From “Practical FBA” to BSP:

1. From “Practical FBA” to BSP: DevelopingFunction-Based Support for Students with Mild to Moderate Problem Behavior M. K. Strickland-Cohen (2011) ECS, University of Oregon

2. Session #1Agenda • Introductions • Complete Pre-Test • Training Objectives • Review of Terms • Building Competing Behavior Pathways • Identifying Alternative Behaviors M. K. Strickland-Cohen (2011) ECS, University of Oregon

3. Pre-test M. K. Strickland-Cohen (2011) ECS, University of Oregon

4. From “Practical FBA” to BSP Training Series This is the a four-part series of training sessions on utilizing FBA data to develop behavior support plans for students with mild to moderate behavior problems in schools. M. K. Strickland-Cohen (2011) ECS, University of Oregon 4

5. Practical BSP Methods are designed to be used with students who: Exhibit high frequency problem behaviors that are NOT dangerous (e.g., talking out, non-compliance, not completing work, social withdrawal) Exhibit problem behaviors in 1 to 2 school routines (e.g., specific classroom activities, lunch, recess) Have received interventions that did not improve problem behavior Practical BSP Methods are NOT sufficient for use with students who: Exhibit dangerous behaviors (e.g., hitting, throwing objects, property destruction) Exhibit problem behaviors during 3 or more school routines M. K. Strickland-Cohen (2011) ECS, University of Oregon

6. Training Objectives • Training sessions focus on teaching you to lead a behavior support team through the process of: #1. Moving from a completed FBA to a Behavior Support Plan designed to: - Prevent problem behaviors from occurring - Teach alternative and desired behaviors - Reward appropriate behavior while minimizing the payoff for problem behavior #2. Developing Implementation and Evaluation plans detailing specific procedures, responsibilities, and timelines for: - Putting the BSP into action - Evaluating the effectiveness of the plan. M. K. Strickland-Cohen (2011) ECS, University of Oregon

7. Training Sessions Session #1: Building Competing Behavior Pathways Session #2: Identifying and Selecting Function-Based Behavior Support Strategies Session #3: Contextual Fit, and Implementation and Evaluation Planning Session #4: Specific steps in leading a BSP Team M. K. Strickland-Cohen (2011) ECS, University of Oregon

8. Format for Training Sessions Each of the 4 training sessions includes the following elements: Objectives: Content and skills participants will learn during the session Review: A review of terms and concepts Activities: Practice opportunities to better understand content and develop skills Checks for Understanding:Activities to check for understanding or identify points that need to be discussed or practiced further Comments and Questions M. K. Strickland-Cohen (2011) ECS, University of Oregon

9. Objectives for Session #1: Building Competing Behavior Pathways By the end of this training session Team Leaders will be able to: 1. Explain the difference between ‘mild to moderate’ and ‘severe/complex’ problem behaviors 2. Label the essential components of an FBA summary statement 3. Describe the three essential characteristics of alternative behavior 4. Identify examples and non-examples of appropriate alternative behaviors given sample scenarios 5. Construct an example summary statement including antecedents, behavior, consequence, and function, and provide examples of appropriate and inappropriate alternative behaviors M. K. Strickland-Cohen (2011) ECS, University of Oregon

10. A Quick Review of Behavioral Terms M. K. Strickland-Cohen (2011) ECS, University of Oregon

11. Always Start by Defining the Behavior 2 Routines/Antecedents/ Setting Events: When _____happens…. 1 Behavior: the student does (what)__ 3 Consequence/Function ..because (why) ______ M. K. Strickland-Cohen (2011) ECS, University of Oregon

12. Defining Observable Problem 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! M. K. Strickland-Cohen (2011) ECS, University of Oregon

13. Which is described in observable and measurable terms? hits with his fist –OR- aggressive bully –OR- takes money from peers psychotic –OR- says she hears voices arrives at class 10 minutes late –OR- irresponsible out of seat 55% of time –OR- hyperactive M. K. Strickland-Cohen (2011) ECS, University of Oregon

14. Review #1 (page 6) • Provide an observable & measurable definition for ONE of these behaviors: • Jeff is always disruptive in class. • Hailey is constantly off-task during math. • Brandon is defiant. • Alexis uses inappropriate language. M. K. Strickland-Cohen (2011) ECS, University of Oregon

15. 2 Routines/Antecedents/ Setting Events: When _____happens…. 1 Behavior: the student does (what)__ Once you have defined the problem behavior… Then: Where & Whendoes the behavior occur? • Routines • Triggering Antecedents • Setting Events M. K. Strickland-Cohen (2011) ECS, University of Oregon

16. Antecedents vs. Setting Events Antecedents - occur immediately before and act as “triggers” for problem behavior Setting Events – indirectly “set-up” the problem behavior bytemporarilyaltering the value of maintaining consequences. M. K. Strickland-Cohen (2011) ECS, University of Oregon

17. Examples of Antecedents: “Triggers” • When told to “shut up” by a peer, Ben hits the student • When asked to read aloud in class, Tracy gets up and tells jokes • Jessie often begins to cry, when praised during circle time * Note: these are also described in observable and measurable terms M. K. Strickland-Cohen (2011) ECS, University of Oregon

18. Examples of Setting Events: “Set ups” 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 sometimes unknown. M. K. Strickland-Cohen (2011) ECS, University of Oregon

19. Review #2 (page 7) After having an argument with his sibling at home before school, when peers approach Victor in the hallway and say, “Hello”, he yells “Leave me alone!” and “Go away!” Peers call him a weirdo and walk away. What is the triggering antecedent? - Peers approach and say “hello” What is the setting event? - Argument with sibling before school M. K. Strickland-Cohen (2011) ECS, University of Oregon

20. 2 Routines/Antecedents/Setting Events: When _____happens…. 1 Behavior: the student does (what)__ 3 Consequence/Function ..because (why) ______ Once you have defined the behavior (the What) & know Where & When the behavior occurs… Then:WHY does the behavior continue to occur (… what happens right afterwards)? What is the REINFORCER? M. K. Strickland-Cohen (2011) ECS, University of Oregon

21. Reinforcement • If a behavior is continuing to occur it is being reinforced… • A REINFORCER: • is an item, activity or event that follows a behavior and results in an INCREASE in that behavior. M. K. Strickland-Cohen (2011) ECS, University of Oregon

22. Functions that Behavior Serves (page 8) M. K. Strickland-Cohen (2011) ECS, University of Oregon

23. Common Functions of Problem Behavior in School Settings Obtain/ Access : Peer attention Adult attention Desired activity Desired object/ items Avoid/ Escape: Difficult Task Boring Task Easy Task Physical demands Non-preferred activity Peer or Adult attention M. K. Strickland-Cohen (2011) ECS, University of Oregon

24. Examples of Reinforcement • Example 1: When Cleo yells out for teacher help during class, her teacher walks over to Cleo’s desk, tells her to keep her voice down, and explains that she is disturbing the other students. Cleo’s yelling increases. • Example 2: When Hidalgo throws his work assignments on the floor, his teacher picks them up, marks a zero on them, & takes them away. His throwing of work assignments has increased. M. K. Strickland-Cohen (2011) ECS, University of Oregon

25. Understanding Challenging Behavior as a Response Class • Response Class- a group of behaviors that serve the same function. During independent work, Marcus often talks-out, crumples up his papers, and puts his head down on his desk, resulting in escape from difficult academic tasks. - In this example, talking-out, crumpling papers, and “putting head down on desk” are all part of the same response class. M. K. Strickland-Cohen (2011) ECS, University of Oregon

26. Moving From FBA to BSP M. K. Strickland-Cohen (2011) ECS, University of Oregon

27. From FBA toBSP The most important purpose of conducting FBA is to inform the development of comprehensive Behavior Support Plans that directly address the FUNCTION of student behavior Start with FBA results, specifically the Summary Statement M. K. Strickland-Cohen (2011) ECS, University of Oregon

28. Essential Components of FBA Summary Statements The summary statement should include an observable description of: Targeted Routine Any identified Setting events/ “Set-ups” Antecedents/ “triggers” for problem behavior Operationally defined Problem Behavior Consequences that follow the problem behavior Primary Function of problem Behavior Multiple Functions = Multiple Summary Statements M. K. Strickland-Cohen (2011) ECS, University of Oregon

29. Example Summary Statement for Ben’s Behavior In Social Studies, when asked to read independently, Ben (a strong reader) often gets out of his seat, walks around the room, and jokes with peers. Ben’s peers laugh and talk to him as he walks by. This behavior is most likely to happen on days when Ben’s parents bring him to school (i.e., he doesn’t ride the bus with friends). Routine: Social Studies Setting event Antecedent Behavior Consequence Ben brought to school by parents Out of seat, walks around room, jokes with peers Peers laugh and talk to Ben Asked to read independently Function: Access peer attention M. K. Strickland-Cohen (2011) ECS, University of Oregon

30. Activity 1 Summary Statement for Jason’s Behavior: 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. (page 10) Routine: Language Arts Setting event Antecedent Behavior Consequence Arguing with teacher, refusing to work, profanity Teacher sends her to the office Function: ESCAPE TASK Peer altercation on bus on the way to school Asked to outline chapter M. K. Strickland-Cohen (2011) ECS, University of Oregon

31. Activity 2 What is wrong with / missing from this summary statement? Sarah often leaves her seat without permission, walks around the room and talks with peers. Sarah’s peers laugh and talk with her. This behavior is more likely if she has forgotten to take her medication before school. The function of Sarah’s behavior is to gain access to teacher attention and to escape tasks. Routine: _____________ Setting event Antecedent Consequence Behavior Attention from Peers Function: Adult Attention Escape from Tasks Sarah forgets to take medication Walking around room, talking with peers M. K. Strickland-Cohen (2011) ECS, University of Oregon

32. Check for Understanding M. K. Strickland-Cohen (2011) ECS, University of Oregon

33. Critical Components of Behavior Support Plans #1: Competing Behavior Pathway #2: Function-Based Behavior Support Strategies #3: Implementation Plan #4: Evaluation Plan M. K. Strickland-Cohen (2011) ECS, University of Oregon

34. Competing Behavior Pathway M. K. Strickland-Cohen (2011) ECS, University of Oregon

35. Developing a Competing Behavior Pathway Summary Statement: We already have this!!! Desired Behavior Natural Consequence Targeted Routine Setting Event Antecedent Problem Behavior Maintaining Consequence Alternative Behavior M. K. Strickland-Cohen (2011) ECS, University of Oregon

36. This is what we want… Desired Behavior Natural Consequence Targeted Routine Setting Event Antecedent Problem Behavior Maintaining Consequence Alternative Behavior But… start with the Alternative Behavior. M. K. Strickland-Cohen (2011) ECS, University of Oregon

37. Desired vs. Alternative Behaviors Desired Behavior Long term goal = Follow classroom routines without problem behavior and with minimal supports Often requires teaching complex skills that the student is lacking (e.g., academic skills, social/communication skills, organizational skills) Alternative Behavior An immediate attempt to reduce problem behavior Serves the same FUNCTION as the problem behavior Allows team to implement support plan aimed at teaching new skills and increasing desired behaviors Should be a behavior that the student already engages in or can be quickly learned with minimal instruction M. K. Strickland-Cohen (2011) ECS, University of Oregon

38. Why the Alternative Behavior? 3. Look how different this is from what’s happening now Why not go straight to the Desired Behavior? 4. The student is going to need to gain writing skills before being able to do this like peers 1. This is what we’re asking the student to do. Nadia Success, teacher acknowledgment Complete writing task Routine: Language Arts None Identified Asked to complete Independent writing tasks Crying, pushing papers off desk Sent to hall to ‘calm down’ Function: escape task Raise hand & ask for break 2. This is what the student wants now. 5. So… in the meantime we use the alternate behavior M. K. Strickland-Cohen (2011) ECS, University of Oregon

39. Three Essential Characteristics of Alternative Behavior Alternative Behavior: Serves the same function as the problem behavior (reliably results in the same type of consequences as the problem behavior) Iseasier to dothan the problem behavior Requires less (or at least no more) physical effort than the problem behavior Issocially acceptable M. K. Strickland-Cohen (2011) ECS, University of Oregon

40. Identifying Appropriate Alternative Behavior • When Pam is asked to work on long-division problems in math class, she argues,refuses to work, and uses profanity in order to avoid/escapethe difficult task. 1. Serve same Function? Does it provide escape? • Which is the best alternative behavior? • Move to sit by another student • Request adult attention • Request an easier task/worksheet • Ask if she can play on the computer instead • Ask for a reward for completing the task 2. Is Behavior easier to do than problem behavior? 3. Is Behavior socially acceptable? M. K. Strickland-Cohen (2011) ECS, University of Oregon

41. Identifying Appropriate Alternative 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 byadult attention. • Which is the best alternative behavior?Why/Why Not? • Ask to sit at the teachers desk during reading • Raise hand and ask for a break • Request help/adult attention • Ask for a reward for completing the task • Request an easier task 1. Serve same Function? 2. Is it Easier? 3. Is it Socially Acceptable? M. K. Strickland-Cohen (2011) ECS, University of Oregon

42. Activity 3(page 12) • Complete the next one on your own. • Please write ‘yes’ or ‘no’ for each option AND explain why or why not? M. K. Strickland-Cohen (2011) ECS, University of Oregon

43. Identifying Appropriate Alternative Behavior • During independent seatwork, Ronnie makes inappropriate noises and makes faces at peers. Based on the data collected, the team agreed that the function of Ronnie’s behavior is to obtain peer attention. • Which is the best alternative behavior? • Ask the teacher for help • Finish all work, then ask to talk to a peer • Request help/adult attention • Ask to work with a peer tutor • Request an easier assignment M. K. Strickland-Cohen (2011) ECS, University of Oregon

44. Checks for Understanding M. K. Strickland-Cohen (2011) ECS, University of Oregon