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FBA and BIP for Educators Part 2. Niki Kendall, Delaware PBS Project 3/7/2019. 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 EducatorsPart 2 Niki Kendall, Delaware PBS Project 3/7/2019
DE-PBS Projectis an on going collaboration between the Delaware Department of Education and the UD Center for Disabilities Studies
Resources Schoology Delawarepbs.org Access Code: F5SJ3-75K3X Pbis.org
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
True or False? • A BIP is a list of strategies to address problem behavior?
FALSE! A BIP defines how an educational setting will be changed to improve the behavioral success of one or more students based on information gathered through an FBA process. Horner, Sugai, Tim Lewis (2008)
The BIP Process is always the same but becomes more complex as the student’s needs increase • Goals (academic, health, career and social) across life domains (home, school, community) • BIP developed by a unique (larger) team (collaboration across multiple stakeholders) • More individualization Complexity of BIP Intensity of Behavior(s) • Fewer settings • BIP (often) developed by a standing team • Less individualization
7 Core Features of a BIP • Prevention strategies • Teaching strategies with replacement/alternative behaviors identified and defined in observable and measurable terms • Strategies for removing rewards for problem behavior • Specific rewards for desired behavior • Safety elements when needed • A systematic process for assessing fidelity and impact • An action plan for putting the support plan in place
Two Types of Replacement Behaviors Functionally Equivalent: a new communicative behavior that results in the same function as challenging behavior Alternate Skill: A new behavior or skill that should be performed instead of the challenging behavior (earns the functional outcome)
Replacement BehaviorsFunctional Equivalent vs. Alternate Skill Functional Equivalent (examples) Alternate Skill (examples) Raise hand for help or answering questions/participation Independently complete work Appropriately transition from point a to point b Be academically engaged Initiate social interactions Make appropriate social comments • Escape functions • Ask for a break • Ask for an alternate task • Ask to terminate • Access attention functions • Ask for attention • Ask for help • Access specific object or activity • Ask for an object • Ask for a specific activity • Ask for one more minute
Replacement Behaviors are: 1. Observable and measurable 2. Easy and efficient 3. Functionally equivalent or earns functional outcome 4. Socially valid
Which of the Following are Appropriate Replacement Behaviors? Jason is 7and cries when asked to write in his journal. The crying is maintained by avoiding or escaping difficult tasks. Possible Replacement Behaviors: More rewards for doing tasks Ask for an easier task/ worksheet Ask to play w/ his Gameboy Appropriately request adult attention Ask to have soda after tasks are done 2. Is behavior easier to do than problem behavior? 1. Serve same Function? Does it provide escape from difficult task? 3. Is Behavior socially acceptable? Basic FBA to BIP
Which of the Following are Appropriate Replacement Behaviors? Debby is 12. She will swing her legs, look around the room, poke and touch peers, and get up to sharpen her pencil during independent math tasks. These behaviors are maintained by delay or avoiding math tasks. Possible Replacement Behaviors: Praise for her hard work throughout the day. Ask for an easier task/ worksheet Demonstrate engaged behaviors for break cards to escape non-preferred tasks. Appropriately request adult attention Fill out a form to request help in the area she is struggling. 2. Is behavior easier to do than problem behavior? 1. Serve same Function? Does it provide escape from difficult task? 3. Is Behavior socially acceptable? Basic FBA to BIP
Steps to Teach Replacement Behaviors: • Describe the behavior in observable terms, so the student know exactly how to perform it. • Directly teach the student how to use the behavior, when to use the behavior and what will happen after he/she performs the behavior. • Describe the types of prompts that will be used to cue the behavior, when the prompts will be delivered, their frequency and how the prompting will be faded.
After the Replacement behavior has been taught, Prompts and Pre-corrections are used to support and help remind the student to use Replacement/desired behavior. Niki’sproblem behavior is maintained by escape from difficult math assignments. • When handing out assignments, Niki’steacher will remind her that she can ask for a break (functionally equivalent behavior). • Niki’smath assignments will include specific visual prompts to help her successfully complete the tasks (desired behavior).
Power Card Strategy When Billy is angry he can use his Jedi words. Billy can communicate his thoughts and feelings. For example he could say, “More time please”, or“I am angry, I need to walk to calm down. Remember: • Power cards are the size of a trading card and includes small picture of student special interest and the solution to a problem broken down into 3-5 steps • Read frequently (at first), on a scheduled basis • Provide reinforcement for practicing steps (before) problem behavior occurs Yoda says, “Two hands a person has! Helping himself, one for, helping others, other for!” Power Cards Book available on Amazon!
BIP-Prevention Strategies BIP-Prevention Strategies Which One Will More Likely be Consistently Implemented? OR • Provide choices of where to sit • Provide Choices: The teacher will provide Don with a choice prior to assigning him independent work in class. Choice options are: (a) materials to use for assignment; choice of leadership activities; (b) where to sit; (c) who to do the assignment with Steps: • Immediately after giving the class the independent math assignment, go over to Don and present him with a choice option. • When presenting him with a choice, say “Don, where do you want to sit? X or X?” • After Don makes his choice, say, “Thanks for making a great choice” and release him to his choice.
Link Summary Statement to Intervention Prevention Strategies modify the trigger or context so that the challenging behavior is no longer necessary or relevant. Address the function!
Prevention Strategies address the functionthe problem behavior serves Does the Prevent Intervention address the Function of Behavior Give student passage in advance to practice pre-reading Do not ask student to read aloud in class (or respond publicly) Let student read 1 sentence directions they are familiar with, instead of entire paragraphs from the text When asked to read aloud in class, Kyle makes inappropriate comments and pushes his book off his desk to avoid public speaking (not related to reading difficulty; related to extreme social anxiety). Curricular modification
Prevention Strategies address the function the problem behavior serves: When participating in large group activities, Angela often interrupts the teacher to ask questions during instruction to gain adult attention. Does the Prevent Intervention address the function of behavior? • Give the student a job to complete during large group instruction (e.g. write the answers on the board) • Allow the student to write comments on a post-it to share later • Let the student choose a preferred seat during large group instruction • Increase the ratio of positive to negative comments during large group instruction Non-contingent attention
When Tom is transitioning between activities or classes (especially when the routine is unclear or there is a substitute), he looks around the room, draws on his paper and/or talks to his friends to escape the activity/transition and gain attention from peers. Does the Prevent Intervention address the function of behavior? • Post, review and routinely teach the classroom rules aligned with school-wide expectations. • Let Tom decide the order he completes daily activities. • Give Tom a visual schedule for the day. • Increase the ratio of positive to negative comments during transitions. Classroom Management
Define and Teach Rules and Routines aligned with School-wide Expectations (Classroom Matrix) • Identify Continuum of Practices for Responding to Behavior • Arrange physical space to prompt appropriate behavior • Employ Active Supervision • Develop Class-Wide Group Contingencies • Provide Multiple Opportunities to Respond Positive Classroom Behavioral Supports
Room 111 is a great place to be, the rules are great for you and me! Respectful: When there is a BIG deal, we keep our hands and feet to ourselves. Responsible: In the classroom, everyone has their own place to work and play, we stay in our spot.Ready: We use tools to stay in the green zone.
Consider Classroom Management When: • The student engages in challenging behavior due to inconsistent or unclear behavior management procedures • Challenging behavior occurs when classroom management is delivered in a negative manner • Other students in the classroom appear to have behavior problems in similar contexts • The classroom structure is not clear to other adults in the school setting
Resource created by OSEP Technical Assistance Center on Positive Behavior Interventions and Supports to summarize positive classroom behavior management strategies for educators. Strategies are most effective when implemented within a school-wide framework that directly link to classroom practices, supports effective instructional design and delivery, and use classroom based data to guide decision making. Includes: • Interactive map of classroom PBIS strategies • Self assessment • Examples and non examples of critical practices • Links to resources • Scenarios that illustrate implementation.
For more information see: http://www.pbis.org/common/cms/files/pbisresources/Supporting%20and%20Responding%20to%20Behavior.pdf
Link Summary Statement to Intervention Provides access to function after the student performs the replacement behavior. Discontinue access to function when student demonstrates challenging behavior.
Strategies for Reinforcing Behavior Alternate Skill:offer a more powerful motivator to encourage the student to use the replacement behavior. Functionally Equivalent: immediately after demonstrating replacement behavior provide access to function. e.g. If student raises her hand to request a different task (in order to escape difficult tasks), then she is quickly provided a new task. e.g. If student remains engaged for a specified time on an identified difficult task, she earns homework pass to use on a future assignment.
Specific and Contingent Praise • Praise should be… • …contingent: occur immediately following desired behavior • …specific: tell learner exactly what they are doing correctly and continue to do in the future • “Good job” (not very specific) • “I like how you are showing me active listening by having quiet hands and feet and eyes on me” (specific) • “Thank you for reaching out to your students’ parents and establishing positive communication.” Yanek. 2017
Strategies for Removing Rewards for Problem Behavior • Redirect to the Replacement Behavior • Minimize the pay-off the student has been receiving for the problem behavior
Option 1: Redirect Student to Use Replacement Behavior When the student engages in the problem behavior: Prompt the student to use the Replacement Behavior…. A subtle gestural or verbal prompt to remind student to use the replacement behavior can effectively get the student on-track • e.g., Raising your hand to prompt hand-raising behavior (replacement-behavior) OR saying: “If you raise your hand you can take a break.”
Niki Error Correction Example… you are not completing your math job, if you need a break don’t forget to use your break card, working on our math and taking breaks is responsible, thanks for starting your math work!
Option 2: Develop a response that will not allow the student to obtain function any longer. When the student engages in the problem behavior: Change the ways in which others respond to the behavior. • e.g., A student curses for the purposes of obtaining assistance on tasks; the teacher ignores the behavior and simply points to the classroom expectation the student should perform to receive help (rather than providing a verbal reprimand and sarcasm). • e.g., A student asks to see the nurse frequently to escape independent tasks; the teacher asks the student to complete work before leaving to visit the nurse.
Tier 3: Progress Monitoring • Data directly linked to defined behaviors vs. existing data sources (e.g. ODRs) • Observational data gathered during identified setting/context • Set decision points: how do you know if the intervention was successful?
