Basic%20FBA%20to%20BSP

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Basic FBA to BSP
Using Functional Behavioral Assessment (FBA) to
Develop Function-Based
Behavior Support Plans (BSP) Adapted from Sheldon
Loman and others Day One
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Learning Objectives

• Day One
• Understand the concepts of function and
  functional behavior assessment
• Consider how FBA/BSP fits within a multi-tiered
  system of supports
• Learn the FBA process and practice with selected
  student
• Day Two
• Develop a BSP for selected student
• Plan for implementing FBA/BSP within your
  multi-tiered system

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Materialswww.pbisvermont.org

• Introduction and Practice in Functional Behavior
  Assessment and Behavior Support Planning
  (FBA/BSP)
• From FBA to BSP
• Workbook

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What is the Functional (Behavioral Assessment)
Behavior Support Plan (F-BSP) Protocol?

• An interview tool for collecting information
  about problem behaviors
• For staff, parents, and students
• The F-BSP then leads the team to create a
  competing behavior pathway and behavior support
  plan

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Whats the function of this behavior?
http//www.youtube.com/watch?vhkKOqij_Tdw
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Function Based Approach

• Focuses on
• Changing environmental factors
• instead of
• fixing the person.
• Its about what we as adults will do differently!

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D.A.S.H.

• Define behavior in observable and measurable
  terms
• Ask about behavior by interviewing staff and
  student
• specify routines where when behavior occurs
• summarize where, when, and why behavior occurs
• See the behavior
• observe the behavior during routines specified
• observe to verify summary from interviews
• Hypothesize
• a final summary of where, when, and why
  behaviors occur

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Simple vs Complex FBA
SIMPLE COMPLEX
FOR Students that demonstrate high frequency behaviors that are not dangerous, have received interventions that did not improve behavior, show behaviors in only 1-2 settings Students that demonstrate dangerous behaviors or show behaviors that occur in 3 or more school settings
WHAT Relatively simple and efficient process to guide behavior support planning Time-intensive process that involves emergency planning, family-centered planning, and collaboration with outside agencies
DEVELOPED BY WHOM Team of school-based personnel (ex teachers, special educator, counselor, administrator, behavior support personnel) School-based team, including professionals trained to develop and implement intensive interventions for students with severe problem behaviors (ex behavior specialist or school psychologist)
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• How Does
• the Functional Approach
• Fit Into Your Schools
• Multi-Tiered System of Supports?

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• Six Components of Universal
• Purpose Statement
• 3-5 Expectations
• System for Teaching Expectations
• System for Acknowledging Expectations
• System for Discouraging Problem Behavior
• Data-based Decision Making

Think Functionally!
Universal
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• Targeted Interventions
• Implement Universal with Fidelity
• Inventory Existing Targeted Practices
• Develop Intervention ie. Check-in/Check-out
• Develop Data System to Support Targeted
  Interventions

Match interventions to the function of the
behavior!
Targeted
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Examples Targeted Group Interventions Based on
Functions of Behavior

• Access Adult Attention/Support
• Check-In/Check-Out
• Adult Mentoring Programs
• Access Peer Attention/Support
• Social Skills Instruction
• Peer Mentoring
• Self-Monitoring with Peer Support (function
  academic task escape)

• Academic Skills Support
• Organization/Homework planning support
• Homework completion club
• Tutoring

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• INTENSIVE LEVEL
• Establish Intensive Team
• Establish SU Supports for the Intensive Level
• Establish SU and interagency
• Develop Capacity for Wraparound Supports

Create comprehensive FBA/BSP
Intensive
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FBA LOGIC MODEL Sheldon Loman, University of
Oregon
Behavior Specialist responsible for 25 FBAs in
school of 500
Individualized Supports 5 of Students
Personnel with flexible roles conduct proactive
Simple FBA to expand the scope of FBA, prevent
intensive problem behaviors, decrease reliance
on specialist.
Secondary Group Supports 10-15 of Students
School-wide Positive Behavioral Supports 80 of
Students
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Who is Responsible for Conducting FBA/BSP in Your
School?

• How does someone access this FBA/BSP?

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Requesting an FBA

• Teachers school teams should be able to
  identify the system for requesting assistance
• Teachers should be able to identify who to
  access assistance from
• The targeted team (EST) will determine when an
  FBA/BSP referral is necessary based on data

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ACTIVITY 1

• Using the questions in the workbook,
  review/develop your schools process for
  accessing an FBA/BSP

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D.A.S.H.

• Define behavior in observable and measurable
  terms
• Ask about behavior by interviewing staff and
  student
• specify routines where when behavior occurs
• summarize where, when, and why behavior occurs
• See the behavior
• observe the behavior during routines specified
• observe to verify summary from interviews
• Hypothesize
• a final summary of where, when, and why
  behaviors occur

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Defining and Understanding Behavior
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The ABCs of Understanding Behavior

• A Antecedent
• Find out the events that occur right before
  the behavior. When and Where?
• B Behavior
• Find out What is the observable problem
  behavior
• C Consequence
• Find out what happens after the behavior
  occurs. Why?

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Always Start by Defining the Problem Behavior
(ABCs)
2 Antecedents/Triggers When _____happens.
1 Behavior the student does (what)__
3 Consequence/Function ..and as a result ______

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Defining Observable Behaviors

• Definitions of behaviors need to be
• Observable The behavior is an action that
  can be seen
• Measurable The behavior can be counted or
  timed
• Defined so clearly that a person unfamiliar
  with the student could recognize the behavior
  without any doubts!

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Examples and Non-Examples
NON-OBSERVABLE / MEASURABLE OBSERVABLE / MEASURABLE
Disruptive behaviors Talks when teacher is lecturing, calling out in a loud voice, singing
Off-task behaviors Draws pictures during group work time
Angry, Hostile Behaviors Throwing objects, Kicking over chairs
Inappropriate language Calls peers names
Attention problems Tapping/ drumming on desk, looking around the classroom
Non-compliance Refusal to do work, failure to follow directions
Defiance Yells No or You cant make me when given direction
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Are these observable measurable?

• Gets out of desk and hits other students
• Has separation anxiety (from parent)
• Spacey
• Reads 120 wpm
• Says she hears voices
• Emotionally disturbed
• Doesnt like classmates

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Defining Behavior Tips1) What does the
behavior look like?

• Talking out Any verbalization made by the
  student that was not initiated by the teacher
  and/or distracts others from the assigned tasks
  in the classroom

2) Provide Examples and Non-Examples of the
Problem Behavior

• Examples of Talking Out
• Answering a question the teacher asks of a
  different student
• Non-examples of Talking Out
• Answering a question the teacher asks of the
  student

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Defining Behavior Tip 2Provide Examples and
Non-Examples of the Problem Behavior

• Examples of Talking Out
• Answering a question the teacher asks of a
  different student
• Talking when the teacher is giving directions
• Talking to peers during independent work time
• Non-examples of Talking Out
• Answering a question the teacher asks of the
  student
• Calling out to another student during recess
• Talking with table mates during a cooperative
  group activity

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ACTIVITY 2

• A) Using your workbook, provide an observable
  measurable definition for these behaviors
• Jeff is always disruptive in class
• Hailey is constantly off-task during math
• Chris is defiant
• Brandon is angry and hostile
• Alexis uses inappropriate language
• B) Provide an observable and measurable
  definition of your students behavior

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D.A.S.H.

• Define behavior in observable and measurable
  terms
• Ask about behavior by interviewing staff and
  student
• specify routines where when behavior occurs
• summarize where, when, and why behavior occurs
• See the behavior
• observe the behavior during routines specified
• observe to verify summary from interviews
• Hypothesize
• a final summary of where, when, and why
  behaviors occur

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AskingAbout When, Where, and Whythe Behavior
Occurs
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Once you have defined the problem
behaviorTHEN Where When does the behavior
occur?
2 Antecedents/Triggers When _____happens.
1 Behavior the student does (what)__
3 Consequence/Function ..and as a result ______

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WHERE and WHEN Does the Problem Behavior Occur?

• WHERE Routines where the problem behavior is
  most likely
• Examples during math class, gym, lunch, recess
• WHEN Specific events (or antecedents) within
  a routine that trigger the problem behavior
• Examples when given double-digit addition,
  given directions

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Identifying Antecedent Triggers

• Identify the event, action, or object that occurs
  right before the problem behavior (When)
• Signals the behavior
• Sets it off (trigger)
• Identify the ANTECEDENT in these examples
• At the lunch table, when told to shut up by a
  peer, Ben hits the student
• In language arts class, when asked to read aloud
  in class, Tracy gets up and tells jokes
• During circle time, when praised Jessie starts
  crying

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ACTIVITY 3

• Using your workbook, identify the behavior and
  antecedent in the scenarios

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Scenario 1

• During passing period in the hallway before
  recess, when peers tease him about his walk, A.J.
  calls them names and hits them.

Routine During __________________________
Passing Period before Recess
Antecedent
Behavior
When
When
When
The student...
The student...
CALLS NAMES HITS
PEERS TEASE ABOUT HIS WALK
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Scenario 2

• In math class, Bea stares off into space and does
  not respond to teacher directions when she is
  given a difficult math problem.

Routine During________________
Math Class
Antecedent
Behavior
When
When
The student
GIVEN A DIFFICULT MATH PROBLEM
STARES DOES NOT RESPOND TO DIRECTIONS
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• Once you have defined the behavior (the
  What) know Where When the behavior
  occurs
• Then What is the CONSEQUENCE? (What happens
  after or as a result of the behavior?)

2 Routines/Antecedents When _____happens.
1 Behavior the student does (what)__
3 Consequence/Outcome ..and as a result ______

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Consequence Determine What Happens Right
After the Behavior

• It may help to think and as a result
  ______________
• Example (Antecedent?Behavior?Consequence)
• During recess, when peers tease him, Ben hits his
  peers and they leave him alone.
• During reading, When asked to read aloud Tracy
  tells jokes, the other students laugh, and she is
  sent to the office (missing the assignment)
• During circle time, when praised Jessie starts
  crying, the teacher stops circle time and
  comforts her

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ACTIVITY 4

1. Using your workbook, identify the behavior,
   routine, antecedent, and consequence in the
   scenarios
2. Identify the ABCs of your students behavior

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Scenario 1

• Joe throws his pencil and rips his paper during
  math whenever he is given double-digit math
  problems. This results in him getting sent to the
  office.
• Routine During ________________

Math class
Antecedent/Trigger When..
Behavior Student does..
Consequence/Outcome and as a result
Throws pencil rips paper
Given double-digit math problems
Sent to the office
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Scenario 2

• Nancy cries during reading time when she is asked
  to work by herself. This results in the teacher
  sitting and reading with her.
• Routine During ________________

Reading
Antecedent/Trigger When
Behavior Student does..
Consequence/Outcome and as a result...
Asked to work by herself
The teacher sits reads with her
Cries
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• Once you have identified the ABCs
• Then You need to understand the FUNCTION or WHY
  the behavior occurs

2 Routines/Antecedents When _____happens.
1 Behavior the student does (what)__
3 Consequence/Outcome ..and as a result
______ Function is _________
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Functions of Behavior
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Most Common Functions of Behavior

• To Avoid/ Escape
• Difficult Task
• Boring Task
• Easy Task
• Physical demand
• Non-preferred activity
• Peer attention
• Staff attention
• Reprimands

• To Obtain/ Get
• Peer attention
• Adult attention
• Desired activity
• Desired object/ items
• Sensory stimulation auditory, tactile, etc.

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Examples of Function in School

• Obtain/Get Reinforcers
• I yell and others look at me
• I fight and others listen to me
• I wander and people talk to me
• I hit in order to get toys from other kids
• Escape/Avoid Aversives
• I cry when work gets hard and the teacher tells
  me to take a time out
• I throw a book during math class and the teacher
  will remove me from class
• I stand out of the way during PE and the other
  game participants will avoid throwing me the
  ball.

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Understanding Why the Behavior Occurs

• When understanding behavior, we want to learn
  what FUNCTION (or purpose) the behavior is
  serving for the student (what is the pay-off for
  the student or what maintains that behavior?)
• You need to understand from the students
  perspective
• What are they getting (or trying to get) from
  engaging in this behavior
• What is the most important thing that the student
  wants to gain (or avoid) by using this behavior

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Understanding FUNCTION WHY? What maintains the
behavior?

• Use information about the routine, antecedent,
  behavior, consequence to determine that the
  function of the behavior is either to
• -Get or Avoid something in the environment
• Routine During ________________

Consequence/Outcome and as a result
__________ Therefore, the function of the
behavior is to get/avoid ____________
Antecedent/Trigger When _________
Behavior Student does _________
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What is the Function of Janes Behavior?

• Jane, a fifth grade student, was referred for
  disruptive behavior to the student support team
  by her teacher, Mrs. ONeil.
• After interviewing Mrs. ONeil and conducting
  several observations of Jane in the classroom,
  the team determined that during transitions (from
  lunch, recess, dismissal) in the hallway when
  staff are present, she shouts profanities.
• Then, adults spend time talking with her about
  her behavior.

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Janes Summary Statement
Routine During ________________
Transitions
Antecedent/Trigger When ..
Behavior Student..
Consequence/Outcome and as a result... Therefo
re, the function of the behavior is to
get/avoid
Shouts profanities
Staff are present
Adults talk to her
Attention from Adults
Adult Attention is what maintains the behavior!!
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ACTIVITY 5

• Using your workbook, identify the behavior,
  routine, antecedent, and consequence in the
  scenario and for your student
• Use this information to determine the most likely
  FUNCTION of the problem behavior

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Scenario 1

• When asked to sit with to his peers in morning
  circle, Mike pulls the hair of the girl sitting
  next to him. The teacher tells Mike to go back
  and sit at his desk.

Routine During ________________
Morning Circle
Consequence/Outcome and as a result
Therefore, the function of the behavior is to
get/avoid
Antecedent/Trigger When
Behavior Student does
Sent to sit at desk
Asked to sit with peers
Pulls hair of girl next to him
Sitting at morning circle
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Scenario 3

• From the video you just watched on Shane .

Routine During ________________
Antecedent/Trigger When
Behavior Student does..
Consequence/Outcome and as a result
Therefore, the function of the behavior is to
get/avoid

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• After we defined the behavior (the What)
  know Where When Why the behavior occurs
• Then We ask Are there any events that happen
  outside of the routine that SET UP the behavior
  (make it more likely to occur)?

2 Antecedents/ Triggers
1 Behavior
3 Consequence and Function
4 Setting Events
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Setting Events

• Events, removed from the immediate situation,
  that have an impact on the students behavior
• Things that, when a trigger is present, increases
  the chances that the problem behavior will occur
• Examples lack of sleep, illness, change in
  routines, trauma, argument at home the night
  before, bullying, etc.

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Antecedents vs. Setting Events

• Antecedents - occur immediately before and
  act as triggers for problem behavior
• Setting Events indirectly set-up the problem
  behavior by temporarily altering the value of
  maintaining consequences.
• Setting events can help us PREDICT that the
  problem behavior will occur.

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Common Setting Events

• Lack of sleep or food
• Having a fight on the way to school
• Bad grade on a test / reprimands
• Forgetting to take medication
• Substitute teacher / changes in routine
• Non-examples
• Diagnosis of autism or ADHD
• Bad home life
• NOTE
• Setting Events can be difficult to identify,
  are often unknown.

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Setting Events Example
When peers approach Victor in the hallway and
say, Hello, he yells Leave me alone! and Go
away! Peers say he is weird and walk away. This
is most likely to happen on days that Victor has
an argument with his sibling before school.
What is the triggering antecedent? - Peers
approach and say hello What is the setting
event? - Argument with sibling before school
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ACTIVITY 6

• Using your workbook, identify the following in
  the scenarios
• The triggering antecedent
• The most likely FUNCTION of the problem
• behavior
• The setting event

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• Scenario 1
• When Jason is asked to outline a book chapter in
  Language Arts, he often argues, refuses to work
  and uses profanity which results in being sent to
  the office for disrespect. This behavior is
  more likely if Jason has an altercation with a
  peer on the bus on the way to school.

Routine
Language Arts
Setting event
Antecedent
Behavior
Consequence
Teacher sends him to the office Function
Arguing with teacher, refusing to work, profanity
Peer altercation on bus on the way to school
Asked to outline chapter
Escape Task
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• Scenario 2
• During story time when the teacher asks other
  students questions, Michelle blurts out responses
  or begins crying if she is not called on. When
  this happens, the educational assistant moves in
  closely and talks privately to Michelle in an
  effort to calm her. This is most likely to happen
  on days when Michelle has not had her medication.
  

Routine
Story time
Setting event
Antecedent
Behavior
Consequence
EA talks privately with the student Function
Blurts out responses, cries
Students does not take medication
Other students asked to answer questions
Adult Attention
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D.A.S.H.

• Define behavior in observable and measurable
  terms
• Ask about behavior by interviewing staff and
  student
• specify routines where when behavior occurs
• summarize where, when, and why behavior occurs
• See the behavior
• observe the behavior during routines specified
• observe to verify summary from interviews
• Hypothesize
• a final summary of where, when, and why
  behaviors occur

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Seeingor observing the behaviorto verify
summary from interviews
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The purpose of an observation is to confirm or
verify the teams summary

• If the team has high confidence in their summary,
  then they may decide that an observation is not
  necessary

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ABC Observation

• Observe the student in the routines identified
  during the interview
• Confirm accuracy of summary of behavior from
  interview
• Identify antecedents and outcomes that the team
  may have overlooked
• Verify the function of the students behavior
• Develop the most accurate summary statement

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D.A.S.H.

• Define behavior in observable and measurable
  terms
• Ask about behavior by interviewing staff and
  student
• specify routines where when behavior occurs
• summarize where, when, and why behavior occurs
• See the behavior
• observe the behavior during routines specified
• observe to verify summary from interviews
• Hypothesize
• a final summary of where, when, and why
  behaviors occur

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Hypothesizinga final summaryof where, when, and
whybehaviors occur
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Anatomy of an Hypothesis Statement

• During ___________________________________,
• (the routine or location)
• When _____________________________________,
• (summarize the antecedents
  here)
• he/she will __________________________________
• (summarize the problem
  behavior here)
• in order to _____________________________.
• (summarize the function
  here)
• This behavior is more likely to occur if
  ____________________.
• 
  (summarize setting event here)

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ACTIVITY 7

• Using your workbook,
• Complete the behavior pathway for your student
• Create your hypothesis statement

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Competing Behavior Pathway

• Desi

Routine
Desired Behavior
Consequence/Function
Setting Event
Antecedent
Problem Behavior
Consequence/Function
Alternative Behavior
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Competing Behavior Pathway

• Desi

Routine
Desired Behavior
Consequence/Function
Setting Event
Antecedent
Problem Behavior
Consequence/Function
Alternative Behavior
Start with the Alternative Behavior. Why cant we
go right to the Desired Behavior?
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Competing Behavior Pathway
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FBA Summary of Behavior

• Targeted Routine ____________
• FUNCTION
• is where student behavior intersects with the
  environment
• Function Learning
• Student Learns that when (A), if I (B), then
  (C)
• Function how I benefit so I keep doing B

Maintaining Consequence Function
Antecedent
Problem Behavior
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Why the Replacement Behavior?
3. Look how different this is from whats
happening now
Why not go straight to the Desired Behavior?
4. The student is going to need to gain numeracy
skills before being able to do this like peers
Routine Math Class
1. This is what were asking the student to do.
Success, teacher acknowledgment
Complete math assignment
Poor grades in math class
Sent to hall to calm down Function escape task
Crying, pushing papers off desk
Given double-digit addition problems
Raise hand ask for break
2. This is what the student is currently
obtaining.
5. So in the meantime we use the Alternative
behavior
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Essential Characteristics of Alternative
Behaviors

• Serves the same function as the problem behavior
• Is easier to do and more efficient than the
  problem behavior
• Socially acceptable

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Which of the Following are Appropriate
Alternative Behaviors?

• Leslie is 12, has severe intellectual
  disabilities, does not use words, and screams
  during independent work times in the Life Skills
  classroom. Screaming is maintained by adult
  attention.
• Which is the best Alternative Behavior
• Put head down on her desk and sit quietly
• Sign more to another student
• Take completed work up to show the teacher
• Move to sit by another student
• Use picture communication system to request
  teacher help

1. Serve same Function? Does it provide adult
attn?
2. Is Behavior easier to do than problem behavior?
3. Is Behavior Socially Acceptable?
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Which of the Following are Appropriate
Alternative Behaviors?

• Jason is nine and cries when asked to do
  difficult tasks. The crying is maintained by
  avoiding or escaping difficult tasks.
• Possible Alternative Behaviors
• More rewards for doing tasks
• Ask for an easier task/ worksheet
• Ask to play w/ his Gameboy
• Appropriately request adult attention
• Ask to have soda after tasks are done

2. Is behavior easier to do than problem behavior?
1. Serve same Function? Does it provide escape
from difficult task?
3. Is Behavior socially acceptable?
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Activity 8

• Identify the desired behavior you ultimately want
  your student to demonstrate
• Identify an alternative behavior that
• serves the same function as the problem behavior
• is easier to do and more efficient than the
  problem behavior
• is socially acceptable
• Record your students behavior pathway. Assign
  one team member to use the sticky notes to post
  the competing pathway on the laminated chart.
• Prepare to present your students competing
  pathway to others.

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Homework

• Gather more information on the student youve
  identified, using the interview section of the
  F-BSP Protocol (ideally in a team meeting)
• Conduct observations to verify the information
  gathered thus far
• Working with others, confirm/finalize a
  hypothesis statement for your student

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Questions?THANK YOU!

• www.pbisvermont.org