Addressing Individual Challenging Behavior through Function-Based Support

1. Addressing Individual Challenging Behavior through Function-Based Support George Sugai University of Connecticut Center on Positive Behavioral Interventions & Supports www.PBIS.org

2. Purpose Provide overview of critical features of function-based approach to addressing problem behavior Function Matters!

5. 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

6. 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

7. Prerequisites • Effective school-wide system of behavior support in place • Local behaviorally competent team • Function-based approach

8. Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & 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. Social Competence & Academic Achievement Positive Behavior Support OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

10. What is FBA? A systematic process for developing statements about factors that • contribute to occurrence & maintenance of problem behavior, & • more importantly, serve as basis for developing proactive & comprehensive behavior support plans.

11. What is Function Based Support? • Foundations in behavioral theory, applied behavior analysis, & positive behavior support • Attention to environmental context • Emphasis on function of behavior • Focus on teaching effective, efficient, & relevant behaviors • Attention to behavior of implementers

12. Functional approach logic • Behaviors are maintained by consequence events (function) • Positive or negative reinforcement • Behaviors are occasioned by antecedent events • Relate antecedent to emission of behavior & likelihood of consequence event • Changing behaviors requires consideration of maintaining consequences

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

14. MORE INFORMAL EASIER SIMPLE INDIRECT MORE DIRECT COMPLICATED DIFFICULT FORMAL

15. Requirements • Behavior must be considered within context in which it is observed. • Intensity of behavior support plans must be matched to intensity of problem behavior.

16. Local behavioral competence must be available. • FBA process • Development, implementation, & evaluation of plans • Collection & analysis of data • Knowledge about research validated practices

17. Decisions must be data-based. • Staff must receive continuous feedback on their implementation of behavior intervention plans. • Effective school-wide system of behavior support must be in place. • FBA process should be team based

18. When has FBA been done? • Clear & measurable definition of problem behaviors. • Complete testable hypothesis or summary statement is provided. • Statement of function (purpose) of behavior 3. Data (direct observation) to confirm testable hypothesis. • Behavior intervention plan based on testable hypothesis • Contextually appropriate supports for accurate implementation

19. Definition of Problem Behavior or Class Testable Hypothesis FBA Elements Contextually Appropriate Support Function Statement Behavior Intervention Plan Supporting Data Competing Path Analysis

20. Defining behavior Must result in clear, measurable, & objective descriptions of individual, groups, or sequences of related behaviors • Any observable or measurable action or act. • Observable beginning & end • Has measurable dimension(s) • Frequency, duration, latency, force, topography, locus

21. Consider behavior dimensions: • Topography/shape • Frequency • Duration • Latency, • Intensity or force • Locus

22. Non- v. Observable (-)hyperactivity (+) initiates 5 different tasks within 2 minutes (+) leaves room at least 3 times during a 30 minute lesson (+)….

23. Consider response class Set of topographically different behaviors with similar or related purpose or function • Hit, spit, runaway, yell… • Escape difficult task request • Cry, hit, whine, raise hand, spit….. • Obtain adult attention

24. Consider response chains • Predictable sequence of behaviors • Possibly different functions at beginning & end of chains

25. Ex1. Behavior Chain Given doable task, student… • Whispers that work is stupid, • Writes on papers, • Says work is stupid, • Throws paper in waste basket, & • Leaves room. What is function of behavior? (Test)

26. Ex2. Given difficult task, student… • Says this work is stupid, • Pokes student at next table, • Argues with student, • Tells teacher to butt out, • Threatens teacher • Runs away from teacher who chases. What is function of behavior? (Test)

27. Testable Hypothesis “Basic Unit” Setting Events Triggering Antecedents Problem Behavior Maintaining Consequences • “Best guess” about behavior & conditions under which it is observed • Represents basic working unit of FBA • Directly guides development of BIP

28. Features • “Best guess” about behavior & conditions under which it is observed • Composed of (a) problem behavior, (b) triggering antecedent, (c) maintaining consequences, & (d) setting events. • Represents basic working unit of FBA

29. 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 Preceding events that trigger or occasion Set of related behaviors of concern

30. 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.

31. 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.

32. 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.

33. 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

34. 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

35. 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

36. 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

37. 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”

38. TE is “best guess.”What if testable hypothesis is incomplete or inaccurate? • Review what you know • Collect more information • Change hypothesis statement • Test/confirm new hypothesis statement

39. TE1 for Hillary:"When Hillary sits next to Bill, Hillary whispers in his ear. Bill laughs." • Test manipulation? • Put Al in Bill’s seat. • Effect: • Hillary whispers in Al’s ear. Develop new TE!

40. TE2:“When Hillary sits next to boys, she whispers in their ears. The boys laugh.” • Test manipulation? • Put Monica in Bill’s seat. • Effect: • Hillary does not whisper.

41. Avoid explanatory fictions Restatement of problem & not measurable (-) She’s aggressive because she’s angry (+) When she is teased about her looks & family, she uses profanity & hits until the teasing stops.

42. Avoid explanatory fictions Not measurable or testable (-) He’s emotionally disturbed (+) When he is with peers, he talks about hurting them & himself.

43. “Petunia” • Problem: Petunia is in 9th grade & very inattentive. In class, she is forever inattentive, distractible, off-task, & bothering others. • Explanatory fiction: Petunia has ADHD & conduct disorders • Testable hypothesis: Petunia works on each assignment for about 2 minutes, answers before presentation of questions are completed, asks other students for help, & gets out of her seat 12 times per 30 min. period.

44. “Rhus” • Problem: Rhus is an 11th grader with autism. He’s high functioning but is hated by his peers. When he gets frustrated, he screams & bites his hand. • Explanatory fiction: Rhus has Fragile X & is emotionally disturbed • Testable hypothesis: Rhus has verbal skills to describe his situation, but if presented with difficult academic work & short timelines, he screams until teachers help him. If peers tease him, he bites his hand, & the teasing stops.

45. “Catoneaster” • Problem: Catoneaster is a 7th grader who resists going to school each morning. • Explanatory fiction: Catoneaster has parent separation anxiety • Testable hypothesis: Catoneaster finds attention from his Dad to be very rewarding. His mother died when he was 5 years old. When he argues with his Dad in the parking lot, his Dad takes him out for breakfast & brings him back during 2nd period.

46. “Azalea” • Problem: Azalea is an 8th grader who skips most of her morning classes. • Explanatory fiction: Azalea is a school phobic. • Testable hypothesis: On days she misses breakfast, Azalea goes to the cafeteria to eat instead of going to class. When she gets to the cafeteria, she visits with her friends until a teacher tells her to go class. Her friends tell her she is cool the way she talks to teachers & skips 1st period.

47. WRITE TESTABLE HYPOTHESIS: 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.” Setting event Antecedent Response Consequence ?? Look at him. “What’s up!” “Who ya lookin’ at?” “Ya want Some?” “Ya talkin’ to me? Kids shake heads & call him “weirdo”

48. Example 1: Different behaviors with different functions • Kirsten’s teachers agree that she has two behaviors that interfere with her social success at school, & develop two testable hypotheses:

49. Setting Event Setting Event   Antecedent Event Antecedent Event   Behavior Behavior   Consequence Event Consequence Event None None Teacher presents multiple step request. Peers play game & have conflict. Verbal protest, non-compliance, foot stomping. Pushes peers away, uses profanity, throws rocks. Teacher repeats request 4 to 5 times & threatens after school suspension. Peers stop playing with Kirsten. Get adult attention Escape peer social

50. Example 2: Same behaviors with different functions • Amy teachers have noticed two different conditions when Amy displays same problem behaviors. They developed following two testable hypotheses: