Functional Behavior Intervention Planning Laura A. Riffel, Ph.D.

Functional Behavior Intervention Planning

Laura A. Riffel, Ph.D.

Ten Things You Should Know

1. Behavior is learned and serves a specific purpose.


2. Behavior is related to the context within which it occurs.

Different context=Different behavior

Ten Things You Should Know3. For every year that a behavior has been in place, you should plan to spend at least one month of consistent and appropriate intervention for you to see a change in the behavior.- This is a rule of thumb.


4. We can improve behavior by 80% just by pointing out what one person is doing correctly.


5. We know we can improve behavior by 80%, yet we use it less than 10% of the time.

4 Positives for Every Negative

• Lanyard– 20 beads

• Start in the morning with all 20 beads on your left side– Every time you compliment a student on their appropriate behavior move a bead to

the right side.– Every time you reprimand a student move 4 beads back to the left side.

Make Your Own

Start bead

Goal: Get to the red bead

Paper clips

• Put 30 paper clips in your left pocket or a cup on the bus.

• Every time you compliment a student, move a paper clip into the other pocket or cup.

• Every time you “get after” a student, move 4 paper clips back to where they started.

3x5 index card

Tears for positives

Tears for negatives

11 to 5

Vibrating Watch- reminds you to catch students being good

http://www.amazon.com/s/ref=nb_sb_noss_2?url=search-alias%3Daps&field-keywords=vibralite+3

http://www.eseasongear.com/viviwa.html







Energy Flows Where Attention Goes


6. When we want compliance from our children, we should whisper in their right ear and offer them equal choices.

Ten Things You Should Know7. All behavior falls into two categories: Positive reinforcement and Negative reinforcement. Kids are either trying to gain something or escape something by their inappropriate behaviors.


8. Things kids are trying to get:

1)Attention- (adults or siblings)

2)Access (preferred items)

3)Sensory input (proprioceptive input)

Ten Things You Should Know9. Kids are trying to escape these things:

1) Work or Tasks

2) Attention from Adults or Peers

3) Pain (emotional or physical)

4) Sensory overload (too much coming in)

Ten Things You Should Know10. Your reaction determines whether a behavior will happen again or not. To change child behavior- we have to change our behavior.

How do we make behavior change?

• On the following slides- you have to click the star and be in presentation mode- or the PowerPOint will not work.

Competing Pathway Chart

What event or setting takes place prior to the target behavior? (Antecedent)

What behavior are you targeting to change? (Behavior)

What adult or peer behaviors are reinforcing this behavior? (negative or positive reinforcement) (Consequences)

What settings/contexts/antecedents can you modify to make proactive changes in the environment to make the target behavior unnecessary?

What new behaviors might you teach to the student to replace the current target behaviors?

How might you change the adult behavior regarding the original target behavior and the new replacement behaviors?

What is the goal behavior?

What adult or peer behaviors will “feed” this goal behavior?




























Summary StatementWhen this happens-

When there is a transition

The child does this-Scout burps

the alphabet

To get or get out of…to get adult attention.













the alphabet














the alphabet











Competing Pathways ChartDesired Alternative

Self-regulate her need for attention in

socially appropriate ways

Maintaining Consequence or FunctionPositive reinforcement from adults.

Setting Events/ Triggering Antecedents

Target behavior Maintaining Consequence or Functions

Setting EventsManipulations

Antecedent Manipulations Behavior Teaching Consequence Modifications

Behavior Support Planning

Changed morning and afternoon routine.

Mom worked on organizing her exit from home.

Diary of day.

Vanna White of the daily schedule.

Office Messenger when on overload.

Give her attention for appropriate behavior.

Do not give attention for inappropriate Behavior if possible.

Secret signal for clarification.

Give Pre-Corrects before transitions and elicit verbal understanding.

Target Behavior

Non-Examples

• Angry, hostile, resentful

• Lazy• Not paying

attention• Poor Impulse

Control• Stubborn

Measureable and Observable

• Lying on the floor and refusing to move

• Hits with fist• Throws objects that land

more than 12 inches from body

• Burps the alphabet• Tantrum: includes two or

more of the following:• Screaming• Kicking• Hitting• Cussing• Throwing objects

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behavior Analysis

BEHAVIORS Tally Ratio % INVOLVED

Throwing Objects 11 2/32 6%

Disruptive Outburst- burping the alphabet

11111111111111111111

20/32 63%

Physical Aggression- Volkswagen slug bugging kids in the shoulder.

1111111111 10/32 31%

Not enough incidents to measure

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behavior Analysis

TIME OF DAY

Tally Ratio % INVOLVED

8:00-8:29 0/32 0% 8:30-8:59 111111 6/32 19% 9:00-9:29 111111 6/32 19% 9:30-9:59 0/32 0%

10:00-10:29 1 1/32 3% 10:30-10:59 0/32 0% 11:00-11:29 0/32 0% 11:30-11:59 0/32 0% 12:00-12:29 11111 5/32 16% 12:30-12:59 1 1/32 3% 1:00-1:29 1111 4/32 13% 1:30-1:59 0/32 0% 2:00-2:29 1 1/32 3% 2:30-2:59 0/32 0% 3:00-3:30 11111111 8/32 25%

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behavior Analysis

DAY OF WEEK

Tally AVERAGE INCIDENTS

PER DAY MONDAY 5+6=11 11/2= 5.5 TUESDAY 2+1=3 3/2= 1.5

WEDNESDAY 1+2=3 3/2= 1.5 THURSDAY 4+2=6 6/2= 3.0

FRIDAY 4+5=9 9/2= 4.5

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behavior Analysis

CONTEXT Letter

Tally Ratio % Involved

Group Time a 11111111111111

14/32 44%

Individual Time

b

Reading c 111111 6/32 19%

Math d 11111 5/32 16%

Spelling e 1 1/32 03%

Social Studies

f

Science g

Home Room h

Lunch i 111111 6/32 19%

Outside j

38 %

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behavior Analysis

ANTECEDENTS Letter Tally Ratio % INVOLVED

Transition A 111111111111

11

14/32 44%

Choice Given B Redirection C

Instruction/Directive

D 111 3/32 9%

New Task E 11111111

8/32 25%

Routine Task F Physical Prompts G Teacher Attention

to others H 111111

1 7/32 22%

Told “NO”

I

Close Proximity J Interaction K

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behavior Analysis



11

14/32 44%



D 111 3/32 9%

New Task E 11111111

8/32 25%


to others H 111111

1 7/32 22%

Told “NO”

I


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behavior Analysis



11

14/32 44%



D 111 3/32 9%

New Task E 11111111

8/32 25%


to others H 111111

1 7/32 22%

Told “NO”

I


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behavior Analysis

ANTECEDENTS Letter Throwing Objects

Disruptive Outbursts

Physical Aggression


(14)

Choice Given B

Redirection C Instruction/Directive D 111(3)

New Task E 1 (1) 1111111 (7) Routine Task F

Physical Prompts G Teacher Attention to

others H 11 (2) 11111 (5)

Told “NO”

I

Close Proximity J

Interaction K

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behavior Analysis

CONSEQUENCES Letter Throwing Objects (A)

Disruptive Outburst (B)

Physical Aggression (c)

Choice Given A 111111 (6)

Redirection B 11111111 (8)

Discussion C 1 (1)

111 (3)

Personal Space Given D

Changed Activity E 11 (2)

Peer Attention F 1 (1)

1 (1)

Verbal Reprimand G

Physical Prompt H

Time Out I 1111111111 (10)

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behavior Analysis

CONSEQUENCE Letter Tally STUDENT REACTION % Effective Stopped Continued

Choice Given A 111111 (6) 11111 (5) 1 (1) 83% Redirection B 11111111

(8) 111 (3) 11111 (5) 38%

Discussion C 1111 (4) 11 (2) 11 (2) 50% Personal Space

Given D

Changed Activity

E 11 (2) 11 (2) 0%

Peer Attention F 11 (2) 11 (2) 0% Verbal

Reprimand G

Physical Prompt H Time Out I 1111111111

(10) 11111 (5) 11111 (5) 50%

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Student Strengths

Social Academic

Makes friends easilyFunny

Big heart for others

BrightVery verbal- good semantics (syntax-

vocabulary)

Very socialGreat supportive family

Likes coming to school

Student NeedsAcademic Social

Needs- proprioceptive input for attention focusNeeds academic testing

Way to achieve positive attention

(lots of verbal outbursts- inability to sit still)

Pre-reading skills

Math skills at grade level

How to keep friends once he has them

Parents looking for structure ideas

Academic

Social

MedicalPhysical

Mental

Needs

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• Unlearn inappropriate behaviors

• Learn replacement behaviors• Operant conditioning• Social skills training• PowerPoint relationship

narratives• Role playing• Picture cues• Video modeling

Social

• Allergies– Food– Seasonal

• Drug reactions– Look at medications– Side effects (Abilify example)

• Sleep disorders– Sleep apnea– Insomnia

• Gastric issues

Medical

• Pain– Especially consider for children with significant

disabilities and young children with low verbal response skills

• Sensory– Proprioceptive needs– Sensory integration– Sensory overload

Physical

• Emotional – Depression – OCD– Anorexia/Bulimia – ODD– Schizophrenia– Bi-polar– Intermittent Explosive Disorder– RAD

Mental

• Learning Disabilities• Missed so much time out of class they are behind• Self-esteem so damaged they can’t see their way out

Academic

Academic

Social

MedicalPhysical

Mental

Scout RadleyScout is a sixth grade child with mild intellectual disabilities. Scout has two siblings who attend the nearby high school. Scout’s mother works full time and father frequently travels.

Scout’s behaviors at school are disruptive outbursts and physical aggression.

Coming home from school, Scout eats everything in sight, leaves things laying all over the house, and argues with siblings most of the evening.

Scout is included in the regular classroom with support services provided.

Scout’s Strengths

Reinforcers:

Scout likes to have conversations with adults.

Scout loves to do word searches.

Strengths:Scout is comfortable talking in front of the class.Scout is good at drawing pictures.Scout has a great supportive family.

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Scout’s behaviors

Throwing ObjectsA physical object leaves Scout’s hands and lands at least six

inches from Scout.Disruptive Outburst

A loud verbal sound or words that come from Scout that disturbs the learning environment.

Physical AggressionAny part of Scout’s body comes in contact with another person

with force.

Now that we’ve considered everything-

• We put plans in place so the child has no choice but to have excellent behavior; because, we are meeting the needs of the child.

• Antecedent Modifications:– Since the child is seeking adult attention during transitions, we are

going to make her “Vanna White” of the daily schedule.• This will have the teacher come over to Scout prior to transitions and give

her positive attention on the front side of the transition.– Since mornings are difficult, we put in a Check-In Check-Out Program– Since afternoons are difficult, we tried snacks and getting her involved

in after school activities.– Since Mondays and Fridays are difficult, we set up an email between

Dad and Scout (Dad travels) to help her connect with him while he’s on the road.

– We let her journal her emotions because her art skills were so strong.

Replacement Behavior

• We can’t just tell a child to “Be Good”– We have to put a competing behavior in place of the one we are

targeting for change.• We have Scout talking in front of the class. This will give her an

outlet for making noise.• We also know this is a behavior to get attention so we want to

teach her a way to get the teacher’s attention.– Raising hand didn’t work- she’s heard it 600 times- if she hasn’t

gotten the first 600 times, she is not going to get it the 601 time.– We taught her the Carol Burnett ear tug- secret message between her

and the teacher. • She bought into it because it was novel.

Consequence Modification

• This is where we discuss how WE are going to change.

• Her teacher had previously paid off every time she burped.– NOW

• She is going to get attention before the transition

• She’ll get a thumbs up from the teacher when she is telling the class the assignment.

• She will ignore the burping as much as possible

– If she is still “bubbles” she will be sent on an errand where she will receive a little extra adult attention

What is the goal behavior and what will feed it?

• This is your long term goal– You will be moving toward self-monitoring

• The consequence or functioning reinforcer will be the same as the function of the target behavior- but on socially acceptable terms.

Baseline

Baseline Intervention

NEW!!!!

What pattern do you see?

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What patterns do you see?

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Which consequences were most effective?

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Choices #1

• Even though time out was higher- it needs to stop. Time out was being done incorrectly.

• Time out was never supposed to be isolation.

• Time out is “time-out” from reinforcement- not Siberia.

Summary Statement

1. When this occurs…

(describe circumstances/antecedents)When Scout has _____________________2. the child does…

(describe target behavior)

3. to get/to avoid…

(describe consequences)

To ________________________________________

transitions

Scout has a disruptive outburst

Get adult attention.

Summary Statement

1. When this occurs…

(describe circumstances/antecedents)

When Scout has _____________________2. the child does…

(describe target behavior)

Scout shows physical aggression3. to get/to avoid…

(describe consequences)

To ________________________________________

New Tasks

Escape Work



What adult or peer behaviors are reinforcing this behavior? (Negative or positive reinforcement) (Consequences)




2 31


What adult or peer behaviors will reinforce this behavior in the long term?

4 5 6

7

8

DisruptiveOutburst

TransitionsAdult Attention

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Make her Vanna White of the Daily Schedule.

Mom works on organizing her exit from home.

Check-in/Check-out with a preferred adult.

Had her go to the office with a “message” or return a “book” to the library if it looked like she was on overload and needed attention. (Cued receivers)

Writing on the board and announcing to the class the next activity.

Secret signal if she wants the teacher’s attention.

She’s getting pre-corrects of attention from the teacher prior to her Vanna White duties.

Teacher gives a ton of attention for appropriate behavior.

Teacher ignores burping. The minute she is quiet- she gets attention.

If needed private conversation.

2 31

Be able to transition appropriately.

Socially appropriate adult attention.

45

6

7

8

DisruptiveOutburst

TransitionsAdult Attention







2 31


What adult or peer behaviors will reinforce this behavior in the long term?

4 5 6

7

8

New Task Physical HorsePlay

Escape

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Pre-teach her the upcoming lessons in the privacy of her check-in/check-out room.

She will know the first thing the teacher is going to ask for her anticipatory set.

Teach her to use her secret signal if she is stuck so she doesn’t resort to out of seat behavior.

Keep some extra supplies over on a shelf and tell her if she is stuck to get up and go get one of those supplies. That will cue the teacher she needs help without disturbing the class.

Give tons of attention for working on seatwork.

If she does “hit”, she loses choice at recess. She still goes to recess, but she cannot play four square which is her favorite game.

If she does work well, she can earn five free answers for the whole class on the assignment.

2 31

To attempt new tasks and to ask for help when she needs it.

To take pride in her work.

4 56

7

8

New Task Physical HorsePlay

Escape

Baseline

Baseline Intervention

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Formula for Baseline- page 30

(I-B)/B= D*100

Intervention Frequency = 3 times per day

Baseline Frequency = 34 times per day3-34= -31

-31/34= .91176

.91*100=

91% Decrease in Behavior

Minute by MinuteStudent Name: __Biff_________ Observer: __________Riff____________ Date:______________12/5________

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Whining- Biting

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Sometimes we provide better frogs!

Help ME!Help ME!

What Gives Bob? I’ve been collecting the data and you’ve been in the shower for three days

man.

Bob is stuck in the vicious loop of shampoo bottle directions: Lather, Rinse , Repeat. Lather, Rinse, Repeat.

Methods for Conducting FBAIndirect:

AnecdotalSurveysNotesInterviews

Direct: Observational

Data collection

Indirect Methods:

Strengths and Limitations

Strengths

Easy to implement Minimal time and training required Structured methods May use for initial assessment

Limitations

30% reliability to determine functionInformation can be subjectiveNon-specific functions identified (ex: escape from work)

Descriptive/ObservationalMethods:

ExamplesA-B-C AnalysisScatter plotInterval or Time sampling

Descriptive Methods: Strengths and Weaknesses

Strengths:

Objective & quantitative data

behavior is sampled in relevant settings

Can ID environmental relationships

Sufficient for BIP development

Reliability (60-80%)

Limitations:

Analysis can be complex

Time requirement

Increased staff training & experience may be necessary

May not ID function of infrequent behavior

Let’s Meet Kim.

•Kim uses cuss words like they were part of the English Language.

•The teacher repeatedly calls attention to this by telling Kim to stop cussing.

Behavioral Intervention Plan Model for Kim

Class timeProfanity

Self-monitoring

Teach

Model

Practice

Praise

Gets needs met

Attention and habit

Brainstorm new words to

use

Ignore cuss words as much as possible. Give tons of praise when new word is

used.









Adapted from O’Neil & Horner, 2005; Scott, 2006Adapted from O’Neil & Horner, 2005; Scott, 2006

Competing Pathway Chart:

Functional Behavior Intervention Planning Laura A. Riffel, Ph.D.

Documents

red bead slide

competing pathway chart

child behavior

behavior change

things kids

paper clips

attention adults

adult attention