Efficient and Effective FBAs and BIPs

1. Efficient and Effective FBAs and BIPs Katie Pohlman Illinois Statewide Technical Assistance Collaborative

2. ISTAC The Illinois Statewide Technical Assistance Collaborative (ISTAC) is an Illinois State Board of Education IDEA Part B discretionary grant funded initiative, providing integrated technical assistance to school districts for the purpose of improving outcomes for ALL students. ISTAC promotes a district-wide prevention and wellness approach, a multi-tiered system of supports, and school partnerships with family and community stakeholders. www.istac.net

3. Objectives • Participants will be able to describe how Functional Behavior Assessment (FBA) and Behavior Intervention Planning (BIP) processes can be used to support all students within a continuum of school-wide supports. • Participants will be able to identify the 4 critical components of FBAs and BIPs. • Participants will be able to identify at least one action step they can take to improve the effectiveness of their FBAs and BIPs.

4. Timeline Warning--- My goal is not to walk you step by step through FBA to BIP process, but rather to help you think through using the process more efficiently and effectively within your work. • Systems for FBA and BIP -- 45 minutes • Basics of FBA/Competing Behavior Pathway-- 40 minutes • Developing BIP/Function Based Strategies -- 40 minutes • Evaluation and Implementation Plans -- 45 minutes With tips along the way for facilitating process

5. Materials All materials along with recorded video modules of full FBA-BIP training can be found at: http://www.pbisillinois.org/trainings/fba-bip-training-materials Eventually previous project materials will be accessible at www.istac.net. Have your cellphones ready!

6. Grounding • Share with a shoulder partner about the following questions: • What students (i.e.: students with IEPs, students without IEPs, both) currently access support from FBA-BIP process? • Is FBA-BIP process individually led or team facilitated? • What barriers keep students from receiving more function based support?

7. Positive Behavior Interventions & Supports:A Multi-Tiered System of Support Model (MTSS) Tier 1/Universal School-Wide Assessment School-Wide Prevention Systems ODRs,Credits, Attendance, Tardies, Grades, DIBELS, etc. Check-in Check-out (CICO) Tier 2/Secondary Tier 3/ Tertiary Social/Academic InstructionalGroups (SAIG) Intervention Assessment Daily Progress Report (DPR)(Behavior and Academic Goals) Group Intervention with Individualized Feature (e.g., CICO with ind. features and Mentoring) Competing Behavior Pathway, Functional Assessment Interview, Scatter Plots, etc. Brief Functional Behavior Assessment/ Behavior Intervention Planning(FBA/BIP) Individual Student Information System (ISIS) Complex or Multiple-domain FBA/BIP Person Centered Planning: Wraparound/RENEW Family Focus SIMEO Tools: HSC-T, SD-T, EI-T Illinois PBIS Network, Revised Aug. 2013 Adapted from T. Scott, 2004

8. Table Talk • What supports have been triedbefore you are called into to problem solve around an individual child? • What process currently guides your problem solving for an individual student? • Is the problem solving done within a teamapproach?

9. 3-Tiered System of Support Necessary Conversations (Teams) UniversalTeam Secondary Systems Team Problem Solving Team Tertiary Systems Team Uses Process data; determines overall intervention effectiveness Uses Process data; determines overall intervention effectiveness Plans SW & Class-wide supports Standing team; uses FBA/BIP process for one youth at a time What team could you support with this process? CICO Universal Support Brief FBA/BIP SAIG Complex FBA/BIP WRAP Group w. individual feature Brief FBA/BIP Sept. 1, 2009

12. Barriers to Making It Work Barriers • My limited time • Limited time to collaborate with staff • Administrative or Teacher Support • Too many students in need • Gaining consent from guardians Ask yourself: • Are we individualizing support for students who may benefit from less intensive interventions? • How much time is currently spent on developing individual interventions? • Are the interventions effective? • How are we engaging parents?

13. Steps to Making It Work • Start with some self-assessing of current systems • Determine what you can influence • Identify some simple strategies and action steps to take Example: You identify time as your biggest barrier and you know that there are students you are called into support that could benefit from lower level supports. You might determine that developing CICO as an intervention support in your building is the strategy you want to try. Breakdown what it might take to begin a pilot program of CICO in your building.

14. It is a journey! • Developing systems of support in your building does not happen over night. • Start by developing a vision. • Then identify small steps to take toward that vision.

15. Activity • Stand up….take a small step to find someone new to talk with. • Partner 1-- Take 2 minutes to share. Then allow partner to ask questions and provide feedback. • What is a strength in your building? • What is your biggest barrier? • Identify one small step you can take to help move toward your desired goal • Now switch roles Let’s share some ideas with the group for networking!

16. Critical Components of FBA-BIP

17. Critical Components of Behavior Intervention Plans #1: Competing Behavior Pathway #2: Function-Based Behavior Support Strategies #3: Implementation Plan #4: Evaluation Plan

18. Roles and Tasks

19. Critical Components of Behavior Intervention Plans #1: Competing Behavior Pathway #2: Function-Based Behavior Support Strategies #3: Implementation Plan #4: Evaluation Plan

20. Competing Behavior Pathway • Summary statement of problem behavior • Includes: • Clearly defined problem behavior • Routine when behavior occurs • Antecedent • Consequence • Setting Event • That determines function of behavior

21. Adapted from Deanne A. Crone & Robert Horner, February 2003 FBA Template v.1112 1

22. Behavioral Theory: The A-B-C’s 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?

23. Defining: Always Start FBA-BIP by Defining the Problem Behavior 2 Antecedents/Triggers When_____happens…. 1 Behavior: the student does (what)__ 3 Consequence/Function ..and as a result______

24. A problem well stated is a problem half-solved. -Charles Kettering (famed inventor and head researcher for GM)

25. Defining Observable Behaviors • 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!

26. 2 Antecedents/Triggers When _____happens…. 1 Behavior: the student does (what)__ Once you have defined the problem behavior… THEN: Where & Whendoes the behavior occur? • Routines • Triggering Antecedents

27. WHERE and WHEN Does the Problem Behavior Occur? WHERE= Routines where the problem behavior is most likely • Examples: During math class, gym class, lunch, recess WHEN= Specific events (or antecedents) within a routine that “trigger” the problem behavior • Examples: When given double-digit addition, given directions

28. Identifying Antecedent “Triggers” • Identify the event, action, or object that occurs right beforethe problem behavior (When…) • Signals the behavior • “Sets it off” (trigger) • Identify the ANTECEDENT in these examples: • At the lunch table, when told to shut up by a peer, Ben hits the student • In language arts class, when asked to read aloud in class, Tracy gets up and tells jokes • During circle time, when praised Jessie starts crying

29. 2 Routines/Antecedents/Setting Events: When_____happens…. 1 Behavior: the student does (what)__ 3 Consequence/Outcome ..and as a result______ Once you have defined the behavior (the What) & know Where & When the behavior occurs… Then:WHY does the behavior continue to occur (what happens right afterwards)? Step #1: What is the CONSEQUENCE?Step #2: What is the PAYOFF?

30. Payoff, Step #1: Determine What Happens Right Afterthe Behavior (the Consequence or Outcome). It may help to think: “and as a result ______________” • Example (AntecedentBehaviorConsequence) • During recess, when peers tease him, Ben hits his peers and they leave him alone. • During reading, When asked to read aloud Tracy tells jokes, the other students laugh, and she is sent to the office (missing the assignment). • During circle time, when praised Jessie starts crying, the teacher stops circle time and comforts her.

31. Payoff, Step #2: Understanding WHYthe Behavior Occurs • When understanding behavior, we want to learn what FUNCTION (or purpose) the behavior is serving for the student (what is the pay-off for the student?) • You need to understand from the student’s perspective… • What are they getting (or trying to get) from engaging in this behavior • What is the most important thing that the student wants to gain (or avoid) by using this behavior

32. Functions that Behavior Serves

33. Examples of Function in Schools • Obtain/Get Reinforcers • I yell and others look at me • I fight and others listen to me • I wander and people talk to me • I hit in order to get toys from other kids. • Escape/Avoid Aversives • I cry when work gets hard and someone will help me • I throw a book during math class and the teacher will remove me from class • I stand out of the way during PE and the other game participants will avoid throwing me the ball.

34. Understanding FUNCTION: WHY? What is the Payoff? Use information about the routine, antecedent, behavior, & consequence to determine that the function of the behavior is either to: -Get or Avoid something in the environment Routine: During ________________ Consequence/OutCome: and as a result… __________ Therefore, the function of the behavior is to: get/avoid ____________ Behavior: Student does _________ Antecedent/Trigger: When _________

35. Let’s Practice! Jane, a fifth grade student, was referred for disruptive behavior to the student support team by her teacher, Mrs. O’Neil. After interviewing Mrs. O’Neil and conducting several observations of Jane in the classroom, the team determined that during transitions (from lunch, recess, dismissal) in the hallway when staff are present, she shouts profanities. Then, adults spend time talking with her about her behavior.

36. Jane’s Summary Statement Routine: During ________________ Transitions Antecedent/Trigger: When .. Behavior: Student.. Consequence/Outcome: and as a result... Therefore, the function of the behavior is to: get/avoid Shouts profanities Staff are present Adults talk to her Attention from Adults Adult Attention is the pay-off for the behavior!! 36

37. 4 Setting Events 2 Antecedents/ Triggers 1 Behavior 3 Consequence/ Outcome After we defined the behavior (the What) & know Where & When & Why the behavior occurs… Then: We ask: Are there any events that happen outside of the routine that “SET UP” the behavior (make it more likely to occur)?

38. Antecedents vs. Setting Events Antecedents - occur immediately before and act as “triggers”for problem behavior Setting Events – indirectly “set-up” the problem behavior bytemporarilyaltering the value of maintaining consequences. *Setting events can help us PREDICT that the problem behavior will occur.

39. Common Setting Events: “Set ups” Lack of sleep or food Having a fight on the way to school Bad grade on a test / reprimands Forgetting to take medication Substitute teacher / changes in routine Non-examples: Diagnosis of autism or ADHD “Bad” home life * Note: Setting Events can be difficult to identify, are often unknown.

40. Summary Statement with Setting Event In Social Studies, when asked to read independently, Ben (a strong reader) often gets out of his seat, walks around the room, and jokes with peers. Ben’s peers laugh and talk to him as he walks by. This behavior is most likely to happen on days when Ben’s parents bring him to school (i.e., he doesn’t ride the bus with friends). Routine: During ______________ Social Studies Consequence and as a result… Setting event More likely when… Antecedent When… Behavior The student… Peers laugh and talk to Ben Out of seat, walks around room, jokes with peers Asked to read independently Ben brought to school by parents Function: To… Access peer attention

41. Tool • Setting Event Checklist • To be completed with family member or possibly with teacher the day the behavior occurred.

42. How do we gather this information?

43. Facilitator Tip • Use the Functional Assessment Checklist for Teachers and Staff (FACTS) to: • Gather needed FBA information • Focus the conversation with teacher • Provide a copy for the staff member to follow along with for easy redirection. • It takes time, but you will leave with the needed information!

44. The FACTS • Provides a template for gathering ABC data, including: • Routines • Hypothesis statement for ABCs • Teacher’s / Interviewee’s perception of the Hypothesis statement • Don’t have to use the FACTs if you have another format you prefer

45. Assists in creating summary statement

46. Family and Student Interviews • During Ask phase, it is also important to interview: • Family Member • Student --- only interview student after observation • Tools available here: • http://www.pbisillinois.org/trainings/fba-bip-training-materials

47. Videos of FACTS • Recorded Video of Using Tool: https://ilpbis.adobeconnect.com/_a1124522677/p5m3ip8cl4v/?launcher=false&fcsContent=true&pbMode=normal • Strengths: https://www.youtube.com/watch?v=SPjLZflC8r4&feature=related • Routines Analysis: https://www.youtube.com/watch?v=osuxF0c-vYg • Prioritizing and Defining Behavior: https://www.youtube.com/watch?v=TsUP76Ek2RQ&feature=related • Antecedents: https://www.youtube.com/watch?v=LzgGcO6UkGk&feature=related • Consequence: https://www.youtube.com/watch?v=RVfNZciZROI&feature=related • Setting Event: https://www.youtube.com/watch?v=G_DRleDBusA&feature=related • Summary Statement Video: https://www.youtube.com/watch?v=oreCeqbfJaM&feature=related

48. Facilitator Tip • Observe when information gathered from teacher and family interview are non-conclusive or behavior is complex. • Use the FACTS to identify behavior you are watching for.

49. ABC Observation • An ABC observation involves observing the student in identified routine(s) [From interview] • Purpose of ABC observation is to: • Confirm the accuracy of the teacher interview summary of behavior • Identify antecedents and outcomes that the teacher may have overlooked • Verify the function of the student’s behavior • Develop the most accurate Summary Statement for intervention development

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