FBA Team Planning

1
FBA Team Planning

• David Karam
• OCM BOCES

2
Goals for Today

• Describe team process
• Understand function of behavior
• Identify Setting Events
• Identify Triggers
• Identify Replacement Behaviors
• Understand CLF and Successive Approximation
• BIP Considerations
• Team Time

3
Discipline is.

• The actions parents and teachers take to
  increase student success!

4
Discipline works when

• Prevention creates more positive consequences
  than negative consequences.

5

• Effective behavior support is the redesign of
  environments, NOT the redesign of individuals!

6
Functional Behavior Assessment(FBA)

• Involves all those who know student (including
  family)
• Looks for links between the environment and
  student behavior
• Determine why the problems occur
• Testable explanations
• Gather information necessary to create a
  successful plan (BIP)

7
Desired Replacement Behavior
Typical Consequences
Problem Behavior
Setting Events
Triggering Antecedents
Maintaining Consequences
1
4
2
3
Acceptable Replacement Behavior
8
Build an Intervention Pathway
Ineffective
Inefficient
Make problem behavior
Maintaining Consequence
Desired Behavior
Irrelevant
Slow Triggers Setting Event
Fast Trigger Antecedent
Consequence Management Strategies Increase
Reinforcement of positive behavior Decrease
Reinforcement of problem behavior
Problem Behavior
Slow Trigger Accommodations
Fast Trigger Accommodations
Behavior Teaching Accommodations Teach
Replacement Behaviors/Give Alternatives
9
Who should be at the meeting?

• All personnel that will be able to provide
  relevant input and data. All personnel that will
  be responsible for implementing the plan. Someone
  with behavioral expertise and Do not forget
  family input!

10
The planning meeting
11
But first a word about..
12
..Facilitators

• Have an Agenda
• Start ON TIME!!!
• Limit check in/greetings
• Assign roles (time keeper etc.)
• Keep the ball in play
• - stick to the agenda/topic
• - redirect/refocus quickly
• - LEAD!!!

13

• Support/encourage ideas
• - round robin check in
• - relevant questions
• Capture results/next steps
• Keep all stakeholders informed
• Celebrate success!!

14
Step 1

• What does the student do well? What are
  his/her strengths?
• (See strength examples)

15
Step 2

• What is the behavior of concern?
• (Be as specific as possible)

16
What does your data tell you?

• Frequency?
• Intensity?
• Duration?
• What was your data collection system?
• ABC chart?
• Scatter plot?
• Anecdotal?

17
Tools for Gathering Information

• Interviews
• - Functional Assessment Interview
• - Student Guided Functional Assessment
  Interview
• Checklists
• - Problem Behavior Questionnaire
• Records Review
• - academic, behavioral, evaluations
• Observations
• - A-B-C Assessment (identify sequences of
  behavior)
• - Scatter Plots (plot behavior by
  date/time/activity)

18
ABC Data Collection

• Antecedent Behavior Consequence
• Teacher working Humming
  Teacher comes over
• With other
  answers question
• Students
• Teacher working yawning/tapping
  Teacher helps with
• At board pencil
  task
• Independent Yells across
  Teacher reprimands
• Reading the room
  then answers question

19
Selecting Observation Tools
20
How will you track Behavior?

• By Frequency (How often does the behavior occur)
  ?
• Best for discrete behavior with a clear
  beginning and end
• By Duration (How long the behavior occurs)?
• Best for complicated behaviors or behaviors
  with many component parts
• By Intensity (Severity of the behavior)?
• Best for behaviors that will be difficult to
  change as a single component

21
Is the behavior related to a

• Skill deficit?
• Performance deficit?
• Perceptual deficit?
• Attempt to communicate?

22
Step 3Can you identify antecedents/triggers?

• Difficult task?
• Transitions?
• Social issues?
• Certain people?
• Consequences/demands?
• Time of day?
• Etc.

23
What are problematic settings/activities?

• Group instruction
• Crowded setting
• Unstructured activity
• Academic down time
• Specials
• Specific task/subject

24
Step 4 What is maintaining the behavior?

• What is he or she getting out of it?
• (Escape/Avoid?)
• or
• (Get/Attain?)

25
What happens after the behavior occurs?

• Time out
• Ignored
• Loss of privilege
• Sent to office
• Parent contact
• Suspension
• Restraint
• Other

26
Identifying Maintaining Consequences

• Listen For Ask About Investigate
• WHAT DO THEY GET? WHAT DO THEY AVOID?
• Social reaction/attention
• Proximity of contact
• Changes the sequence of activities/routines
• Increases assistance from adults or peers
• Access to materials, activities, food/drink
• Sensory stimulation or reduction
• Changes the physical environment
• Allows space or movement
• Delays activity/event
• Avoids negative peer attention, ridicule

27
Step 5What are the setting events/slow
triggers?

• What are the broader issues that make the
  behavior more likely ?

28
Behavioral Learning Stylesas Setting Events

• Preferred Activities
• Length of Task
• Modality
• Multiple Intelligence
• Choice Making
• Skill Level
• Level of Activity

29
Environmental Setting Events

• Neighborhood
• Quality of Life
• Interactions/Reactions
• Home Environment
• Level of Curriculum
• Instructional Arrangements
• History

30
Personal Factors as Setting Events

• Medications
• Diagnosis
• Sleep
• Chronic Illness
• Nutrition
• Arousal
• Sensory Sensitivity

31
Generate a Hypothesis Statement

• Hypothesis Statement
• When this occurs
• (describe the circumstances)
• the student does
• (describe the behavior)
• In order to get/avoid
• (describe the consequences)

32
Generate a Hypothesis Statement

• A hypothesis statement is
• a summary statement that describes the teams
  best guess about the relationship between the
  problem behavior and the characteristics of the
  environment- the specific contexts and the
  specific function.
• The goal of which is
• to identify specific CONCRETE circumstances
  regularly associated with the occurrence and
  nonoccurrence of the problem behavior.

33
Sample Hypothesis Statements

• When the teachers attention is withdrawn or
  focused on another child, Lisa makes noises in
  order to get increased adult attention.
• When Donna finishes work before the other
  students, she scribbles on her desk in order to
  offset her boredom.
• When Marcus is unclear about the directions for
  an assignment, he stays in his seat and talks to
  peers in order to avoid feeling frustrated.
• When unanticipated changes occur in the schedule,
  Ben throws his materials in order to delay the
  transition to the next activity.

34
Step 6What has worked/not worked in the
past?
35
Step 7

• Problem solve/brainstorm ideas to offset the
  influence of setting events
• (See examples)

36
Step 8

• Problem solve/brainstorm ideas to offset the
  influence of fast triggers
• (See examples)

37
Step 9

• Develop a replacement behavior
• Understand Current Level of Functioning!
• (We have to meet the student where theyre at)

38
Goals for Replacement Behavior

• Problem Behavior Replacement Behavior
• Irrelevant Relevant
• Ineffective Effective
  
• Inefficient Efficient

39
Build an Intervention Pathway
Typical Maintaining Consequence
Irrelevant
Desired Behavior
Difficult AM routine Or trouble sleeping the
night before
Fast Trigger Antecedent Event
Problem behavior
Maintaining Consequence Get Something or Get
Away From Something
Slow Trigger Accommodations to Prevent the
problem behavior -parent notifies school -adjust
for reasons for difficult am routine
40
Build an Intervention Pathway
Inefficient
Typical Maintaining Consequence
Slow Trigger Setting Events
Asked to do a fine motor task alone for more
than 15 minutes
Desired Behavior
Problem behavior
Get Something or Get Away From
Fast Trigger Accommodations to prevent the
problem behavior -allow choice of working alone
or with a partner -provide choice of fine motor
tasks -reduce required time-on-task
41
Build an Intervention Pathway
Typical Consequence
Desired Behavior
Slow Triggers Setting Events
Fast Trigger Antecedent Event
Plays with materials in desk/makes noises
Ineffective
Consequence Strategy Increase Reinforcement of
the Positive Behavior -provide break -provide
partner -provide reduced demand
Behavior Instruction Replacement Behavior
Accommodations -teach child to ask for a break
or a partner -teach child to retrieve alternative
assignment
42
Build an Intervention Pathway
Typical Consequence
Desired Behavior
Slow Trigger Setting Events
Fast Trigger Antecedent Event
Plays with materials in desk/makes noises
Consequence Strategy Reduce Reinforcement of
the Problem Behavior -Loss of recess works on
fine motor task
Ineffective
43
BIP Considerations
44

• The Behavior Intervention Plan helps determine
  how adults will change THEIR behavior in order to
  help the student be more successful!!

45

• The BIP should address setting events, fast
  triggers and clearly identify an ACHIEVEABLE
  replacement behavior!

46

• The BIP answers two basic questions What will
  occur when the student exhibits the appropriate
  target behavior and what will occur when they do
  not.

47

• The BIP also structures and identifies supports
  for the student.

48
Prompts, Cues Pre-corrects

• Select the least intrusive prompt necessary
• Plan to fade prompts
• Use prompts as first level of correction
• Try to be preventative!

49
Effective Reinforcement

• Pre teach expectations
• Use the least amount necessary
• Try to pair with natural reinforcers
• Make contingient
• Be timely
• Should have an element of instruction

50
Effective Punishment

• Use least amount necessary
• Pre teach
• Use only with reinforcement
• Be brief
• Avoid exclusionary interventions
• Should have an element of instruction

51
Sample Possible Interventions

• When the teachers attention is withdrawn or
  focused on another child, Lisa makes noises. This
  results in the teacher scolding her and moving
  her closer.
• Have the teacher tell Lisa when she will be
  unavailable for extended periods, Im
  helping..next. I will be over after that.
• Teach Lisa to raise her hand when she needs
  attention or help. Remind her, PRECORRECT her, to
  do this. Provide attention whenever Lisa raises
  her hand, even if it is just to say, Thank you.
  Ill be there in a minute. Ignore all other
  noises.
• Arrange for students to peer tutor or simply
  work side-by-side in pairs. Keep Lisas pair in
  close proximity to the teacher.

52
Sample Possible Interventions

• When unanticipated changes occur in the schedule,
  Ben throws his materials. Having to pick them up
  delays his transition to the next activity.
• Provide a written or picture schedule and refer
  to it throughout the day. Prepare Ben for
  changes, by noting them on the schedule.
• Teach him to ask for clarification or assistance
  regarding changes. Reward him for smooth
  transitions.
• If materials are thrown, have him pick up his
  materials after he finishes the next activity.

53

• How will we know if it works?

54
Monitoring the Plan

• What do we want to know? Whats the simplest form
  of data that will answer our question?
• Whats the simplest way for us to collect that
  data?
• Who, when, how?
• How do we know if we have given the plan enough
  time? Too much time?

55
What Happens if the Plan Doesnt Work??