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Addressing Individual Challenging Behavior through Function-Based Support

Addressing Individual Challenging Behavior through Function-Based Support. George Sugai University of Connecticut Center on Positive Behavioral Interventions & Supports www.PBIS.org. What is RtI ? Basics. RtI. RtI: Good “IDEiA” Policy.

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Addressing Individual Challenging Behavior through Function-Based Support

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

  2. What is RtI? Basics

  3. RtI

  4. RtI: Good “IDEiA” Policy Approach or framework for redesigning & establishing teaching & learning environments that are effective, efficient, relevant, & durable for all students, families & educators • NOT program, curriculum, strategy, intervention • NOT limited to special education • NOT new

  5. 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

  6. Intensive, Individual Interventions • Individual Students • Assessment-based • High Intensity • Intensive, Individual Interventions • Individual Students • Assessment-based • Intense, durable procedures • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Universal Interventions • All students • Preventive, proactive • Universal Interventions • All settings, all students • Preventive, proactive Designing School-Wide Systems for Student Success Academic Systems Behavioral Systems 1-5% 1-5% 5-10% 5-10% 80-90% 80-90%

  7. RtI Application Examples

  8. RTI Continuum of Support for ALL Few Some All Dec 7, 2007

  9. What is function-based support? Basics

  10. 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

  11. Social Competence & Academic Achievement Positive Behavior Support OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

  12. 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.

  13. 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

  14. PBS Foundations • Behavior & physiology • Learned behavior • Behavior & environment • Behavior lawfulness Behaviorism • Observable behavior • Socially important questions • Applied settings • Functional relationship ABA PBS

  15. Function-based support is all about… Re-design & improvement of learning & teaching environments • Attention to environment & function • Not re-design of individuals • Change in behavior of implementers of plan

  16. 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

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

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

  19. 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

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

  21. 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

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

  23. 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

  24. 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

  25. 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

  26. Functional Assessment Checklist for Teachers “FACTS” STEP 1: Student/ Grade: _____Clarence/5th grade_____ Date: ____January 11___________ Interviewer: ___________Sugai________ Respondent(s): ____Thomas_____ STEP 2: Student Profile: Please identify at least three strengths or contributions the student brings to school. C. has leadership potential. Peers listened to him, and he can be very convincing and sincere. He’s academically competent and seems to be moving smoothly and successfully through the school curriculum. STEP 3: Problem Behavior(s): Identify problem behaviors ___Tardy_X Fight/physical Aggression ___ Disruptive___ Theft___ UnresponsiveX Inappropriate Language_X__ Insubordination___ Vandalism___ Withdrawn_X__ Verbal Harassment____Work not done___ Other __________ ____X _ Verbally Inappropriate___ Self-injury Describe problem behavior:C. may have one of the shortest fuses I’ve seen. One little tease by a peer, and he quickly and predictably escalates through a behavioral sequence that begins with passive in subordination (non response), moves to a mild protest, shifts to harassment and name calling, increases to property damage and even to physical aggression. Its interesting that he seems to “enjoy” the reactions he gets from peers that he aggresses toward, and from peers who look up to him for his aggressiveness.

  27. STEP 4: Routine Analysis

  28. Fundamental Rule! “You should not propose to reduce a problem behavior without also identifying alternative, desired behaviors person should perform instead of problem behavior” (O’Neill et al., 1997, p. 71).

  29. Kutash, K., Duchnowski, A. J., & Lynn, N. (2006). School-based mental health: An empirical guide for decision makers. Tampa, FL: University of South Florida. Louis De la Parte Florida Mental Health Institute, Department of Child & Family Studies, Research & Training Center for Children’s Mental Health. http://rtckids.fmhi.usf.eduCrone, D. A., & Horner, R. H. (2003). Building positive behavior support systems in schools: Functional behavioral assessment. New York: Guildford Press.Crone, D. A., Horner, R. H., & Hawken, L. S. (2004). Responding to problem behavior in schools: The behavior education program. New York: Guilford Press.

  30. Desired Alternative Typical Consequence Summary Statement Setting Events Triggering Antecedents Problem Behavior Maintaining Consequences Acceptable Alternative

  31. Setting Event Manipulations Antecedent Manipulations Behavior Manipulations Consequence Manipulations

  32. FBA Team Process Steps • Collect information. • Develop testable hypothesis or summary statement. • Collect direct observation data to confirm summary statement. • Develop “competing pathways” summary statement. • Develop BIP. • Develop details & routines for full implementation of BSP. • Develop strategies for monitoring & evaluating implementation of BSP.

  33. INFORMAL EASIER SIMPLE RESPONSIVE INDIRECT DIRECT NOT RESPONSIVE COMPLICATED HARDER FORMAL

  34. ٭ Process Guidelines • Conducted by team • Behaviorally competent • Student-knowledgeable • Led by behavior specialist • Link behavioral strategies to summary statement • Ensure that implementers are fluent • Monitorcontinuously & evaluate early

  35. Problem Solving Situations

  36. Activity Notes • Defining SWPBS • Not….magic bullet or curriculum, • Is….process for improving school-wide behavior and climate • Data based, action plan based • All communities, all students • District priority • Pay attention to purpose of behavior • Focus on positive behavior by acknowledging what they do • Teaching prosocial behavior to enhance learning and life success • Support for administrator • Goal for all students to be successful • Integrated practices • Self-assessment for focus • Outcomes-data-practices-systems

  37. Continuum of behavior support "What is triangle?" • Representation of how we respond to kids behavior • Goal to get most of kids doing well • More intense for some • Application to groups of individuals • Represents how we think learning academic skills • Relates to types of interventions….more intense for kids whose behavior is not responsive • Change interventions not kids

  38. SWPBS elements • Focuses on • Teaching small number of positively expectations taught • Strive towards more positives than negatives interactions • "kids shouldn't have to be rewarded for what their supposed to do" • "what about kids who are doing well?" • Not all kids need same level of supports/positives • All kids should get positives • Judging kid's behaviors based on perspectives/biases/preconceived • Data systems

  39. Coaches are a set of functions/tasks/activities • Knowledgeable and committed to pbs • Delegation of activities • Facilitator of others growth/success/capacity building • Cheerleader, acknowledeger • Coordinator/manager of tasks • Trainers • Special educator only does special education • Team effort • All benefit and contribute • All kids are all of ours • Specialized knowledge that we all can use across all environments

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