District Implementation of Effective Practices: Using an RTI model to Implement Functional Behavioral Assessment

1. District Implementation of Effective Practices:Using an RTI model to Implement Functional Behavioral Assessment Rob Horner University of Oregon www.pbis.org

2. Goals • Summarize an integrated model for behavior support systems within a school. • Define role of function-based support • Clarify protocol for moving from functional behavioral assessment to behavior support plan design/implementation.

3. School-Wide Positive Behavior Support Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ~15% ~80% of Students

4. CONTINUUM of SWPBS • TERTIARY PREVENTION • Function-based support • Wraparound/PCP • Special Education Audit Identify existing practices by tier Specify outcome for each effort Evaluate implementation accuracy & outcome effectiveness Eliminate/integrate based on outcomes Establish decision rules (RtI) ~5% ~15% • SECONDARY PREVENTION • Check in/out • Targeted social skills instruction • Peer-based supports • Social skills club • PRIMARY PREVENTION • Teach & encourage positive SW expectations • Proactive SW discipline • Effective instruction • Parent engagement ~80% of Students

5. School-Wide Positive Behavior Support Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ~15% ~80% of Students

6. A Context for PBS • Behavior support is the redesign of environments, not the redesign of individuals • Positive Behavior Support plans define changes in the behavior of those who will implement the plan. • A behavior support plan describes what we will do differently.

7. Major Changes in Behavior Support • Prevention • Teaching as the most effective approach • Environmental redesign, Antecedent Manipulations • Function-based support • Functional assessment • Team-based design and implementation of support • Comprehensive Interventions • Support plans with multiple elements • Link Behavior Support to Lifestyle Plan • Person-centered planning, Wraparound, Systems of Care • Systems Change • Intervention at the “whole-school” level • Systems that nurture and sustain effective practices • Systems that are durable

8. Purposes of Behavior Support Plan • Define critical features of environments where the focus person will be successful. • Behavior support plans describe what we will do differently to establish these critical features. • Facilitate consistency across multiple implementers. • Provide professional accountability.

9. Behavior Support Elements *Team *Specialist Problem Behavior *Hypothesis statement *Competing Behavior Analysis *Contextual Fit Functional Assessment *Implementation Plan Content of Support Plan Fidelity of Implementation *Technical Adequacy * Strengths * Preferences * Lifestyle vision Impact on Behavior and Lifestyle

10. Behavior Support Elements *Team *Specialist Problem Behavior *Hypothesis statement *Competing Behavior Analysis *Contextual Fit Functional Assessment *Implementation Plan Content of Support Plan Fidelity of Implementation *Technical Adequacy * Strengths * Preferences * Lifestyle vision Impact on Behavior and Lifestyle

11. FBA Updates • Emphasize “Levels” of FBA • Gathering information to generate summary statements. • Build capacity for schools/districts to: • Conduct FBA • Move from FBA to BSP

12. Functional Behavioral Assessment • Defined: • Functional behavioral assessment is a process for identifying the events that reliably predict and maintain problem behavior. Ingram

13. Outcomes of a Functional Behavioral Assessment • Operationally defined problem behavior(s) • By response class • Identify routines in which the problem behavior is most and leastlikely to occur • Define the antecedent events (triggers; setting events) that predict when the problem behavior is most likely • Define the ONE consequence that contributes most to maintaining the problem behavior in that routine. • Summary Statement of findings.

14. Levels of Functional Behavioral Assessment • Informal Functional Behavioral Assessment • Done in school by typical teachers/staff • Done as part of normal daily problem solving • Level I: Simple FBA • Done by trained members of school setting • Typically involves interview(s), and brief observation • Level II: Complex FBA • Done by behaviorally trained member of school or district • Typically involves interviews and observation • Level III: Functional Analysis • Done by trained behavior analyst • Involves interviews, direct observation, and systematic manipulation of conditions.

15. Building FBA Capacity

16. Organizing for Individual Student Supports District School PBS Team CICO Team Student Support Team

17. Team Responsibilities CICO Team 2-3 members of School PBS Team Student Support Team School PBS Team School-wide Systems Universal Screening CICO and SST team supervision Data System Student selection CICO operation CICO data Report to School PBS Team Simple FBA Design of BIP Implement BIP Monitor BIP and report to School PBS team District Support Advanced FBA Individual support FTE/ resources

18. Levels of Functional Behavioral Assessment • All levels of FBA focus on the same basic goals: • Define the behavior of concern • Determine if behavior is a response class • Identify the events that reliably predict occurrence and non-occurrence • Identify the consequences that maintain the behavior in the most common “predictor conditions” • Identify setting events that increase likelihood of problem behavior. • Summary statement • Setting Event  Antecedent  ProbBeh  Consequence

19. FBA Summary Statement Setting Events Triggering Antecedents Problem Behavior Maintaining Consequences 4 2 1 3 In room with Noise and/or many people Avoid noise/people Allergies Head Hit

20. Maintaining Consequence • Always identify the consequence in “context” • Define the behavior, routine, Sd…then ask about consequence • Typically define the most powerful consequence. Avoid labeling multiple consequences.

21. Identifying Maintaining Consequences Given a Problem Behavior Get: Object, Activity, Sensation Avoid: Object, Activity, Sensation Object/ Activity Social Object/ Activity Physiological Social Physiological Precise Event Precise Event Precise Event Precise Event Precise Event Precise Event

22. Primary Purposes of Functional Behavioral Assessment • The primary purpose of functional behavioral assessment is to improve the effectivenessand efficiency of behavior support. • Behavior support plans built from functional assessment are more effective • Didden et al., 1997 Newcomer & Lewis, 2006 • Carr et al., 1999 Ingram, Sugai & Lewis-Palmer • Ellingson, et al., 2000; Filter (2004) • Create order out of chaos • Define contextual information, where, when, with whom, etc. • Professional accountability FACTS Demo

23. Examples • Review video • Define problem behavior • Define context (antecedents) • Define maintaining consequence • Define possible setting events.

24. Effective Environments • Problem behaviors are irrelevant • Aversive events are removed • Access to positive events are more common • Problem behaviors are inefficient • Appropriate behavioral alternatives available • Appropriate behavioral alternatives are taught • Problem behaviors are ineffective • Problem behaviors are not rewarded • Desired behavior ARE rewarded

25. Place Summary Statement in Competing Pathways Model • Use information from interviews and observations to summarize: • Problem behavior • Antecedent Triggers • Maintaining Consequences • Setting Events

26. Acceptable Alternative: 1.Same consequence 2.Socially acceptable 3.Very efficient

27. Play with others Peer social interaction Reprimand during prior class Playground Scream at / threaten others Get access to game or equipment Use “pass” Ask supervisor

28. Leading a Team from FBA to BSP • 1. Summarize FBA • 2. Define goals of BSP process: • Make problem behavior irrelevant • Make problem behavior inefficient • Make problem behavior ineffective • Do all this in a contextually appropriate manner • 3. Lead discussion to identify options • Ask questions, don’t give solutions • Paraphrase, elaborate, integrate • Always bring group back to FBA logic • Produce multiple ideas (elements)

29. Make Problem Behavior Ineffective And Positive Behavior More Effective Make Problem Behavior Inefficient Make Problem Behavior Irrelevant Examples of Interventions

30. Leading a Team from FBA to BSP • 4. Given an array of possible BSP elements, shift discussion to contextual fit. • What elements are feasible, acceptable, sustainable?’ • What is the smallest change that will produce the largest effect? • Contextual Fit: • The extent to which the people who will implement a behavior support plan find the elements of the plan • Consistent with their personal values • Consistent with the professional skills • Consistent with the resources available in the setting • Consistent with the available administrative support

31. Leading a Team from FBA to BSP • 5. Transform ideas for BSP elements into a formal plan for implementation • Who will do what, when, and how will we know?

32. Outline of a Behavior Support Plan • Set Up (description, strengths, vision) OutlineBSP Template • Assessment (FBA, Person-Centered Plan, Wraparound) • Operational Descriptions, Routines, FA Hypotheses • Prevention • Teaching/Education • Consequence Procedures • Minimize reward for problem behavior • Ensure regular, clear reward for positive behavior • Punishers (if needed) • Define safety/emergency procedures (if needed) • Evaluation and Monitoring for Improvement • Steps for implementation

33. Examples:Define (a) summary statement (b) prevention, (c) teaching, (d) consequences • Emmit • Eric • Rayette • FACTS • Behavior Support Plan

34. Summary • Invest in building consensus around FBA summary statement. • Recruit strategies that are local, practical, but still consistent with FBA…(Lead don’t tell). Recruit local knowledge • Build efficient plans (the smallest changes that produce the largest effect) • Ensure that the plan includes procedures for getting implementation to occur. • Always include procedures for evaluation • Are we doing what we said we would do? • Is the process having an effect on the student?