Overview of FBA- BIP and Tier III Systems Teri Lewis Oregon Director NW PBIS Network
Jan 17, 2016
Purpose
• To describe considerations & procedures for developing & sustaining individual student systems
• This system will expand Tier I supports to Tier II and Tier III systems
Challenges to ISS
• Students
• Problem behaviors are high intensity &/or frequency• Too many students display significant problem
behavior at any one time• Problem behaviors are disrupting learning & teaching
environments• Problem behaviors are difficult to understand• Interventions are ineffective
• Schools
• Not enough minutes in the day to collect information and develop interventions
• Administrative leadership & support is lacking, unavailable, or underdeveloped
• Staff are unable or untrained to implement interventions
• Overemphasis on form, policy, or regulation rather than on process
• Lack of continuum of positive behavior support
Considerations
• Behavior must be considered within context in which it is observed
• As intensity of problem behavior increases, so must intensity & complexity of functional behavioral assessment & behavior support planning process
• Individuals who develop & implement behavior support plans must be behaviorally competent & able to…• conduct fluently FBA-BIP• facilitate efficient development,
implementation, evaluation of BIPs• collect & analyze student performance data • develop academic & social BIPs that are
based on research validated practice.
• The longer problem behavior has been occurring, the more resistant it may be to intervention
• Staff need sustained & effective support to respond effectively & efficiently to significant problem behavior
• Efficient team-based approach & process to problem solving must be in place
Tier I - Universal
• School-wide discipline system for all students, staff, & settings that is effective for 80% of students• Clearly & positively stated expectations• Procedures for teaching expectations• Continuum of procedures for teaching expectations• Continuum of procedures for encouraging expectations • Continuum of procedures for discouraging rule violations• Procedures for monitoring & modifying procedures
Tier II - Secondary Specialized group administered system for
students who display high-risk problem behavior & are unresponsive to universal interventions • Functional assessment based intervention decisions• Daily behavioral monitoring• Regular & frequent opportunities for positive reinforcement• Home-school connection• Individualized academic accommodations for academic success • Planned social skills instruction• Behaviorally based interventions
Tier III - Tertiary Specialized individually administered system for
students who display most challenging problem behavior & are unresponsive to targeted group interventions• Simple request for assistance• Immediate response (24-48 hours• Functional behavioral assessment-based behavior support
planning• Team-based problem solving process • Data-based decision making• Comprehensive service delivery derived from a wraparound
process
General Process1. Establish Behavior Support Team to guide/lead process
2. Secure & establish behavioral competence within school
3. Develop/strengthen three level system of school-wide behavior support:
• Universal Interventions• Secondary Interventions • Individual Interventions
4. Establish data decision system for matching level of intervention to student
• Simple & direct request for assistance process for staff• Data decision rule for requesting assistance based on number of
major behavioral incidents
5. Establish a continuous data-based system to monitor, evaluate, & improve effectiveness & efficiency
• Are students displaying improved behaviors?• Are staff implementing procedures with high fidelity?• What can be modified to improve outcomes?• What can be eliminated to improve efficiency?
Example 1 – DEBS(District Effective Behavior Support)
• District and Community Wide• School Psychologist• School Representative• Spec ED Director• Juvenile Justice• After school Program• United Way• …
• Schools • had to have high level
of implementation at Tier I to participate
• Brought FBA-BIP, records to meeting
• Often brought key teacher/staff
In general, DEBS
• Met weekly for 1 hour
• Schools can present a student to team and then team brainstorms support
• Because community agencies were present it was fast and efficient to coordinate wrap-around services
Example 2 – BISSC(Bethel Individual Student Systems Cadre)
• The purpose of BISSC is to extend the existing school-based continuum of PBS to the district level by:• increasing communication between key individuals, • coordination of efforts, and • specialized technical assistance.
• District MTSS Model• 11 schools • 5679 students• District-wide PBIS project• District-wide reading project• Beginning a District-wide math project
In general, BISSC• Met monthly with School-based Teams (at the school)
• Technical Assistance, Monitoring
• Quarterly District-wide• Training, Coordination & Communication
• Monthly Advisory Council• Systems and Planning for trainings and technical assistance
• Monthly District Leadership Team• Connect to other initiatives (e.g., academic, multi-cultural)
Survey Summary
• Over the three years of implementation:• It is easier to complete the FBA-BIP process• They complete more without district or expert support • Members believe that the BIPs are more effective• As team member confidence increased, as reliance on
outside support has decreased • However, it took three years for schools to establish a
system for referring students for BISSC support
Richland School District Video
http://www.rsd.edu/teach-learn/response-to-intervention.html
Check-in
Individual Student Systems
• Do you have a team that supports teachers with at-risk students? • Available to all staff? Y N
• Available to all parents? Y N
• Simple Request for Assistance? Y N
• Protected meeting time?
• Data sources• Committee Review Worksheet, Staff Handbook,
general knowledge…
Objectives
• Rationale for conducting FBA-BIP• Define FBA• Describe requirements for conducting FBA-BIP• Be familiar with the main steps in FBA-BIP process
Academic Systems Behavioral Systems
1-5% 1-5%
5-10% 5-10%
80-90% 80-90%
Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity
Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures
Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response
Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response
Universal Interventions•All students•Preventive, proactive
Universal Interventions•All settings, all students•Preventive, proactive
What is FBA?
• A systematic problem solving process for developing statements about factors that:• Contribute to the occurrence and maintenance of problem behavior,
and• More importantly, serve as basis for developing proactive &
comprehensive behavior support plans.
Use FBA when…
• Students are not successful
• Interventions need to be developed
• Existing interventions need to made more effective and/or efficient
How do I know if I have done an FBA?
• Description of problem behavior
• Identification of conditions that predict when problem behavior will and will not occur
• Identification of consequences that maintain problem behaviors (functions)
• Summary statements or testable hypotheses that describe specific behavior, conditions, and reinforcers
• Collection of direct observation data that support summary statements
FBA’s do not…
• FBAs guide the development of BIP. They do not result in• Eligibility• Placement• Manifest determination
• Can provide information that is useful for all of these of procedures
FBA Misrules
• Only one way to collect FBA information,• FBA process is basically the same• Decisions about methods for collecting
data may vary based on what information need to be collected
• Must do everything every time.• Base FBA activities on what you know.• FBA is systematic behavior support planning process.
• Everyone has to know how to do FBA.• Small # of people must have high fluency.• All people must know process & what to expect.• Some individuals must work on sustainability.
• FBA is it.• One component of comprehensive plan of behavior
support.
• FBA is only for students with disability• Process for behavior of all individuals across multiple
settings
• Power, authority, control, intimidation, bullying, etc. are functions
Two basic research validated functions• Positive reinforcement (get/access)• Negative reinforcement (avoid/escape)
Steps in an FBA1. Collect Information to determine function.2. Develop testable hypothesis or summary statements and
indicate functions.3. Collect direct observation data to confirm summary
statement.4. Identify desired and acceptable replacement behaviors.5. Develop behavior intervention plan.6. Develop comprehensive BIP to ensure high fidelity
implementation. 7. Develop on-going monitoring system.
Step 1: Collect Information
• Multiple sources• Student, parent, teacher, etc.
• Multiple settings• Where it occurs & doesn’t occur
• Strengths• Reinforcers, goals, hobbies, social skills, academic achievements, etc.
Step 1….continued
• Multiple methods• Archival review
• Office discipline referrals, behavior incident reports, etc.
• Checklist/inventory• FACTS, routine analysis
• Interview• Brief, student-guided, parent, teacher
• Direct observation• O’Neill et al., ABC, scatter plot
Aaron
• Teacher interview, student interview, record review
When Aaron sits next to preferred peers, he talks to them to gain peer attention.
Defining behavior
• Must be in operational, observable, or measurable terms.• To achieve high agreement between two people.
Defining Behavior: Noncompliance
• Doesn’t follow adult directions to clean up lunch table.
• Walks away from teacher without responding.
• Flips tray over on table and tells the teacher to go to _________.
• Ask the teacher how their weekend was, talks for a few minutes, and then goes out to break.
Defining Behavior:Doesn’t complete class work• Starts work when asked, gets stuck after a few
minutes and begins to draw on the assignment.
• Spends the first 15 minutes “getting ready”, e.g., opening book, sharpening pencil, getting paper, fixing coat on back of chair, etc.
• Completes the assignment, shuts assignment in binder, and forgets to turn in when leaving.
• Consider behavior dimensions:• Topography/shape• Frequency• Duration• Latency• Intensity or force• Locus
• Aggression = hitting, biting, & kicking or name calling & verbal abuse
• Consider response class• “Set of topographically different behaviors that have the same
effect or function” (Sprague & Horner, 1999, p. 99)
• To escape difficult request: hit, push, runaway, cry
• Consider response chains• Predictable sequence of behaviors in which
each behavior occasions next behavior in the chain, & functions as a reinforcer for previous behavior in chain.
• Given a task, student (a) talks with friends, (b) writes on papers, (c) says work is stupid, (d) throws paper in waste basket, & (e) leaves room.
Activity
Defining Behavior
• Review the information you have about the student. Do you need additional information?• Student, Teacher or Parent interview
• ODRs, other discipline records
• Academic and/or Health information
• Identify your target behavior(s) • e.g., aggression, disruptive, non-compliant
• Write an operational definition of the student’s target behavior (s)• Observable and measurable
• e.g., disruption – frequently out of seat walking around the room, takes others items off their desk, …
STEP 2. Develop summary statement.
• Testable hypothesis (“objective guess”).• Write in observable terms.• If not confirmable, collect more information & restate.
• Developed from review of assessment information.
• Composed of (a) problem behavior, (b) triggering antecedent, (c) maintaining consequences, & (d) setting events.
Antecedents
• Occurs before behavior, acts as a “trigger”
• Stimulus Control• When an stimulus (event) reliably predicts that a
behavior will or will not happen.
• What do you do at a red light? Why?
• What do you do at a green light?Why
Consequences
• Occurs after behavior, maintains it (meets a need). Either increases or decreases behavior.
• Possible functions• Get/obtain (social, activity, tangible)• Escape (social, activity/tasks)• Automatic/sensory stimulation
Setting Events• Happen before, similar to antecedents, but are more distant.
• Can even be several hours or several days before• Because of this rarely “see” the setting event and hard to identify
• Think of the setting event as “setting up” the behavior and antecedents as “setting off” the behavior
• E.g., lack of sleep, missed breakfast, fight with peer, did poorly in earlier class, stayed with dad (or mom), allergies, not feeling well, …..
Examples of summary statements
• When he misses breakfast & peers tease him about his walk, Caesar calls them names & hits them. The teasing stops.
Setting Events TriggeringAntecedents
MaintainingConsequences
ProblemBehavior
Testable Hypothesis
Missesbreakfast.
Teasedby peers.
Name calling &
Hits.
Teasingstops.
• Camillia stares off into space & does not respond to teacher directions when she doesn’t know how to do a difficult math problem. Her teacher removes the work.
Setting Events TriggeringAntecedents
MaintainingConsequences
ProblemBehavior
Testable Hypothesis
NoneDifficult Math
Stares into space
Doesn’t respond
Escape math
Setting Events TriggeringAntecedents
MaintainingConsequences
ProblemBehavior
Testable Hypothesis
Cleardirections. Completes
work.
Privateteacherpraise.
Activity
Testable Hypothesis
• Develop a testable hypothesis for you target student• Operational definition of the problem behavior
• Triggering antecedent
• Maintaining Consequence
• Consider if there are Setting Events
• Put answers in the middle row of the Competing Path Analysis
• Data sources • Guess & Check
• Brief FBAI
STEP 3. Collect direct observation data to confirm summary statement
• Testable hypothesis• Multiple settings• Measures of
• problem behavior• triggering antecedents,• maintaining consequences, &• setting events
Measurement• Process of assignment numbers, values, units to some
feature(s) of an eventJohnston & Pennypacker (1993)
• Researchers • operationalize empiricism• Achieve a scientific understanding
• Practitioners• Optimize effectiveness and resources• Ethical and accountable
• Collect direction information to confirm summary statement.
Appropriate Talking
Preferred peer 55% 45%
Alone 98% 2%
Non-preferred peer 96% 4%
Activity
Confirming Summary Statement
• What data do you have now to support your summary statement• Behavior, antecedent, consequence & setting
event
• ODRs, DPR, record review, anecdotal
•What additional data do you need to collect?• What are you unsure about?
• Considering adding direct observation
STEP 4. Developing “competing pathways” summary statement
• Components• Confirmed summary statements• Desired replacement behavior to be displayed in
problem situation (behavioral objective)• Alternative replacement behavior that could achieve
same outcome as problem behavior
Competing Behavior Pathway
Setting event
NoneAntecedent
Preferred peerProblem Behavior
Talking
Maintaining Consequence
GainPeer attention
Alternative Behavior
Peer helper
Existing Consequence
GradesMore work
Desired Behavior
Work quietly
Setting Events Triggering Antecedents Problem Behavior
Acceptable Alternative
Desired Alternative
MaintainingConsequence
DesiredMaintaining
Consequence
Peerconflict
Teacher/peer
request
Complywith
request
Escalatedprofanityphysical
aggression
Walkaway
Avoidrequest
Requestcompleted
Caesar
Competing BehaviorPathway
Setting Events Triggering Antecedents Problem Behavior
Acceptable Alternative
Desired Alternative
MaintainingConsequence
DesiredMaintainingConsequence
Normalvolume
response
Eyes/headdown on
arms
Teacherdirects
request toanother
Whisperresponse
Praisefor task
completion
TeacherRequest
None
Lisa
Competing BehaviorPathway
Setting event
Job StressDeadlines
Antecedent
Family event (e.g., holiday)
Problem Behavior
Host all eventsDo all cooking
Maintaining Consequence
Control
Alternative Behavior
?????
Existing Consequence
Less work
Desired Behavior
Let others host Some events
Activity
Competing Path Analysis
• Finish completing the Competing Path Analysis for your target student
• Desired Behavior – Long term goal
• Consequence for Desired Behavior
• Alternative Behavior – Short term goal• Meets same function as problem behavior
• Easier and more effective than problem behavior
STEP 5. Develop behavior support plan.
• Tactics for • discouraging problem behavior,• teaching & encouraging desirable & acceptable
replacement behavior,• preventing & responding to emergency/crisis
situations, &• monitoring implementation effectiveness
• Emphasis on manipulation of (a) behaviors, (b) antecedents, (c) consequences, & (d) setting events
Guidelines
• Design antecedent strategies to make triggering antecedents irrelevant.• So they no longer serve as triggers.
• Design behavior teaching strategies to make problem behaviors inefficient.• So more acceptable behaviors are easier to do.
Guidelines
• Design consequence strategies to make maintaining consequences ineffective.• So they no longer are present or• Are less reinforcing.
• Design setting event strategies to eliminate or neutralize effects of setting events.• So they have less impact on routines & reinforcers.
DesiredBehavior
TypicalConsequence
Setting Event Antecedent ProblemBehavior
MaintainingConsequence
AlternativeBehavior
Setting EventManipulations
AntecedentManipulations
BehaviorManipulations
ConsequenceManipulations
Aaron
None
Neutralize
Self-managementsheet
Choice of seating
Teacher precorrection
Irrelevant
Teach Aaron to:- self-assess-self-monitor-self-recruit
Inefficient
Praise/tokens for appropriate(self & peer)
Planned correction
Ineffective
Setting Events
Triggering Antecedents
Teaching Behaviors
Maintaining Consequences
Problem Behavior Pathway
HeadachesNoisePeers
TalkingNo work
Obtain Peer Attention
Setting Events
Triggering Antecedents
MaintainingConsequences
Problem Behavior
Competing Behavior Pathway
Setting event
Headaches
AntecedentNoisePeers
ProblemTalkingNo work
Maintaining consequenceObtain Peer
Attention
AlternativeAsk for
Peer buddy
Consequence
Better grades
DesiredSit quietlyDo work
Have Cary check-in with the teacher at the beginning of the day
If Cary has a headache, give him a choice of tasks
Give Cary a choice a seating
Remind Cary that he can ask to sit at the back table or move up
Give Cary a self-management
Teach Cary to ask for assistance (peer buddy)
Teach Cary to ask to sit at the back table, and how to move up
Teach Cary how to monitor his own behavior
When Cary talks give reminder and/or ask him to take a breakWhen Cary asks for assistance/change seatingimmed. respondGood day/weekgive Cary praise and summary to take home
Setting Events
Triggering Antecedents
Teaching Behaviors
Maintaining Consequences
Problem Behavior Pathway
Prior “upsetting”
event
Difficult WorkGroups
Head downAWOL
Escape Difficult work
Setting Events
Triggering Antecedents
MaintainingConsequences
Problem Behavior
Competing Behavior Pathway
Setting eventPrior
“upsetting” event
AntecedentDifficult Work
Groups
ProblemHead down
AWOL
Maintaining consequence
Escape Difficult work
AlternativeAsk forBreak
ConsequenceBetter grades
Friends
DesiredParticipateDo work
Home and school phone if possible upsetting event
Meet Sean at door/bus
Give options for schedule
Reading instruction
Stress Thermometer
Art Basket
Establish Cool down areas
Give choice to be part of group from desk
Teach Sean to use Cool down
Teach Sean to use art basket
Teach Sean to ask for alternative activityTeach Sean to use Stress Thermometer
When Sean has good day let him choose “medal”
When Sean is becoming upset remind him aboutbreak options
If Sean is walking around room, redirect to desk or break area
If Sean leaves area, begin search & call home
Setting Events
Triggering Antecedents
Teaching Behaviors
Maintaining Consequences
Activity
Behavior Intervention Plan
• Use the Competing Path Analysis to identify strategies for the behavior intervention plan• Neutralize setting events
• Prevent antecedents from being triggers
• Teach alternative and desired behavior
• Consequences to encourage alternative and desired behaviors
• Consequences to discourage problem behavior
STEP 6. Develop details & routines for full implementation of behavior support plan
• Logistics • E.g., schedules, people, materials, training, monitoring
• Scripts for adults to • Modify structural/routine/environment • “Neutralize” setting events• Manipulate antecedent & consequence events• Teach response/skills• Respond to emergency/crisis situations
FA-BSP Action Plan
Date of Request: ____________ Date of Initial Meeting: ________________
Teacher: ________________________ Student: ____________________________
Team Members: ________________________________________________________________
Team Coordinator/Facilitator: _________________________________
Activity Person Responsible Date Team Meeting
Assessment
Teacher Interview ___________________ _________ ________________
Parent Interview ___________________ _________ ________________
Student Interview ___________________ _________ ________________
Additional Interview ___________________ _________ ________________
Observations ___________________ _________ ________________
_________________ ___________________ _________ ________________
Behavior Support Plan
Competing Pathways ___________________ _________ ________________
BSP components ___________________ _________ ________________
Written BSP ___________________ _________ ________________
Implementation Plan
Materials ___________________ _________ ________________
Training adult(s) ___________________ _________ ________________
Training student ___________________ _________ ________________
Dissemination ___________________ _________ ________________
Evaluation criterion ___________________ _________ ________________
Monitoring and Evaluation
Observations ___________________ _________ ________________
Analysis ___________________ _________ ________________
Setting Events Antecedents Behavior Consequences
None -Give Aaron self-management sheet-Remind him to work quietly-Provide choice of seating
-Teach Aaron to self-manage, record, and recruit
Appropriate-Check and initial if correct-Give VISA tickets & praiseInappropriate-Remind him of plan-Redirect to task Weekly-Debrief-Send plan summary home
Generic Plan Template
Beginning of class -give Aaron self-management sheet-Remind him to work quietly
When Aaron raises his hand
-check his self-management sheet-initial if accurate-give Aaron VISA tickets & praise
If Aaron talks during class
-Remind him of plan-Redirect to task
At end of class -collect self-management sheet from Aaron-give him praise for efforts/successes
At end of week -debrief on weeks progress-send plan summary home to parents
Activity
BIP Implementation
• Decide how you will summarize the BIP so that all individuals can easily understand and implement• Two column summary
• FAQ
• Flow-chart
• Identify what materials will need to be developed before the BIP can be implemented
STEP 7. Monitor & evaluate implementation of behavior support plan.
• Data• Impact on
• student behavior, lifestyle outcomes• significant others
• Fidelity of implementation
Consider contextual fit (Albin, Lucyshyn, Horner, & Flannery, 1996)
• Characteristics of person for whom plan is designed.
• Variables related to people who will implement plan.
• Features of environments & systems within which plan will be implemented. (p. 82)
Aaron
0
10
20
30
40
50
60
70
80
90
100
1 3 6 8 10 12 14 17 20 22 24 26 28 32 34 36 37 39 41 43
Preferred PeerAlone
Non-Preferred Peer
AB L
AB L
BFunctional Analysis
AB L
CIntervention
CSelf-management
Observations
How do I know if I’ve done an FBA?
• Develop testable hypothesis statement• Confirm hypothesis with direct observations• Develop behavior support plan• Develop implementation plan• Monitor/evaluate implementation
Big Ideas
• FBA-BIP is a process designed to increase the effectiveness and efficiency of individualized behavior support planning.
• FBA-BIP is appropriate for all students and all types of problem behavior.
• Intensity of FBA-BIP should match intensity of problem and needs of students.