Dr. Patti Hershfeldt Sheppard Pratt Health System/ Johns Hopkins University phershfe@jhsph.edu

1. Dr. Patti Hershfeldt Sheppard Pratt Health System/ Johns Hopkins University phershfe@jhsph.edu

2. Overview of FBT • Rationale • 3 steps of FBT • Strategies to Promote Use • Case study

3. Importance of FBAs • Evidence-Based Practice • Value to educational process • Leads to validated Behavior Intervention Plans (BIPs) • Leads to Important Changes in Student Behavior • BUT…..

4. FBAs Not Always Administered • Why? Some reasons: • Limited Time • Limited number of individuals trained to adequately perform functional analysis (Van Acker, Borenson, Gable, & Potterson, 2005) • Associated with special education • Limited technical assistance: FBAs

5. The Challenge: How to get the benefits of FBA in the current context of schools • Function Based Thinking: A process designed to provide classroom teachers a enhanced and systematic method of dealing with behavioral issues (Not FBA)

6. How Does it Differ From FBA? • Ecological factors are ruled out • Double-Check (Hershfeldt, 2010) • Classroom management • Considers context • Simpler and user friendly • Designed to support the needs of students w/less severe behaviors • When Used? • Conventional tactics have not been successful • Likely candidates include our students in need of Tier 2 support “Yellow Zone”

7. Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT ~5% 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

9. Gathering information Emphasize data already collected by teachers • Development of a plan Ensuring interventions match function Matches teacher style and comfort level • Evaluation/monitoring of the plan Simple

10. What other types of data do we collect?

11. Antecedent, Behavior, Consequence data • Data comes in many forms: • Student grades, homework and work completion, tardies, absences and even visits to the nurse or guidance office • Let the data define the problem • How do we know it’s a problem? “Show me the data” • Data bee…

13. Its easy to become overwhelmed and rely on whatever intervention might have worked with a previous student • Research suggests selecting an intervention that addresses the function of the behavior yields higher success in changing the targeted behavior (Scott et al., 2005)

14. Should take into consideration the function of the behavior • Answer the question WHY? • Replace the targeted behavior- not punish • Remember: Rome wasn’t built in a day • Identify personnel that could help the student learn the new behavior • Be sure the personnel have the training to support the student

15. Avoidance • Unfamiliar w/the process or content • Academic deficits • Capacity (too much) • Engagement (material isn’t engaging) • Social skill deficit (doesn’t know how to interact w/ peers and adults) • Access • Attention from peers, adults, to a favorite task Macintosh, et al. (2008)

16. Avoidance • To avoid a task • To avoid a person/interaction (less common) • What to do • Premack • Build in breaks • Permit escape for a specified time

17. Access (Attention-Seeking) • Engages in behavior to satisfy (unconscious) need for attention • Chronic blurting out, excessive helplessness, tattling, minor disruptions • What to do: • Be careful about reinforcing the “problem behavior” • Planned ignoring • Provide attention and reinforce positive behavior • Teach an alternate way to access attention

18. Does the student have the skill? • Lacks ability or knowledge about how to behave • What to do: • Explore psychological or constitutional factors • Have capacity for insight? • If yes: Conduct lessons to develop skills and knowledge about appropriate behavior • Model, reinforce, and provide feedback • If no: Make accommodations

19. Is the student aware? • Truly unaware that behavior is problematic • Defensive, argumentative • What to do: • Provide feedback • Develop a signal to cue the student about the misbehavior • Develop a self-monitoring and evaluation strategy

24. Data collection should be on-going and simple (Jenson, Rhode, and Reavis (1995) in the Tough Kid Tool Box) • Periodically compared with the baseline • How else do you know if it is working? • Reported to those involved • including the student • self-monitoring most effective

27. Teacher willing and able • Training in FBT • On-going coaching • Evaluation (Fixsen, Naoom, Blasé, Friedman, & Wallace, 2005).

28. How will you support teachers in changing their behavior? • Discuss methods for getting this information to teachers. • Who is available to provide initial and ongoing support to teachers as they learn FBT?

29. PBIS “3-Circles” Problem-Solving Worksheet Targeted Problem: _______________________ Step 1: What does the data say? ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ Step 4: What will we do to support staff? ______________________________________________________________________________________________________________________________________________________________________________________________________ DATA + Culture – Supports Decision Making SYSTEMS – Support Staff Behavior Step 2: What is the goal? ______________________________________________________________________________________________________________________________________________________________________________________ Step 3: What will we do to support student behavior? __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ PRACTICES – Support Student Behavior (VDOE ESD Project, 2011)

30. Student level • Rule out ecological factors • Empower the teacher to think functionally and plan accordingly • Classroom level • Classroom Check Up (Reinke, Lewis-Palmer, & Merrill, 2008 ) • School level • Use of school-wide data • Data based decision making

31. Tier 3 FBA for Individual level problem solving FBT for Individual student problem solving Tier 2 Classroom level Problem Solving Tier 1 Triangle Activity: Applying the Three-Tiered Logic to Your School PBIS Team uses FBT for SW Problem Solving

32. Two students calling out frequently, disrupting the learning of others • Step 1: Collect information • When • Where • Who was involved • ABC observations

33. Step 2: Develop a plan • Answer the question WHY? • Teach and reinforce the replacement behavior: “ask for help” • Step 3: Evaluate/monitor the plan

34. Activity : Staff Response Form

35. On the Road to Success

36. Fixsen, D.L., Naoom, S.F., Blasé, K.A., Friedman, R.M. & Wallace, F., (2005). Implementation Research: A Synthesis of the Literature. Tampa, FL: University of South Florida, Louis de la Parte Florida Mental Health Institute, The National Implementation Research Network (FMHI Publication #231). Hershfeldt, P.A., Rosenberg, M.S. & Bradshaw, C.P. (2010) Function based thinking: A systematic way of thinking about function and its role in changing student behavior problems. Beyond Behavior 19(2). McIntosh, K., Horner, R. H., Chard, D. J., Dickey, C. R., & Braun, D. H. (2008). Reading and skills in function of problem behavior in typical school settings. Journal of Special Education, 42(3), 131-147. Reinke, W.M., Lewis-Palmer, T., & Merrell, K. (2008) The classroom check-up: A class wide teacher consultation model for increasing praise and decreasing disruptive behavior. School Psychology Review, 37(3).

37. Scott, T. M., McIntyre, J., Liaupsin, C., Nelson, C. M., Conroy, M., & Payne, L. (2005). An examination of the relation between functional behavior assessment and selected intervention strategies with school-based teams. Journal of Positive Behavior Interventions, 7, 205-215. Van Acker, R., Borenson, L., Gable, R.A., & Potterson, T. (2005) . Are we on the right course? Lessons learned about current FBA/BIP practices in schools. Journal of Behavior Education, 14(1).