Brief Functional Behavioral Assessment and Behavior Intervention Planning Dave Kunelius WI RTI Center Technical Assistance Coordinator - PBIS Milaney Leverson WI RTI Center Technical Assistance Coordinator - PBIS The Wisconsin RtI Center/Wisconsin PBIS Network (CFDA #84.027) acknowledges the support of the Wisconsin Department of Public Instruction in the development of this PowerPoint and for the continued support of this federally-funded grant program. There are no copyright restrictions on this document; however, please credit the Wisconsin DPI and support of federal funds when copying all or part of this material
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Brief Functional Behavioral Assessmentand
Behavior Intervention Planning
Dave Kunelius WI RTI Center Technical Assistance Coordinator - PBIS
Milaney Leverson WI RTI Center Technical Assistance Coordinator - PBIS
The Wisconsin RtI Center/Wisconsin PBIS Network (CFDA #84.027) acknowledges the support of the Wisconsin Department of Public Instruction in the development of this PowerPoint and for the continued support of this federally-funded grant program. There are no copyright restrictions on this document; however, please credit the Wisconsin DPI and support of federal funds when copying all or part of this material
Wisconsin RtI Center
Our mission is to support schools through the phases and sustainability of their RtI system implementation.
The core reason that the Wisconsin RtI Center exists is to develop, coordinate and provide high-quality professional development and technical assistance…as well as to gather, analyze and disseminate RtI implementation data to enhance the support of schools’ implementation.
80-90% Tier 1/Universal Interventions• All settings, all students• Preventive, proactive
School-Wide Systems for Student Success:A Response to Intervention (RtI) Model
Academic Systems Behavioral Systems
Illinois PBIS Network, Revised May 15, 2008. Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at http://pbis.org/school-wide.htm
4
Tier 1/Universal School-Wide Assessment
School-Wide Prevention Systems
SIMEO Tools: HSC-T, RD-T, EI-T
Check-in/ Check-out (CICO)
Group Intervention with Individualized Feature (e.g., Check and Connect -CnC and Mentoring)
Positive Behavior Interventions & Supports:A Response to Intervention (RtI) Model
Illinois PBIS Network, Revised October 2009Adapted from T. Scott, 2004
Tier 2/Secondary
Tier 3/Tertiary
Inte
rven
tio
nAssessm
en
t
Data-Based Decision MakingNumbers to Keep in Mind
• 7-15%: Percent of total population expected to need and be supported by Tier 2 interventions
• 1-5%: Percent of total population expected to need and be supported by Tier 3 interventions
• 70%: Percent of youth (receiving intervention “X”) that should be responding to intervention
• Data-based Decision-Rules for ‘determining response’ must be defined– Data sources defining response are efficient
• Ex. Daily Progress Report (DPR) cards: Student maintains an 80% average on DPR for 4 weeks
Teaming at Tier II
Secondary Systems Planning Team• Who will be your FBA/BIP Intervention Coordinator?
(Bring overall student intervention & implementation data to team, oversee intervention implementation with staff/students/families).
• From data-demonstrated need, Create and Support Interventions
• Support students & staff with Interventions • Use process data from CICO, SAIG, Brief FBA/BIP
interventions to:– determine overall intervention effectiveness for each, – improve integrity, fidelity, procedures etc.. for each,– create interventions that are missing from continuum
• Wisconsin Multi Level System Tracking Tool– www.wisconsinpbisnetwork.org
• With info from Systems Team (i.e .FBA Facilitators & staff) Develop plans for one group or student at a time
• Most schools already have this type of meeting
• Standing team plus teachers and family of the student
Problem Solving Team Roles
• Gather information from data and interviews, generate Brief FBA, and illustrate FBA to the rest of the team through the Competing Behavior Pathway– Problem behavior along with
triggers and hypothesized function and maintaining consequence
• Share data sources and process used– Interviews
• Lead the team in creating a BIP– Ensure all stakeholders give
input and agree with aspects of the plan that require their action and that they understand and can carry out those actions
• FBA/BIP Facilitator
Practical FBA Logic Model
School-wide Positive Behavioral Supports
80% of Students
Secondary Group
Supports10-15% of Students
Individualized Supports
5% of Students
Behavior Specialist responsible for 25 FBAs in school of 500
Personnel with “flexible” roles conduct proactive Practical FBA to expand the scope of FBA, prevent intensive problem behaviors, & decrease reliance on specialist.
Building FBA CapacityTeachersStaff
SchoolSpecialist
DistrictSpecialist
BehaviorAnalysts
InformalFBA
X
Level I:BRIEF FBA
X X
Level II:Complex FBA
X X X
Level III:Functional Analysis
X X X X
Horner & Anderson (2007)
Problem Solving Team RolesOther Team Members
• Ask questions for clarification on FBA – Come to consensus on hypothesized function, or – briefly brainstorm alternative function
• Work with FBA/BIP Facilitator to create the BIP– contribute as an ‘implementer’ for parts of BIP
where needed• ex. Staff may add student to group counseling,
see youth for afterschool tutoring, or add youth to CICO
Identifying Who Needs FBA/BIP
• Students are referred to an individual Problem Solving Team by the Secondary Systems Team– When lower-level (simple secondary) interventions do not
result in adequate progress as determined by data rules• Data identifies student as in need (# of ODRs,
suspensions, absences, etc..)
– Exception to the system: Adult perceives youth as being in urgent need (lower-level support not seen as adequate)
Changing our thinking
By the time youth access FBA/BIP intervention, theyare already at high risk of placement change.
• More youth need FBA/BIP, sooner.
• FBA/BIPs are often found in the “file” and viewed as a document. Is an active and evolving document!
Brief FBA vs Comprehensive FBA
Brief FBA Comprehensive FBA
For: Students with mild to moderate problem behaviors (behaviors that are NOT dangerous or occurring in many settings)
Students with moderate to severe behavioral problems; may be dangerous and/or occurring in many settings
What: Relatively simple and efficient process to guide behavior support planning
Time-intensive process that also involves archival records review, family-centered planning, and collaboration with agencies outside of school
Conducted by whom: School-based personnel (e.g., teachers, counselors, administrators)
Professionals trained to conduct functional assessments with students with severe problem behaviors (e.g., school psychologists, behavior specialists)
Why Do People Behave?
Modeling? Accident? Instinct? Condition??
Why Do People Continue Behaving?
IT WORKS!T. Scott; University of Louisville, 2012
BRIEF FBA/BIP COMPLEX FBA
Single behavioral cycle/cluster
Multiple behavioral cycles/clusters
Single environment/routine
Multiple environments/routines
Testing behavior but not ongoing aggression
Ongoing aggressive behavior
Basic tier 2 interventions not having predicted success
Adults actively in opposition to one another
The BRIEF FBA/BIP ProcessPrior to the Problem Solving Team Meeting
1. Secondary Systems Team identifies youth needing Tier 2 FBA/BIP level of support and refers to individual Problem-Solving Team meeting.
2. FBA/BIP facilitator (i.e. social worker, counselor, psychologist other trained staff) takes lead in organizing data and using tools to conduct the Brief FBA.
3. Brief FBA/BIP facilitator generates Brief FBA/competing behavior pathway (based on data) to share with Problem-Solving Team.
At the Problem Solving Team Meeting
4. Problem-Solving Team develops and implements BIP (with stakeholders).
5. FBA/BIP fidelity tool is used to make sure all parts of BIP have been implemented as designed
6. Follow-up meeting scheduled (in 4-6 weeks) for all stakeholders to review progress of BIP. A N D
This is a BIGGIE!!!
7. Data monitored weekly by FBA/BIP Facilitator.
Outcomes of aBRIEF FBA/Functional Behavioral Assessment• Operationally defined problem behavior(s): Who, what, where & when
• Identified routines in which the problem behavior is most and least likely to occur
• Defined antecedent events (triggers; setting events) that predict when the problem behavior is most likely
• Defined consequence (ONE ) that contributes most to maintaining the problem behavior in that routine
• Summary Statement of findings
Starting the BRIEF Functional Behavioral Assessment Process
.
Tools/Data Used for Brief FBA/BIPTools
• Functional Assessment Interview (FACTS)
• Student-Directed Functional Assessment
• Family-Directed Functional Assessment
Data• CICO data graphs
• SWIS individualized student report
• Grades
Simplified FBA1. Identify a behavior of concern
– Define in a way that is observable
2. Identify predictors in the environment– Things that happen before and after
3. Identify a function– Why does that happen?
4. Teach a replacement behavior– What is appropriate way to get same function?
5. Change the environment to prevent– What could make the problem not happen?– What consequences are functional?
Defining Problem Behavior: Observable and Measurable
independent work time• Hits with hands and kicks peers• Steals valuable items from peers• Reports seeing monsters• Arrives to class late 75% of the time
This step narrows down the behavior first noted into the priority setting. It is not redundant rather it is a revision and clarifying step.
Be so clear in your definition that anyone could use it to act out the problem and it would look/sound just like it does in reality.
Identifying Predictors
Let’s bet! – when do you think the student will make noises? Also, what do you think will likely happen when he does?
OR
If I wanted to set the kid off, what would I need to do?
Setting Events
“Setting event, plus discriminativestimulus, set the occasion for a response
that is maintained by a reinforcer.”
Or you could say…
“Setting events make triggers more likely to cause problem behavior.”
Setting EventsEnvironmental (things that impact student behavior but may not be under control of school)• Neighborhood• Quality of Life• Interactions/Reactions• Home Environment• Level of Curriculum• Instructional
• Non-Legitimate functions– Power (not specific - all behavior is for power)– Control (not specific - all behavior is for control)– Didn’t take meds (antecedent - not a function)– Parents (not a function)
Function of Behavior
• Things that are obtained– Adult attention– Peer attention– Preferred activity– Money/things– other
• Things avoided or escaped from– Hard task– Reprimand– Peer negatives– Physical movement– Adult attention– other
3. Setting Events(Slow Trigger)
2. Antecedent(Fast Trigger)
4. MaintainingConsequences and
Function1. ProblemBehavior
Summary Statement
Following events that
maintain behaviors of
concern
Preceding events that trigger or occasion
Behavior of concern
Infrequent events that affect value
of maint. conseq.
6. Acceptable Behavior
Set of related behaviors that
are more desirable
5. Desired Behavior
Generally expected behavior
Setting Events TriggeringAntecedents
MaintainingConsequences
ProblemBehavior
DesiredAlternative
TypicalConsequencePositive Example
ReplacementBehaviors
Why is function important?Because consequences compete
Function
Concise information presented to problem-solving team for discussion and intervention planning
BEHAVIORAL
Sequence of less “icky” behaviors
What all the other kids are doing
What keeps the other kids
behaving
Functional Behavior Pathways
Academic work
setting
Disruptive noises
No direct teacher
attentionTeacher provides attentionRaise hand
and wait quietly
Curriculum
Expectations
Time
Routines
Examples
Engagement
Prompts
Physical Arrangement
FunctionalConsequence
FunctionalConsequence
Behavior Intervention Planning (BIP)
Steps to Design a BIP1. Identify the replacement behavior
a. Create a plan to teach this behavior to the student / stakeholders
2. Identify changes in the environment that could prevent the problem behavior from occurring
3. Identify two types of consequence manipulations:a. Strategies that reduce/don't maintain target behavior b. Strategies that maintain and increase replacement and
desired behaviors
4. Consider creating a crisis plan depending on the severity of the behavior
Based on Research and PracticalExperience…..
Many BIPs are not aligned with the FBA because they: • Focus only on rewarding youth for appropriate behavior• Do not teach replacement behaviors• Don’t change settings that trigger behaviors • Omit supports that make appropriate behavior more
likely• And continue practices which reinforce the function of
the problem behavior(s)
Competing Behavior Pathways Model
Setting Event(s)
Antecedent
Desired Behavior
Behavior Interferes w/ Learning
Replacement (Taught) Behavior
IdealOutcome
CurrentOutcome
Sleep medicine impairment
Peer Comment
Conscious choice to ignore, regulation skill, appropriate
comment
Completes all work in
class
Threats, loud voice
Allowed to leave to get a drink of water
in the hallway
Work output is reduced
Taught to use regulation skill
when in hallway for drink
Goes to independent reading
area and writes in journal
A Context forPositive Behavior Support
• A redesign of environments, not the redesign of individuals
• Plan describes what we will do differently
• Plan is based on identification of the behavioral function of problem behaviors and the lifestyle goals of an individual
Using FBA to Design Effective Support:The Simple BIP
• How can we prevent problem situations? • What should we teach as a replacement behavior?• How do we increase reward of appropriate behavior?• How do we minimize reward of problem behavior?• Are negative consequences for problem behavior needed? • Are safety routines needed?• What data should we collect?
– Are we doing the plan?– Is the plan working?
Throughout Process: Remember Strengths-Based Planning
• What does the student like to: – Talk about?– Read about?– Draw about?– Write about?– Play with?
• What is the student interested in? What do they enjoy?• Identify the student’s successes:
– Where are they successful?– When are they successful?– With whom are they successful?
Replacement Behaviors Must Be:
• Do-able• Efficient• Serve the same function• Socially appropriate• Remember to consider “I can live with for
now” behavior.
These skills have to be directly taught
Replacement Behavior Needs:Teach student how to communicate need for:• Help• A break• Interaction• Attention• Time alone• Reduced demands• Alternative assignment• More time to finish• Movement
Replacement Behavior Skills
• Must be specific:– Observable, Acknowledgeable, Teachable (O-A-T)
• Can be taught individually, in small groups, with whole class or whole school
• Can use SAIG lessons to teach skills identified in BIP
• Academic behavior skills (organization, raising hand)– Problem solving skills (deep breathing, get help)– Pro-social skills (ask to play a game, say ‘hi’)
Student Strengths
Desired Behavior Current Consequence
Setting Event Trigger/Antecedent Problem Behavior(s) Maintaining Consequence