Function-Based Support: Selected Topics

1. Function-Based Support: Selected Topics Rob Horner & George Sugai Universities of Oregon & Connecticut Center on PBIS www.PBIS.org

2. pbis.org

3. Quiz • How many muscles in cat’s ear? • 32 • What is a “prompt that keeps things going?” • Behavioral momentum • New Big Idea • Function matters

4. CONTINUUM of SWPBS • Tertiary Prevention • Wraparound • School-based MH • Function-based support Audit Identify existing efforts by tier Specify outcome for each effort Evaluate implementation accuracy & outcome effectiveness Eliminate/integrate based on outcomes Establish decision rules (RtI) ~5% ~15% • Secondary Prevention • Check in/out • First Steps • Targeted SS Group • Primary Prevention • SWPBS • General social skills • Character education ~80% of Students

5. Outcomes • Function based support • Function • Levels of function based support • Response class & routines • Function & behavior intervention & support plans

6. 4 PBS Elements Supporting Social Competence & Academic Achievement OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

7. Function Based Support?PROCESS emphasizing…. • Behavioral theory, applied behavior analysis, & positive behavior support • Environmental context • Function of behavior • Teaching effective, efficient, & relevant behaviors • Behavior of implementers

8. Function-based Support *Response class *Routine analysis *Hypothesis statement *Alternative behaviors *Competing behavior analysis *Contextual fit *Strengths, preferences, & lifestyle outcomes *Evidence-based interventions Problem Behavior Functional Assessment *Implementation support *Data plan • Team-based • Behavior competence Intervention & Support Plan *Continuous improvement *Sustainability plan Fidelity of Implementation Impact on Behavior & Lifestyle

9. Functional approach logic • Behaviors are maintained by consequence events (function) • Positive or negative reinforcement • Behaviors are occasioned by antecedent events • Relate antecedent to emission of behavior & likelihood of consequence event • Changing behaviors requires consideration of maintaining consequences

10. What is FBA? A systematic process for developing statements about factors that • contribute to occurrence & maintenance of problem behavior, & • more importantly, serve as basis for developing proactive & comprehensive behavior support plans.

11. Only 2 Basic Functions Pos Reinf Neg Reinf Existing aversive condition identified

12. Ingram, Lewis-Palmer, & Sugai, 2005

14. INFORMAL EASIER SIMPLE RESPONSIVE INDIRECT DIRECT NOT RESPONSIVE COMPLICATED HARDER FORMAL

16. Testable Hypothesis “Basic Unit” Setting Events Triggering Antecedents Problem Behavior & Response Class Maintaining Consequences • “Best guess” about behavior & conditions under which it is observed • Represents basic working unit of FBA • Directly guides development of BIP

17. Consider response class Set of topographically different behaviors with similar or related purpose or function • Hit, spit, runaway, yell… • Escape difficult task request • Cry, hit, whine, raise hand, spit….. • Obtain adult attention

18. Functional Assessment Checklist for Teachers “FACTS” STEP 1: Student/ Grade: _____Clarence/5th grade_____ Date: ____January 11___________ Interviewer: ___________Sugai________ Respondent(s): ____Thomas_____ STEP 2: Student Profile: Please identify at least three strengths or contributions the student brings to school. C. has leadership potential. Peers listened to him, and he can be very convincing and sincere. He’s academically competent and seems to be moving smoothly and successfully through the school curriculum. STEP 3: Problem Behavior(s): Identify problem behaviors ___Tardy_X Fight/physical Aggression ___ Disruptive___ Theft___ UnresponsiveX Inappropriate Language_X__ Insubordination___ Vandalism___ Withdrawn_X__ Verbal Harassment____Work not done___ Other __________ ____X _ Verbally Inappropriate___ Self-injury Describe problem behavior:C. may have one of the shortest fuses I’ve seen. One little tease by a peer, and he quickly and predictably escalates through a behavioral sequence that begins with passive in subordination (non response), moves to a mild protest, shifts to harassment and name calling, increases to property damage and even to physical aggression. Its interesting that he seems to “enjoy” the reactions he gets from peers that he aggresses toward, and from peers who look up to him for his aggressiveness.

19. STEP 4: Routine Analysis

20. Fundamental Rule! “You should not propose to reduce a problem behavior without also identifying alternative, desired behaviors person should perform instead of problem behavior” (O’Neill et al., 1997, p. 71).

21. Desired Alternative Typical Consequence Summary Statement Setting Events Triggering Antecedents Problem Behavior Maintaining Consequences Acceptable Alternative

22. Add effective & & remove ineffective reinforcers Neutralize/ eliminate setting events Add relevant & remove irrelevant triggers Teach alternative that is more efficient

23. When has FBA been done? • Clear & measurable definition of problem behaviors. • Complete testable hypothesis or summary statement is provided. • Statement of function (purpose) of behavior 3. Data (direct observation) to confirm testable hypothesis. • Behavior intervention plan based on testable hypothesis • Contextually appropriate supports for accurate implementation

24. Definition of Problem Behavior or Class Testable Hypothesis FBA Elements Contextually Appropriate Support Function Statement Behavior Intervention Plan Supporting Data Competing Path Analysis

25. Do quiz without complaints. Discussion about answers & homework. On Mondays and/or when up all of the night before. Daily nongraded quiz on previous night’s homework Verbal protests, slump in chair, walks out of room. Avoids doing quiz & homework discussion. Turn in with name & sit quietly w/o interrupting. + Give time to review homework. + Give quiet time before starting. + 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.

26. 6 FBA Misrules • Only one way to conduct FBA…. • FA process & elements basically same • Vary by • Intensity • Agreement • Responsiveness NO

27. Must do everything every time…. • Base FBA activity on • Understood • Confirmed (data) • Responsiveness NO

28. Everyone has to know how to do a full FBA…. • Small number people must have high fluency • All people must know process & what to expect • Some individuals must work on systems sustainability NO

29. FBA is it….. • One component of comprehensive plan of behavior support • Academic, family, medical, vocational, mental health, etc. NO

30. FBA is only for students with disabilities… • Process for undersanding behavior of all individuals across multiple settings NO

31. 6. “Power,” “authority,” “control,” etc. are functions…. 2 research validated functions Positive & Negative Reinforcement NO

32. Behavior Support Elements *Response class *Routine analysis *Hypothesis statement *Alternative behaviors *Competing behavior analysis *Contextual fit *Strengths, preferences, & lifestyle outcomes *Evidence-based interventions Problem Behavior Functional Assessment *Implementation support *Data plan • Team-based • Behavior competence Intervention & Support Plan *Continuous improvement *Sustainability plan Fidelity of Implementation Impact on Behavior & Lifestyle