Connecting FBAs and BIPs to PBIS systems

1. Connecting FBAs and BIPs to PBIS systems Kevin Filter, Ph.D. Minnesota State University, Mankato

2. Pbis is founded on a functional understanding of behavior Let’s look at some concrete examples…

3. Acknowledge & Recognize

4. Teaching and acknowledging appropriate behavior Question: Why do we teach and acknowledge? • Answer: Because behavior that leads to positive consequences will be repeated • This is called, “positive reinforcement” and is a basic principle of behavior function

5. Data-based decision making • Looking for antecedents and consequences to school-wide problem behavior in order to change it

6. Functional Info from ODRs

7. Thinking functionally

8. Making the Teacher Angry Brett makes numerous comments about the teacher behind her back. Classmates laugh and teacher gets mad. Why? • He’s a delinquent • He’s a comedian • He’s a bad kid

9. Brett: Other possibilities • Has a long history of getting other students’ attention by insulting people (Function: obtain peer attention) • Is looking for a quick ticket out of class (Function: escape aversive task) • Wants the teacher to be flustered and discontinue instruction (Function: Escape aversive task)

10. Skipping Class Andrea skips chemistry two or three days per week. Why? • She’s unmotivated • She doesn’t care about her education • She’s a bad student

11. Andrea: Other possibilities • She has to meet her drug dealer at an off-site location (Function: obtain sensory stimulation) • She hates chemistry and doesn’t understand it (Function: escape difficult task) • Her friends all have free study hall at that time and gather at the pizza place in town (Function: obtain peer attention)

12. Functions Pos Reinf Neg Reinf

13. Function is about what comes after AND what comes before

14. Applying fba across the tiers

15. When Collecting FBA Data, Think A-B-COur goal is to fill in the A-B-C blanks Consequence Setting Event Antecedent Behavior A B C

16. Efficiency of Assessment High Slope of Efficiency Intensity of Assessment Process Low High Low Number of Students Served

17. Tier 3: Full FBA with interview and observation to write individual student intervention ~5% Tier 2: Do brief individual FBA to plan best package intervention ~15% Tier 1: ODR patterns for intervention planning and outcomes for ALL students ~80% of Students

18. FBA as a formal process for Tier 3 in PBIS

19. Definition of FBA(O’Neill et al., 1997) “A set of processes for defining events in an environment that reliably predict and maintain problem behaviors” • Outcome: Precision hypothesis statement • Purpose: Develop behavior intervention plan The definition, outcome, and purpose of FBA will remain stable across all three tiers. What will change is the POPULATION SERVED and the DATA collected.

20. Tier 3 FBA • Population served = Students with severe and/or treatment-resistent behavior problems • Many students who get a Tier 3 FBA have already failed to improve significantly in Tiers 1 and 2 • Some students will need to start here because they are a threat to themselves or others

21. Team-Process • Behavior team to manage Tier 2 and Tier 3 • Required members: • Behavior expert (Psych, EBD teacher) • Experts of local context (Gen Ed teacher) • Someone who can manage resources (adminsitrator) • There are many tasks in doing FBAs that can be distributed amongst team members • WHOLE TEAM will be responsible for final decisions

22. Tier 3 FBAData Collection • Consider information from Tiers 1 and 2 • ODRs • Brief FBA Interview • Failed interventions • Indirect Data • Existing records • Structured interview • Direct Observation We only have this info in a three-tiered model

23. INDIRECT DATA • Structured Interview • A structured interview clearly lists information that will be collected during interview. This should include: • Definition of behavior • Review of Routines • SPECIFIC setting events, antecedents, and consequences • Functional Assessment Checklist for Teachers and Staff (FACTS) March, Horner, Lewis-Palmer, Brown, Crone, Todd, & Carr (2000)

26. Interview Logistics • Interview multiple informants • Primary teacher • Other teachers • Parent • Best respondents are those who • Have seen the behavior occur many times • Have a basic understanding of behavior theory Borgmeier(2003) • Conduct interviews BEFORE observations

27. DIRECT DATA • Systematic Direct Observation (SDO) • In order to collect data that can be used to efficiently analyze the problem, SDO needs to be formalized and include detailed information about antecedents, behaviors, and consequences • Functional Behavioral Assessment – Observation and Summary Form (FBA-OSF) Filter and Alvarez (2012), modified from O’Neill et al. (1997)

30. Direct Observation Logistics • The information from your interviews should tell you what to observe and when • If you observe at the wrong time, you won’t see many behaviors • You should observe at least 10 incidents of behavior before making conclusions • Plan for “reactivity”

31. Supplemental Direct Observations • You can have other staff collect informal observations of behavior to supplement your SDO data

32. FBA Teacher Observation Form Student: __________________Observer: _____________________

33. Integrating Data Across All 3 Tiers • Look for agreement • Minor details may differ but broad categorical information may agree (e.g., escape from adult attention) • Themes? • Prioritize based on validity of data • Direct observation • Structured interviews • Brief Interviews • ODRs • Existing Records Validity of data

34. Outcome: Precision Hypothesis Statement Consequence Setting Event Antecedent Behavior A B C (Fill in problem behavior) is most likely to occur when (Fill in antecedent) and is maintained by (Fill in reinforcer). This whole sequence is most likely when (Fill in setting event)occurs.

35. Purpose: Develop Effective BIP • The beauty of FBA is that it leads to effective intervention • Most assessments that we do in school are not conducted for intervention, but FBAs are • This requires a SYSTEM of tying assessment to intervention

36. This summarizes what you learned in FBA plus it introduces the idea of replacement behavior and desired behavior Desired Behavior Consequence Setting Event Antecedent Problem Behavior Consequence Competing Pathways Summary Replacement Behavior This is the logic on which intervention planning is based.

37. Developing Interventions • Brainstorm interventions that address each of the four FBA terms • These are just ideas, details will be worked out later • Develop at least two or three interventions for each term • Emphasize antecedents and teaching strategies • Consider replacement behaviors

38. Brainstorm Interventions

39. Select Interventions • Work with team to select interventions • Issues to consider: • Which interventions are most likely to work? • Which interventions will staff be most likely to implement with fidelity? • How do interventions compare in terms of required resources? • Which interventions fit best into existing programs/systems?

40. Advanced Issues for Tier 3 Interventions • Develop a procedure for: • Monitoring Fidelity of Implementation • Monitoring Effects of BIP • Direct Behavior Ratings • Determining Acceptability of BIP • Crisis Situations (Extremely Dangerous Behavior)

41. Write BIP • Use FBA-BIP form from book • Page 1: Summary of FBA • Page 2: Interventions details • Page 3: Measurement plan • Outcomes • Fidelity • Page 4: Graph of outcomes • Page 5: Action plan for improving BIP

47. Progress Monitoring • For monitoring outcomes there are two good sources of data • Systematic Direct Observation • Direct Observation Progress Monitoring System Filter and Alvarez (2012) • Based on momentary time sampling • Direct Behavior Ratings • Direct Behavior Ratings Chafoleous, Riley-Tilman, Christ, Sugai (2010) • Very simple, but require some teaching to staff

50. www.mnsu.edu/psyd/people/filter/book/