Now More than Ever John VanDenBerg

1

Designing Secondary Prevention Systems of
Behavior Support in RI SWPBIS Schools Cohort 2
Day 3 Functional Behavioral Assessment Sherlock
Center on Disabilities

Howard S. Muscott, Ed.D., Eric Mann,
LICSW Co-Directors, NH CEBIS hmuscott_at_seresc.net
emann_at_seresc.net 603-206-689 603-206-6820
www.nhcebis.seresc.net
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Acknowledgements

• Becky Berk, Joyce Welton, Julie Prescott
• NH Leadership Team
• Tony Paradis the SERESC Team
• George Sugai Rob Horner
• Doug Cheney Sandy Keenan
• Mary Ford Joe Perry
• NH school partners
• NH family partners

• Anthony Antosh
• Jonathan Dyson
• Lavonne Nkomo
• Lynn DeMerchant
• Sherlock Center Team
• PBIS-RI Team
• Positive Educational Partnership (PEP) Team
• RI school partners
• RI Family Partners

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Designing Secondary Prevention Systems in PBIS-NH
Agenda

• Welcome
• Preview the Day and Outcomes
• Review
• Targeted Group PASS
• Function-Based Behavior Support Planning
• Functional Perspective
• Functional Behavioral Assessment
• Intro Behavior Support Planning

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Rhode Island SWPBIS C2 Secondary Prevention
Training 07-08
Two shared training days for Universal and
Targeted Teams
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RI SWPBIS Secondary Prevention Training 07-08
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Rhode Island SWPBIS Secondary Prevention
Features

• Targeted Team and Processes
• Data-based Decision-Making
• Communicating with Staff and Families
• Early Identification and Referral Processes
• Social Contracting Programs
• Targeted Group Interventions
• Functional Behavioral Assessment
• Behavior Support Planning

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• From Universal to Targeted
• Moving Forward by Looking Back

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Positive Behavioral Interventions and
SupportsMuscott Mann (2007)

• PBIS is a systematic framework for improving
  social, emotional, behavioral learning outcomes
  for children in K-12 schools ECE Programs.
• PBIS uses a broad set of evidence-based systemic
  individualized strategies to effectively
  prevent and respond to problem behavior.
• PBIS is a strategic approach in which
  collaborative teams use effective group processes
  data-based decision-making to achieve desired
  outcomes.

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PBIS Support Systems
Supporting Staff Behavior
Supporting Decision Making
Outcomes
SYSTEMS
DATA
PRACTICES
Supporting Student Behavior
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Continuum of Behavior Supports New Hampshires
System of Care and Education
School-wide and General Education Classroom
Systems for Preventative Instructional and
Behavior Management Practices Systematic
Screening Promote Positive Parent Contact
Efficient Systematic Intervention for Students
Who Do Not Respond to SW and Classroom
Prevention and Response Systems
Array of Evidence-Based Group Interventions
Addressing Prevalent Functions of Behavior
Available for Students Who Dont Respond to SW
and Social Contracting
Mann Muscott (2007)
Function-Based Support Planning (Functional
Assessment and Intervention Planning) Available
for SW and Group non-responders
School-based Intensive Supports Coordinator
Linkages to Wrap-NH Facilitation
Intensive Behavior Support Plans and Crisis
Intervention
School-based Intensive Supports
Linkages to Community-based Supports
Linkages to Case Centered Collaboratives
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SYSTEMS
2. Communication with Staff and Families
1. Universal Team and Processes
Primary Prevention Universal Approaches
8. Systematic Screening
3. Schoolwide Expectations for All Locations
DATA
9. Data-Based Decision Making
4. Classroom Management
7. Respond to Problem Behavior
PRACTICES
5. Teach Expectations in Locations
6. Recognize Students for Exhibiting Expected
Behaviors
Muscott Mann (2006)
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SYSTEMS
2. Data-Based Decision Making
1. Targeted Team and Processes
DATA
Secondary Prevention Targeted Approaches A
Function-Based Perspective
8. Behavior Support Planning
3. Communication with Staff and Families
7. Functional Assessment
4. Early Identification and Referral Processes
Muscott Mann (2007)
6. Targeted Group Interventions
5. Social Contracting
SAU/District-wide Administrative Team
Universal Primary Prevention
PRACTICES
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SYSTEMS
DATA
Secondary Prevention Targeted Approaches A
Function-Based Perspective
7. Functional Assessment
6. Targeted Group Interventions
SAU/District-wide Administrative Team
Universal Primary Prevention
PRACTICES
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Before you begin implementing a secondary
intervention, determine whether or not the
student is receiving an adequate DOSE of
universal supports
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Something to Consider Before Targeted
Interventions

• Establishing a Universal System (School-Wide)
  does not guarantee that all teachers are
  implementing with fidelity
• Students who appear at-risk may benefit more
  from improvements in their teachers behavior
  management skills or ability to make academic
  accommodations than from participation in
  Targeted Group Interventions

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SYSTEMS
DATA
Secondary Prevention Targeted Approaches A
Function-Based Perspective
6. Targeted Group Interventions
SAU/District-wide Administrative Team
Universal Primary Prevention
PRACTICES
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Targeted Group Interventions

• TGIs address groups of students who
• Fail to respond to school-wide and classroom
  expectations and
• Are not currently engaging in dangerous or
  extremely disruptive behavior
• Share similar functions based on a functional
  assessment and
• Require similar skill development

Adapted from Crone, Horner, Hawken, 2004
Hawken Horner, in press March Horner, 2002
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Major Features of Targeted Interventionsadapted
from Horner, Hawken March (2005)

• Intervention is continuously available
• Rapid access to intervention (72 hr)
• Very low effort by classroom teachers
• Consistent with school-wide expectations
• Known/ implemented by all staff/faculty
• Different interventions available based on
  functional assessment
• Adequate resources for support and implementation
  with fidelity (administration, team)
• Student chooses to participate
• Continuous monitoring for decision-making

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Considerations When Organizing Targeted Group
Interventions

• Can be efficiently accessed
• Designed to be available for multiple students
• Has data gathering component to provide
  evidence-basis for progress
• Utilizes teaching, feedback, reinforcement
  assessment components

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Targeted Group InterventionsMann Muscott, 2007

• Efficient - Similar set of behavioral strategies
  are used across a group of students needing
  similar levels of support
• Effective Designed to decrease problem behavior
  in classroom, increase academic engagement,
  decrease office discipline referrals
• Early TGIs are provided as soon as it is clear
  that the student will not respond to less complex
  interventions (before failure is ingrained in the
  student the teachers has had it with the
  student)

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Targeted Group Interventions and Functions of
BehaviorMann Muscott, 2007

• Access Adult Attention/Support
• The Behavior Education Plan (BEP)
• Mentoring Programs
• Access Academic Support
• PASS Program
• Homework Club
• Peer Tutoring
• Access Peer Attention/Support
• Social Skills Instruction
• Peer Mentoring
• Self-management Programs

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PASS System Middle/ High SchoolMann Muscott,
2007
PASS Big Idea Students are taught and
supported by a PASS Mentor using a Homework
Planning process designed to teach and support
successful homework completion planning and
self-advocacy
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Vignette Who are We Talking About?Mann, 2007

• Joe is consistently inconsistent with his work
  completion and is a bit of a pain He gets some
  of his homework done on most days, but usually
  its messy and incomplete. The reams of stray
  papers in his backpack and locker are ripped and
  frayed -- you could find worksheets from last
  October that he forgot to hand in. Joe needs
  reminders for everything. Hes sometimes tired,
  sometimes negative, hes often impulsive but he
  generally means well and is happy when he pleases
  adults. When Joe leaves school at the end of the
  day, he has no real homework plan he just
  quickly grabs what he thinks he might need from
  his locker and runs to the bus.

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Remember This is Targeted, Not Intensive Have
the Right Student in MindMann, 2007

• Joe has his moments but, but he is not an
  oppositional-defiant nor conduct disordered kid.
  He gets into a little trouble (knows the
  assistant principal well), but you mostly sense
  its more about immaturity and impulsivity rather
  than a desire to be non-compliant. He may be
  diagnosed with ADHD. He has not disengaged from
  peers and/or adults yet he may not be very
  skilled in how to best make social connections.
  Joe has never done particularly well in school
  and it is clear that his level of achievement is
  lower than his ability.

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Participation CriteriaNeeds/ Issues at Middle/
High LevelMann and Muscott, 2007

• Poor executive function skills organization/
  planning/ sustained attention during less
  preferred activities/ time management
• Needs school success mastery
• Anticipates negative interactions with classroom
  teacher when asked for HW
• Not prepared for homework review
• Not getting the practice to attain maintain
  skill competencies
• Poor grades/ school failure
• Peer humiliation
• Problem behavior motivated by escape/ avoidance
  of academic tasks
• Is NOT adult attention avoidant

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Guidelines for Optimal Referral to PASSMann
Muscott, 2007

• Long-term failure is not a pre-requisite for
  referral
• Early evidence of repeated non-response to SW
  classroom supports
• Earlier the intervention, more likely avert
  chronic problem behavior
• Classroom teachers implement SW classroom
  supports with fidelity
• Classroom Management Self-Assessment Tool
• SW strategy for school-wide non-responders such
  as Social Contract has been attempted (if such
  a support is available)

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Guidelines for Optimal Referral to PASS Mann
Muscott, 2007

• Non-completion of work and associated problem
  behaviors CAN be reasonably explained by
• A skill deficit re one or more of the skills
  required to complete the task
• A deficit in content knowledge that would be
  required to complete the task
• A need to gain a high rate of adult attention

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Guidelines for Optimal Referral to PASS Mann
Muscott, 2007

• Non-completion of work and associated problem
  behaviors ARE NOT DUE TO
• Underlying and unaddressed learning disability
  that impacts the learning of presented material
• Underlying and unaddressed emotional, behavioral
  or mental disorder influencing function of
  behavior

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PASS Process

• Establish nomination criteria
• Gather and summarize baseline data
• Assign PASS Mentor
• Contract for participation (teacher, student,
  parents, PASS Mentor)
• Identify progress goals (individualized and
  incremental)

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PASS Referral Process MS/HS
Mann Muscott, 2007
School-Wide and Classroom System Fidelity is In
Place Full Staff receives Orientation to PASS
System
Teacher Requests Referral Packet from Targeted
Team. PASS Mentor is assigned
Higher Level Classroom Support (Social Contract
Individualized Attention) has been provided
Baseline Data is Gathered. Can be attained
through Teachers grade-books if accurate
information is available

• Student Meets Established Criteria for PASS
  System Referral
• Office Disciplinary Referrals with possible
  function of escape / avoidance of task and /or
  adult attention
• Repeated homework incomplete or not done / not
  responding to school-wide or classroom supports
• Parent referral
• Other

Parent is informed of PASS System request, is
provided information regarding PASS, and signs
Parent Agreement Form
Student Receives PASS Overview and signs
Agreement Teacher signs Agreement First review
Meeting Date is established (20 school days
following start of PASS)
Parent is contacted permission to refer to PASS
program obtained
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PASS Implementation Process MS/HS
Mann Muscott, 2007
Student receives thorough instruction of the PASS
process and in each item of the homework planning
form Student practices completing the assignment
portion of the form to fluency
PASS schedule is determined Student meets with
Mentor at the end of day (either last period or
after school) to complete a PASS HW Plan and
review with PASS Mentor
Progress Sheets are gathered by mentor and shared
with students and positive feedback is emphasized
(If reports indicate work not completed, review
what occurred without judgment and incorporate
what is learned into tonights plan)
AM Student picks up PASS HW Planning Form
Student Completes the Assignment section for
each class throughout the day
Student meets with Mentor and completes a HW plan
and gets started on homework
Daily Progress Sheets are completed by teachers
and turned into PASS Mentors mail box at end of
day
Mentor Summarizes Progress Data to Share at
Review Meetings
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Baseline Homework Completion Data Form

• Subject _________________________________________

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Homework Planning Form
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PASS Forms

• PASS Homework Plan

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Teaching of the homework planning process
includes

• Clear verbal instruction with visual tools for
  clarification
• Ample opportunity to practice the planning
  process
• Frequent positive feedback
• Acknowledgement for successful planning
• Corrective feedback
• Remind and Reteach
• Assessment of progress (charting daily progress)
• Monitoring progress over time

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Daily Data Form for PASS
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Daily Assessment

• Participation in daily PASS process occurs for 20
  school days initially
• AM check with Mentor
• Completion of Homework Plan
• PM review of teacher feedback/ daily data with
  Mentor

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Individualized Academic Mastery Instruction (if
applicable)

• Reviewing the work plans, Mentor identifies
  emerging patterns that may reveal needed
  instruction to build mastery
• Instructional needs are assessed addressed
• Assure issues do not rise beyond scope of PASS
• Mentor provides or accesses instructional support

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Homework Fm Last Training?

• Who Team
• What Review the Targeted Team Self- Assessment
  (Part 2).
• Action plan priority items from Self-Assessment
  (Part 1) unless you have rated them all in place

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SYSTEMS
DATA
Secondary Prevention Targeted Approaches A
Function-Based Perspective
7. Functional Assessment
Muscott Mann (2007)
SAU/District-wide Administrative Team
Universal Primary Prevention
PRACTICES
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Behavioral TheorySugai, 2005

• Human behavior is learned
• Human behavior is triggered by antecedent events
• Human behavior is shaped by its consequences
• Human behavior is lawful teachable it can be
  impacted and shaped
• Human beings repeat behaviors that result in a
  benefit and reduce behaviors that result in
  detriment
• If behavior continues, the result is serving a
  need or purpose for the person (gain/access or
  avoid/escape)

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Function-Based Perspective Defined

• An individual using Function-based Perspective is
  able to
• Define behavior in measurable terms
• Create a hypothesis for why behavior continues to
  occur (i.e. the function of behavior)
• What is gained or avoided or what motivates the
  behavior to continue/ repeat
• Design simple strategies that could help a
  students achieve his/ her function of behavior
• Suggest teach student to replace problem
  behavior with an equally effective socially
  appropriate behavior

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Why Identify Function?Mann Muscott (2005)

• Behavior occurs to meet a need
• It serves a valued purpose for the individual
• Effective interventions occur when function is
  identified plan is guided by function of
  behavior
• Identifying function can help explain the motives
  for strange, angry, annoying, scary, unkind,
  avoidant behavior
• Allows us to see these children as real human
  beings

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Simple Behavior Pathway for a Function-Based
Perspective
Get or Avoid
Problem Behavior
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Function What is Gained or Avoided as a result
of the behavior?
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Your Mission Sample Mission for Targeted Team

• Mission Statement
• To efficiently and effectively match children who
  have not responded to School-Wide supports to
  supports more likely to produce successful
  outcomes
• Fulfilling the Mission in Practice
• Targeted teams identify reliable predictors of
  student behavior, determine likely function of
  behavior, and recommend and monitor
  function-based group interventions and behavior
  support plans designed to increase the likelihood
  of positive behavior and academic achievement.

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PBIS-NH Big Idea
Function-Based Support is based on an Effective
Functional Behavioral Assessment
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Functional AssessmentHorner, 2003

• A process for identifying events that reliably
  predict (antecedents) and maintain (consequences)
  problem behavior

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Functional Assessment Looks at Repeated Patterns
of Behavior

• Functional assessment answers the question of why
  the child or adolescent continues to engage in
  problem behavior, rather than why (s)he exhibited
  the behavior the first time

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Functional Assessment

• Functional assessment is used after other, more
  basic approaches (quick fixes, relationship
  building, positive negative consequences, etc.)
  have been used without success

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PREDICTING BEHAVIOR Using Behavior Pathways

• Behavior IS often predictable depending on our
  understanding of the context in which the
  behavior occurs
• It is often possible to identify reliable
  predictors and influence them to increase
  likelihood of positive behavior and decrease
  likelihood of problem behavior
• When you can predict, you can prevent

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How Would Identifying Function Influence a
Behavior Plan?

• Example 3 Children consistently disrupt class
  and are sent to the office for discipline
• Jen Occurs at 1030 she meets friend who has
  job in office (Maintained by Peer Attention)
• Chad Occurs when assigned a writing task goes
  to ISS sits quietly till end of class
  (Maintained by Task Avoidance)
• JoJo Occurs sporadically spends at least 15
  minutes processing with Asst Principal
  (Maintained by Adult Attention)
• How could knowing function influence typical
  discipline practices?

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Activity

• Who Targeted Team
• What Consider how knowing function may influence
  typical disciplinary approaches for students with
  repetitive problem behavior
• Using previous slide, discuss the typical teacher
  and administrative response to major class
  disruption
• Discuss how a functional hypothesis could produce
  a more effective approach
• Time Frame 15 minutes
• Report Out Volunteer

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Steps in Function-based Support Process

• Build a testable hypothesis (interview, observe)
  using a behavior pathway
• Confirm the hypothesis (observe, manipulate)
• Use competing behavior analysis to build
  possible elements of behavior support plan
• Use contextual fit guidelines to select final
  elements of behavior support plan
• Implement behavior support plan
• Monitor and modify as needed

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Identification of Problem Patterns

• Define daily schedule and routine (what is done,
  when)
• Identify parts of schedule most likely to be
  associated with problem behavior and those more
  likely to be associated with positive behavior
• Assess common elements

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Build a Testable Hypothesis

• Through assessment of a problem behavior pathway,
  a hypothesis of the function of behavior is
  developed
• Hypothesis may be surmised from minimal data or
  may require comprehensive data collection to gain
  Team agreement
• This can be a quick or lengthy process

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Getting to Function Mann Muscott, 2004
Appropriate Referral
High Confidence in Hypothesis
Assign to Group Intervention or Develop
BSP Monitor Progress
Quick Hypothesis/ Quick FBA
YES
NO
Assign to Group Intervention or Develop
BSP Monitor Progress
High Confidence in Hypothesis
Intermediate FBA (Gather More Data F.A.C.T.S.)
YES
NO
Assign to Group Intervention or Develop
BSP Monitor Progress
High Confidence in Hypothesis
Comprehensive FBA
YES
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Quick FBA or Quick Hypothesis

• Teacher completes request for assistance form
  with background information (PAGE ).
• Team meets interviews teacher to gather
  information about behavior, context routines to
  complete a behavior pathway generate hypothesis
  about function.
• If high confidence in function, assign to a
  function-based targeted group intervention or a
  function-based behavior support plan is developed
  and monitored.

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Features of Testable HypothesisSugai, 2005

• Best guess about behavior conditions under
  which it is observed
• Composed of (a) problem behavior, (b) triggering
  antecedent, (c) maintaining consequences, (d)
  setting events.
• Represents basic working unit of FBA

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Testable Hypothesis The Behavior Pathway
Maintaining Consequences
Triggering Antecedents
Problem Behavior
Setting Events
FBA Identification of the events that reliable
predict behavior Behavior Support Plan (BSP)
Antecedent and /or consequence manipulations and
teaching new behavior(s) to increase likelihood
of socially appropriate behavior and decrease
likelihood of problem behavior
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Describing Problem BehaviorWhat did you
see/hear?

• What does the person do?
• What is the person not doing?
• Does it Pass Stranger test?

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Which is described in observable terms?

• Hits with his fist
• OR
• Aggressive
• OR
• He is Out of Control

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Non- vs. Observable BehaviorsSugai, 2005

• ( ) hyperactivity
• ( ) initiates 5 different tasks within 2 minutes
• ( ) leaves room at least 3 times during a 30
  minute lesson
• ( ) engages in power struggles

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Build Testable Hypothesis Using Behavior Pathway

• Antecedent Events (Triggers)
• Predict occurrence and non-occurrence
• Maintaining Consequences
• (Onemost significant)
• Setting Events
• Momentary change in value of consequences

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Antecedent Events

• A major outcome of a functional assessment is to
  gain knowledge of recurring conditional
  antecedent events -- events that increase the
  likelihood that certain behaviors will occur

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Antecedent Events

• Antecedent events are things that occur prior to
  the behavior that set the table or occasion the
  behavior
• Two types of Antecedent events
• Immediate (Fast Triggers)
• Distant Setting (Slow Triggers or setting
  events)
• Antecedent events include both overt, observable
  behaviors as well as internal states (feelings or
  thinkingwhich are harder to assess)

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Immediate Antecedent EventsFast Triggers

• Any stimulus that occurs immediately before the
  behavior that influences the likelihood the
  behavior will occur.
• Events that occur either within the same setting
  as the behavior or in a previous setting close in
  time to the behavior.
• Who, Where, When

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Examples of Immediate AntecedentsFast Triggers

• Changes in routines
• Late for activity
• Reprimands
• Activity/task demands (length of task
  amount/quality of interaction match to skill
  level type of instruction)
• Ignored by friend

• Corrections
• No homework
• Lack of opportunity to make choices
• Teased by peers
• Physical injury
• Not called on when hand raised
• Transitions
• Unstructured times

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Distant Setting EventsSlow Triggers or Setting
Events

• Distant Setting Events are unique situations or
  conditions which occur/exist at some point
  distant in time that set the table for immediate
  events to trigger problem behavior.
• Distant Setting Events increase or decrease the
  likelihood that, given a particular immediate
  trigger, a behavior will occur.
• Setting Events will influence the VALUE of future
  behavior

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Setting Eventsimpact the value of future
behavior Sugai, 2005

• Work completion is less important to Demetri
  after he has had an argument with his girlfriend
  before class
• Marys use of verbal profanity to get a break
  from the stress of class is more valuable when
  she hasnt had enough sleep the night before
• The need to get peer attention is not as strong
  (reinforcing) when Manuella isnt feeling well.

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Examples of Setting EventsSugai, 2005

• Lack of breakfast increases value of misbehaving
  to get sent to the office (by the vending
  machines)
• Having a history of usually getting more than 50
  of problems wrong decreases value of starting new
  worksheets

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Examples of Distant Setting EventsSlow Triggers
or Setting Events

• Environmental Factors prior peer/teacher
  interactions home environment social
  relationships changes in routines/schedules
• Learning Factors (dis)ability interest in
  activities attention span need for activity
  skill level prior experiences in teaching
  modality poor grades
• Personal Factors medications physical / mental
  illness sleep nutrition sensory sensitivities
  anticipation of frustration/embarrassment anger

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Consequence

• An event that contingently follows (immediate or
  distant) a behavior and affects whether the
  behavior will increase or decrease over time
• A resulting, influential event that follows the
  behavior

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Examples of Consequences

• Being reprimanded
• Being corrected
• Being sent to time out
• Losing privileges
• Poor grades
• Being ignored
• Being teased
• Extra work or homework

• Given office discipline referral
• Call to parent
• Removed from class
• Staying in for recess
• Lining up last
• Cleaning up a mess
• Apologizing
• Not being able to play sports

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Identifying the Function or Purpose of Behavior
Maintaining ConsequencesMuscott Mann, 2005

• Requires a shift in thinking from general
  consequences to
• maintaining consequences
• What is the purpose of the behavior?
• What does the behavior achieve for the person?
• What is the person communicating with their
  behavior?

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Maintaining Consequences

• Observing the consequences of a behavior helps us
  determine the function or purpose that the
  behavior is serving.
• Consequences that indicate function are referred
  to as maintaining consequences i.e., they are
  the consequences that maintain the behavior.
• Not all consequences are maintaining consequences

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Maintaining Problem Behavior

• After teacher gives Harry a difficult reading
  assignment, Harry crumples his paper and starts
  spitting paper wads at peers, he is sent to the
  hallway and escapes the assignment.
• When Alice is in social studies class and has
  not received teacher attention for over 10
  minutes, she crumples her assignment and starts
  spitting paper wads at her classmates. Her
  teacher comes over to her and helps her calm
  down. Alice gets the teachers full attention.

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Maintaining Problem Behavior

• Jack gets into arguments with his math teacher if
  she asks him to correct his mistakes. The
  behavior occurs 3-4 times a week. The teacher
  either stops asking him to correct the mistakes
  or sends him to the office. The behavior is
  maintained by work avoidance.
• Ethel screams and pushes children when they try
  to use her toys during play time. The children
  move away and leave the toys. Ethel gets to keep
  using the toys.

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Maintaining Consequences

• Try to identify only one maintaining consequence
  per hypothesis
• Maintaining consequences are narrowly defined
• Get or avoid?
• Social or Physiological?
• Precise event/action/object?

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A B C3-Term Contingency

• Antecedent - What happens in the environment
  prior to behavior
• Behavior - What the person does
• Consequence - Change in the environment shortly
  after the behavior occurs

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Simple ABC
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FunctionsSugai, 2005
Positive Reinf
Negative Reinf
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Functions of Behavior
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Summary Statement(how does data gathering help
team identify function?)

• Ted has been reported for yelling near-swears in
  the hallway between classes on the bus an
  average of 5 times per week over the past 2
  months. Behaviors continue despite detentions,
  in-school suspensions parent conferences. When
  he does the behavior, peers laugh give him
  high fives. Ted giggles defiantly looks for
  approval whenever an adult reprimands him for the
  behavior. At times he stops after reprimand, but
  sometimes continues until removed from the
  situation.
• Behaviors never occur during class time, never
  occur after PE or after hes had lunch with his
  supervised lunch group on Tuesdays Thursdays.
  Only 2 reports in past month were Tuesday or
  Thursday (1 each). All disciplinary reports from
  teachers bus driver check-off his motivation
  as to gain peer attention.

86
Activity Quick Hypothesis

• Who Targeted Team
• What Using the previous slide, create a behavior
  pathway for Ted
• Timeframe 10 Minutes
• Report Out Volunteer

87
Testable Hypothesis/Behavior Pathway
Setting Events
Triggering Antecedents
Maintaining Consequences
Problem Behavior
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Whats Needed to Implement Function-Based
Support?Horner Sugai (2004)

• Behavior must be considered within the context in
  which it is observed.
• Intensity of behavior support plans should be
  matched to intensity of problem behavior.

89

• 3. Local behavioral competence must be
• available to
• Fluently conduct functional-based behavior
  support planning
• Collect analyze student performance data
• Develop, implementation evaluate function-based
  behavior support plans
• Address academic social behavior
• Based on research validated practices

90

• Decisions must be data-based.
• Staff must receive continuous feedback on their
  implementation of behavior support plans.
• Effective school-wide system of behavior support
  must be in place.
• FBA process should be team based.

91
Competing PathwaysHorner, 2003

• Ethel is 7 years old, does not have intellectual
  disabilities but has major problems playing with
  other children
• She is most likely to play by herself, and when
  another child approaches, Ethel will whine,
  scream, grab all toys, and push the other child
  away.
• Staff believe Ethels problem behaviors are
  maintained by retaining access to preferred toys
• Ethel is more likely to engage in the behavior
  when she is hungry

92
Testable Hypothesis/Behavior Pathway
Ethel
Problem Behavior
Setting Events
Triggering Antecedents
Maintaining Consequences
Scream, Push
Peer Asks for Toy
Hunger
Peer Moves Away without Toy
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TESTABLE HYPOTHESIS For Ethel
HYPOTHESIS STATEMENT Ethel engages in
(Student Name) Screaming and Pushing when
(Problem Behavior) A peer asks her for a toy in
order to (Trigger) Keep the toy (get or
avoid attention/ activities/ tangibles/sensory)
This behavior is more likely to occur when
Ethel is hungry (setting event)
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Competing Pathways
Desired Behavior
Typical Consequences
Problem Behavior
Setting Events
Triggering Antecedents
Maintaining Consequences
Replacement Behavior
95
Identify the Desired Behavior

• The desired behavior is the behavior you want the
  student to perform given the stimulus condition.
• Examples
• Given seat work task --gt work quietly
• Given teacher request --gt initiate compliance
• Given taunt from peer --gt turn and walk

96
Desired Behavior
Typical Consequences
Share
No toy Teacher Praise
Problem Behavior
Setting Events
Triggering Antecedents
Maintaining Consequences
Scream, Push
Peer Asks for Toy
Hunger
Peer Moves Away without Toy
Replacement Behavior
97
Replacing an Effective Behavior

• Biggest problem in competing pathways -- trying
  to replace a highly reliable problem behavior
  with a less effective, alternative positive
  replacement behavior

98
Replacement Behavior

• A replacement behavior is a socially acceptable
  behavior, taught to the student, that achieves
  the same function (result) as the problem
  behavior
• An appropriate Replacement Behavior
• Serves the same function as the problem behavior
• Is as or more effective/ efficient than the
  problem behavior
• Is socially acceptable and a contextual fit
• Can be learned to criterion in 10 school days

99
Reframing the problem (thinking strategically
about function)

• After typical means have been attempted, problem
  solving framework shifts Rather than solving how
  to aversively consequence Ethels bad behavior,
  we think, how can Ethel keep the toy without
  having to engage in problem behavior?
• OR, What can we Teach Ethel using instruction,
  practice, meaningful recognition and assessment,
  that will increase the likelihood that she will
  choose a more socially acceptable behavior?
• If we ONLY take the toy away, we did not teach a
  positive way to get needs met. This response over
  time often lead to disengagement

100
Identify a Replacement BehaviorOne minute Think

• What would be a socially acceptable behavior that
  would achieve the function?
• In other words, how could Ethel get to keep the
  toy by engaging in a more socially acceptable way?

101
Ethel
Desired Replacement Behavior
Typical Consequences
Share
Lose Item
Problem Behavior
Setting Events
Triggering Antecedents
Maintaining Consequences
Scream Push
Peer Asks for Toy
Peer Moves Away/ Keep Item (tangible)
Hunger
Acceptable Replacement Behavior
Ask Teacher for Help
102
Identify a Viable Replacement Behavior

• When Alice is in social studies class and has
  not received any individual teacher attention for
  over 10 minutes, she crumples her assignment and
  starts spitting paper wads at her classmates. Her
  teacher comes over to her and helps her calm
  down. Alice gets the teachers full attention.
• Jack gets into arguments with his math teacher if
  she asks him to correct his mistakes. The
  behavior occurs 3-4 times a week. The teacher
  either stops asking him to correct the mistakes
  or sends him to the office. The behavior is
  maintained by work avoidance.

103
Activity Identify Replacement Behaviors

• Who Targeted Team
• What Using the previous slide, suggest a
  behavior for each of these students that
• Could be easily taught
• Is socially acceptable
• Allows them to effectively achieve the same
  function as the problem behavior
• Timeframe 20 minutes
• Report Out Volunteer

104
Testable Hypothesis/Behavior Pathway
Setting Events
Triggering Antecedents
Maintaining Consequences
Problem Behavior
105
When Sequoia misses her 1230 medication
teachers make multiple task demands, she makes
negative self-statements writes profane
language on her assignments. Teaching staff
typically send her to the office with a
discipline referral for being disrespectful.
Avoid difficult tasks
What function?
Setting event
Antecedent
Response
Consequence
Sequoia makes negative self- statements writes
profane language
Teacher sends Sequoia to office for
being disrespectful
Misses 1230 medication
Teachers make multiple task demands
106
Caesar has dyed his hair three colors is teased
several times by his friends before class. When
he enters the class, his teacher stares at his
hair. Caesar immediately says what are YOU
looking at? His teacher immediately sends him to
in-school detention.
Escape adult peer attention
What function?
Setting event
Antecedent
Response
Consequence
Caesar is teased several times about his hair by
his friends before class
His teacher stares at his hair in class
Caesar asks his teacher what shes staring at
His teacher sends him to in-school detention
107
Cleo is new to the 6th grade English is her
second language. When another student approaches
says something to her in English, Cleo turns
away. The other student walks away. This happens
several times during the day.
Escape peer attention
What function?
Setting event
Antecedent
Response
Consequence
New student
Student approaches speaks in English
Cleo turns away
Other student walks away
108
When his teacher asks him what the capitol city
of a country is, Napoleon gives the correct
answers. His teacher praises his correct answer,
tells him he may work by himself or a friend on
the rest of the assignment.
Access peer adult attention
What function?
Setting event
Antecedent
Response
Consequence
Teacher asks what capitol city of country is
Napoleon give correct answer
Teacher gives verbal praise time to work with
a friend
None
109
As Bill is walking, other kids look at him say
whats up? He looks back and says Who ya
lookin at?! Ya want some of this?! Ya
talkin to me?! Kids shake their heads all him
weirdo.
Access peer attention
What function?
Setting event
Antecedent
Response
Consequence
??
Look at him. Whats up!
Who ya lookin at? Ya want Some? Ya talkin
to me?
Kids shake heads call him weirdo
110
Complete a competing behavior pathway and support
plan for Portia.

• Portia is a third grader diagnosed with ADHD.
  She is on an IEP and is in a structured general
  education classroom. Problem behaviors consist of
  work avoidance and defiance which escalate into
  temper tantrums. These behaviors occur when given
  direct requests to complete difficult tasks,
  especially in group work. When she exhibits these
  behaviors, the teacher and assistant try to calm
  her down and give her assistance with her work.
  Peers watch. Her teacher would like her to comply
  with requests, complete work and behave.

111
Activity Try a Competing Pathway

• Who Targeted Team
• What Develop a competing pathway analysis for
  Portia.
• Timeframe 15 minutes
• Report Out Volunteer

112
Competing Pathways
Desired Behavior
Typical Consequences
Problem Behavior
Setting Events
Triggering Antecedents
Maintaining Consequences
Replacement Behavior
113
Having Trouble Developing a Reliable Hypothesis
Statement?Mann Muscott, 2005
114
Intermediate FBA

• When the team can not easily come to consensus
  about the function underlying the behavior, move
  from Quick to intermediate FBA.
• Complete the Horner process using FACTS forms
• Develop the behavior pathway and summary
  statements including the hypothesis regarding
  function
• Develop a function-based behavior support plan
• Monitor progress

115
The Functional Assessment Checklist for Teachers
(FACTS) Horner, 2004 FACTS

• 2-page interview (parts A and B)
• Student profile
• Problem behavior Identifying routines
• Predictors, Consequences
• Summary of Behavior including hypothesis about
  function

116
Functional Assessment Checklist for Teachers
FACTS

• STEP 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-injury
• Describe problem behaviorC. 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.

117
Routines Matrix
118
STEP 4 Routine Analysis
119
Why address one context, one response class, one
function?Mann Muscott, 2005

• For some students with challenging behavior, the
  function of problem behavior changes in different
  contexts
• Less is more Doing well in one area is better
  than not well in many
• Success breeds success If behavior in one
  context improves, can have residual effects
• Consider addressing a context and behavior that
  is most likely to have residual effects if
  successful

120
Developing Written Summary
StatementsMuscott, 2000

• Summary statements should contain
• An operational definition of the behavior that is
  observable measurable
• Information pertaining to the topography (type of
  movement, objects used), frequency or rate,
  duration, intensity of the behavior
• A testable explanation which describes the
  relationship between the behavior environmental
  influences
• Distant setting events or antecedents (written
  like a condition statement in an objective)
• The maintaining consequence or result of the
  behavior
• Information related to the emotional state or
  thinking state of the student IF there is
  evidence to support the claim

121
Example of a Summary Statement Muscott, 2004

• During transition periods when new students are
  present, Jane uses aggression by striking peers
  on the back with an open hand for one to two
  seconds three or four times a period with no
  physical injury. This behavior is more likely to
  occur if she has had a reprimand the previous
  period. It is less likely when she is with
  students she knows. The behavior results in the
  students complaining to the teacher who then
  takes Jane out of the classroom. As a result,
  Jane avoids interacting with peers in
  unstructured situations.

122
Example of a Summary StatementMann, 2004

• Jack gets into arguments with his math teacher if
  she asks him to correct his mistakes. The
  behavior occurs 3-4 times a week and is of
  moderate intensity. As a result of this behavior
  Jack avoids correcting the work. This is more
  likely to happen if he has had difficulty with
  another subject prior to coming to math or if he
  gets more than 10 of the problems wrong. Its
  less likely to occur if the math teacher provides
  verbal praise before discussing corrections or if
  he gets less than 10 of the problems wrong.

123
Another Summary StatementMann Muscott, 2005

• Angel refuses to come in from recess when the
  bell rings approximately 2 times a week. The
  behavior is mild in intensity and usually lasts
  between 5 and 15 minutes. When this happens
  adults try to negotiate with her and sometimes
  run after her to get her to come in. This
  behavior is more likely to happen if she has had
  trouble with peers while outside. Its less
  likely to occur when she has had positive
  attention from adults during recess. This
  behavior results in her accessing adult attention
  to discuss what happened during recess.

124
From Function to Support Plan

• When hypothesis of function has high level of
  agreement, you are ready to develop a support
  plan
• Plan must incorporate
• Antecedent Setting event manipulations (when
  possible)
• Consequence manipulations (make behavior less
  likely to achieve a maintaining consequence make
  desired behavior more likely to achieve a desired
  consequence)
• Teaching component instruct, practice,
  acknowledge, assess
• A Data collection plan (how will you measure
  success? When will you check?)
• A statement of how student strengths are utilized
  in the plan

125
Influencing a predictable pathway

• 1) Antecedent manipulation What can be done
  through teaching or environmental supports PRIOR
  to the task that would make the problem behavior
  less likely to occur?
• 2) Replacement behavior What routine can be
  taught that allows the child to achieve the SAME
  function but not have to engage in problem
  behavior to do so?
• 3) Consequence manipulation What can be done to
  raise the value of engaging in the desired
  behavior? What can be done to reduce the
  effectiveness of the problem behavior (how would
  you make the current behavior less likely to
  achieve a maintaining consequence)?
• 4) Utilize Student Strengths

126
Assessing Progress Gathering DataMann
Muscott, 2008

• How will Team know if plan is successful (what
  reduction in frequency, duration, intensity of
  behavior over what period of time will
  demonstrate success)?
• How will Team know if plan is not successful?
• What is the Schedule for Review Monitoring?
• Will plan morph into student self-monitoring
  When How?
• How/ When/ With Whom will data be shared?

127
Data-Based Decision-Making Mann Muscott (2006)

• Begin with Broad Outcomes (What do we want to
  achieve?) or Key Questions (What do we want to
  know?)
• Identify the scope a Problem (scope and context)
  through the use of Data (Where we are now?)
• Translate Broad Outcomes into Specific Objectives
  with Criteria for Success based on data (What
  exactly do we want to achieve by when?)
• Identify Action items to get to the outcomes
  (What do we want to do?) (Strategic Plan) which
  creates Structure so that follow through is an
  expectation
• Monitor and Evaluate progress Use Data to
  assess your progress (Did it work?)
• Adapted from Horner (2003)

128
The FBA/ BSP Assessment ToolFBA/ BSP TOOL
NH CEBIS Functional Behavioral Assessment (FBA)
and Behavior Support Plan (BSP) Fidelity of
Implementation Evaluation Tool
129
Activity Review Tool

• Who Targeted Team
• What Review FBA/ BSP Assessment Tool
• Timeframe 30 Minutes
• Report Out None

130
Activity Team Time

• Who Targeted Team
• What Using Targeted Team Self-Assessment,
  develop action plan for next steps
• Timeframe 30 Minutes
• Report out None