Assessment and Intervention Strategies for Behaviors: Part 1 Functional Behavioral Assessment (FBA) & Behavioral Intervention Plan (BIP) Development January.

Assessment and Intervention

Strategies for Behaviors: Part 1

Functional Behavioral Assessment (FBA)&

Behavioral Intervention Plan (BIP) Development

January 2008Revised July 2010 Bette Greer

Betsy Stanwood

1. There is a significant learned component in most forms of challenging behavior and what has been learned may be “unlearned”.

2. Challenging behavior almost always means something.

3. Understanding the behavior helps us to change it.

Challenging behavior and autism

Making Sense-making progress

Philip Whitaker

What Should We All Know About Behavior?

Why? When? Would a School Team Consider Starting the FBA/BIP Process?Required: To access certain system supports (i.e. Lake Forest Academy) To seek entitlement for special education services To meet IDEA process requirements (i.e. Manifestation

Determination, Change in Services, Functional Behavioral Assessments, and Behavioral Intervention Plans)

Recommended: To assess & address significant behavior problems in a school

setting Student not motivated to participate in school activities Student does not complete tasks Student has poor peer relationships Student has poor self esteem Student has heightened levels of anxiety Student does not comply to adult requests

Functional Behavioral Assessment

(FBA)

What is a “Functional Behavioral Assessment”?

A method of identifying the social, affective, and environmental factors that reliably predict and maintain behaviors that interfere with learning.

Its purpose is to determine a target

behavior that will be the focus of

intervention on a Behavioral

Intervention Plan.

Steps in the FBA Process

1. Collect Data

2. Analyze Data

• Antecedent

• Behavior

• Consequence

• Target Behavior

4. Develop Hypothesis

3. Identify Function of Target Behavior

FREQUENCY DATA SHEET

Student: ______________ Teacher: _________________

NHCS PBIS 3 ToolNHCS PBIS 3 Tool

Behavior ofConcern Exhibited

Location/Activity Presence of Others,Peers, Adult(Specify)

Adult Response/ Action

Other FactorsDate Time

     EXAMPLES:-Refuses to work-Talks out-Out of seat

6/14/04

10:30 to 12:25

TA walks to student prompts verbally “Get Busy”

Regular class/

Math lesson

EXAMPLES-After fire drill-Day after return from holiday-No medications 

EXAMPLES:

-Students (all class)

-TA (CM)

-T (BS)

1. Collect Data

Identify antecedent or factors noted prior to the behavior Summarize behavior, noting level of intensity and specific patterns, using information from Frequency Data Sheet (NHCS PBIS 3) Identify consequences or events that follow the behavior Define the target behavior (NHCS PBIS 4)

2. Analyze Data

Considerations when Analyzing the Data

Are there patterns? Are there specific locations,times, subjects or people?

(Triggers) Are there physical signals of impending problems? Are there home concerns? Divorce? Death? Illness?

Transition? How often do the behaviors occur? (frequency) How long do behaviors last? (duration) How severe or damaging are the behaviors? (intensity) Can the student continue with their school day when

behavioral episode is over?

Consider that a Target Behavior is . . .

• a specific behavior that needs to be replaced

OR• a cluster or combination of behaviors that are related to one another and are a part of the target behavior

3. Identify Function

Attention?

Escape/Avoidance?

Self Stimulation?

Power?

Self Stimulation

Identifying Functions

To obtain something pleasant at a sensory level = Self-Stimulation

The function and purpose of the behavior can be…

To tell us that they want more of something pleasant = Power and Control or Attention

To tell us that they want to get away from something that they consider unpleasant = Escape and Avoidance

TargetBehavior

Attention

From:

PeersStaffPreferred Adult

Power

Escape/ Avoidance

Self Stimulation

For:

ControlIntimidationVengeance

Of:

PersonActivityClassroom

To reduce:

AnxietyFear

Pos Reinf Neg Reinf

Functions of Behavior

So, It Is Important To

Determine the “REAL” function of the behavior

and the “REAL”

message being communicated.

Once you establish the function of a behavior, you need to determine how the ADULT might be contributing to the problem.

Just how does she think I

contribute to THEIR behavior?

Do you mean that I have to change so the student will change?

Do you contribute?

“I tried that visual stuff and she still won’t do her work!” “He knows

what he is doing and he is just being manipulative.”

“He understands, I had him repeat my directions.”

“She just sits there and waits for me to tell her what to do.” “I wrote it on the board"

“He understands, he did the work yesterday.”

Are you guilty of saying any of these?

4. Develop the Hypothesis

A hypothesis statement summarizes the team’s analysis of the behavior. It is a statement of what the student is doing and why the student is doing it as framed in the FBA tool.

When Johnnie is in small group instruction and/or gym and does not get his way he typically responds by shoving and/or using threatening language to gain attention.

Other Considerations Related to the FBA Process Use the alternate autism FBA

when students have a diagnosis of autism/autism spectrum disorder

Use the alternate autism FBA when students

demonstrate social and communication deficits

demonstrate a strong visual learning channel

demonstrate sensory integration deficits

Functional Behavioral Assessment for Students with Autism

Functional Behavioral Assessment for Students with Autism

FBA Pitfalls Failure to use FBA process proactively Failure to collect data efficiently Failure to summarize data for analysis Failure to analyze data efficiently Failure to see or look for patterns Failure to utilize the process to identify

the function of the behavior

Accessing the Tools

All tools related to the FBA/BIP process can be located at New Hanover County Schools, Special Education & Related Services Manual. Look in the Positive Behavioral Interventions & Supports Chapter. Frequency Data Sheet (PBIS 3) Analysis of Data (PBIS 4) FBA/BIP Autism FBA

The FBA Process

Collect Data

Analyze Data

Identify Function

Develop Hypothesis

Develop Hypothesis

Behavioral Intervention

Plan (BIP)

What is a “Behavioral Intervention Plan”?

A A planplan generated by generated by a team based on the a team based on the information gathered information gathered from a FBA.from a FBA.This tool is a “This tool is a “lesson lesson plan” plan” for for teaching teaching replacement behaviors.replacement behaviors.

TEACHING PLAN CONSEQUENCES

“Recipe” for a Successful Behavioral Intervention Plan

Reactive FocusReactive Focus Crisis Plan

Proactive FocusProactive FocusTeaching Plan

2 Part Focus of a BIP

Replacement /Desired Behavior

Documentation

Rewards

Consequences

Must be specific in describing the behaviors. Can everyone see them?

BIPInstructional Considerations

“I want Joe to follow

directions in class.”

How?How?

Who?Who?

When?When?Rewards?Rewards?

Consequences?Consequences?

Documentation?Documentation?

Replacement/DesiredBehaviors

”I want Joe to follow directions

for task completion in

class.”

Progressive StepsProgressive Steps mustmust

be taught to reachbe taught to reachdesired behaviors.desired behaviors.

Request help from teacher

Work with peer

Complete 1 problem

Complete ½ sheet

Complete entire task

Behavior Management and Reinforcement

IN OTHER WORDS,They have to decide if it is worth doing

X to get Y.

ALL students need strong reinforcement to change their behavior. Reinforcement is equally as important to get them to comply to your request when they perceive the task too difficult or repetitive.

Just because an adult tells them to do something or

threatens to “drop their boat” isn’t

going to alter the behavior if there

isn’t a strong reinforcer.

Avoid These Pitfalls When Using Reinforcement

Make sure you are reinforcing what you truly want to reinforce. For example, make sure that the bulk of the attention paid to children is for desired behaviors rather than undesired behaviors.

Don’t forget to teach the behavior you are trying to reinforce, you will need to provide instruction and reinforce close approximations of the goal behavior. Be sure to tell the student what they CAN DO to earn a reinforcer NOT what they can’t do.

Keys for Effective Rewards and Consequences

•Get information regarding the student’s interests and motivators

•Get student’s “buy in” regarding rewards system – give at least 5 reward choices

•Make sure your consequence doesn’t really reward the student

•Utilize a variety of consequences that offer a more positive outcome such as restitution

BIP Pitfalls

Failure to use the tools to guide the decision making

Failure to include a teaching plan Failure to identify reinforcers that are

effective with the child (inconvenient for adults)

Failure to review the BIP

Additional Pitfalls Don’t Get Caught “Failing” to . . .

- Schedule a date to review and revise the plan

- Agree on the number of weeks to implement the plan

-Evaluate the plan’s effectiveness after collecting data

-Explain all aspects of BIP to student and team members

- Document BIP as an accommodation in IEP (if the student has an IEP)

The BIP Process

Org

anize

Organize

andand

Summarize

Summarize Analyze

Analyze

InterventioInterventionn andand

EvaluationEvaluation

ActivityA Case Study of Sponge Bob

Case Study #1 Sponge Bob

Repeating kindergartner Diagnosis of ADHD – Inconsistently taking Ritalin Becomes agitated when presented with an academic

task, usually math Becomes agitated when work is marked incorrect Refuses to comply when redirected to correct his work Further redirection increases his level of agitation,

possibly to the point of outward aggressive behavior (such as, crumpling paper, throwing items, destroying property) OR presents non-compliant, shut-down behavior, refusing to follow directions

Following the shut-down behavior, student may exhibit aggressive behavior towards peers (such as, kicking or shoving a student)

Case Study #1 Sponge Bob

When debriefing with the student he will refuse to accept ownership for his behavior and will blame peers as having prompted the behavior (i.e., perceived students making fun of him, staring at him, talking about him)

Analysis of observational data indicates behavior occurs typically during math or in the afternoon as well as when items have been taken from the student

Interventions to date have included bouncing to the IBS class - 3 episodes lasting approximately 1.5 hours

Parent input indicates aggressive episodes have increased at home even with medication

Student’s strengths include articulating his feelings, complying when given one on one support. He also has artistic abilities.

FBA Information

Activity #1: In teams, complete FBAActivity #1(a): In teams, complete FBA hypothesis statement.

Presenter will direct which activity DISCUSSION AND SHARE

Sponge Bob FBA Hypothesis

When Bob is given an assignment (most often

with math) and is asked to make corrections

or complete an assignment he typically

responds by refusing to complete task or

shuts down to gain escape and avoidance

of the task.

BIP DevelopmentActivity #2: In teams, brainstorm a list

of appropriate replacement/desired behaviors for Sponge Bob.Activity #3: In teams, brainstorm a list of possible rewards for Sponge Bob.

DISCUSSION AND SHARE

In Session 2 we will work with Teaching Strategies - The How!

Replacement/ Desired Behaviors

How?.

Who? When? How will teaching time be documented?

1. Utilize appropriate de-escalation strategies

2. Request academic assistance

3. Accept responsibility for behavior

1.Teach how to use visual gauge Use visual gauge to indicate level of frustration Choose a de-escalation activity from a menu of activities2. Teach how to use visual cue card Use a visual to request assistance Participate in academic tutoring3.Engage in problem solving discussion with adult - Complete Problem Solving tool and identified preferred, acceptable alternate behavior

EXAMPLES:Classroom teacherPeerSchool StaffCounselorParent VolunteerReading TeacherIBS Teacher

EXAMPLES:1 time a weekDailyWeekly During resource periodAt the end of the day

EXAMPLES:Data Collection SheetSelf- Monitoring ToolsBehavior Contract

What rewards will be provided when the desired behaviors are

demonstrated?

Who will implement the rewards? How will the desired behavior data be collected?

EXAMPLES:Extra time for identified preferred activityHomework/classroom PassMystery MotivatorReduction of task expectationsTime with a preferred adultGood Report HomeExtra “Special Activity” time*

EXAMPLES:Classroom teacherPeerSchool StaffCounselorParent VolunteerReading TeacherIBS Teacher

EXAMPLES:Behavior Point ChartData Collection Forms/Tools

* “Reinforcers are carefully tailored to the child’s strengths and interests. This is an important factor in developing successful BIPs. The one size fits all approach to reinforcers is not nearly as effective as the individualized approach.” Bateman & Golly

New Hanover County Schools Behavioral Intervention Plan (BIP)

Teaching Plan Sponge Bob

BIP Crisis Plan (Mild, Moderate, Severe)

Activity #4: In teams, brainstorm descriptions of MILD, MODERATE, AND SEVERE behaviors for Sponge Bob.

DISCUSSION AND SHARE

In Session 2 we will work with Teaching Strategies - The How!

New Hanover County SchoolsBehavioral Intervention Plan (BIP)

What?. Describe the target behavior from FBA.

What Consequences will be enforced?

Who?Describe the responsibilities of each team member, including school staff, family and student.

DataExplain how and when data will be recorded. List the type of data collection tool that will be used.

Mild: Shut downRefusal to follow directions

Moderate:Crumpling paper and throwing items

Severe:Kicking or shoving peers Destroying property

Mild:1.Cue student to use visual to request assistance or de-escalation break

Moderate:1.Send home work that has been crumpled or not completed for homework2.Write an apology to the teacher & classmates for interrupting instruction and endangering their safety3.Bounce to alternate, non-preferred locationSevere: (including components of a crisis plan)1.Remove class from setting2.Call first responders3.Utilize communication de-escalation strategies (Verbal but may be more visual for students with communication delays.)4.Refrain from interaction to allow student to de-escalate5.Physical restraint6.Contact parents 7.Team considers student’s level of de-escalation and potential to remain in school. 8.Team decision will be made to determine need to send student home

Mild: 1.Classroom teacher will allow enough time for a response

Moderate:1.Teacher2.Student3.Teacher or other staff

Severe:1.Teacher or other staff2.Teacher or other staff3.Personnel trained in Mindset communication de-escalation 4.Teacher or other staff5.Personnel trained in Mindset physical restraint procedures/In an emergency other staff until trained staff arrive6.Teacher or other staff7.Administration & team8.Administration & team

EXAMPLES:Data Collection SheetSelf- Monitoring ToolsBehavior Contract

Crisis PlanSponge Bob

ActivityA Case Study of Wile E. Coyote

Case Study #2 Wile E. Coyote

5th Grader Diagnosis of ADHD and Bi Polar Takes medication routinely Becomes agitated when asked to transition

from preferred activity Has poor self-esteem and thinks he must

“know” all the answers Often will not attempt a task he is unsure of or

will begin as if he knows what he is doing and puts any answer to fill in the blanks

Will not ask for help

Case Study #2 Wile E. Coyote

Analysis of observational data indicates behavior occurs typically when new skills are introduced

Interventions to date have included prior notice of instructional topics for pre-teaching at home

Parent input indicates frustration at home when he cannot grasp concepts or indicate when he doesn’t know or comprehend info

Student’s strengths include vocabulary and significant factual/rote information

FBA Information

Activity #1: In teams, complete AU-FBAActivity #1(a): In teams, complete FBA hypothesis statement.

Presenter will direct which activity DISCUSSION AND SHARE

Wile E. Coyote FBA Hypothesis

When Wile is in an educational setting and is

asked to transition when he isn’t finished he

typically responds by presenting verbal refusal

or destroying materials to gain escape and

avoidance of the adult request.

BIP DevelopmentActivity #2: In teams, brainstorm a list

of appropriate replacement/desired behaviors for Wile E. Coyote.Activity #3: In teams, brainstorm a list of possible rewards for Wile E. Coyote.

DISCUSSION AND SHARE

In Session 2 we will work with Teaching Strategies - The How!

Replacement/ Desired Behaviors

How?.

Who? When? How will teaching time be documented?

1. Communicate appropriately with staff regarding his needs or concerns

1. Student will use visual help flip card - “I need help card.” to indicate a need for help or to ask for an opportunity for additional time to complete a task.

1. Resource teacher to develop and pre-teach “Help card procedure.Student will need multiple opportunities to practice/role play the use of the card system. School staff to implement the procedure.

EXAMPLES:1 time a weekDailyWeekly During resource periodAt the end of the day

EXAMPLES:Data Collection SheetSelf- Monitoring ToolsBehavior Contract

What rewards will be provided when the desired behaviors are

demonstrated?

Who will implement the rewards?

How will the desired behavior data be collected?

Sticker reward system to be traded in for school rewards and/or at home towards larger incentiveTickets as a part of reinforcement systemComputer timeHomework PassVisit to other classes to act as helperFree time to listen to music

School Personnel -EVERY TIME HE COMPLIES TORULES/EXPECTACTIONS/PROCEDURES, EVEN DURING ACONSEQUENCE, STUDENT GETSREINFORCEDREINFORCEMENT SHOULDACCOMPANY APPROXIMATIONS

EXAMPLES:Behavior Point ChartData Collection Forms/Tools

* “Reinforcers are carefully tailored to the child’s strengths and interests. This is an important factor in developing successful BIPs. The one size fits all approach to reinforcers is not nearly as effective as the individualized approach.” Bateman & Golly

New Hanover County Schools Behavioral Intervention Plan (BIP)

Teaching PlanWile E. Coyote

BIP Crisis Plan (Mild, Moderate, Severe)

Activity #4: In teams, brainstorm descriptions of MILD, MODERATE, AND SEVERE behaviors for Wile E. Coyote.

DISCUSSION AND SHARE

In Session 2 we will work with Teaching Strategies - The How!

New Hanover County SchoolsBehavioral Intervention Plan (BIP)

What?Describe the target behavior from FBA.

What Consequences will be enforced?

Who?Describe the responsibilities of each team member, including school staff, family and student.

DataExplain how and when data will be recorded. List the type of data collection tool that will be used.

Mild: Shut downRefusal to follow directionsStates OK, in a minute

Moderate:Verbal refusal – “I ‘m not going to do thatCrumpling paper and throwing itemsYelling out inappropriate comments to teacher or studentsRefusing to leave class

Severe:Throws himself on the floorLeaves assigned area without permission Pushes, hits, throws inappropriate objects, grabs

Mild:1.Cue student to use visual to Communicate his needs/concerns

Moderate:1.IF REFUSING TO COMPLY present visual cue card that says, “If you don’t stop (or start) ____ then you will go to Ms. X’ room. When student complies then he return to class if calm

Severe: (including components of a crises plan)1. Remove other students from room2. Call Administrator3. Administrator will present next choices: “You can walk with me to my office or, I will take you to my office”.4. Parents notified. Student makes choice of consequence with parents to be implemented the following day,

Mild: 1.Classroom teacher will allow enough time for a response

Moderate:1.Teacher2.Student3.Teacher or other staff

Severe:1.Teacher or other staff2.Teacher or other staff3.Administrator 4.Administration & team

EXAMPLES:Data Collection SheetSelf- Monitoring ToolsBehavior Contract

Crisis PlanWile E. Coyote

Resources NHCS Positive Behavioral Interventions

and Supports Training Modules NHCS Student Support & Intervention

System Manual Why Johnny Doesn’t Behave by Barbara

Bateman & Annemieke Golly Web Resources- http://dpi.wi.gov/sped/ebdbluepri.html- http://www.interventioncentral.com/- http://www.pbis.org/main.htm