Functional Assessment Intervention System FAIS Light Version

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Functional Assessment Intervention System
(FAIS)Light Version

• Presented by
• AVRSB Psychologists

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FAIS Light

• a behavioural assessment and program plan for
  Yellow Zone students

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Positive Effective Behaviour Support (PEBS)
Continuum of School-Wide .Instructional and
Positive .Behaviour Support
5??TERTIARY PREVENTION
Red Zone
SECONDARY PREVENTION ?????????15
Yellow Zone
PRIMARY PREVENTION ????????????? 80
Green Zone
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FAIS Light and PEBS

• Every behaviour has a function.
• Identify the function of the problem behaviour.
• Teach an alternative behaviour that serves the
  same function.
• Adapt environment to promote use of alternative
  behaviour.
• Behaviour is predictable, thus preventable

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Programming LinksFAIS LIGHT
AdaptationsFAIS (full)
IPP
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FAIS Light - Program Planning Process

• Identification of student with behaviours of
  concern.
• Exploration of classroom strategies by teacher /
  Problem-Solving meeting at school.
• Referral to Program Planning Team meeting to
  complete the FAIS Light (parents, teachers,
  administrator, Guidance, School Psychologist,
  other Student Services staff as appropriate).

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FAIS Light - Program Planning Process (cont.)

• Follow-up Program Planning Team meetings to
  evaluate FAIS Light plan.
• Next step Monitor/Revise plan. The team may
  decide to refer to Behavioural Intervention Team.

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Structure of FAIS Light

• Identify Concern, Function, and Positive
  Alternative Behaviour.
• Design Positive Support Plan.
• Evaluate Progress and Plan Next Steps.

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A. Identify the Priority Concern

• What difficulty or problem is causing the
  greatest concern?

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Criteria for Identifying and Describing the
Priority Concern

• Have the classroom teacher identify the concern
  that MOST interferes with the childs productive
  functioning and the learning environment.
• As a team, describe the concerns in concrete and
  observable terms, when it happens, and how it
  happens.
• Ensure there is consensus regarding the behaviour
  description.

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Examples of a Priority Concern

• Talking out during small group time.
• Wandering around during independent work.
• Insults classmates on the playground.
• Easily agitated and prone to anger outbursts.

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B. Identifying Context/Setting Conditions

• Describe distant or proximal situations that
  contribute to the behaviour.
• Setting (e.g., hallways)
• Task/Activity (e.g., large group)
• Specific Triggers (e.g., adult request)

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Check all context or setting conditions in which
the student is most likely to have difficulties.
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Identifying the Function of the Behaviour

• As a team, identify the apparent functions
  (underlying reasons, intents, or pay-offs) that
  cause the behaviour of concern.

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C. Identify the Function of the Behavior Check
all that apply.
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Escape/Protection (Avoid task Escape
Consequence)

• Tantrum at the start of each structured activity.
• Looks spacey when given math seatwork.
• Lights a cigarette as principal walks by.

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Gain Attention/Control (Focus attention on
self/Control an event, situation, or person)

• Pulls his scribbler from teachers hands.
• Refuses to move out of her desk when requested.
• Burps loudly in class.
• Tells teacher off.

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Other Functions

• Communication
• (Lack of skill or experience)
• - Withdraws from the group
• - Throws food that she doesnt like
• Affiliation/Affirmation
• (Become wanted or chosen)
• - Chooses troublemakers as friends.
• - Acts silly to be popular.
• - Bullies other students to belong in negative
  peer group.

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Other Functions

• Self-Expression
• (Express feelings or needs)
• - Draws pictures of serial bombings or weird
  fantasies.
• Gratification (Feels good, rewards self)
• - Hoards the computer.
• - Refused to give up a toy in class.

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Other Functions

• Justice/Revenge
• (Settle a score, restitution)
• - Destroys anothers work.
• - Grabs toys or objects from others.
• - Engages in physical aggression.
• Sensory Stimulation
• (Neurological needs or problems)
• - Sucks on clothes or clothing items.
• - Taps foot constantly.
• - Rocks body.

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D. Identify Competencies and Positive Alternatives

• Describe social or academic competencies that may
  serve as a positive alternative for the concern.

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Designing the Positive Support Plan

• Environmental strategies
• Teaching strategies
• Altered Response strategies

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Environmental Strategies

• Environmental strategies prevent or minimize the
  occurrence of the prioritized concern by
  adjusting or modifying the features of the
  classroom, school, or home environment.

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Types of Environmental Strategies

• Problem Preventers
• Modifying Classroom Arrangements
• Optimizing Rules, Routines, and Transitions
• Techniques for Matching Instructional Demand with
  Learning Capability

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A. Environmental Strategies Problem
Preventers

• Signal Interference
• Child Cues
• Flexible Planning
• Proximity Control
• Cooperation Boosting

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A. Environmental Strategies Problem
Preventers (cont.)

• Remove Nuisance Objects
• Humour or Comic Relief
• Hurdle Helping or Joining with the Child
• Bother Bouncing

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A. Environmental Strategies Problem
Preventers (cont.)

• High Probability Requests
• Touch Control
• Foreshadow

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Environmental Strategies Modifying Classroom
Environment

• Seating Arrangement
• Adult Presence
• Optimize Room Arrangement

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Environmental Strategies Optimizing Rules,
Routines, and Transitions

• Clarify Directions and Expectations
• Provide Equivalent Choices
• Scaffold Prompts and Practice

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Environmental StrategiesOptimizing Rules,
Routines, and Transitions

• Schedules and Routines
• Consensus Classroom Rules
• Streamline Transitions

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Environmental Strategies Techniques for
Matching Instructional Demand and Learning
Capability

• Task-Skill Matching
• Class-Wide Peer Tutoring

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Teaching Strategies

• Designed to teach children positive alternative
  behaviours that meet the same need as the
  challenging behaviour.
• Examples of competencies a child may need to
  develop include learning how to request
  assistance, how to communicate a need, how to
  interact with a peer, or how to complete a
  classroom task.

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Types of Teaching and Competence Strategies

• Peer-mediated strategies
• Teacher-mediated strategies

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Instruction in relaxation skills is an example of
a teaching strategy.
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A. Teaching and Competence Strategies
Peer-Mediated Strategies

• Peer Proximity
• Peer Prompting
• Peer-Initiation
• Guidelines for Using Peer-Prompting and Peer
  Initiation
• Peer Buddies

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B. Teaching and Competence Strategies
Teacher-Mediated Strategies

• Social Stories and Puppets
• Empowering Roles
• Structured Games or Play Groups
• Friendship Activities

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Altered Response Strategies

• Teachers response is altered.
• Designed to minimize the occurrence of
  challenging behaviour by responding effectively
  AFTER behaviour occurs.

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Altered Response Strategies Proven Positive
Responses

• De-escalate and Resist Conflict
• Promote Peace
• Catch Being Good
• Counter Conflict With Consequences for Caring

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Example of an Altered Response Strategy
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Altered Response Strategies Proven Positive
Responses (cont.)

• Negotiate Response Choices
• Reframe with Empathy
• Encourage Coping

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Altered Response Strategies Proven Positive
Responses (cont.)

• Natural and Logical Consequences
• Praise Effectively

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The Problems with Punishment (negative
consequence)

• It is a stopgap measure that may temporarily
  suppress the behaviour but does not address the
  why or function behind the behaviour.
• It does not provide guidance to students by
  indicating what they should do differently to
  meet their needs.
• It is associated with unwanted side effects
  aggression, avoidance, or emotional outbursts.
• It often leads to an INCREASE in the very
  behaviour targeted to decrease.

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Altered Response Strategies Guidelines for
Judicious Use of Negative Consequences

• Use infrequently and Only as Transition Tools
• Rehearse Consequences
• Balance with Positive
• Think About How Given

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Developing the Positive Support Plan

• As a team, brainstorm positive support strategies
  (i.e., environmental, teaching, and altered
  response strategies) to reinforce the positive
  alternative behaviour.
• Enter a few feasible strategies into the Positive
  Support Plan table.

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Evaluate Progress and Plan Next Steps

• On the review date, Program Planning Team meets.
• Describe students current progress with the
  behavioural adaptations.
• Summarize strategies that facilitated progress.
• Summarize strategies that impeded progress.
• Plan next steps. Monitor/Revise plan. The team
  may decide to refer to Behavioural Intervention
  Team.

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Student with Behaviours of Concern

• Meet Alexander
• Alexander exhibits physical aggression (e.g.,
  hitting, yelling), verbal aggression (e.g.,
  taunting), and defiance daily toward peers and
  playground supervisor on the playground (i.e.,
  recess periods). Alexander is rejected by his
  peers (e.g., plays alone, seldom chosen as
  partner) daily within the classroom.

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Functional Assessment and Intervention
System FAIS-LIGHT RECORD FORM Based on the FAIS
by Karen Stoiber, PhD
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Check all context or setting conditions in which
the student is most likely to have difficulties.
(ALEXANDER)
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C. Identify the Function of the Behavior
(Alexander) Check all that apply.
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Design Positive Support Plan (Alexander)
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C. Identify the Function of the Behavior
(Alexander) Check all that apply.
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Alexander Positive Support Plan (cont.)

• Resources needed for Positive Support Plan
• (Parents, teacher, playground supervisor, and
  Guidance/ school psychologist )
• Review date October 12, 2007

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Alex Evaluate progress and plan next steps

• Describe students current progress with the
  behavioural adaptations.
• - Reduction of physical and verbal aggression,
  increased peer acceptance, as well as the
  emergence of peer-related social competencies.
• Summarize strategies that facilitated progress.
• - Wake up Alexander 15 minutes earlier.
• - Greet Alexander at school entrance.
• - Classroom social problem sessions.
• - Leadership tasks (need for power/control).
• - Structured play (need for acceptance).
• - Role-play activities concerning positive social
  interactions.
• - Behavioural monitoring of positive recess play.
• - Choice in school and home reward for attaining
  specified criterion of positive social
  interactions.
• - Praise for appropriate social interactions.
• Positive note home.
• Summarize strategies that impeded progress.
• - He did not respond well to seating change.
• Plan next steps. Remove seating strategy.
  Continue and monitor. Next program planning
  meeting date March 10, 2008.