Efficient and Effective Process for Completing FBA within a 3-tiered Continuum

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Efficient and Effective Process for Completing
FBA within a 3-tiered Continuum

• Teri Lewis-Palmer
• July 11, 2008

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Purpose

• To describe the critical features of functional
  behavioral assessment-based behavior intervention
  planning (FBA-BIP) process.

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1-5
1-5
5-10
5-10
80-90
80-90
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What is FBA?

• A systematic problem solving process for
  developing statements about factors that
• Contribute to the occurrence and maintenance of
  problem behavior, and
• More importantly, serve as basis for developing
  proactive comprehensive behavior support plans.

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Purpose of FBA

• Increase efficiency, relevance, effectiveness
  of behavior support interventions.
• Improve consistency with which behavior support
  plans are implemented.
• Increase accountability (legal professional)

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Use FBA when

• Students are not successful
• Interventions need to be developed
• Existing interventions need to made more
  effective and/or efficient

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How do I know if I have done an FBA?

• Description of problem behavior
• Identification of conditions that predict when
  problem behavior will and will not occur
• Identification of consequences that maintain
  problem behaviors (functions)

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• Summary statements or testable hypotheses that
  describe specific behavior, conditions, and
  reinforcers
• Collection of direct observation data that
  support summary statements

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FBAs do not

• FBAs guide the development of BIP. They do not
  result in
• Eligibility
• Placement
• Manifest determination
• Can provide information that is useful for all of
  these of procedures

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FBA Misrules

• Only one way to collect FBA information,
• FBA process is basically the same
• Decisions about methods for collecting data may
  vary based on what information need to be
  collected

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• Must do everything every time.
• Base FBA activities on what you know.
• FBA is systematic behavior support planning
  process.

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• Everyone has to know how to do FBA.
• Small of people must have high fluency.
• All people must know process what to expect.
• Some individuals must work on sustainability.

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• FBA is it.
• One component of comprehensive plan of behavior
  support.
• FBA is only for students with disability
• Process for behavior of all individuals across
  multiple settings

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• Power, authority, control, intimidation,
  bullying, etc. are functionsTwo basic research
  validated functions
• Positive reinforcement (get/access)
• Negative reinforcement (avoid/escape)

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WHAT ARE FBA STEPS (process)?

• Collect Information to determine function.
• Develop testable hypothesis or summary statements
  and indicate functions.
• Collect direct observation data to confirm
  summary statement.
• Identify desired and acceptable replacement
  behaviors.
• Develop behavior intervention plan.
• Develop comprehensive BIP to ensure high fidelity
  implementation.
• Develop on-going monitoring system.

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Step 1 Collect Information

• Multiple sources
• Student, parent, teacher, etc.
• Multiple settings
• Where it occurs doesnt occur
• Strengths
• Reinforcers, goals, hobbies, social skills,
  academic achievements, etc.

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Step 1.continued

• Multiple methods
• Archival review
• Office discipline referrals, behavior incident
  reports, etc.
• Checklist/inventory
• FACTS, routine analysis
• Interview
• Brief, student-guided, parent, teacher
• Direct observation
• ONeill et al., ABC, scatter plot. Etc.

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Aaron

• Teacher interview, student interview, record
  reviewWhen Aaron sits next to preferred peers,
  he talks to them to gain peer attention.

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Defining behavior

• Must be in operational, observable, or measurable
  terms.
• To achieve high agreement between two people.

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Aaron

• Aaron whispers to three different peers during
  class instruction and independent and group work
  time. He will both initiate the interaction and
  respond to peer initiations. He talks more in
  science and social studies. Sometimes he talks
  about class topic.

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STEP 2. Develop summary statement.

• Testable hypothesis (objective guess).
• Write in observable terms.
• If not confirmable, collect more information
  restate.
• Developed from review of assessment information.
• Composed of (a) problem behavior, (b) triggering
  antecedent, (c) maintaining consequences, (d)
  setting events.

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Setting events

• Factors that make problem behavior worse (more
  likely to occur, more intense)
• E.g., illness, fatigue, social conflict, change
  in routine,
• Factors that change value of current reinforcers
• E.g., verbal praise less effective, peer
  attention more influential,escaping work more
  desirable.

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Testable Hypothesis
Setting Events
Triggering Antecedents
Maintaining Consequences
Problem Behavior
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Testable Hypothesis
Setting Events
Triggering Antecedents
Maintaining Consequences
Problem Behavior
Peer proximity
Talks in class
Gain peer attention
None
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STEP 3. Collect direct observation data to
confirm summary statement

• Testable hypothesis
• Multiple settings
• Measures of
• problem behavior
• triggering antecedents,
• maintaining consequences,
• setting events

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• Collect direction information to confirm summary
  statement.

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• STEP 4. Developing competing pathways summary
  statement
• Components
• Confirmed summary statements
• Desired replacement behavior to be displayed in
  problem situation (behavioral objective)
• Alternative replacement behavior that could
  achieve same outcome as problem behavior

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Competing Behavior Pathway
Existing Consequence Grades More work
Desired Behavior Work quietly
Setting event None
Antecedent Preferred peer
Problem Behavior Talking
Maintaining Consequence Gain Peer attention
Alternative Behavior Peer helper
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• STEP 5. Develop behavior support plan.
• Tactics for
• discouraging problem behavior,
• teaching encouraging desirable acceptable
  replacement behavior,
• preventing responding to emergency/crisis
  situations,
• monitoring implementation effectiveness
• Emphasis on manipulation of (a) behaviors, (b)
  antecedents, (c) consequences, (d) setting
  events

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Guidelines

• Design antecedent strategies to make triggering
  antecedents irrelevant.
• So they no longer serve as triggers.
• Design behavior teaching strategies to make
  problem behaviors inefficient.
• So more acceptable behaviors are easier to do.

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Guidelines

• Design consequence strategies to make maintaining
  consequences ineffective.
• So they no longer are present or
• Are less reinforcing.
• Design setting event strategies to eliminate or
  neutralize effects of setting events.
• So they have less impact on routines
  reinforcers.

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Aaron
Setting Events
Triggering Antecedents
Teaching Behaviors
Maintaining Consequences

• None
• Neutralize

• Self-managementsheet
• Choice of seating
• Teacher precorrectionIrrelevant

• Teach Aaron to- self-assess-self-monitor-self-
  recruitInefficient

• Praise/tokens for appropriate(self peer)
• Planned correction
• Ineffective

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• STEP 6. Develop details routines for full
  implementation of behavior support plan
• Logistics
• E.g., schedules, people, materials, training,
  monitoring
• Scripts for adults to
• Modify structural/routine/environment
• Neutralize setting events
• Manipulate antecedent consequence events
• Teach response/skills
• Respond to emergency/crisis situations

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Generic Plan Template
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• STEP 7. Monitor evaluate implementation of
  behavior support plan.
• Data
• Impact on
• student behavior, lifestyle outcomes
• significant others
• Fidelity of implementation

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Consider contextual fit (Albin, Lucyshyn,
Horner, Flannery, 1996)

• Characteristics of person for whom plan is
  designed.
• Variables related to people who will implement
  plan.
• Features of environments systems within which
  plan will be implemented. (p. 82)

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Observations
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Big Ideas

• FBA-BIP is a process designed to increase the
  effectiveness and efficiency of individualized
  behavior support planning.
• FBA-BIP is appropriate for all students and all
  types of problem behavior.
• Intensity of FBA-BIP should match intensity of
  problem and needs of students.

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Additional Resources

• www.pbis.org
• Technical assistance guide 1
• ONeill et al (1997). Functional assessment and
  program development for problem behavior A
  practical handbook. Pacific Grove, CA Brooks/Cole

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Existing Consequence Less work
Desired Behavior Let others host Some events
Setting event Job Stress Deadlines
Antecedent Family event (e.g., holiday)
Problem Behavior Host all events Do all cooking
Maintaining Consequence Control
Alternative Behavior ?????