Positive Behavior Support Module 3 Day Two April 13, 2006

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Positive Behavior SupportModule 3 Day TwoApril
13, 2006
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Review Day One

• Team sharing
• Review
• Universals
• Students with at-risk behavior
• Individual students
• Basics of behavior
• Supporting troubled students
• Team time

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Whats In Store For Today

• Functional assessment
• Data collection for individual students
• Behavior intervention plans
• Long range planning
• More team time

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Social Competence Academic Achievement
OUTCOMES
Supporting Decision Making
DATA
Supporting Staff Behavior
SYSTEMS
PRACTICES
Positive Behavior Support
Supporting Student Behavior
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CONTINUUM OF SCHOOLWIDE POSITIVE BEHAVIOR SUPPORT
Tertiary Prevention Specialized
Individual Systems for Students with High-Risk
Behavior
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Secondary Prevention Specialized Group Systems
for Students with At-Risk Behavior
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Primary Prevention School-/Classroom- Wide
Systems for All Students, Staff, Settings
80 of Students
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Any Questions Before We Get Started?
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Individual Student SystemsFunctional Assessment
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Individual Student Systems Functional Assessment
A process for gathering information used to
maximize the effectiveness and efficiency of
behavioral support (ONeill et al., 1997)
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Individual Student Systems Functional Assessment

• When to consider this process
• A student exhibits a pattern of challenging
  behavior
• The current interventions are not changing the
  pattern and/or outcome of behavior
• We seek a better understanding of what a student
  is doing and why

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Individual Student SystemsFunctional Assessment

• Overview Conducting a FBA
• Best practice vs. discipline
• Process vs. a set of forms
• Time intensive vs. a quick fix
• Data/facts vs. perceptions
• Collaboration vs. my problem

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Individual Student SystemsFunctional Assessment

• The Process
• Pre-assessment prioritize concerns and define
  the target behavior
• Collect data
• Indirect methods
• Direct observation tools
• Develop a hypothesis

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Individual Student SystemsFunctional Assessment
Definition

• Select one target behavior
• Operationally define the behavior (What does
  it look/sound like?)
• Measurable
• Observable
• Objective

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Individual Student SystemsFunctional Assessment
Data

• Locus
• Under what conditions does it occur?
• Frequency
• How often does it happen?
• Duration
• How long does it go on?
• Intensity
• How disruptive/damaging is it?

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Individual Student SystemsFunctional Assessment
Data

• Indirect methods
• Interviews
• Anecdotal records
• Assessment tools

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Individual Student SystemsFunctional Assessment
Data

• Direct observation tools
• Frequency counts
• Interval Recording
• Duration Recording
• Time sampling
• Intensity Recording
• A-B-C

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Individual Student SystemsFunctional Assessment
Function

• Remember All behavior is purposeful
• Functions of Behavior
• Gain (peer/adult attention, activity, item)
• Avoid (task, social interaction, activity)
• Stimulation (sensory/internal)

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Individual Student SystemsFunctional Assessment
Hypothesis

• After you have settled on one target behavior
  AND
• You have collected representative data on the
  frequency/intensity/duration of that behavior..
• NOW you can develop a hypotheses!

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Individual Student SystemsFunctional Assessment
Hypothesis

• Definition
• A statement regarding the likely functions of the
  problem behavior and the context (social and
  environmental conditions) in which it is most
  likely to occur.
• Template
• During ______ (setting event), when _____
  (antecedent) occurs the student does _____
  (behavior) in order to gain/avoid_________
  (function).

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Individual Student SystemsFunctional Assessment
Hypothesis

• Sample
• During independent or small group work when Pat
  is left unattended by a teacher for longer than 5
  minutes, Pat leaves the seat/area to obtain adult
  attention

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Individual Student SystemsActivity 5 HYPOTHESIS

• Setting events
• bus ride to school
• small group w/teacher
• in class prior to start bell
• in lunch serving line
• Antecedents
• homework not done
• teacher gives direction
• many students in area
• teasing by peer(s)

• Behavior
• head down on desk
• hits peer
• leaves area/no permission
• uses foul language
• Function
• avoid task
• gain peer/adult attention
• avoid social interaction
• gain item, activity, ??

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Show and Go 3Break
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Individual Student SystemsBehavior Intervention
Plan

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Individual Student SystemsBehavior Principles

• All behavior is purposeful, learned and
  predictable
• Reinforcement maintains behavior
• It is more efficient for people to use existing
  behaviors
• If you keep doing what youre doing, youll keep
  getting what youre getting

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Individual Student SystemsBehavior Intervention
Plan

• clearly connects to FBA results
• focuses on the role that adults and the
  environment play in supporting the students
  behavioral changes
• provides strategies to teach/replace skills
  students need
• measures success in demonstrating replacement
  behaviors across settings

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Individualized Student Systems Why Develop a BIP?

• Identify proactive strategies to prevent rather
  than suppress undesirable behaviors
• Apply interventions that are logically related to
  function
• Teach replacement behaviors that serve a
  similar function
• Interventions based upon external control often
  fail to generalize and do not replace existing
  behaviors

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Individualized Student Systems Steps to Creating
the BIP

• Diagram the functional assessment
  outcome/hypothesis
• Objectively define replacement behavior
• Define alternative or competing behaviors
• Select intervention procedures that will allow
  the student to meet functional need through a
  pro-social skill

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Individual Student SystemsHow do we begin a BIP?
Examine FBA outcomes by analyzing the four
components of the hypothesis
Setting Events
Antecedents
Behavior
Outcome(s)
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Individual Student Systems Replacement Behavior

• Function (need) can be met with two or more
  different behaviors
• Desired replacement behavior should serve the
  function/ need in a more acceptable and socially
  appropriate way
• Must be stated in measurable, observable and
  positive terms

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Individual Student Systems Replacement Behavior

• Four Essential Components
• Learnerwho?
• Behaviorwhat?
• Conditionwhen, where, w/ whom?
• Criterionhow much?
• Example
• During a 20-minute recess period, Plato will
  verbally respond to peers in a positive or
  neutral manner in 80 of opportunities for three
  consecutive days

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Individual Student SystemsReplacement
BehaviorActivity 6
Using one of the hypothesis statements that you
developed in Activity 5, create a replacement
behavior statement that includes all four
essential components. As time permits, do this
for additional hypothesis statements.
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Individual Student Systems Competing Pathways

• All behaviors meet a function/need
• Under certain conditions, an action/event/feeling
  can trigger a (function-based) need
• There is a wide range of possible behaviors that
  meet the function
• Outcomes of a behavior increase or decrease the
  likelihood of it reoccurring

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Individual Student Systems Competing Pathways
Setting Events
Antecedents
Desired Replacement
Problem Behavior
Acceptable Alternative
Outcome of the Behavior
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Individual Student Systems Competing
Pathways Example Pat (off-task)
Classroom Independent work
No teacher contact gt 5 minutes
Seated and working
Leaves seat and wanders
In seat, off-task
Teacher Attention (affirmative)
Teacher Attention (corrective)
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Individual Student Systems Competing
Pathways Example Aggression
Serving line (cafeteria)
Another student walks close by
Moves over and lets student pass
Knocks student down
Verbal interaction with student
Peer Attention (positive)
Peer Attention (negative)
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Individual Student Systems Competing
Pathways Example Avoid task
Math period
Difficult unit in Math
Participates in class
Skips class
Attends class
Avoids frustration in Math
Avoids frustration in Math
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Individual Student SystemsCompeting
PathwaysActivity 7

• Work in small groups using the Competing
  Pathways handout
• Fill in the Function (bottom) boxes to match one
  of the 3 examples
• Use a relevant situation from your school and
  complete the diagram
• Generate multiple paths
• If time permits, attempt again with a different
  function

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LUNCH
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Individual Student Systems Behavior Intervention
Plan

• The ideal BIP is comprehensive
• Addresses potential setting conditions
• Identifies potential triggers and ways to avoid
  them
• Teaches acceptable replacement behaviors to
  mastery (generalized)
• Creates outcomes that promote replacement
  behaviors and reduce problem behaviors

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Individual Student Systems Behavior Intervention
Plan

• BIPs should make problem behavior
• Less effective, by neutralizing setting events
  and removing antecedents that prompt problem
  behavior
• Less efficient, by selecting replacement
  behaviors that require less effort to access
  reinforcers than problem behavior
• Less relevant, by decreasing access to
  consequences that maintain problem behavior and
  increasing access to consequences that maintain
  acceptable behavior
• (Sugai, Lewis-Palmer Hagan, 1998)

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Individual Student Systems Behavior Intervention
Plan

• Now that we have
• Diagrammed the hypothesis
• Created a replacement behavior
• Determined competing pathways
• Design interventions at each step

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Individual Student SystemsBehavior Intervention
Plan

Setting Manipulation

• Antecedent
• Manipulation

Behavior Replacement
Outcome Manipulation
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Individual Student SystemsBIP Example- Adult
Attention

Active whole group prior to seat work ? Sit near
teacher ? Peer model ? Vary tasks often
Planned check-ins by teacher (timer?) ?
Precorrects for work expectations? how to get
help ? Self-monitoring/-reinforcement
Reteach class procedures to mastery (3 steps) ?
Incrementally teach strategies to get help ?
occupy wait times ? tolerate delays
Ignore out-of-seat requests ? Reinforce on-task/
work completion ? Respond consistently and
quickly to appropriate requests approximations
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Individual Student SystemsBIP Example-
Avoidance

Skill Assessment ? Course/section change ?
Seating change-positive peers
Tutoring ? Preview/work ahead on new units ?
Agenda ? Build on strengths and learning style ?
Start lessons with review ? Call-on-me signal
Teach student how to access resources ? approach
challenging material ? handle frustration ?
accept errors ? Use peer tutors
Reinforce approximations ? Contract for breaks ?
alternative setting ? modifications ? Become
tutor for someone else ? Positive recognition
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Individual Student SystemsBehavior Intervention
Plans

• Activity 8 Four Stages of Intervention
• A student receives negative peer attention for
  socially inappropriate involvement in
  conversations and group discussions. Comments are
  unrelated, and the student is ostracized. This
  leads the student to have outbursts of
  frustration and anger.
• Work in groups to create interventions for this
  student by filling in the boxes on your
  Activity 8 worksheet.

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Individual Student SystemsBIP Implementation

• Requirements
• Methods for assessing progress
• Data collection schedule
• Defined intermediary steps to goal
• Roles and responsibilities (with
  buy-in/commitment)
• Plan for reinforcement
• Fidelity must be ensured

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Activity 9 Data Collection Tools

• Use replacement behavior statements from Activity
  6 and determine which assessment tools might work
  well
• Explain why each individual tool chosen may be
  effective for assessing progress on the
  replacement behavior
• Example
• Criteria Pat will write assignments in her
  agenda for at least 50 of classes for each of 3
  consecutive weeks.
• Tools frequency counts self assessment
• Rationale tells how often it occurs in a given
  time increases independence

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Individual Student SystemsBIP Evaluation

• If the established mastery level for the
  replacement behavior, has been reached, then you
  can
• Modify criteria for mastery
• Revisit FBA for another behavior
• Determine that need for BIP has ended
• If not, then evaluate whether fidelity was
  intact and/or find ways to adjust the plan

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Individual Student SystemsBIP Generalization

• Universals and classroom practices support the
  plan
• Individuals and systems collaborate
• Opportunities for practice across settings

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Individual Student SystemsReview

• Conduct Functional Behavior Assessment
• Pre-Assessment
• Data Collection
• Hypothesis
• Create Behavior Intervention Plan
• Behavior objective (goal)
• Context Interventions (who does what)
• Data collection system
• Roles responsibilities
• Work toward generalization (mastery)

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Positive Behavior Support
5
OUTCOMES
15
DATA
SYSTEMS
80
PRACTICES
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Individual Student Systems Activity 10

• Directions Create a checklist, rubric,
  flowchart, etc. to use when a specific student
  issue is identified.
• What action steps should be considered?
• What resources can be accessed? (see Activity 2)
• Represent ALL steps in PBS Module 1,2 3!

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Positive Behavior SupportPlanning for the Future
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Planning for the FutureActivity 11

• Review the Team Process Evaluation completed
  yesterday in Activity 4
• Use this tool and your most recent Implementation
  Checklist to complete PBS Planning for the Future
  (handout)
• Make sure to carry over information from your
  teams current action plan
• Coaches will be available to assist you as needed

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Coming Next Year

• Staff development through PBS coaches
• PBS teams
• School Staff
• School-based teams
• Use of PBS website and/or email for updates and
  information
• SWIS support
• Continued assessment of progress
• Support from PBS coaches aligned to individual
  school needs

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Show and Go 4
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Celebrations/ Certificates
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HAVE A SAFE TRIP HOME!