Introduction and Practice in Functional Behavior Assessment and Behavior Intervention Planning (FBA/BIP) From FBA to BIP

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Introduction and Practice in Functional Behavior
Assessment and Behavior Intervention Planning
(FBA/BIP)From FBA to BIP
Part 2.0
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Welcome Back!!!
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Whats the function of the behavior that brought
you here today?

• A. To get access to learn new skills
• B. To avoid being back at school
• C. Get a free lunch
• D. All of the above
• E. None of the above

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Learning Objectives

• Day Two
• Review learning from last week
• Develop a BIP for selected student
• Plan for implementing FBA/BIP within your
  multi-tiered system

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Review of Functional Behavior Assessment

• D.A.S.H
• System and Team Process
• Competing Behavior Pathway to build behavior
  intervention plan
• What questions do you have?

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Activity- Homework ReviewConfirming the
Competing Behavior Pathway for Your Student

• Using the post-its on your table, write the
  setting event, antecedent, behavior, maintaining
  consequence, replacement behavior, desired
  behavior and new maintaining consequence for your
  teams student in one of the blank Competing
  Behavior Pathways.

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Group Share

• Tell us about your student. What is the
• Observable behavior?
• Antecedent?
• Setting Event?
• Consequences?
• Hypothesis of Function of Behavior?
• Selected Desire Behavior?
• Replacement Behavior?

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What do we do with This Information?
Simple FBA
If the team has confidence in the hypothesis
If the team does not have confidence in the
hypothesis
Develop/Implement a Behavior Support Plan
Gather More Information
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Competing Behavior Pathways
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Competing Behavior Pathways
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Behavior Intervention Plan (BIP)

• Two Goals
• Reduce problem behaviors
• Increase appropriate behaviors

• Make problem behaviors
• Irrelevant
• Inefficient
• ineffective

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Group Share from Homework

• Which Strategy did you try?
• How did it go?

Antecedent Strategies
Teaching Strategies
Setting Event Strategies
Consequence Strategies
Add effective reinforcers for alternative and
desired behavior Minimize reinforcement
(pay-off) for problem behavior
Eliminate/ neutralize setting events
Modify or remove triggers to prevent problem
behavior Prompt alternative and/or desired
behavior
Teach alternative that is more efficient Teach
desired skills
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Discussion about answers homework.
Do quiz without complaints.
On Mondays and/or when up all of the night
before.
Verbal protests, slump in chair, walks out
of room.
Daily nongraded quiz on previous nights homework
Avoids doing quiz homework discussion.
Turn in with name sit quietly w/o interrupting.
Give easy warm-up task before doing quiz.
Precorrect behavior options consequences.
With first sign of problem behaviors, remove
task, or request completion of task next
period. Remove task based on step in task
analysis (STO). Provide effective verbal praise
other reinforcers.
Teach options to problem behavior 1. Turn in
blank 2. Turn in w/ name 3. Turn in w/ name
first item done. 4. Turn in w/ name 50 of
items done.
Give time to review homework. Give quiet
time before starting.
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Setting Event Strategies
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Setting Event Strategies

• These are structural changes made to the students
  
• day or classroom
• Alternative Schedule
• Sitting Near the Teacher
• Lunch in the support room
• Student Check In
• Early or late entry to class/activity

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Antecedent Strategies
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Antecedent Strategies
Setting Event Strategies Manipulate Antecedent Teach Behavior Alter Consequences
Eliminate or Neutralize Setting Events Prevent/Modify Triggers Prompts for Alt/Des Behavior Teach Alternate Behavior Teach Desired Behavior/ Academic/ Social Skills Reinforce Alt/Des Behavior Response to Problem Behavior/ Corrective Feedback
Antecedent strategies are designed to make
problem behavior irrelevant by 1. Eliminating
or Modifying antecedents that trigger the
behavior AND 2. Prompting alternative/Desired
behavior (pre-correction)
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Identifying Antecedent Strategies

• When asked to read independently at his seat,
  Ronnie makes inappropriate noises and makes faces
  at peers. Based on the FBA data collected, the
  team agreed that the function of Ronnies
  behavior is to obtain peer attention.
• Which is the best antecedent modifying strategy?
• Provide student with an easier reading assignment
  
• Remind student of expectations related to
  respectful behavior
• Allow student to wear headphones during
  independent reading
• Ask student to work quietly 11 with a reading
  buddy
• Have student check in with the teacher at the
  beginning of class

Addresses 1.Antecedent? Function?
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Identifying Antecedent Strategies

• When Pam is asked to work on long-division
  problems in math class, she argues, refuses to
  work, and uses profanity to avoid/escape the
  difficult task.
• Which is the best antecedent modifying strategy
  to prevent problem behavior? Why or Why Not?
• Move students seat closer to the teacher
• Give student more time to complete the difficult
  tasks
• Give student an easier math assignment she can be
  successful with
• Warn student she will be sent to office for using
  profanity
• Allow student to practice long-division on the
  computer

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Consequence Strategies
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Consequence Strategies
Setting Event Strategies Manipulate Antecedent Prevent problem prompt alternate/desired behavior Teach Behavior Explicitly Teach Alternative Desired Behaviors Alter Consequences Reinforce alternate desired behavior extinguish negative behavior
Eliminate or Neutralize Setting Events Modify/Prevent Triggers Prompt Alt/Desired Behavior Teach Alternate Behavior Teach Desired Behavior/ Academic/ Social Skills Reinforce Alt/Des Behavior Response to Problem Behavior - Redirection -Extinction

• Consequence strategies help make problem behavior
  ineffective by
• Reinforcing appropriate behaviors
• AND
• 2. Minimizing reinforcement for problem
  behavior

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Only Two Basic Functions
Negative Reinforcement
Positive Reinforcement
from Horner Sugai at www.pbis.org
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Reinforcing Alternative and Desired Behavior
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Consequences Reinforcing the Alternative Behavior

• It is extremely important that the alternative
  behavior is reinforced
• Immediately
• Consistently
• and
• Results in the same type of reinforcement as the
  problem behavior (serves the same function)
• This is necessary for the alternative behavior to
  successfully compete with the problem behavior.
• In other words, the problem behavior cannot
  happen if the student is exhibiting the desired
  behaviorthey cant happen at the same time!

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Identifying Consequence Strategies Reinforcing
Alternative/Desired Behavior

• During independent seatwork, Ronnie makes
  inappropriate noises and makes faces at peers.
  The function of Ronnies behavior is to obtain
  peer attention.

Function? Reasonable expectations?

• Which are the best reinforcement strategies?
• Student is allowed to sit by a preferred peer
  for 15 minutes, if he is quiet and on task during
  seatwork every day for a week
• Student will receive a free homework pass if
  he has no problem behavior during independent
  seatwork
• When student is on task with no problem
  behavior for 15 minutes, he will be allowed to
  sit at back table and read with a peer
• Student receives frequent teacher praise for
  staying on task
• Student is allowed to work with a peer when
  asks appropriately

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Identifying Consequence Strategies Reinforcing
Alternative/Desired Behavior

• During independent reading time in language arts,
  Audrey makes noises, talks out, and walks around
  the room. The FBA has shown that this behavior is
  maintained by adult attention.

• Which are the best reinforcement strategies? Why
  or Why Not?
• Student can play a game with the teacher if she
  works quietly (no more than 2 talk-outs) during
  independent reading
• Student is allowed to work with a peer when she
  has been quiet for 15 minutes
• Student receives help from teacher if asks
  appropriately
• Student can eat lunch with the teacher if no
  talk-outs for one month
• Student earns a homework pass for on-task
  behavior

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Consequences Responding to Problem Behavior

• Responses to Problem Behavior should focus on two
  things
• 1. Redirecting to the Alternative Behavior
• 2. Extinction of the Problem Behavior

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Responding to Problem Behavior Redirection

• At the earliest signs of problem behavior,
  quickly redirect to the alternative behavior
• Example
• During independent work, Annie often talks out to
  get teacher attention. If ignored, Annie will
  begin yelling and knocking materials off her
  desk.
• When Annie first starts talking out, her teacher
  will immediately remind her how to appropriately
  get adult attention and will praise Annies use
  of the alternative behavior.

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Responding to Problem Behavior Extinction

• Do NOT allow the problem behavior to work or
  pay off for the student.
• Eliminate/minimize the amount of missed
  instructional time or work provided to a student
  for engaging in problem behavior
• But make sure student is capable of doing work
  or provide support/instruction so student can
  complete the work
• Eliminate/minimize the amount of attention for
  engaging in problem behavior
• Limit verbal interactions/explanations
• Create a signal to cue the student to use the
  alternative behavior instead

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Responding to Problem Behavior Extinction

• Note extinction should ALWAYS be combined
  with frequent reinforcers for alternative/desired
  behavior.
• Example
• Darci engages in problem behavior that results in
  peer attention.
• Darcis peers will receive Panther Paws for
  ignoring her inappropriate behavior.
• Darci will also be learning how to interact (and
  provided frequent opportunities to practice
  interacting) with peers appropriately and will
  earn time with peers for alternative/desired
  behavior.

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Teaching Strategies

• These are the skills the student will need to be
  taught to do
• How to ask for a break using break card
• How to monitor his/her progress with a point
  sheet
• How to engage in appropriate conversations with
  peers during small group counseling

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Activity

• Use the post-its on your table to come up with 1
  setting strategy, 1 antecedent strategy, 1
  behavior teaching strategy and 1 consequence
  strategy and place them on the appropriate chart
  paper.

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ACTIVITY 9

• Using the F-BSP Protocol, complete the Competing
  Behavior Pathway (lower portion) for your student
  (Step 6).

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Measuring and Monitoring the BIP

• Step 7 Select Initial Intervention Strategies
• Define tasks and whos going to do them by when.
• Step 8 Evaluation Plan
• Create Goal Statements
• Develop Evaluation Procedures and data sheets
• Use a data sheet that is set up to take data
  efficiently and clearly - checklists/tallies-
  with correct measurement that aligns with the
  language of the goal/objectives

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Step 7 in your F-BSP Protocol
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Step 8 in your F-BSP Protocol
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ACTIVITY 10

• Review Step 7 and Step 8 in the F-BSP Example
• Complete Step 7 and Step 8 for your student

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Next Steps

• You may need to collect more data
• Teacher/Parent/Student Interviews
• More Behavior Observations
• File Review
• Office Discipline Referrals
• Grades
• Test Scores

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Thanks and

• .think about coaching needs back home and try to
  arrange for at least one on-site coaching visit
  with one of us with your team back home during an
  actual FBA/BIP
• Questions/Comments?