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FBA and BIP for Educators

FBA and BIP for Educators. Niki Kendall, Delaware PBS Project 2/28/2019. DE-PBS Project is an on going collaboration between the Delaware Department of Education and the UD Center for Disabilities Studies. Acknowledgements. Resources. Schoology. Delawarepbs.org. Access Code:

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FBA and BIP for Educators

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  1. FBA and BIP for Educators Niki Kendall, Delaware PBS Project 2/28/2019

  2. DE-PBS Projectis an on going collaboration between the Delaware Department of Education and the UD Center for Disabilities Studies

  3. Acknowledgements

  4. Resources Schoology Delawarepbs.org Access Code: F5SJ3-75K3X Pbis.org

  5. Questions are Awesome! Connect with us on Twitter: @DelawarePBS We will use the following chat board for our session this evening. Please take a moment to log in on your device  https://padlet.com/robertsn2/FBA_BIP

  6. Who Is Here?

  7. Your Interests…

  8. Objectives Session 1: • Understand the ABCs of behavior • Identify the steps for conducting an FBA • Use indirect FBA assessments to develop a hypothesis for a target student Session 2: • Understand the critical components of function based BIPs • Design a BIP for a target student (based on FBA) • Consider when to complete an FBA/BIP (and the role of the problem solving team in the process)

  9. Please answer the following: When thinking about the FBA and BIP process I feel:

  10. What is an FBA? Assessing predictable relationships between the environment and behavior • Define the problem behavior • Review existing data • Interview relevant stakeholders (teacher, student, family) • Predict when/where behavior problems will occur • Determine why problem behaviors occur The FBA is just the information we need in order to build an effective intervention plan

  11. What do we mean by “function”? https://www.classtools.net/random-name-picker/65_L7PabU

  12. Just using the term “function” may be less effective than saying… “how behavior meets a student’s needs” or “how behavior helps the student communicate” or “why they’d want to do it” or “purpose” or “what’s in it for them?” others?

  13. Functions of Behavior

  14. Examples of function in schools… To obtain:I shout out because it takes the attention off the task and onto meI disagree with the teacher to get access to an activity or prevent a transition I wander because I am bored and I can stimulate myself somewhere else Escape:I will take a walk around the room because someone will tell me to get to work and help meI ask to go to the nurse because I can get a break from class

  15. Understand the ABC’s of Behavior

  16. The A-B-Cs of Understanding Behavior A= Antecedent. Find out the events that occur right beforethe behavior. When and Where? B= Behavior. Find out What is the observable problem behavior? C= Consequence. Find out what happens afterthe behavior occurs? WHY?

  17. Building Blocks of Behavior Consequence Behavior Setting Event Antecedent An ”observable and measurable act of an individual (also called a response).” A “stimulus that precedes a behavior.” A “stimulus change that occurs contingent on a behavior.” Antecedent or event that temporarily alters the value of the consequence. What is the observable and measurable behavior? What occurs right afterthe behavior? What occurs right beforethe behavior? Guiding Questions (Alberto & Troutman, 2006)

  18. Say it together… • OBSERVABLE AND MEASURABLE • Antecedents are typically observable and measurablestimuli that precede a behavior • Behaviors are typically observable and measurableacts • Consequences are typically observable and measurablestimuli that contingently follow a behavior • So, the key questions to ask are: • Can you see (or sense)it? • Can you measureit?

  19. Antecedents: Questions to Answer Where, when and with whom is the problem behavior more likely?

  20. Common Antecedents: Routines/activities (e.g. transitions, recess, independent work, bathroom, discussions etc.) Circumstances (e.g. reprimanded or corrected, task is too difficult, end of preferred activity, specific adults or peers)

  21. Consequences: Questions to Answer What do others (adults, peers) most often do or say immediately after the behavior occurs (e.g. what interventions have been attempted)?

  22. Reinforcement and Punishment Inc. ( )* Dec. ( )* Give (+) Take (-) Action Effect Positive Negative Reinforcement Reinforcement Positive Negative Punishment Punishment * Future probability of behavior

  23. Another look at function PosReinf NegReinf

  24. What type of consequence? • Provide specific praise to a student who enjoys attention following a behavior • Assign a quiz at the end of every week; for students who turn in their homework, the quiz is cancelled • Provide specific and immediate feedback following unwanted behavior • Ask a student to stay in from recess to finish a homework assignment

  25. Pop Quiz! True or False? • Rewards are brides that inhibit/damage intrinsic motivation • Punishment teaches students what they shouldn’t do & motivates them to do the expected behavior

  26. Setting Events: Questions to Answer Are there specific circumstances unrelated to the school setting (or happen outside of the immediate routine) that occur some days but not on other days that may make problem behavior more likely or worse?

  27. Focus on Setting Events Consequence Behavior Setting Event Antecedent Antecedent condition or event that temporarily alters the value of the consequence. Can occur at the same time and/or same place as the Cue Setting events may be environmental, physiological, or social Setting events help explain variations in behavior You may be sick or tired in school when given a task, which may decrease the value of typical reinforcers for task completion (and increase value of nap) Can occur earlier and/or in a different location from the Cue If you fight with a family member before school, it may decrease the value of adult attention for appropriate social skills (and increase value of escape)

  28. Common Setting Events: Lack of sleep or food Illness Having a fight on the way to school Bad grade on a test / reprimands Forgetting to take medication Substitute teacher / changes in routine Lack of rapport with staff History of bad grades in a subject area Non-examples: Diagnosis of autism or ADHD “Bad” home life * Note: Setting Events can be difficult to identify, are often unknown.

  29. “Adam” When Adam is told that he must wait for a favorite activity, he screams, hits, kicks, head-butts, and destroys property. After this behavior, staff immediately allow him to do his favorite activity. In the future, Adam continues to scream, hit, etc., whenever he is told to wait.

  30. Breakdown of Example: Adam • Antecedent: • Behavior(s): • Consequence: • Action(+ or -): • Effect( or ): • So it is: When Adam is told to wait he screams, kicks, head-butts, and destroys property Adam’s staff allow him to access his favorite activity Adam’s staff…give him access to the activity In the future, Adam continues to “tantrum”” Positive reinforcement

  31. Bus Duty When the teacher is given an extra bus duty on a rainy day, he complains loudly to the principal. The principal covers the bus duty. In the future the teacher is more likely to complain loudly when asked to do an extra duty.

  32. Breakdown of Example: Bus Duty • Antecedent: • Behavior(s): • Consequence: • Action(+ or -): • Effect( or ): • So it is: The teacher is given an extra bus duty He complains loudly to the principal The principal takes the bus duty away The principal…takes the duty away In the future, the teacher continues to complain Negative reinforcement

  33. “Adam” Get/Obtain Activity When Adam is told that he must wait for a favorite activity, he screams, hits, kicks, head-butts, and destroys property. After this behavior, staff immediately allow him to do his favorite activity. In the future, Adam continues to scream, hit, etc., whenever he is told to wait. Assuming this is a consistent pattern… What is the function of Adam’s behavior?

  34. Bus Duty Escape/Avoid Activity When the teacher is presented with bus duty, he complains loudly. In the past, the principal gets frustrated and takes the duty away. In the future, the teacher continues to complain whenever he is presented with a duty. Assuming this is a consistent pattern… What is the function of the teacher’s behavior?

  35. Identify the steps for conducting an FBA

  36. The FBA-BIP Across the Tiers The bottom line: • While we understand the need for “formal” FBA-BIP • Understanding the ABCs of behavior is an important tool across all three tiers! • Function-based problem solving is a continuum. • Teachers can use function-based problem solving in the classroom • Teams can modify Tier 2 interventions based on function • Teams can develop simple to complex BIPs based on function

  37. Across all Tiers of Support the ABCs of Behavior Helps us… Take a best guess about function & choose strategies that are function based to prevent problem behavior and increase positive behaviors!

  38. Problem solve using functional thinking at Tier 1… Review the data and answer the questions using your functional thinking • 4th grade class • 29 students • 15 discipline referrals (in the classroom) • Referrals received in October and November • Referrals for disruptive and disrespectful behavior • 9/15 referrals occurred between 1:00-3:00 pm What is the problem? gather and analyze information; define behavior of concern; do you need any additional information? Why is it happening? Think about antecedents and function What can you do? What do you want the students to do instead? How will you prevent problem behavior? When will you implement the strategies? How will you know if it’s working?

  39. Tier II Interventions Based on Function • A formal process is in place to select Tier II interventions that: • Match student need and behavioral function Example (CICO): • Research study found that for students with attention-maintained behavior, participating in the Check-In/Check-Out intervention was associated with improvements in ratings of problem behavior, prosocial behavior, and office discipline referrals. • *For students with escape-maintainedbehavior, no effects or improvements were found.

  40. Critical Features of the FBA Assessment Includes: • Define the problem behavior(s) • Review existing data • Baseline data collected for problem behavior(s) • Interview relevant stakeholders (e.g. student, family, teachers) • Develop a summary statement with possible function • Conduct observation to confirm

  41. The FBA Process is always the same but becomes more complex as the student’s needs increase • More data gathered (including observations of behavior) • Larger problem solving team • More life domains considered Complexity of FBA Intensity of Behavior(s) • Less data gathered • Small problem solving team • Fewer settings considered

  42. Tier 3 Continuum of Supports Wrap-Around Long-standing, extremely intense behaviors, mental health concerns, complex life events Multiple services, agencies or institutions Person-Centered-Planning Comprehensive FBA – (Prevent Teach Reinforce) More intensive FBA/BIP process Multiple meetings (2-4) or one long meeting (>2 hours) Additional data collection (e.g. behavioral observations) Best for chronic, durable, intense behaviors Efficient FBA FBA/BIP developed in one meeting (~60 minutes) Indirect data collection (e.g. interviews, record review) Best for high frequency/low intensity behaviors Noncompliance, minor disruptions

  43. Efficient or Comprehensive?

  44. Define Behavior to Decrease and Increase

  45. Definitions of behaviors need to be: • OBSERVABLE: the behavior is an action that can be seen • MEASURABLE: The behavior can be counted or timed Defined so clearly that a person unfamiliar with the student could recognize the behavior without any doubts

  46. Defining Behavior: Tip #1: Ask yourself, “What does the behavior look like?” Talking out: Any verbalization made by the student that was not initiated by the teacher and/or distracts others from the assigned tasks in the classroom.

  47. Tip #2 Provide Examples and Non-examples of the problem behavior Examples of Talking Out: • Answering a question directed to another student by the teacher. • Talking when the teacher is giving directions • Talking to peers during independent work time Non-examples of Talking Out: • Answering a question that the teacher directed to the child • Yelling to another student during recess • Talking with a peer during group work

  48. Are these observable, & measurable? • Gets out of desk and hits other students • Has separation anxiety (from parent) • Spacey • Reads 120 wpm • Says she hears voices • Emotionally disturbed • Doesn’t like classmates

  49. Not Sure What Behavior to Target?

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