Functional Behavior Assessment (FBA) and the Development of Behavior Intervention Plans (BIP)

Transcription

1 Functional Behavior Assessment (FBA) and the Development of Behavior Intervention Plans (BIP) Using FBA to Develop Function-Based Support for Students with Mild to Moderate Problem Behaviors a webinar facilitated by Tracy Harris Vermont Agency of Education and Ken Kramberg Vermont BEST Team

2 FBA TO BIP (Function-Driven Behavior Intervention Plans) Background and Review

3 Backdrop and Rationale evidence-based practice improves effectiveness and efficiency of behavioral interventions scaling down to scale up AOE training grant

4 Oh, and... Behavior intervention is the redesign of environments, not the redesign of individuals Positive Behavior Intervention Plans define changes in the behavior of those who will implement the plan a behavior support plan describes what WE will do differently

5 Within the Context of PBIS Basic FBA: behaviors and functions are easily defined and identified Complex FBA: behaviors and functions vary, and are not easily defined and/or identified

6 Basic vs Complex FBA FOR WHAT DEVELOPED BY WHOM: BASIC Students with mild to moderate problem behaviors that are NOT dangerous and do NOT occur in many different settings Relatively simple and efficient process for behavior support planning based on practical FBA data Team of school-based professionals (ex: PBIS team members, teachers, administrator, etc.) COMPLEX Students with moderate to severe problem behaviors that may be dangerous and/ or occurrin in many different settings Time-intensive process that involves emergency planning, family-centered planning, and collaboration with outside agencies School-based team including p rofessionals w ith behaviorspecific expertise (ex: Behavior Specialist)

7 FBA TO BIP (Function-Driven Behavior Intervention Plans) Training Objectives

8 Training Objectives Use a Competing Behavior Pathway to Identify Function-Based Supports that... teach positive behaviors to replace problem behavior use strategies to prevent problem behavior and prompt positive behaviors reinforce replacement and desired behaviors effectively respond to problem behaviors by redirecting and minimizing their pay-off

9 FBA TO BIP (Function-Driven Behavior Intervention Plans) Case Study: Morgan

10 Morgan Morgan is a 6th grade student who was referred by her teacher for being disruptive (refusing to do work, throwing books/papers on the floor, and says this is lame ). This problem often occurs when she s asked to write complete sentences to answer writing prompts in Social Studies class. Morgan can verbally answer most questions successfully in large group discussions, however she struggles with spelling and sentence construction. After she engages in disruptive behavior, the teacher sends her to the planning room and Morgan typically stays there for the remainder of that class period. Her behaviors are most likely to occur when she has recently received negative or corrective feedback about her written work.

11 Summarize Morgan s Behavior Routine: During Setting Event: More likely when... Antecedent: When... Behavior: The student... Consequence: And as a result... Function: to...

12 Summarize Morgan s Behavior Routine: During Social Studies Setting Event: More likely when... Antecedent: When... Behavior: The student... Consequence: And as a result... Recently received negative feedback on writing Asked to write paragraphs Refuses to do work, throws books/papers on floor, inappropriate comments Teacher sends her to planning room Function: to... Avoid writing tasks

13 FBA TO BIP (Function-Driven Behavior Intervention Plans) Behavior Support Planning

14 Essential Characteristics of Replacement / Alternative Behaviors same function as the problem behavior easier to do than the problem behavior socially acceptable

15 Behavior Support Planning Manipulate Setting Events Manipulate Antecedents Teaching Behavior Manipulate Consequences Neutralize or eliminate setting events Add relevant & remove irrelevant triggers to prevent the behavior from occurring Teach alternative behavior that is more efficient, based on function, and socially appropriate Add effective & remove ineffective reinforcers that match the function or purpose the behavior serves

16 Behavior Support Planning Preventing problem behavior and supporting desired behavior Manipulate Setting Events Add relevent & remove irrelevent triggers to prevent the behavior from occurring ex: if Morgan s antecedent is being asked to do a difficult task, such as writing paragraphs in Social Studies, then... instead of giving her the usual assignment, give Morgan an assignment she can be more successful with (short answers vs paragraphs) or provide her with prompts/supports that allow her to be more successful (paragraph template), or provide precorrections and prompts to remind and cue Morgan to use desired responses for the Alternate Behavior, instead of Problem Behavior

17 Behavior Support Planning Manipulate Antecedents Neutralize or eliminate setting events Build in separating events to diminish the effects of the setting event and to decrease the likelihood that problem behavior will occur ex: if setting event for Morgan is receiving negative feedback on her writing and she has just received that type of feedback, then... build in a check-in to meet with an adult with whom she has a positive relationship, or do a fun activity with Morgan to turn her day around prior to moving on to the next writing task

18 Behavior Support Planning Teach Behavior

19 FBA TO BIP (Function-Driven Behavior Intervention Plans) Survey

20 What are the three essential characteristics of replacement / alternative behavior? Please type your responses into the chat box

21 What are the three essential characteristics of replacement / alternative behavior? Same function as the problem behavior Easier to do than the problem behavior Socially acceptable

22 Behavior Support Planning Teach Behavior Teach alternative behavior that is more efficient, based on the function, and socially appropriate Teach alternative and desired behavior that gets results more quickly and easily, thus making the problem behavior inefficient ex: teach Morgan to raise her hand and ask for a break, instead of throwing things, refusing to do the work, and making inappropriate comments by teaching Morgan an easier alternate behavior to get what she wants (avoiding the written task), we re making the problem behavior inefficient Morgan will need frequent practice, precorrections, and prompts to help her get in the habit of using the alternate behavior

23 Behavior Support Planning Manipulate Consequences Add effective & remove ineffective reinforcers that match the function or purpose that the behavior serves Change consequences that have maintained rather than eliminated the problem behavior do NOT allow the problem behavior to pay off for the student; put that problem behavior on extinction reward DESIRED and ALTERNATIVE behavior to make the problem behavior ineffective ex: we must refuse to allow Morgan to avoid written tasks for throwing a tantrum, and instead... prompt her to raise her hand and reward her for raising her hand and asking for a break by not providing Morgan with what she wants when she throws a tantrum, we are making the problem behavior ineffective it s crucial that we work hard to reinforce Morgan for engaging in the alternative behavior, or she will likely go back to and escalate the problem behavior

24 Morgan s Function-Driven BIP Routine: During Social Studies Setting Event: Save corrective feedback about writing for the end of the day Antecedents: Precorrections and prompts to raise hand and ask for break Desired Behavior: completes writing assignment in time allowed Behavior: Refuses to do work, throws books/papers on floor, inappropriate comments Consequence: adult praise, completes assignment in less time, good grade, written work displayed Consequence: remind that when raise hand for break, she ll get one if problem beh continues, send her work with her to plan room and not allowed to move on until writing is complete Function: avoid task Alternative Behavior: Raise hand & ask for break praise for showing alt. beh. give her a break with alt. activity give her modified writing assignment

25 FBA TO BIP (Function-Driven Behavior Intervention Plans) Identifying Appropriate Replacement Behavior

26 During independent reading time in Language Arts, Audrey calls out complaints to her teacher walks around the room. The FBA has shown that this behavior is maintained by gaining adult attention. Which is the BEST replacement behavior? a. ask to sit at the teacher s desk during reading b. raise hand and ask for a break c. request help/adult attention d. ask for a reward for completing the task e. request an easier task

27 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 gaining adult attention. Which is the BEST replacement behavior? a. ask to sit at the teacher s desk during reading b. raise hand and ask for a break c. request help/adult attention d. ask for a reward for completing the task e. request an easier task does it serve the same function as the problem behavior? is it easier to do than the problem behavior? is it socially acceptable?

28 When the class is given grammar worksheets at their desks, Ronnie makes animal noises and makes faces at peers. The function of his behavior is to obtain peer attention. Which is the BEST replacement behavior? a. ask to work with a peer b. ask for a work break c. earn extra recess with peer for finishing work quietly d. ask to meet with teacher e. read independently instead of doing worksheet

29 When the class is given grammar worksheets at their desks, Ronnie makes animal noises and makes faces at peers. The function of his behavior is to obtain peer attention. Which is the BEST replacement behavior? a. ask to work with a peer b. ask for a work break c. earn extra recess with peer for finishing work quietly d. ask to meet with teacher does it serve the same function as the problem behavior? is it easier to do than the problem behavior? is it socially acceptable? e. read independently instead of doing worksheet

30 When asked to work with her lab group in Science, Quinn whines and refuses to do her share of the work. The FBA indicates that the function of her behavior is to avoid peer attention. Which is the BEST replacement behavior? a. allow her to work with her choice of peers b. request adult support on the lab c. ask to work with a peer tutor on the lab d. ask to work on lab alone at her desk e. request an easier task

31 When asked to work with her lab group in Science, Quinn whines and refuses to do her share of the work. The FBA indicates that the function of her behavior is to avoid peer attention. Which is the BEST replacement behavior? a. allow her to work with her choice of peers b. request adult support on the lab c. ask to work with a peer tutor on the lab d. ask to work on lab alone at her desk does it serve the same function as the problem behavior? is it easier to do than the problem behavior? is it socially acceptable? e. request an easier task

32 FBA TO BIP (Function-Driven Behavior Intervention Plans) Key Points

33 Function-Driven BIPs... Replace problem behavior by teaching a socially acceptable, efficient behavior that allows the student to obtain the pay-off / function Prevent problem behaviors from occurring in the first place by directly addressing the triggers or antecedents and prompting replacement behaviors Reinforce replacement behaviors and desired behaviors based on the function/pay-off for the student Minimize reinforcement by ensuring that problem behaviors do not pay off for the student

34 for your thoughtful participation