Behavioral Observation Data for Individual Intervention Decision Making George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut Nov 18, 2010 www.pbis.org www.cber.org www.swis.org
Feb 23, 2016
Behavioral Observation Data for Individual Intervention
Decision Making
George SugaiOSEP Center on PBIS
Center for Behavioral Education & ResearchUniversity of Connecticut
Nov 18, 2010
www.pbis.org www.cber.org www.swis.org
PURPOSE
Provide overview of how
observationally-based data can
be used to guide intervention
decisions for individual
behavior management
planning.
• Foundations• Behavioral Data: Function-based Support• Examples
Participants should be able to describe…
Foundations
SWPBS Conceptual Foundations
Behaviorism
ABA
PBS
SWPBS
Laws of Behavior
Applied Behavioral Technology
Social Validity
All Students
Positive Behavioral Interventions & Supports
RtI
SWPBS is
SYST
EMSPRACTICES
DATASupportingStaff Behavior
SupportingStudent Behavior
OUTCOMES
Supporting Social Competence &Academic Achievement
SupportingDecisionMaking
IntegratedElements
Primary Prevention:School-/Classroom-Wide Systems for
All Students,Staff, & Settings
Secondary Prevention:Specialized Group
Systems for Students with At-Risk Behavior
Tertiary Prevention:Specialized
IndividualizedSystems for Students
with High-Risk Behavior
~80% of Students
~15%
~5%
CONTINUUM OFSCHOOL-WIDE
INSTRUCTIONAL & POSITIVE BEHAVIOR
SUPPORT
ALL
SOME
FEW
All
Some
FewRTI
Continuum of Support for
ALL
Dec 7, 2007
Continuum of Support for ALL
Dec 7, 2007
Science
Soc Studies
Reading
Math
Soc skills
Basketball
Spanish
Label behavior…not people
RTIContinuum of
Support for ALL
Dec 7, 2007
Prob Sol.
Coop play
Adult rel.
Anger man.
Attend.
Peer interac
Ind. play
Label behavior…not people
~80% of Students
~5%
ESTABLISHING CONTINUUM of SWPBS
SECONDARY PREVENTION• Check in/out• Targeted social skills instruction• Peer-based supports• Social skills club•
TERTIARY PREVENTION• Function-based support• Wraparound• Person-centered planning• •
PRIMARY PREVENTION• Teach SW expectations• Proactive SW & classroom discipline• Positive reinforcement• Effective instruction• Parent engagement• Active supervision
SECONDARY PREVENTION• • • • •
TERTIARY PREVENTION• • • • •
PRIMARY PREVENTION• • • • • •
~15%
Universal Screening of
All
Continuous progress
monitoring of some
Good Data Systems
4 Main Data Concerns
What is Function Based Support?
Non-examples of Function-Based approach
How many “functions” have been validated
Get/Access(positive reinforcement)
Avoid/Escape(negative reinforcement)
Peer/adult social
Activities/tasks
Tangibles
Sensory/stimulation
Only 2 Basic FunctionsProblemBehavior
Obtain/GetSomething
Escape/Avoid
Something
Social Tangible/Activity
Adult
Stimulation/Sensory
Peer
Pos Reinf Neg Reinf
Existing
aversive
condition
identified
% Intervals w/ P.B. for Bryce
0102030405060708090
100
1 3 5 7 9 11 13 15 17 19 21 23 25 27 29 31 33 35 37 39 41Sessions*
*Data points with arrows indicate no medication
% In
terv
als
w/ P
.B.
BaselineContra-IndicatedIndicatedContra-
IndicatedIndicated
Ingram, Lewis-Palmer, & Sugai, 2005
% Intervals w/ P.B. for Carter
0
10
20
30
40
50
60
70
80
90
100
1 3 5 7 9 11 13 15 17 19 21 23 25 27
Sessions
% In
terv
als
w/ P
.B.
Baseline IndicatedIndicated Indicated Modified
Contra-ndicated
Contra-Indicated
6
Setting Events TriggeringAntecedents
MaintainingConsequences
ProblemBehavior
What is basic behavior unit of behavioral observation?
• “Best guess” about behavior & conditions under which it is observed
• Represents basic working unit of FBA• Directly guides development of BIP
Infrequent event/
condition affecting
main. conseq.
Events signal
conseq. likely if
behavior emitted
Observ. action & response
class
Events following
behavior & increase
probability
TE = Functional Relationship when describing a predictable & verifiable
relationship among 4 elements
Setting Events TriggeringAntecedents
MaintainingConsequences
ProblemBehavior
Testable Hypothesis“Basic Unit”
Following events
that maintain behaviors of concern
Preceding events
that trigger or occasion
Set of related
behaviors of concern
Infrequent events
that affect value of maint. conseq.
When Sequoia misses her 12:30 medication & teachers present multiple task demands, she
makes negative self-statements & writes profane language on her assignments. Teaching staff
typically send her to the office with a discipline referral for being disrespectful.
Setting event Antecedent Response ConsequenceMisses 12:30medication
Teachersmake
multipletask demands
Sequoia makesnegative self-statements &
writes profanelanguage
Teacher sendsSequoia to
office for beingdisrespectful
What function?Avoid difficult tasks
Setting event Antecedent Response ConsequenceCaesar is
teased severaltimes about his
hair by his friends before
class
His teacherstares at his hair in class
Caesar askshis teacher what she’sstaring at
His teachersends him to
in-school detention
Caesar has dyed his hair three colors & is teased several times by his friends before class. When he
enters the class, his teacher stares at his hair. Caesar immediately says “what are you staring at?” His teacher immediately sends him to in-
school detention.What function?Escape adult &peer attention
Setting event Antecedent Response Consequence
Cleo is new to the 6th grade, & English is her second language. When another student approaches & says something to her in
English, Cleo turns away. The other student walks away. This happens several times during
the day.
New student Studentapproaches &
speaks inEnglish
Cleo turns away
Other student walks
away
What function?Escape peer attention
Setting event Antecedent Response Consequence
When his teacher asks him what the capitol city of a country is, Napoleon gives the correct
answers. His teacher praises his correct answer, & tells him he may work by himself or a friend
on the rest of the assignment.
None Teacher askswhat capitol
city of countryis
Napoleongive correct
answer
Teacher givesverbal praise & time to workwith a friend
What function?Access peer &adult attention
Setting event Antecedent Response Consequence
As Veloce is walking, other kids look at him & say “what’s up?” He looks back and says:
“Who ya lookin’ at?!” “Ya want some of this?!” “Ya talkin’ to me?!” Kids shake their heads &
all him “weirdo.”
??Look at him.“What’s up!”
“Who yalookin’ at?”
“Ya wantSome?” “Yatalkin’ to me?
Kids shakeheads & call him “weirdo”
What function?Access OR escapepeer attention?
How do you know?How do you know?Assess?
TH1 for Hillary:"When Hillary sits next to Bill, Hillary whispers in his ear. Bill
laughs."
• Test manipulation?– Put Al in Bill’s seat.
• Effect:– Hillary whispers in Al’s ear.
Develop new testable
hypothesis!
TH2:“When Hillary sits next to boys, she whispers in their ears. The
boys laugh.”
• Test manipulation?– Put Monica in Bill’s seat.
• Effect:– Hillary does not whisper.
Use info to develop
intervention
Example 1: Different behaviors with different functions
• Kirsten’s teachers agree that she has 2 response classes that interfere with her social success at school, & develop two testable hypotheses:
Setting Event
Antecedent Event
Behavior
Consequence Event
None
Teacher presents multiple
step request.
Verbal protest,
non-complianc
e, foot stomping.
Teacher repeats
request 4 to 5 times & threatens
after school suspension.
Setting Event
Antecedent Event
Behavior
Consequence Event
NonePeers play game &
have conflict.
Pushes peers
away, uses profanity,
throws rocks.
Peers stop playing with
Kirsten.
Get ad
ult at
tentio
n
Escape
peer
social
Implication!2 intervention
variations
Example 2: Same behaviors with different functions
• Amy teachers have noticed two different conditions when Amy displays same problem behaviors (1 response class). They developed following two testable hypotheses:
Setting Event
Antecedent Event
Behavior
Consequence Event
NonePeers try to
engage Amy in con-versations.
Turns eyes away, does not comply
verbally, pulls
sweater over his head.
Peers move away.
Setting Event
Antecedent Event
Behavior
Consequence Event
None
Teachers give Amy corrective feedback about her
work.
Turns eyes away, does not comply
verbally, pulls
sweater over his head.
Teachers sit down next to her, rub her shoulders, &
say comforting
words.
Avoid
peer
atten
tion
Get ad
ult so
cialImplication!
2 intervention variations
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-injuryDescribe 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.
STEP 4: Routine Analysis
Schedule(Times)
Activity Likelihood of Problem Behavior Specific Problem Behavior
8:00 Waiting to enter buildingLow High1 2 3 4 5 6
See escalation described above
8:15 Advisory & Planning 1 2 3 4 5 6
Mostly teasing and touching property of others. Doesn’t escalate much further
9:15 Language Arts 1 2 3 4 5 6 Occasional name calling/teasing
10:15 Recess 1 2 3 4 5 6 See escalation described above
11:30 Math 1 2 3 4 5 6 Occasional teasing
12:00 Lunch 1 2 3 4 5 6 See escalation described above
12:35 Earth Science 1 2 3 4 5 6 Minor verbal harassment
1:15 Art or Phy Ed 1 2 3 4 5 6 See escalation described above
2:00 Reading 1 2 3 4 5 6 Rarely a problem
2:50 Waiting for bus 1 2 3 4 5 6 See escalation described above
When has FBA been done?
Setting Events TriggeringAntecedents
MaintainingConsequences
ProblemBehavior
DesiredAlternative
AcceptableAlternative
TypicalConsequenceSummary Statement
Setting Events TriggeringAntecedents
MaintainingConsequences
ProblemBehavior
Lack of peercontact in 30
minutes.
Do difficultmath
assignment.
Noncompliance,profanity,physical
aggression,
Avoid task,remove from
class.
DesiredAlternative
TypicalConsequence
Points,grades,
questions,more work.
Do workw/o
complaints.
Summary Statement
AcceptableAlternative
Ask forbreak,ask forhelp.
Why is function important?
Because consequences compete!!
Function
Setting Events TriggeringAntecedents
MaintainingConsequences
ProblemBehavior
DesiredAlternative
TypicalConsequenceSummary Statement
AcceptableAlternative
Setting EventManipulations
AntecedentManipulations
ConsequenceManipulations
BehaviorManipulations
Setting EventManipulations
AntecedentManipulations
ConsequenceManipulations
BehaviorManipulations
Neutralize, prevent, remove,
minimize, or precorrect
for influence of setting
events
ADD antecedent events that
trigger desired
behavior AND
REMOVE antecedent events that
trigger problem behavior
ADD consequence events that maintain &
support desired
behavior AND
REMOVE consequence events that maintain problem behavior
TEACH alternative &
desired behavior that
is more effective,
efficient, & relevant than
problem behavior
Setting Events TriggeringAntecedents
MaintainingConsequences
ProblemBehavior
Lack of peercontact in 30
minutes.
Do difficultmath
assignment.
Noncompliance,profanity,physical
aggression,
Avoid task,remove from
class.
DesiredAlternative
TypicalConsequence
Points,grades,
questions,more work.
Do workw/o
complaints.
Summary Statement
AcceptableAlternative
Ask forbreak,ask forhelp.
Setting EventManipulations
AntecedentManipulations
ConsequenceManipulations
BehaviorManipulations
Teach options to problem
behavior:1. Ask for break2. Ask for help
3. Turn in assignment as
is.
Teach missing math skills
Arrange for peer
interaction before math
class
Provide positive adult
contact
Sit with preferred peer
Introduce review type
problem before difficult tasks
Remind of alternative behaviors
Do first problem together
Immediately reinforce
entering class.
Provide reinforcer w/in 1 min. of starting task (3 min., 5
min., 10 minutes)
Give break & help
Sit with preferred peer
when done
Setting Events TriggeringAntecedents
MaintainingConsequences
ProblemBehavior
Rides citybus
Teachercorrects
peers
ProfanityVerbal
protests
Teacherattention
DesiredAlternative
TypicalConsequence
Delayedteacher
attention.
Ignore &problem
solvelater
Summary Statement
AcceptableAlternative
Discussin
private
Why is function important?
Because consequences compete!!
Function
Setting EventManipulations
AntecedentManipulations
ConsequenceManipulations
BehaviorManipulations
Teach J. how, when, & where to
express verbal protest, & how to walk away from
problem situations in transitions.
On days city bus ridden, check in with counselor to review days
schedule & walk with counselor to classroom
Give >3 positive acknow-
ledgements per min. to peers
during transitions.
Give private & quiet corrections
to peers.
Remind J. of acceptable &
desired replacement behaviors
When J. engages in problem behavior
immediately disengage from him, & engage
peers.
When J. engages in replacement
behaviors provide adult
attention (discussion)
FBA-BIP Team Process
Process Guidelines
Behavior Support Elements
Problem Behavior
Functional Assessment
Intervention & Support
PlanFidelity of
Implementation
* Response class* Routine analysis* Hypothesis statement * Alternative behaviors
* Competing behavior analysis * Contextual fit* Strengths, preferences, & lifestyle outcomes* Evidence-based interventions
* Implementation support* Data plan
* Continuous improvement* Sustainability plan
• Team-based• Behavior competence
Impact on Behavior &
Lifestyle
PBIS Prevention Goals & Bullying Behavior
Big Ideas