Function-Based Support: Selected Topics Rob Horner & George Sugai Universities of Oregon & Connecticut Center on PBIS .

Function-Based Support: Selected TopicsRob Horner & George SugaiUniversities of Oregon & ConnecticutCenter on PBISwww.PBIS.org

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QuizHow many muscles in cats ear?32What is a prompt that keeps things going?Behavioral momentumNew Big Idea Function matters

~80% of Students~15% ~5% CONTINUUM of SWPBSTertiary Prevention Wraparound School-based MH Function-based support Secondary Prevention Check in/out First Steps Targeted SS Group Primary Prevention SWPBS General social skills Character education AuditIdentify existing efforts by tierSpecify outcome for each effortEvaluate implementation accuracy & outcome effectivenessEliminate/integrate based on outcomesEstablish decision rules (RtI)

OutcomesFunction based supportFunctionLevels of function based supportResponse class & routinesFunction & behavior intervention & support plans

SYSTEMSPRACTICESDATASupportingStaff BehaviorSupportingStudent BehaviorOUTCOMESSupporting Social Competence &Academic AchievementSupportingDecisionMaking4 PBS Elements

Function Based Support?PROCESS emphasizing.Behavioral theory, applied behavior analysis, & positive behavior supportEnvironmental contextFunction of behaviorTeaching effective, efficient, & relevant behaviorsBehavior of implementers

Function-based SupportProblem BehaviorFunctional AssessmentIntervention & Support PlanFidelity of ImplementationImpact on Behavior & Lifestyle*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

Functional approach logicBehaviors are maintained by consequence events (function)Positive or negative reinforcementBehaviors are occasioned by antecedent eventsRelate antecedent to emission of behavior & likelihood of consequence event Changing behaviors requires consideration of maintaining consequences

What is FBA?A systematic process for developing statements about factors thatcontribute to occurrence & maintenance of problem behavior, & more importantly, serve as basis for developing proactive & comprehensive behavior support plans.

Only 2 Basic FunctionsPos ReinfNeg ReinfExisting aversive condition identified

Problem Behavior

Obtain/Get Something

Escape/Avoid Something

Social

Tangible/Activity

Adult

Stimulation/Sensory

Peer

Ingram, Lewis-Palmer, & Sugai, 2005

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Rate of Talk-Outs for Jay

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Baseline

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Indicated Modified

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Sessions

% Intervals w/ P.B.

% Intervals w/ P.B. for Carter

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92

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62

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% Intervals w/ P.B.

% Intervals w/ P.B. for Bryce

Sheet3

0.5

0.85

1

1.1

0.09

0.09

0.11

0.27

0.12

0.26

0.3

0.25

0.47

0

*Data points with arrows indicate no medication administered

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0

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Rate of Talk-Outs

Rate of Talk-Outs for Jay

Baseline

Indicated

Contra-Indicated

INFORMALEASIERSIMPLERESPONSIVEINDIRECT

DIRECTNOT RESPONSIVECOMPLICATEDHARDERFORMAL

Setting EventsTriggeringAntecedentsMaintainingConsequencesProblemBehavior &Response ClassTestable HypothesisBasic UnitBest guess about behavior & conditions under which it is observed

Represents basic working unit of FBA

Directly guides development of BIP

Consider response classSet of topographically different behaviors with similar or related purpose or functionHit, spit, runaway, yellEscape difficult task requestCry, hit, whine, raise hand, spit..Obtain adult attention

Functional Assessment Checklist for Teachers FACTSSTEP 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. Hes 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 Ive 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)ActivityLikelihood of Problem BehaviorSpecific Problem Behavior8:00Waiting to enter buildingLow High1 2 3 4 5 6See escalation described above8:15Advisory & Planning1 2 3 4 5 6Mostly teasing and touching property of others. Doesnt escalate much further9:15Language Arts1 2 3 4 5 6Occasional name calling/teasing10:15Recess1 2 3 4 5 6See escalation described above11:30Math1 2 3 4 5 6Occasional teasing12:00Lunch1 2 3 4 5 6See escalation described above12:35Earth Science1 2 3 4 5 6Minor verbal harassment1:15Art or Phy Ed1 2 3 4 5 6See escalation described above2:00Reading1 2 3 4 5 6Rarely a problem2:50Waiting for bus1 2 3 4 5 6See escalation described above

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

Setting EventsTriggeringAntecedentsMaintainingConsequencesProblemBehaviorDesiredAlternativeAcceptableAlternativeTypicalConsequenceSummary Statement

Neutralize/eliminatesettingeventsAdd relevant & remove irrelevanttriggersTeach alternativethat is moreefficientAdd effective & & removeineffectivereinforcers

When has FBA been done?Clear & measurable definition of problem behaviors.Complete testable hypothesis or summary statement is provided.Statement of function (purpose) of behavior3.Data (direct observation) to confirm testable hypothesis.Behavior intervention plan based on testable hypothesisContextually appropriate supports for accurate implementation

FBAElementsContextuallyAppropriateSupportTestableHypothesisFunctionStatementCompetingPathAnalysisSupportingDataBehaviorInterventionPlanDefinition ofProblem Behavioror Class

On Mondays and/or when up all of the night before.Daily nongraded quiz on previous nightshomeworkVerbal protests, slumpin chair, walks out ofroom.Avoids doing quiz &homework discussion.Do quiz withoutcomplaints.Discussion about answers & homework.Turn in with name &sit quietly w/o interrupting.+ Give time to review homework.+ Give quiet time before starting.+ Give easy warm-up task before doing quiz.+ Precorrect behavior options & consequences.+ With first sign of problem behaviors, remove task, orrequest completion of task next period.+ Remove task based on step in task analysis (STO).+ Provide effective verbal praise & other reinforcers.Teach options to problem behavior:1. Turn in blank2. Turn in w/ name3. Turn in w/ name & first item done.4. Turn in w/ name & 50% of items done.

6 FBA MisrulesOnly one way to conduct FBA.FA process & elements basically sameVary by IntensityAgreementResponsivenessNO

Must do everything every time.Base FBA activity on UnderstoodConfirmed (data)ResponsivenessNO

Everyone has to know how to do a full FBA.Small number people must have high fluencyAll people must know process & what to expectSome individuals must work on systems sustainabilityNO

FBA is it..One component of comprehensive plan of behavior supportAcademic, family, medical, vocational, mental health, etc.

NO

FBA is only for students with disabilitiesProcess for undersanding behavior of all individuals across multiple settingsNO

6. Power, authority, control, etc. are functions.

2 research validated functionsPositive & Negative ReinforcementNO

Behavior Support ElementsProblem BehaviorFunctional AssessmentIntervention & Support PlanFidelity of ImplementationImpact on Behavior & Lifestyle*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

****FBA process*