Functional Behavioral Assessment for Students with Autism

1
Functional Behavioral Assessment for Students
with Autism

• Mediasite Presentation
• September 19, 2008
• Marge Resan, Education Consultant
• Wisconsin Department of Public Instruction

2
Autism in Wisconsin Schools

• The numbers of children with autism receiving
  special education services in Wisconsin based on
  December 1 child count
• 1992-93 203
• 2002-03 3,079
• 2003-04 3,669
• 2005-06 5085
• 2006-07 5635
• 2007-08 6217
• Since 2002 more than doubled.

3
Autism in Wisconsin Schools

• What are the reasons for this increase?
• Better medical identification?
• Better educational identification?
• Corresponding decline in other disability areas?
• A true increase in incidence?

4
Autism in Wisconsin Schools

• We dont know
• 2008 - California Department of Public Health
  study seems to point to a true increase in
  incidence.
• Numbers increased January 1995-March 2007.
• Increases continued after mercury removed from
  vaccines in 1999.

5
Autism in Wisconsin Schools

• Autism spectrum disorders are
• Developmental disabilities.
• Usually evident before age three.
• Neurological disorders.

6
Autism in Wisconsin Schools

• Autism is considered a spectrum disorder, meaning
  physical differences in the brains of individuals
  with autism create
• Vastly differing neurological experiences
• A wide continuum of symptoms
• A range in severity
• Wide variability among students.

7
Autism in Wisconsin Schools

• Autism spectrum disorders occur across all
  socioeconomic, ethnic, cultural and geographic
  groups.
• The incidence of autism spectrum disorders is
  higher among males than females.

8
Autism in Wisconsin Schools

• When students with autism present behavior
  challenges,
• Schools are at often a loss as to how to manage
  those behaviors.
• Each student has a different sensory,
  communication and learning profile.
• Behaviors can be very different and difficult to
  understand.
• All behavior is communication!

9
Why do behavior challenges occur so commonly
among individuals with autism spectrum disorders?

• Difficulties with Communication Skills
• From Wisconsin Administrative Code, PI 11
• The child displays problems which extend beyond
  speech and language to other aspects of social
  communication, both receptively and
  expressively.
• Understanding meaning of others language is
  difficult. Sharing thoughts and feelings, making
  requests or making needs known is difficult.
• Not that the child does not want to communicate

10
Why do behavior challenges occur so commonly
among individuals with autism spectrum disorders?

• Difficulties with Social Skills
• The child displays difficulties or differences
  or both in interacting with people and events.
  The child may be unable to establish and maintain
  reciprocal relationships with people.
• Understanding and relating to others, including
  peers, is difficult.
• Not that the child does not want to establish and
  maintain social relationships

11
Why do behavior challenges occur so commonly
among individuals with autism spectrum disorders?

• Restricted Interests / Movement Differences
• The child displays marked distress over changes,
  insistence on following routines, and a
  persistent preoccupation with or attachment to
  objects.
• Perseverant thinking and impaired ability to
  process symbolic information may be present.
• Familiar areas of special interest or expertise
  become focus.
• Sometimes child become stuck.
• Not that the child wants to be stubborn or
  inflexible

12
Why do behavior challenges occur so commonly
among individuals with autism spectrum disorders?

• Sensory Processing Differences
• The child exhibits unusual, inconsistent,
  repetitive or unconventional responses to sounds,
  sights, smells, tastes, touch or movement.
• Childs neurology makes sensory system hypo or
  hyper sensitive.
• Not that the child chooses to react negatively or
  to be compelled to seek out certain sensory
  experiences

13
Neurology of Autism

• We know that autism is a neurological issue. Its
  basis is within the brain. Individuals with
  autism have a different sort of neurology that
  creates a very different experience.
• Different as compared to individuals with more
  typical neurology
• And different as compared to other individuals
  with autism.

14
Neurology of Autism

• Like being a Mac in a PC World (Notbohm)
• Important to keep in mind This differently
  structured neurology is not indicative of the
  students ability.

15
Neurology of Autism

• Multiple studies have found children with autism
  have increased white matter in their brains. (Dr.
  Martha Herbert, Harvard Medical School, Dr. Eric
  Courchesne University of California-San Diego)
• Studies have used Magnetic Resonance Imagery
  (MRI) to study brains of children with autism.
• White matter is the part of the brain that
  carries information from one section of the brain
  to another.

16
Neurology of Autism

• This increase is located in areas of the brain
  that are close to each other and on the same side
  of the brain.
• Since there is an increase in connections running
  within each brain half as compared to between
  brain halves, it may be harder for information on
  one side of the brain to be shared with the other.

17
Neurology of Autism

• Brain areas are often bigger on the side to which
  they are lateralized (perhaps to handle their
  increased work load).
• For example, language function is lateralized to
  the left brain, and the areas of the brain which
  handle language processing are correspondingly
  bigger on the left than the right side.
• Studies have shown that children with autism have
  a reversal of the brain asymmetry - there are
  more areas that are bigger on the right than the
  left side of the brain, making the brain size
  biased overall to the right half.

18
Neurology of Autism

• This is opposite of what is found in the brains
  of typically developing children.
• Very similar changes are seen in the brains of
  children with language impairment disorders.
• The similarity between the disorders highlights
  the fact that the anatomical problems may
  underlie the inability to process complex
  information such as language.

19
Neurology of Autism

• Another set of findings
• Dr. Margaret Bauman, a pediatric neurologist at
  Harvard Medical School, has examined postmortem
  tissue from the brains of nearly 30 autistic
  individuals who died between the ages of 5 and
  74.
• Found striking abnormalities in the limbic
  system, an area that includes the amygdala (the
  brain's primitive emotional center) and the
  hippocampus (a seahorse-shaped structure critical
  to memory).

20
Neurology of Autism

• Baumans work shows the cells in the limbic
  system of individuals with autism are atypically
  small and tightly packed together, compared with
  the cells in the limbic system of their more
  neurologically typical counterparts.
• University of Chicago psychiatrist Dr. Edwin Hook
  comments that these cells look unusually immature
  "as if waiting for a signal to grow up."

21
So what does this mean to our work as educators?

• We know that there are physical,
• neurological bases for the differences
• in children with ASDs.
• If this is a physical, neurological
• difference, then it is reasonable to
• believe that behaviors are usually
• not indicative of the childs intent to
  misbehave.
• The child is unable to process the relevant
  information in the expected manner this is why
  we see behaviors.
• The childs neurology does not support the
  expectations.

22
So what does this mean to our work as educators?

• Is this to say children with autism never have
  behaviors on purpose?
• No but it is far less damaging to
  educator/child relationship to presume that
  behavior is related to neurology and not
  intentional.

23
Looking at Functional Behavioral Assessment
through the Autism Lens

• DPI Information Update Bulletin No. 07.01
  Addressing the Behavioral Needs of Students with
  Disabilities
• Available at http//dpi.wi.gov/sped/bul07-01.html

24
What does the law require when a childs behavior
impedes his or her learning or that of others?

• Individualized Education Program (IEP) team is to
  consider the use of positive behavioral
  interventions and supports and other strategies
  to address that behavior.
• IEP team must think about supports and
  interventions that will facilitate appropriate
  behavior.
• IEP team must include a plan to teach the child
  strategies to manage his or her behavior
  positively.

25
What is functional behavioral assessment?

• A continuous, systematic process for identifying
• The purpose or function of the behavior, and
• The variables that influence the behavior.
• Leads to components of an effective behavioral
  intervention plan.
• Based on paradigm of Antecedent gt Behavior gt
  Response or Consequence

26
Paradigm of Antecedent gt Behavior gt Response or
Consequence

• Antecedent that which precedes behavior of
  concern.
• External factors such as settings, tasks, people,
  activities, and events.
• In regular education history class on days with
  are cooperative group activities.
• During journal time when paraeducator is
  prompting student to free write.
• On rainy days in the lunch room when the noise
  level is high.

27
Paradigm of Antecedent gt Behavior gt Response or
Consequence

• Antecedents may also include internal factors
  such as the childs neurology, mood, medical
  condition.
• Dont overlook possible medical conditions!

28
Paradigm of Antecedent gt Behavior gt Response or
Consequence

• Behavior
• Important to define the behavior in OBSERVABLE,
  FACTUAL terms.
• Everyone supporting the student must understand
  the definition of the behavior.

29
Paradigm of Antecedent gt Behavior gt Response or
Consequence

• Compare terms
• Disruptive classroom behavior to rises from
  seat and paces quickly around perimeter of room.
• Verbal outburst to to face reddens, hands
  begin to shake, student shouts phrases such as
  Im going to throw this chair.
• Self-injury to Repeatedly strikes forehead
  with ball of right hand with enough force to
  leave red marks.

30
Paradigm of Antecedent gt Behavior gt Response or
Consequence

• Response or Consequence that which follows the
  behavior of concern
• What does the student do? What do others do?
  What else happens?
• Other students in cooperative group move away
  from and ignore student.
• Para removes student from room and activity
  ends.
• Student appears sleepy (eyes close, slumps in
  chair) and begins to cry.

31
What are some of the common functions of behavior?

• We must keep in mind the unique characteristics
  of students with autism when we consider
  functions of behavior.
• Refocus your camera
• Crucial to address this question by viewing
  behavior through our lens of autism.

32
What are some of the common functions of behavior?

• Some common functions of behavior
• Seeking attention common, but often inaccurate
  if its the only function considered.
• Escape or avoidance avoiding a particular
  activity, person, group, unpleasant situation,
  uncomfortable, overwhelming or painful sensory
  stimuli, etc.

33
What are some of the common functions of behavior?

• Common functions of behavior (cont.)
• Justice or revenge Not common among students
  with autism!
• Acceptance and affiliation belonging or gaining
  acceptance to a group, desire to belong when
  rules of hidden curriculum are not understood.

34
What are some of the common functions of behavior?

• Common functions of behavior (cont.)
• Power or control Control environments, control
  overwhelming sensory situations, gain control
  over highly stressful situations.
• Expression of self seeking to announce
  independence and/or individuality, attempt to
  communicate.

35
What are some of the common functions of behavior?

• Common functions of behavior (cont.)
• Access to tangible rewards or personal
  gratification Tangible reinforcement (food,
  money, etc.), sensory input, approval from peers,
  etc.
• Others we need to be observant, thorough and
  open-minded.
• Remember that behavior is communication!
• Behaviors often serve more multiple functions.

36
When must schools conduct FBAs?

• Per IDEA
• Legally required when a disciplinary change of
  placement occurs and the behavior is determined
  to be a manifestation of the disability.
• If there is a change of placement and the
  behavior is not a manifestation of the
  disability, an FBA should be conducted as
  appropriate.

37
When must schools conduct FBAs?

• Per DPI Directives
• As part of an Individualized Education Program
  (IEP) team meeting required after the first
  unanticipated instance of the use of physical
  restraint or seclusion/time out.
• WDPI Directives for the Appropriate Use of
  Seclusion and Physical Restraint in Special
  Education Programs available at
• http//dpi.wi.gov/sped/doc/secrestrgd.doc

38
When must schools conduct FBAs?

• It is good practice to conduct FBA
• Whenever behaviors are a concern.
• When current programming is not effective.
• When student or others are at risk of harm or
  exclusion.
• When a more restrictive placement or a more
  intrusive intervention is contemplated.
• Whenever there are repeated and serious behavior
  problems.
• Can and should be used any time we seek to better
  understand what a child is doing!

39
Is the FBA process the same in every situation?

• Short answer No!
• No specific format is required.
• You will choose the format on a case-by-case
  basis.
• Tools available to help you get started available
  at http//dpi.wi.gov/sped/sbfba.html

40
How do we begin to collect data about the
behavior?

• Use both direct and indirect methods of data
  collection.
• Indirect methods Talking to the individuals who
  know the student best. Understand that this
  information is filtered through the interviewees
  (their experience, emotion, relationship to the
  student).
• Also includes review of records and work samples.

41
Data Collection

• Direct methods Observe the student in typical
  activities and routines. Know that these are
  only snapshots and might not be authentic.
• Both types of data are necessary to verify each
  other! No one source of information can stand
  alone.

42
Some tips for Observations

• Observe student across settings and at a variety
  of different times.
• Keep the recording system as simple as possible.
• Accurately define behavior you must know what
  you are looking for!
• Get appropriate background info.

43
Skill Deficits v. Performance Deficits

• Is the behavior a skill deficit or a performance
  deficit?
• Skill deficit Student cannot do this. Lacks
  necessary information or component skill.
• Performance deficit Motivation, might perform
  skill on one setting but has not generalized to
  another, etc.
• Caution You often cannot tell! Which
  assumption provides the least potential damage to
  the relationship?

44
What are the crucial dimensions of behavior?

• Frequency how often the behavior occurs
• Topography the description of the behavior
  what it looks like (in seat, on task)
• Duration how long the behavior lasts
• Latency the amount of time that elapses between
  A and B for example, the amount of time
  between a teacher giving a direction and the
  student complying with that direction

45
What are the crucial dimensions of behavior?

• Magnitude force or power of the behavior (5
  minute tantrum vs. a 30 minute tantrum mumbling
  vs. talking loudly)
• Locus where the behavior occurs (gym class vs.
  English class structured time vs. unstructured
  time).

46
How do we incorporate FBA results into the IEP?

• Per IDEA, if the students behavior is
  interfering with his/her learning or that of
  others, the IEP must address the behavior.
• FBA provides baseline data for appropriately
  addressing the students behavioral needs.

47
How do we incorporate FBA results into the IEP?

• Can include FBA results in Present Level of
  Performance
• FBA results can provide basis for annual goals
• Be mindful of IDEAs emphasis on positive
  interventions, strategies and supports.

48
What are positive behavioral interventions and
supports?

• IEP team cannot develop appropriate strategies,
  supports and interventions unless the meaning
  behind the behavior is understood.
• Strategies and supports based on functional
  behavioral assessment.
• Attempt to understand the purpose of a problem
  behavior so it can be replaced with new
  appropriate behaviors.

49
What are positive behavioral interventions and
supports?

• Developmentally, chronologically, cognitively and
  functionally appropriate for the student.
• Positive Behavioral Interventions Supports
  focus on
• Modifying environmental factors to try to prevent
  challenging behaviors
• Addressing behavior programmatically by teaching
  replacement behaviors and skills.
• Promote long-term, lasting behavior change.

50
What are positive behavioral interventions and
supports?

• Not about fixing the student. Its fixing
  student skill deficiencies, classroom settings,
  instructional delivery and/or curricular
  adaptations to support the students success.
• Not crisis management!

51
A few words on the importance of relationships

• We cannot underestimate the importance of
  relationships!
• All students need to feel trust in their
  relationships with school staff.
• Students can best show their true ability in the
  context of a strong, supportive relationship.
• We need to be mindful of this. Take care of your
  relationships with all students.
• We make mistakes. We can also make amends!

52
Resources

• Donnellan, Anne, et. al. (1988) Progress Without
  Punishment. Teachers College Press
• Fein, Deborah, et. al. (2007) Autism in Your
  Classroom A General Educators Guide to Students
  with Autism Spectrum Disorders. Woodbine House.
• Glasberg, Beth A. (2006) Functional Behavior
  Assessment for People with Autism Making Sense
  of Seemingly Senseless Behavior. Woodbine House
• Nothbom, Ellen (2006) Ten Things Your Student
  with Autism Wishes You Knew. Future Horizons, Inc.

53
Resources, cont.

• Myles, Brenda Smith, et. al. (1999) Asperger
  Syndrome and Difficult Moments Practical
  Solutions for Tantrums, Rage, and meltdowns.
  Autism Asperger Publishing Co.
• Myles, Brenda Smith, et. al. (2000) Asperger
  Syndrome and Sensory Issues Practical Solutions
  for Making Sense of the World.
• Kranowitz, Carol Stock. (2005) The Out-of-Sync
  Child Recognizing and Coping with Sensory
  Processing Disorder. Berkeley Publishing Group

54
Questions?

• Marge Resan
• Education Consultant Autism
• Wisconsin Department of Public Instruction
• Phone [phone]
• Email margaret.resan_at_dpi.wi.gov