Addressing Individual Challenging Behavior through Function-based Support

1. Addressing Individual Challenging Behavior through Function-based Support George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut April 12 2011 www.pbis.orgwww.cber.orgwww.swis.org George.sugai@uconn.edu

2. PURPOSE Provide overview of defining features of function-based approach to addressing behavior. • Prerequisites review • FBA basics • BIP basics

3. Function-based support is all about… Re-design & improvement of learning & teaching environments • Attention to environment & function • Not re-design of individuals • Change in behavior of plan implementers

4. EXAMPLES Sensory re-integration or stimulation Facilitated communication Introspective psychoanalytic therapies Rebirthing therapies CONCERNS Poor ecological (school) validity Redirected specification of actual causal factors Adverse side effects False hopes & expectations Inefficient use of resources & opportunities Lack of empirical support Non-validated Interventions for Students with EBD

5. Behavior Support Elements *Response class *Routine analysis *Hypothesis statement *Alternative behaviors *Competing behavior analysis *Contextual fit *Strengths, preferences, & lifestyle outcomes *Evidence-based interventions Problem Behavior Functional Assessment *Implementation support *Data plan • Team-based • Behavior competence Intervention & Support Plan *Continuous improvement *Sustainability plan Fidelity of Implementation Impact on Behavior & Lifestyle

6. Outcomes (“Answers”) • Supporting context • Effective SWPBS • Features & requirements of function-based approach to behavior support • Process • Behavioral description of “function” • Get or escape/avoid • Steps in function-based approach to behavior intervention planning • Behaviorally competent team

7. 12/32 Basics Review

8. Integrated Elements Supporting Social Competence & Academic Achievement OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

10. Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT FEW Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior SOME Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ALL

11. 7 SWPBS Practices School-wide Classroom Family Non-classroom • Smallest # • Evidence-based • Biggest, durable effect Student

12. ESTABLISHING CONTINUUM of SWPBS • TERTIARY PREVENTION • Function-based support • Wraparound • Person-centered planning • TERTIARY PREVENTION ~5% ~15% • SECONDARY PREVENTION • Check in/out • Targeted social skills instruction • Peer-based supports • Social skills club • SECONDARY PREVENTION • PRIMARY PREVENTION • Teach SW expectations • Proactive SW discipline • Positive reinforcement • Effective instruction • Parent engagement • PRIMARY PREVENTION ~80% of Students

13. RTI Continuum of Support for ALL Few Some All Dec 7, 2007

14. 12/32 FBA Basics

15. Behavior Support Elements *Response class *Routine analysis *Hypothesis statement *Alternative behaviors *Competing behavior analysis *Contextual fit *Strengths, preferences, & lifestyle outcomes *Evidence-based interventions Problem Behavior Functional Assessment *Implementation support *Data plan • Team-based • Behavior competence Intervention & Support Plan *Continuous improvement *Sustainability plan Fidelity of Implementation Impact on Behavior & Lifestyle

18. 3. How do I know if FBA has been done?

19. Behaviorism SWPBS Conceptual Foundations Laws of Behavior ABA Applied Behavioral Technology PBS Social Validity SWPBS All Students

21. Testable Hypothesis “Basic Unit” Setting Events Triggering Antecedents Problem Behavior Maintaining Consequences Infrequent events that affect value of maint. conseq. Following events that maintain behaviors of concern (function) Preceding events that trigger or occasion Set of related behaviors of concern (RC) • “Best guess” about behavior & conditions under which it is observed • Represents basic working unit of FBA • Directly guides development of BIP

22. Setting Events • Unique situations in which factors unique to individual • Make problem behavior more intense or more likely to occur (e.g., illness, fatigue, hunger, social conflict). • By changing value of reinforcers E.g., praise less effective, peer attention is more reinforcing, work completion is less important.

23. Work completion is less important (reinforcing) to Demetri after he has had an argument with his girlfriend before class, or • Cologne’s use of verbal profanity is more likely (escape) when she hasn’t had enough sleep night before, or • Peer attention is less distracting (reinforcing) when Manuella isn’t feeling well.

24. Lack of sleep decreases value (reinforcement) of getting to school on time, increases value of going to Hot Dog Haven. • Lack of breakfast increases value (reinforcement) of getting sent to office (by fending machines) for failing to follow directions. • Having a fight with boyfriend decreases value (reinforcement) of listening to lecture. • Getting >50% of problem wrong decreases value (reinforcement) of starting new worksheets.

25. “FUNCTION”= outcome, result, purpose, consequence

27. Only 2 Basic Functions Pos Reinf Neg Reinf Existing aversive condition identified

28. Ingram, Lewis-Palmer, & Sugai, 2005

32. When Sequoia misses her 12:30 medication & teachers present multiple task demands, she makes negative self-statements & writes profane language on her assignments. Teaching staff typically send her to the office with a discipline referral for being disrespectful. Avoid difficult tasks What function? Setting event Antecedent Response Consequence Sequoia makes negative self- statements & writes profane language Teacher sends Sequoia to office for being disrespectful Misses 12:30 medication Teachers make multiple task demands

33. Caesar has dyed his hair three colors & is teased several times by his friends before class. When he enters the class, his teacher stares at his hair. Caesar immediately says “what are you staring at?” His teacher immediately sends him to in-school detention. Escape adult & peer attention What function? Setting event Antecedent Response Consequence Caesar is teased several times about his hair by his friends before class His teacher stares at his hair in class Caesar asks his teacher what she’s staring at His teacher sends him to in-school detention

34. Cleo is new to the 6th grade, & English is her second language. When another student approaches & says something to her in English, Cleo turns away. The other student walks away. This happens several times during the day. Escape peer attention What function? Setting event Antecedent Response Consequence New student Student approaches & speaks in English Cleo turns away Other student walks away

35. When his teacher asks him what the capitol city of a country is, Napoleon gives the correct answers. His teacher praises his correct answer, & tells him he may work by himself or a friend on the rest of the assignment. Access peer & adult attention What function? Setting event Antecedent Response Consequence Teacher asks what capitol city of country is Napoleon give correct answer Teacher gives verbal praise & time to work with a friend None

36. As Veloce is walking, other kids look at him & say “what’s up?” He looks back and says: “Who ya lookin’ at?!”“Ya want some of this?!”“Ya talkin’ to me?!” Kids shake their heads & all him “weirdo.” Access OR escape peer attention? What function? Setting event Antecedent Response Consequence How do you know? Assess? How do you know? ?? Look at him. “What’s up!” “Who ya lookin’ at?” “Ya want Some?”“Ya talkin’ to me? Kids shake heads & call him “weirdo”

37. TE is “best guess.”What if testable hypothesis is incomplete or inaccurate?

38. Functional Assessment Checklist for Teachers “FACTS” STEP 1: Student/ Grade: _____Clarence/5th grade_____ Date: ____January 11___________ Interviewer: ___________Sugai________ Respondent(s): ____Thomas_____ STEP 2: Student Profile: Please identify at least three strengths or contributions the student brings to school. C. has leadership potential. Peers listened to him, and he can be very convincing and sincere. He’s academically competent and seems to be moving smoothly and successfully through the school curriculum. STEP 3: Problem Behavior(s): Identify problem behaviors ___Tardy_X Fight/physical Aggression ___ Disruptive___ Theft___ UnresponsiveX Inappropriate Language_X__ Insubordination___ Vandalism___ Withdrawn_X__ Verbal Harassment____Work not done___ Other __________ ____X _ Verbally Inappropriate___ Self-injury Describe problem behavior:C. may have one of the shortest fuses I’ve seen. One little tease by a peer, and he quickly and predictably escalates through a behavioral sequence that begins with passive in subordination (non response), moves to a mild protest, shifts to harassment and name calling, increases to property damage and even to physical aggression. Its interesting that he seems to “enjoy” the reactions he gets from peers that he aggresses toward, and from peers who look up to him for his aggressiveness.

39. STEP 4: Routine Analysis

40. Fundamental Rule! “You should not propose to reduce a problem behavior without also identifying alternative, desired behaviors person should perform instead of problem behavior” O’Neill et al., 1997, p. 71

41. Desired Alternative Typical Consequence Summary Statement Setting Events Triggering Antecedents Problem Behavior Maintaining Consequences Acceptable Alternative

42. Summary Statement Desired Alternative Typical Consequence Points, grades, questions, more work. Do work w/o complaints. Setting Events Triggering Antecedents Problem Behavior Maintaining Consequences Noncompliance, profanity, physical aggression, Lack of peer contact in 30 minutes. Do difficult math assignment. Avoid task, remove from class. Function Acceptable Alternative Why is function important? Ask for break, ask for help. Because consequences compete!!

45. Desired Alternative Typical Consequence Summary Statement Setting Events Triggering Antecedents Problem Behavior Maintaining Consequences Acceptable Alternative

46. Setting Event Manipulations Antecedent Manipulations Behavior Manipulations Consequence Manipulations

47. Summary Statement Desired Alternative Typical Consequence Points, grades, questions, more work. Do work w/o complaints. Setting Events Triggering Antecedents Problem Behavior Maintaining Consequences Noncompliance, profanity, physical aggression, Lack of peer contact in 30 minutes. Do difficult math assignment. Avoid task, remove from class. Function Acceptable Alternative Ask for break, ask for help.

48. Setting Event Manipulations Antecedent Manipulations Behavior Manipulations Consequence Manipulations Immediately reinforce entering class. Provide reinforcer w/in 1 min. of starting task (3 min., 5 min., 10 minutes) Give break & help Sit with preferred peer when done Arrange for peer interaction before math class Provide positive adult contact Sit with preferred peer Introduce review type problem before difficult tasks Remind of alternative behaviors Do first problem together Teach options to problem behavior: 1. Ask for break 2. Ask for help 3. Turn in assignment as is. Teach missing math skills

49. Summary Statement Desired Alternative Typical Consequence Ignore & problem solve later Delayed teacher attention. Setting Events Triggering Antecedents Problem Behavior Maintaining Consequences Profanity Verbal protests Rides city bus Teacher corrects peers Teacher attention Function Acceptable Alternative Discuss in private

50. Setting Event Manipulations Antecedent Manipulations Behavior Manipulations Consequence Manipulations When J. engages in problem behavior immediately disengage from him, & engage peers. When J. engages in replacement behaviors provide adult attention (discussion) On days city bus ridden, check in with counselor to review days schedule & walk with counselor to classroom Give >3 positive acknow-ledgements per min. to peers during transitions. Give private & quiet corrections to peers. Remind J. of acceptable & desired replacement behaviors Teach J. how, when, & where to express verbal protest, & how to walk away from problem situations in transitions.