BICM Certification Training

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BICM Certification Training

• Part 2
• February 19, 2003

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WELCOME to theB.I.C.M. CERTIFICATION
TRAININGPart II

• Who we are
• Todays Agenda
• What we will accomplish by the end of the morning
• B.I.C.M. - C.C.R. Definition

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DESIRABLE BEHAVIORS

• Stay on Task
• Do Your Work
• Participate
• Model Appropriate Behavior
• Stay Awake!

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ACTIVITYGetting To Know You

• Introduce Yourself
• Tell your role in school setting
• Talk about the most difficult behavior problem
  youve ever had to deal with

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HISTORICAL BACKGROUND
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Research literature on Functional Assessment has
roots in how people with Developmental
Disabilities (DD) and severe behavior problems
were historically supported

• 1950s - 60s support was primarily in
  institutional settings
• Institutional settings often correlated with
  frequent and severe problem behavior
• Most intervention for problem behavior limited to
  chemical or physical restraint

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Gradual emergence of evidence that people with
developmental disabilities respond to teaching
techniques

• Early emphasis on punishment as a consequence to
  reduce problem behavior
• Concerns about ethics, maintenance of
  interventions, and absence of replacement skills

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Several studies published in late 60s early 70s
demonstrated that self-injurious problem behavior
can serve a purpose or function for some
individuals

• Contingent attention demonstrated by Lovaas et al
  in 1965
• Contingent escape from task demands demonstrated
  by Carr et al in 1976
• Rincover et al demonstrated sensory reinforcement
  and a maintaining contingency for stereotypic
  behavior (1979) Favell et al (1982) showed
  sensory consequences as maintaining
  self-injurious behavior

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Different theories of motivation for self-injury
brought together in a single methodology
proposing assessment using functional analysis
(Iwata et al 1982)

• Assessed social attention, escape from demands,
  and sensory/automatic reinforcement
• Methodology use experimental design and presented
  hypothesized contingencies systematically while
  measuring effects on behavior
• Theory behind approach is behavioral

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Functional assessment is based on a behavioral
approach to psychology

• Emphasis on the study of what can be directly
  observed
• Priority placed on clearly defining (i.e.
  operationalizing) what is to be studied and
  recording observations over time (i.e. data
  collection)
• Tendency to avoid concepts or explanations that
  rely on internal or unobservable factors

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FUNCTIONAL ANALYSIS ASSESSMENT

• The Path to a FAA ...

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LEAST RESTRICTIVE APPROACHtoBehavior ...
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BIP
FAA
Behavior Support Plan
Behavior Goals /Objectives
CLASSROOM Interventions MODIFICATIONS /
Accommodations
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Behavior Key Concepts

• There are 2 Functions of Behavior

1. To get Something
2. To Reject Something (escape, protest, or avoid)
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1. To Get Something

• Object, attention (adult/peer) fulfill basic need

• Empowerment
• Belonging
• Freedom
• Fun
• Physical Needs

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2. To Reject Something

• Protest, Avoid, Escape

• e.g., to avoid difficult work, escape an
  environment where child feels inferior, hiding in
  restroom to avoid class.

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KEY CONCEPT

• Change occurs if there is an alternative to
  replace the problem behavior

e.g. What the student should do instead of the
problem behavior
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KEY CONCEPT

• Behavior is related to the environment

• There are always antecedents

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CLASSROOM INTERVENTIONS

• Modifications Accommodations

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Behavior Goals Focus on

• 1. Reducing frequency of problem behavior
• 2. Increasing use of alternative/replacement
  behaviors
• 3. Developing new skills that remove the need to
  use old problem behavior

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Key Points - Goals

• Measurable
• To track progress and to determine if its working

• Examples
• Stephanie will demonstrate acceptance of changes
  in routine by proceeding to next activity with no
  resistance (no screaming, hiding) on 90 of
  trails recorded over a three week period

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Goals

• Example Sue will learn a system of
  communication, picture exchange communication
  system (PECs) and utilize picture exchange to
  request desired objects or activities on 90 of
  request situations in a two month period.

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Behavior Support Plans

• Why do we do them?

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Top 5 Reasons to Create a BSP
1. Behavior is interfering with students learning
2. Identify the function of behavior
3. They provide support
4. Its only one page and people may read them
5. Its the law and BEST Practice
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Examples of the New BSPandBlank
FormandCompleted Example
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FAA needed when Serious or Extreme

• Assaultive behavior
• Self-Injurious behavior
• Behavior causing serious property damage
• Pervasive Maladaptive Behavior

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• Assaultive - physical attacks that are serious
  and occurring often
• Self-Injurious - physical harming self (e.g.
  cutting, hits self on head, causing nose bleeds
  and bruising)
• Pervasive Maladaptive - serious behavior that
  interfere with quality of life (e.g. throwing
  cloths off, projectile vomiting in response to
  request to perform tasks, school refusal, or
  school phobia)

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• Information obtained from the
• Functional
• Analysis
• Assessment
• May lead to creating a
• BIP .

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Overview of FAA Process

• Part 1 of 2 step process
• Assessment Plan and time lines
• Team Roles
• Staff Involvement
• Know Your Focus

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Role of BICM

• CONSULTS
• FACILITATES
• TRAINS

• EVALUATES
• SUPERVISES
• SUPPORTS

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EDUCATIONAL REVIEW
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MEDICAL and PSYCHOLOGICAL DATA
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ENVIRONMENTAL ANALYSIS
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Purpose is to identify the most problematic
behaviors, the factors in the environment that
trigger those behaviors, and to begin to develop
hypothesis regarding the purpose (function) the
problem behaviors serve (i.e. what are the
maintaining reinforcers).
Three major techniques

• Informant assessment (interview)
• Descriptive analysis (direct observation)
• Experimental analysis (direct manipulation of
  hypothesized factors)

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Initial steps that can help environmental
analysis go more smoothly

• Clear operational definitions of behaviors
  targeted for assessment. All team members should
  help define behaviors so that all agree on what
  to observe
• Brief inservice with teaching/direct care staff
  so that staff who interact with student are able
  to collect data while BICM is off-site
• Identify times settings most associated with
  problem behavior so that initial observations are
  more productive

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Informant assessment is important in providing
the details of the context in which problem
behavior occurs and in acquiring the hypotheses
from those who spend the most time with the
student

• At minimum, should include a person familiar with
  student in school setting as well as someone
  familiar with the student outside of school
• Interview can be informal, include rating scales,
  or semi-structured interview forms
• Informant data can be used to guide descriptive
  analysis and supplement observational data for
  low frequency behaviors

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An example of a semi-structured interview The
Functional Assessment Interview Form (ONeill,
Horner, Albin, Sprague, Storey, Newton, 1998)

• Operational definitions of problem behaviors
• Section on ecological setting events
• Description of schedules, routines, opportunities
  for choice and staff support
• Detailed questions regarding antecedent events
• Section on identifying hypothesized rewards for
  problem behaviors
• Coverage of alternative behaviors, communication
  skills, and guidelines for effectively working
  with student
• Brief reinforcer survey
• History of prior interventions
• Summary statements section to translate informant
  data into hypotheses

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Descriptive analysis is the process of observing,
recording, and summarizing observational data
when conducting a functional assessment

• ABC model of data collection
• Use operational definitions to clearly describe
  behavior of concern
• Record details of the environmental factors
  preceding and following behavior

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ABC Data Collection

• Observational behavior checklist reporting sheets
• Blank columns where antecedent, behavior, and
  consequence information is recorded
• Narrative logs
• Index cards

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Recording behavior does not require extensive
detail if operational definitions have been
developed effectively in advance. Additional
description of behavior useful when

• Recording behaviors not previously identified
  during definition phase
• Recording precursor behaviors that sometimes, but
  not always, lead to more severe problem behavior
• As a way of gathering behavioral information of
  functional alternatives that can be developed
  during intervention

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Data collection should occur using several
approaches

• BICM may want to consider a preliminary
  observation phase to get initial impressions
  prior to formal interview and records review
• Teacher or classroom staff data collection of
  data when BICM is unable to observe
• Formal direct observation in which variety of
  times, settings, and intervention contexts are
  observed by BICM

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Antecedent information should be recorded in as
much detail as possible since antecedents give
clues about the functions of problem behaviors
and have implications for intervention

• Immediate event(s) preceding the behavior episode
• More general description of environmental
  setting, including how the setting may contribute
  to the display of problem behavior
• Notes on any setting events that may have
  contributed on that day (e.g. poor sleep,
  illness, teasing on bus ride, bad weather keeping
  student inside during recess, etc.)

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ENVIRONMENTAL ANALYSIS WORKSHEET
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PHYSICAL SETTINGS Describe the aspects of the
physical/structural environment in which the
student spends his/her time
In what ways are episodes of behavior related to
the physical environment?
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SOCIAL SETTINGS Social aspects of the physical
contexts described above

• What types of social interactions occur and how
  do those interactions lead to problem behavior?
• How does the social context promote functional
  alternative skills?
• Do interactions with certain people or certain
  styles of interaction lead to problem behavior?

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ACTIVITIES/NATURE OF INSTRUCTION

• What does the instructional context look like?
• What requirements are placed on the student and
  how do skills deficits relate to behavior
  problems?
• What variety of activities are present in the
  environment?

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SCHEDULING

• When during the day is problem behavior
  occurring?
• Does unpredictability, monotony, or excessive
  time in one location/block schedule correlate
  with problem behavior?

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COMMUNICATION

• How do communication deficits relate to problem
  behavior?
• How could communication skills be used more
  effectively to replace problem behavior?
• How does the failure of other students or
  teaching staff to respond to appropriate
  communication relate to problem behavior?

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DEGREE OF INDEPENDENCE

• Is the level of independence allowed or support
  provided developmentally appropriate?
• Are students needs different from grade level
  peers?
• How does the need for greater independence or
  more support relate to problem behavior?

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DEGREE OF PARTICIPATION

• Is environment enriched? Does it promote student
  engagement?
• Does level of student participation motivation
  prevent problem behavior?
• What factors are associated with minimum
  maximum participation?

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AMOUNT/QUALITY OF SOCIAL INTERACTIONS

• Is student interaction style active and
  reciprocated by others?
• Are most student interactions inappropriate,
  ignored, or punished by peers or adults?

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DEGREE OF CHOICE

• How much is students choice incorporated into ed
  supports?
• Is students participation in IEP occurring
  appropriate to developmental level?
• How are choices made in scheduling students
  activities/tasks, materials used, preferred
  recreational activities or rewards, breaks from
  work, etc.?

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Synthesizing your Information

• Problem behavior data sheet - Form E
• Organize your information
• Consider all the data
• Ask yourself questions
• Consider dynamics
• Consider internal/emotional states
• Other

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PROBLEM BEHAVIOR DATA SHEET
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Developing the Hypothesis

• Statement about the function of the behavior
  based on all available information
• What you see and why its happening
• Look to consequences to help understand function
• One, or sometimes more than one function

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CASE EXAMPLES PRACTICE
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WHERE ARE WE?
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FOR FEBRUARY 26