Title: Writing Behavioral Intervention Plans Based on Functional Behavior Assessments
1Writing Behavioral Intervention Plans Based on
Functional Behavior Assessments
2AGENDA
- Today
- Overview of Functional Behavior Support
- Overview of PBS and the LAW
- Overview of Data Collection
- Analyze Real Data
- Competing Pathways Form
- Writing a Behavioral Intervention Plan
- Tool for Making the Whole Process ABC easy
- Interventions and Applications
- Lunch- Most important agenda item ?
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7Sometimes we provide better frogs!
8What Gives Bob? Ive been collecting the data
and youve been in the shower for three days man.
Help ME! Help ME!
Bob is stuck in the vicious loop of shampoo
bottle directions Lather, Rinse , Repeat.
Lather, Rinse, Repeat.
9What is Positive Behavioral Support?
- A new way of thinking about behavior
- Broadens intervention from only one approach -
reducing challenging behavior to.. - Encompasses multiple approaches changing
systems, altering environments, teaching skills,
and appreciating positive behavior
page 6
10PBS Includes
- A team process for goal setting
- Functional Behavioral Assessment
- Behavior intervention plan design,
implementation, and evaluation - This means everyone will react to the child in
the same way.
page 6
11Tertiary Prevention Specialized
Individualized Systems for Students with
High-Risk Behavior
CONTINUUM OF SCHOOL-WIDE POSITIVE
BEHAVIOR SUPPORT
5
Secondary Prevention Specialized Group Systems
for Students with At-Risk Behavior
15
Primary Prevention School-/Classroom- Wide
Systems for All Students, Staff, Settings
80 of Students
page 5
12Using the Three Tiered Problem Solving Model
13Goal Setting
- Identify team members
- most effective as collaborative process
- Develop a profile to include
- childs strengths
- childs needs
- childs target behaviors
- Identify settings situations that require
intervention
page 6
14Functional Behavioral Assessment (FBA)
- FBA is a process for gathering information to
understand the function (purpose) of behavior in
order to develop an effective intervention plan.
page 6
15Assumptions Underlying FBA
- Behavior is learned and serves a specific
purpose. - Behavior is related to the context within which
it occurs.
Page 6
16Questions to Address
Who What When Where Why How
page 6
17Defining Behavior
- Poor impulse control
- Angry, hostile, resentful
- Paying attention
- Stubborn
- Lying on the floor and refusing to move
- High pitched screams
- Hitting with fist
- Kicking over chairs
- Completing work
- crying
Page 7
18Methods for Conducting FBA
- Indirect
- Anecdotal
- Surveys
- Notes
- Interviews
- Descriptive
- Observational
- Data collection
-
page 8
19Indirect MethodsExamples
- MAS - Motivational Assessment Scale
- FAST- Functional Analysis Screening Tool
- PBQ- Problem Behavior Questionnaire
page 8
20Indirect MethodsStrengths and Limitations
- Strengths
- Easy to implement
- Minimal time and training required
- Structured methods
- May use for initial assessment
- Limitations
- 30 reliability to determine function
- Information can be subjective
- Non-specific functions identified (ex escape
from work)
page 8
21Descriptive/ObservationalMethodsExamples
- A-B-C Analysis
- Scatter plot
- Interval or
- Time sampling
page 8
22Descriptive Methods Strengths and Weaknesses
- Strengths
- Objective quantitative data
- Behavior is sampled in relevant settings
- Can ID environmental relationships
- Sufficient for BIP development
- Reliability (60-80)
-
- Limitations
- Analysis can be complex
- Time requirement
- Increased staff training experience may be
necessary - May not ID function of infrequent behavior
page 8
23The Old Way
- Reactive
- Do it because I said so..
- You hear someone saying
- Do you want a detention?
- Do I need to send you to the office?
- If you dont walk right down this hallway- Ill
drag you down the hallway.
24A man walks up to an elevator with a lion
25(No Transcript)
26Hes completely harmless unless something
startles him.
27Positive Behavior Support
- Look at the reason behind the target behavior.
We are going to be
Proactive
28Possible Functions
- Positive Reinforcement
- Social attention
- Access to materials
- Sensory Stimulation
- Negative Reinforcement
- Escape from
- Activities
- People
- Sensory
- Pain
To Get Out of
To Get
page 9
29- Sit N Fit Disk and Ikea Seat Cushions
30Analyzing Patterns
- Under what circumstances or antecedent events is
the target behavior most/least likely? WHEN?
WHERE? WHAT? WHO? WHY? - What consequences or results predictably follow
the target behavior? WHAT DO THEY GET? WHAT DO
THEY AVOID? - What broader issues are important influences on
behavior?
Page 9
31- I know that you believe that you understood what
you think I said, but I am not sure you realize
that what you heard is not what I meant. -
Robert McCloskey
32Other Information
- Times, activities, and individuals when behavior
is most or least likely to occur - Conditions that are typically associated before
or after the target behavior - Common setting events associated with the
behavior - Other behaviors that may occur before or with the
target behavior
pages 9
33Summary Statement
- 1. When this occurs(describe circumstances/antec
edents) - When we enter Sams Club
- 2. the child does(describe target behavior)
- Ryan emits a loud vocalization of protest
- 3. to get/to avoid(describe consequences)
- To escape the smell in Sams Club
34Example Statements
- 1. When the teachers attention is withdrawn or
focused on another child,2. Zoe makes noises3.
this results in the teacher scolding and moving
closer to Zoe. - 1. When all the student attention is on the
teacher,2. Terry interrupts the class with
comments3. the students laugh at Terrys
comments. - 1. When Kim finishes work before the rest of the
class,2. Kim scribbles on the desk3. this
results in the teacher giving Kim some work to do.
page 10
35Summary Statement Model
page 10
36Summary Statement Model
Target Behavior
Function(Reinforcer)
Setting Events/Antecedent
37Behavior Intervention Plan (BIP)
- The summary statement is the foundation for a
positive and supportive plan.
38Effective
- Managing consequences to reinforce desired
behaviors and replacement skills - Withhold reinforcement following target behavior
- Use of natural, least intrusive consequences that
address the identified function
page 11
39Behavioral Intervention Plan Model
Desired Behavior
Reinforcement
Setting Event/Antecedent
Target Behavior
Reinforcement (lt R)
Acceptable Alternative
Reinforcement(Function)
Antecedent Modifications
page 11
40Lets Meet Taylor
- When the teacher gives Taylor work to do, Taylor
whines and cries about too much work to do. The
whining becomes so disruptive to the class that
the teacher tells Taylor to just do some of them.
Taylor then does about half of them.
other examples on pages 12--14
41Behavioral Intervention Plan Model for Taylor
Uses social skills
other examples on pages 12--14
Attention
Taylor whines
Control/Escape
Work Assigned
Making deposits by giving choices.
Teacher attention praise- ignore whining.
Give choices Precorrects for following
directions Use enforceable statements
I listen to arguments at 800 a.m. or 330 p.m.
Which is better for you?
42Lets meet Terry
- Terry interrupts the teacher 63 times in a
30-minute period. Terry frequently receives
responses from other students in the class.
other examples on pages 12--14
43Behavioral Intervention Plan Model for Terry
other examples on pages 12--14
44Lets Meet Kim.
- Kim uses cuss words like they were part of the
English Language. - The teacher repeatedly calls attention to this by
telling Kim to stop cussing. - The teacher called home and the mom said, I
dont know why Kim uses those d words.
other examples on pages 12--14
45Behavioral Intervention Plan Model for Kim
Self-monitoring
Gets needs met
Class time
Attention and habit
Profanity
Ignore cuss words as much as possible. Give tons
of praise when new word is used.
Teach Model Practice Praise
Brainstorm new words to use
46Promoting Self-Management
- Self-monitoring (e.g., the child tracking own
performance by logging incidents such as speaking
out of turn) - Self-reinforcement(e.g., taking a break
following completion of a specific number of math
problems, recruiting praise from an adult for use
of a particular social skill) - Self-correction(e.g., child uses behavioral
checklist to evaluate own performance at the end
of each class period)
page 15
473
23
3
3
2
3
3
3
3
3
2
6
3
3 Great Day- No or very few behavioral learning
opportunities occurred 2 Pretty Good Day- few
behavioral learning opportunities occurred 1
This day could have been better- more than a few
behavioral learning opportunities
occurred Student Signature _____________________
____________________________ Teacher Signature
_________________________________________________
Parents' Signature ______________________________
___________________ For younger students use
smiling faces
48Crisis Management
- If the childs behavior poses a significant risk
to self or others, a plan to ensure safety and
rapid de-escalation needs to be developed. - Crisis plans are reactive, rather then proactive.
- Team members may require outside training to
implement procedures.
page 15
49Contextual Fit of Plan
- How does the plan align with the goals of the
child and support providers? - Do the people implementing the plan have the
capacity and commitment to do so? - Are the resources needed for the plan available?
page 15
50Dynamic Process
Functional Assessment Positive Interventions
Over time, plans will need to be adjusted as the
childs needs and circumstances change.
page 15
51Old ABC Forms
page 18
52Example
Key format
19-23
53Common Entries Form
- Available on www.behaviordoctor.org
54Example
beginning
ending
24
55When you get a chance fill in the other
information
page 24
66 OUT OF 420 MIN 16
56page 24
57page 25
66 OUT OF 420 MIN 16
58Lets Put it to Practice
Fictional Name
page 30
59Reese Roundtree
- Reese is 12 years old and has Down Syndrome and
some spectrum characteristics. Reese has the
physical characteristics of a person with Down
Syndrome and many of the typical behavioral
characteristics as well. Reese is functioning on
a third grade level with the ability to read
third grade level books, do multiplication facts,
and spell most of the first three levels of Dolch
words from memory. - Reese has lived in a residential center since he
was five years old. Reese has very little
contact with his biological family. His parents
health is declining and Reese has two older
brothers who are about 15-18 years older than him
and they visit about once a year.
page 27
60Reeses Strengths
- Strengths
- Reese is very good at music
- Reese is functioning on a third grade level
- Reese knows a lot about trains
PAGE 27
- Reinforcers
- Reese would do just about anything to play with
trains. There is a wooden set in the free choice
room and Reese is always trying to go in there. - Reese loves to have peer attention and is not shy
about being in front of a large crowd. - Reese has a pretty good relationship with Philip
Quinn the vice principal. Mr. Quinn happens to
be the administrator in charge of discipline and
therefore is the one that Reese reports to when
he is sent to the office.
61Behaviors We Would Like to Target for Change
- School and Home
- Verbal outbursts
- Non-compliance
- Physical aggression
62Scouts Behaviors
page 30
- Verbal Outburst
- A loud verbal sound or words that come from Reese
that disturbs the learning environment or the
peace of others. - Non-Compliance
- Any directive met with a negative verbal
response or no physical attempt to begin
activity. - Physical Aggression
- Any behavior that involves a part of Reeses
body coming in contact with another person-
including objects coming from Reeses hands or
feet.
63Antecedent, Behavior, and Consequence Form
24
minutes total
page 31-40
Student _____REESE___ ______Circle One Mon
Tue Wed Thurs Fri
Page _______
Full day Absent Partial day In _____
Out ______ Date Aug 21, 2006___
64Data Analysis
Page 41
Date______IMPORTANT____________ Team
Members_____IMPORTANT________ Days of Data
__________10______________ For this example we
have 10 days of data. You might have more or
less. Total Number of Incidents
________41___________ Count the number of
incidents for all the days of data
collection. Average Number of Incidents Daily
_____4.1______ Take total incidents divided by
number of days you collected data Average length
of time engaged in target behavior____2.05 Take
total number of minutes of target behavior and
divide by number of incidents. 84/41 of day
engaged in behavior_____2_________ Add up the
total minutes of target behavior and divide by
total number of available minutes for the data
recording time. 84/4200 minutes 100 2
65Thinking Chair- Time Out Chair
They stopped counting the behavior once the
decision was made to send Reese to the time out
chair (thinking chair). He sat there for 15
minutes on average He was sent there 13 times
in 10 days- multiply 13 by 15 and that is 195
minutes of class time lost - plus the 84 minutes
he engaged in targeted behaviors and that is 279
minutes of time lost from learning.
279/42001006.6 or 7
66Behavior Analysis
Page 42
67Behavior Analysis
Page 42
68Behavior Analysis
Page 43
2
2
2
2
2
2
You might have 3 Mondays and 1 Friday or some
other combination. You add up the total tallies
and divide by the number of each day of the week
that you collected data. For this example there
are 2 of each.
69Behavior Analysis
Page 43
2
2
2
2
2
You might have 3 Mondays and 1 Friday or some
other combination. You add up the total tallies
and divide by the number of each day of the week
that you collected data. For this example there
are 2 of each.
70Behavior Analysis
Page 43
71Behavior Analysis
Page 43
72Behaviors
Page 44
73Behaviors
Page 44
74Behavior Analysis
Page 44
75Behavior Analysis
Page 44
76Page 45
So if you have a transition antecedent and a
disruptive outburst you would mark it in the A
row in the B column.
77Page 45
So if you have a transition antecedent and a
disruptive outburst you would mark it in the A
row in the B column.
78Just like the last one. Graph row column.
Page 46
79Just like the last one. Graph row column.
Page 46
80Behavior Analysis
Page 46
Tally the consequence and the student reaction.
Then divide the number of stopped by the total
number of behaviors.
Divide the stopped by the total tallies.
81Behavior Analysis
Page 46
Tally the consequence and the student reaction.
Then divide the number of stopped by the total
number of behaviors.
Divide the stopped by the total tallies.
82Summary Statement
- 1. When this occurs(describe circumstances/antec
edents) - When Reece has _____________________
- 2. the child does(describe target behavior)
- 3. to get/to avoid(describe consequences)
- To ________________________________________
Quiet time
Reese has a verbal outburst
Get adult attention.
83Summary Statement
- When this occurs(describe circumstances/antecede
nts) - When Reese has _____________________
- 2. the child does(describe target behavior)
- Reese shows noncompliance
- 3. to get/to avoid(describe consequences)
- To ________________________________________
transitions
To get adult attention
Question to ask the team Does the attainment of
adult attention however, delay the next task to
the point that the real function is escape?
84Summary Statement
- When this occurs(describe circumstances/antecede
nts) - When Reese has _____________________
- 2. the child does(describe target behavior)
- Reese has physical aggression
- 3. to get/to avoid(describe consequences)
- To ________________________________________
New tasks
To escape work
Question to ask the team Does the attainment of
adult attention however, delay the next task to
the point that the real function is escape?
85Competing Pathways Chart
Desired Alternative
Maintaining Consequence or Function
Page 48
Target Behavior
Maintaining Consequence or Functions
Setting Events/Triggering Antecedents
Verbal outburst
adult attention
Quiet time
Behavior Support Planning
Behavior Teaching
Consequence Modifications
Setting Events Modifications
Antecedent Modifications
86Competing Pathways Chart
49
Desired Alternative
Maintaining Consequence or Function
Target Behavior
Maintaining Consequence or Functions
Setting Event/ Triggering Antecedents
Non-compliance
Attention or escape
transition
Behavior Support Planning
Behavior Teaching
Consequence Modifications
Setting Event and/or Antecedent Manipulations
87Competing Pathways Chart
50
Desired Alternative
Maintaining Consequence or Function
Target Behavior
Maintaining Consequence or Functions
Setting Event/ Triggering Antecedents
Physical aggression
Escape
New task
Behavior Support Planning
Behavior Teaching
Consequence Modifications
Setting Event and/or Antecedent Manipulations
88Home Setting Data
89- Verbal outbursts
- Non-compliance
- Physical aggression
90Weekday
91Data Analysis
Page 62
Date______IMPORTANT____________ Team
Members_____IMPORTANT________ Days of Data
__________10______________ For this example we
have 10 days of data. You might have more or
less. Total Number of Incidents
________21___________ Count the number of
incidents for all the days of data
collection. Average Number of Incidents Daily
_____2.1______ Take total incidents divided by
number of days you collected data Average length
of time engaged in target behavior____7.71 about
8 minutes Take total number of minutes of target
behavior and divide by number of incidents.
162/21 of day engaged in behavior_____4_____
____ Add up the total minutes of target behavior
and divide by total number of available minutes
for the data recording time. 162/4200 minutes
100 3.85 about 4
92Behavior Analysis
Page 63
93Behavior Analysis
Page 64
You might have 3 Mondays and 1 Friday or some
other combination. You add up the total tallies
and divide by the number of each day of the week
that you collected data. For this example there
are 2 of each.
94Behaviors
Page 64
95Behavior Analysis
Page 65
96Page 66
So if you have a transition antecedent and a
disruptive outburst you would mark it in the A
row in the B column.
97Just like the last one. Graph row column.
Page 67
98Behavior Analysis
Page 67
Tally the consequence and the student reaction.
Then divide the number of stopped by the total
number of behaviors.
Divide the stopped by the total tallies.
99Summary Statement
- 1. When this occurs(describe circumstances/antec
edents) - When Reece has _____________________
- 2. the child does(describe target behavior)
- 3. to get/to avoid(describe consequences)
- To ________________________________________
Quiet work
Reese has a verbal outburst
Get adult attention.
100Summary Statement
- When this occurs(describe circumstances/antecede
nts) - When Reese has _____________________
- 2. the child does(describe target behavior)
- Reese shows noncompliance
- 3. to get/to avoid(describe consequences)
- To ________________________________________
directives
To escape
Question to ask the team Does the attainment of
adult attention however, delay the next task to
the point that the real function is escape?
101Summary Statement
- When this occurs(describe circumstances/antecede
nts) - When Reese has _____________________
- 2. the child does(describe target behavior)
- Reese has physical aggression
- 3. to get/to avoid(describe consequences)
- To ________________________________________
Been denied access
To having to do the non-preferred
Question to ask the team Does the attainment of
adult attention however, delay the next task to
the point that the real function is escape?
102Weekend
103Data Analysis
Page 72
Date______IMPORTANT____________ Team
Members_____IMPORTANT________ Days of Data
__________4______________ For this example we
have 10 days of data. You might have more or
less. Total Number of Incidents
________8___________ Count the number of
incidents for all the days of data
collection. Average Number of Incidents Daily
_____2.0______ Take total incidents divided by
number of days you collected data Average length
of time engaged in target behavior____122/4
30.5 Take total number of minutes of target
behavior and divide by number of incidents.
122/4 of day engaged in behavior_____4______
___ Add up the total minutes of target behavior
and divide by total number of available minutes
for the data recording time. 122/3480 minutes
100 3.5 or about 4
104Behavior Analysis
Page 73
105Behavior Analysis
Page 74
You might have 3 Mondays and 1 Friday or some
other combination. You add up the total tallies
and divide by the number of each day of the week
that you collected data. For this example there
are 2 of each.
106Behaviors
Page 74
107Behavior Analysis
Page 75
108Page 76
So if you have a transition antecedent and a
disruptive outburst you would mark it in the A
row in the B column.
109Just like the last one. Graph row column.
Page 76
110Behavior Analysis
Tally the consequence and the student reaction.
Then divide the number of stopped by the total
number of behaviors.
Page 77
Divide the stopped by the total tallies.
111NEW!!!!
FBA Tool
Page 53
FBA Tool Online
112Check out page 54-67
Check out page 66
Check out page 68
113Formula for Baseline
- I-B/B D100
- Intervention Frequency 3 times per day
- Baseline Frequency 34 times per day
- 3-34 -31
- -31/34 .91176
- .91100
- 91 Decrease in Behavior
114Duration Recording Data Sheet Individual
___Barry Woods____________________________ Observe
r ___________F. Scott___________________ Behavior
_____________humming____________________________
___________________________________ Initiation
_____915__________________________
Termination 1230
115Clarice- Poking Eyes- Data collected from
815-330
116Self-Injurious Behavior- pulling hair
117None
1-5
5
Hitting Others 930-1000 is Music 1030-1100
is PE
118b
s
s
b
b
s
s
b
Minute by Minute Student Name __Biff_________
Observer __________Riff____________
Date______________12/5________
119We want to know the following
What was going on right before the behavior began?
This lets us know when to put the New
interventions in place
Exactly what was the behavior in measurable and
observable terms?
This ensures that we are all measuring the Same
thing when collecting data.
ABC
How did the child react to the usual consequences
that occurred?
This is the real key to why the behavior is
maintaining.