Module 5

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Module 5
Developing and Evaluating Behavior Support Plans
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Hypotheses

• One's best guess about the relationship between
  environmental events or conditions and person's
  challenging behavior.
• An approach for narrowing the field of possible
  influences until eventually the governing
  variables are identified.

OH 5.1
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Hypothesis Statements

• Relationships between a person's behavior and
  their environment (internal external)
• Statements are clear, concise, and accurate

OH 5.2
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Criteria for Useful Hypotheses

• Observable
• Testable
• Accurate
• Parsimonious

OH 5.3
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Developing Hypotheses

• When this occurs (describe context)
• the student does (describe the behavior)
• to access or avoid (describe functions)

OH 5.4
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A sample hypothesis
When Beverly

• (fast trigger)
• (slow trigger)
• (the student does)
• (in order to get)

• is not engaged with others or when shes engaged
  in activities for 15 minutes or longer
  (especially during lunch or free time)
• did not get to sleep before 11 p.m. the previous
  evening or does not feel well,
• she screams, slaps her face and pulls her hair
• to gain access to teacher attention.

OH 5.5
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Hypothesis
Setting Stimulus Problem Consequence Perceived Ant
ecedent Antecedent Behaviors Function (Slow
Trigger) (Fast Trigger)
More likely if When Curtis is Curtis yells Sent
to office Curtis no breakfast asked
to obscenities escapes the complete
difficult and/or task or non-preferred throws m
ath and objects reading tasks
More likely if During group Curtis
will Negative Curtis gets Curtis got little work
or other call out reinforcement attention attentio
n earlier situation in which teachers of teacher
as in the day he is receiving name or she
scolds him little attention pound on his desk
OH 5.6
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How to link hypothesis statements to behavior
interventions
The hypothesis statements link behavior
interventions to

• short-term prevention of problematic situations,
• teaching alternative skills,
• responses to problem behaviors (including crisis
  management), and
• long-term prevention

OH 5.7
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Competing Behavior Model
Desired Behavior
Maintaining Consequence
Setting Event
Antecedent Event
Problem Behavior
Maintaining Consequence
Equivalent Replacement Behavior
In R. ONeil, et. al. (1997). Functional
assessment and program development for problem
behavior A practical handbook. Pacific Grove,
CA Brooks/Cole Publishing Company.
OH 5.8
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Sample Competing Behavior Model
Reinforcing Consequence
Desired Behavior
Setting Event
Antecedent
Problem Behavior
Reinforcing Consequence
Raise hand and ask for help or a break
OH 5.9
Replacement Behavior
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Competing Behavior Model
Reinforcing Consequence
Desired Behavior
Setting Event
Antecedent
Problem Behavior
Reinforcing Consequence
Replacement Behavior
OH 5.10
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FBA basis for Hypotheses and Behavior
Intervention Planning

• Analyze information gathered during FBA
• Develop BIP consistent with the results derived
  from FBA
• The summary statement from the FBA should be
  included in the BIP

OH 5.11
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Behavior Intervention Planning

• The BIP is a plan that
• is developed for a specific student
• addresses specific problematic behavior(s)
• The BIP is not
• a general behavior plan

OH 5.12
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A BIP MUST INCLUDE!

• functional behavior assessment information
  summary in the form of hypothesis statements
• application of good, valid approaches that are
  consistent with hypothesis statements
• strategies that fit the context of the child,
  family, school and class
• necessary supports for support team members
  (parents, teachers, and caregivers)

OH 5.13
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Designing Behavior Support Plans

• Modify the environment
• Teach appropriate alternatives
• Manage consequences
• Promote lifestyle change

OH 5.14
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Designing the Plan

• Diagram summary statement
• Define alternative or competing behaviors with
  associated contingencies
• Select interventions that will make the problem
  behaviors
• irrelevant
• inefficient
• ineffective

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Irrelevant!

• Identify those situations that set the occasion
  for problem behavior
• Organize the environment to reduce the likelihood
  that those conditions are encountered
• typically this involved structural changes
• this alone may not eliminate the behavior

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Inefficient!
The problem behavior will become inefficient if
you change

• the physical effort of the problem behavior
• the frequency the problem behavior is reinforced
• the delay between the problem behavior and the
  reinforcement

OH 5.17
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Ineffective!

• A student will continue to perform problem
  behaviors as long as those behaviors are
  effective in obtaining desired reinforcements
• Systematically withhold or prevent
  access to the desired reinforcing outcome

OH 5.18
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Defining Alternative Behaviors

• To reduce a problem behavior at least one
  alternative behavior must be identified
• The BIP enables the student to reduce undesirable
  behavior and increase desirable behavior

OH 5.19
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Effective interventions should

• be an organized change in the setting that
  reduces likelihood of problem behavior
• increase likelihood of the acquisition and use of
  socially acceptable alternative behavior
• match the values, resources and skills of student
  with problem behavior

OH 5.20
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Building the Plan

• Include key players
• Include a summary of the FBA (i.e., Hypothesis
  Statements)
• Identify alternative behaviors
• Identify setting where behavior occurs
• Identify changes to antecedents\setting events
• Identify strategies to teach desired behavior
• Identify consequences that increase/encourage
  desired behavior
• Identify consequences that decrease/discourage
  challenging behavior
• Develop an evaluation/effectiveness assessment
  process

OH 5.21
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Issues in the Selection and Evaluation of
Behavior Support Plan Components

• Is the plan based on valid research?
• Does the plan fit the home, school, community?
• Is the team comfortable and satisfied with the
  plan?
• Is there sufficient accountability and systems
  support for the plan?

OH 5.22
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Antecedent and Setting-Event Modifications
Instructional Social or Health Strategies
Examples Examples
Remove a Avoid difficult Avoid drinks with
Caffeine problem event independent
work Avoid large crowds Avoid long delays
Modify a Shorten lessons Change voice
intonation problem Reduce problems Use
suggestive rather event Modify
instructions than directive language
Intersperse Mix difficult Schedule
non-preferred difficult/ problems
w/easy. activities among preferred. unpleasant M
ix mastered w/ Precede directives with w/ easy
or acquisition tasks easily followed
directives pleasant for independent events
seat work.
OH 5.23
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Antecedent and Setting-Event Modifications (cont.)
Instructional Social or Health Strategies
Examples Examples
Add Provide choice. Schedule preferred events
that Include student activities
daily. promote preferences. Involve
student in planning. desired Use
cooperative Provide variety of
activities. behaviors learning. Provide
opportunities for State clear social
interaction and daily expectations. exercise.
Promote a healthy diet.
Block or Allow frequent Provide
opportunities for neutralize breaks during rest
when tired or ill. the impact difficult
work. Provide time alone or time of negative
Reduce demands to regroup after
negative events when student experience.
appears agitated.
OH 5.24
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Teaching Alternative Skills
Alternative Skills Taught
Examples
Replacement Skills Teach to communicate
need Serve same function as Teach initiate
social interaction the problem behavior
General Skills Teach organizational
skills Broad skills that alter Expand social
play skills problem and prevent Teach
self-initiate activities the need
Coping and Tolerance Skills Teach to relax
during stressful events Teach to cope with or
Teach negotiation/conflict resolution tolerate
difficult situations Teach to control angry
outbursts
OH 5.25
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Consequence Interventions
Purpose Examples
Replacement skills Respond to requests for
break prompt to respond to play
requests. General/Coping/Tolerance skills Use
praise, give stickers, encourage self-record to
control anger, redirect to another
activity/prompt use of alternative skill
Increase use of alternative skills
Provide corrective feedback Implement
age-appropriate, negative consequences
Reduce outcomes of problem behavior
Engage in calming activity. Clear others from
the area make room safer. Use restraint only
prevent injury.
Crisis management
OH 5.26
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Lifestyle Interventions
Types Examples
1. Help maintain friendships 2. Use peer
networks to introduce into play group 3.
Incorporate opportunities for daily choice 4.
Develop an action plan that moves from
segregation to inclusive settings 5.
Sample perspective jobs 6. Help to participate
in after school activities
Quality of Life Adaptations
1. Teach staff to make accommodations 2.
Teach to understand communication system 3.
Make routines predictable/understandable 4.
Help practice new skills in different settings
5. Develop problem-solving skills 6. Help set
and monitor goals
Maintenance Strategies
OH 5.27
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Self Check Designing Support Plans
Antecedent and Setting Event Modifications

• plan includes antecedent setting event
  modifications to prevent problem behaviors
• the plan includes modifications to make desired
  behaviors more likely

OH 5.28
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Self CheckDesigning Support Plans
Teaching Alternative Skills
Team considered all three approaches to
alternative skill training

• replacement skills serve the same function as the
  problem behavior
• general skills help the individual prevent
  problem from occurring
• Teach alternative skills that produce immediate
  effects for the person first.

OH 5.29
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Self CheckDesigning Support Plans
Consequence Interventions

• includes strategies to
• strengthen alternative skills
• reduce payoff for problem behavior
• provide crisis management if necessary
• produce outcomes more effective/efficient than
  the problem behavior
• problem behavior reduced/eliminated
• address three phases of the crisis
• escalation
• eruption
• de-escalation

OH 5.30
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Self CheckDesigning Support Plans
Lifestyle Interventions

• include supports that improve the individuals
  quality of life
• include long-term adaptations that help the
  individual maintain new skills
• prevent problem behaviors from occurring

OH 5.31
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Self CheckDesigning Support Plans
Overall

• intervention strategies logically linked to
  hypothesis
• plan reflects individual/family preferences
• intervention strategies
• are age appropriate
• are acceptable for others w/o disabilities
• can be carried out in everyday settings without
  stigmatizing the individual

OH 5.32
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Monitoring and Evaluating OutcomesChanges in
Behavior

• significant reduction in target behaviors
• demonstrable acquisition of adaptive skills
• positive collateral effects absence of side
  effects
• reduced need for crisis intervention procedures
• evidence of behavior change across settings,
  circumstances, and over time

OH 5.33
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Monitoring and Evaluating OutcomesBroader
Lifestyle Changes

• integration in community settings
• expansion of social relationships
• competence and independence
• involvement in meaningful activities
• personal satisfaction and autonomy

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Measuring Progress
How to Collect Information

• Interviews
• teachers
• students
• parents
• service providers
• Informal anecdotal reports
• communication logs with parents
• teacher progress notes
• (Adapted from Meyer Janey, 1989)

OH 5.35
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Measuring Progress
How to Collect Information (cont.)

• Rating scales
• student social skills
• opportunities for choice
• Natural documents
• report cards
• incident reports
• medical records
• placement records
• Direct observation
• frequency
• duration
• observation logs
• (Adapted from Meyer Janey, 1989)

OH 5.36
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Emergency Procedures
Reactive strategies implemented to safely prevent
people engaging in severe self-injurious,
aggressive, or destructive behavior from doing
substantial damage to themselves, other people,
or their environment. The primary goals of
emergency procedures are to protect individuals
from harm and to de-escalate the crisis.

• not planned programmatic approach to supporting
  behavior
• evidence that the behavior support plan is in
  need of revision

OH 5.37
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Crisis Escalation Cycle
Phases of Escalating Behavior
5. Peak
4. Acceleration
6. De-escalation
3. Agitation
1. Calm
7. Recovery
2. Trigger
Time
OH 5.38