, you’ll notice that the timer is set at 00:00. However, when you start the slide show, the timer will start at the correct time and count down by 1-minute intervals until it gets to 1 minute. At that point, it will count down in two 30-seconds intervals to 00:00. To insert this slide into your presentation Save this template as a presentation (.ppt file) on your computer. Open the presentation that will contain the timer. On the Slides tab, place your insertion point after the slide that will precede the timer. (Make sure you don't select a slide. Your insertion point should be between the slides.) On the Insert menu, click Slides from Files. In the Slide Finder dialog box, click the Find Presentation tab. Click Browse, locate and select the timer presentation, and then click Open. In the Slides from Files dialog box, select the timer slide. Select the Keep source formatting check box. If you do not select this check box, the copied slide will inherit the design of the slide that precedes it in the presentation. Click Insert. Click Close.

50. Let’s Put it to Practice Meet Scout Radley

51. Scout Radley Scout is a sixth grade child with mild intellectual disabilities. Scout has two siblings who attend the nearby high school. Scout’s mother works full time and father frequently travels. Scout’s behaviors at school are disruptive outbursts and physical aggression. Coming home from school, Scout eats everything in sight, leaves things laying all over the house, and argues with siblings most of the evening. Scout is included in the regular classroom with support services provided.

52. Scout’s Behaviors Throwing Objects A physical object leaves Scout’s hands and lands at least six inches from Scout. Disruptive Outburst A loud verbal sound or words that come from Scout that disturbs the learning environment. Physical Aggression Any part of Scout’s body comes in contact with another person with force.

54. Behavior Analysis

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62. Behaviors

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71. Behavior Analysis

72. Summary Statement 1. When this occurs…(describe circumstances/antecedents) When Scout has _____________________ 2. the child does…(describe target behavior) Scout has a disruptive outburst 3. to get/to avoid…(describe consequences) To _________________________________________

73. Summary Statement 1. When this occurs…(describe circumstances/antecedents) When Scout has _____________________ 2. the child does…(describe target behavior) Scout shows physical aggression 3. to get/to avoid…(describe consequences) To _________________________________________

74. Attention Now – Think, Pair, Share ideas that would make the target behavior unnecessary for attention.

75. Competing Pathways Chart

76. Competing Pathways Chart

77. Competing Pathways Chart

78. Competing Pathway for Attention Plan with your team what you would do to start making changes based on what you know about Scout from the data.

79. Competing Pathways Chart

80. We’re going to fill out a competing pathways for the function of escape.

81. Competing Pathways Chart

82. Competing Pathway for Escape Think, Pair, Share ideas with your group on things you can do to change the environment so the target behavior is unnecessary for escape.

83. Competing Pathways Chart

84. NEW!!!!

93. How Much Would You Pay for a program that did this? What about $1000? What about $500? What about

96. Lunch Break