Addressing Individual Challenging Behavior through FunctionBased Support

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Addressing Individual Challenging Behavior
through Function-Based Support

• George Sugai
• University of Connecticut
• Center on Positive Behavioral Interventions
  Supports
• www.PBIS.org

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Purpose

• Provide overview of critical features of
  function-based approach to addressing problem
  behavior
• Function Matters!

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Outcomes (Answers)

• Supporting context
• Effective SWPBS
• Features requirements of function-based
  approach to behavior support
• Process
• Behavioral description of function
• Get or escape/avoid
• Steps in function-based approach to behavior
  intervention planning
• Behaviorally competent team

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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
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Prerequisites

• Effective school-wide system of behavior support
  in place
• Local behaviorally competent team
• Function-based approach

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Tertiary Prevention Specialized
Individualized Systems for Students with
High-Risk Behavior
CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL
POSITIVE BEHAVIOR SUPPORT
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Secondary Prevention Specialized Group Systems
for Students with At-Risk Behavior
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Primary Prevention School-/Classroom- Wide
Systems for All Students, Staff, Settings
80 of Students
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Social Competence Academic Achievement
Positive Behavior Support
OUTCOMES
Supporting Decision Making
DATA
Supporting Staff Behavior
SYSTEMS
PRACTICES
Supporting Student Behavior
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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.

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What is Function Based Support?

• Foundations in behavioral theory, applied
  behavior analysis, positive behavior support
• Attention to environmental context
• Emphasis on function of behavior
• Focus on teaching effective, efficient,
  relevant behaviors
• Attention to behavior of implementers

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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

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Only 2 Basic Functions
Pos Reinf
Neg Reinf
Existing aversive condition identified
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MORE INFORMAL EASIER SIMPLE INDIRECT MORE DIREC
T COMPLICATED DIFFICULT FORMAL
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Requirements

• Behavior must be considered within context in
  which it is observed.
• Intensity of behavior support plans must be
  matched to intensity of problem behavior.

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• Local behavioral competence must be available.
• FBA process
• Development, implementation, evaluation of
  plans
• Collection analysis of data
• Knowledge about research validated practices

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• Decisions must be data-based.
• Staff must receive continuous feedback on
  their implementation of behavior intervention
  plans.
• Effective school-wide system of behavior
  support must be in place.
• FBA process should be team based

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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

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

• Must result in clear, measurable, objective
  descriptions of individual, groups, or sequences
  of related behaviors
• Any observable or measurable action or act.
• Observable beginning end
• Has measurable dimension(s)
• Frequency, duration, latency, force, topography,
  locus

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• Consider behavior dimensions
• Topography/shape
• Frequency
• Duration
• Latency,
• Intensity or force
• Locus

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Non- v. Observable

• (-) hyperactivity
• () initiates 5 different tasks within 2 minutes
• () leaves room at least 3 times during a 30
  minute lesson
• ().

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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

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Consider response chains

• Predictable sequence of behaviors
• Possibly different functions at beginning end
  of chains

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Ex1. Behavior Chain

• Given doable task, student
• Whispers that work is stupid,
• Writes on papers,
• Says work is stupid,
• Throws paper in waste basket,
• Leaves room.
• What is function of behavior? (Test)

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Ex2.

• Given difficult task, student
• Says this work is stupid,
• Pokes student at next table,
• Argues with student,
• Tells teacher to butt out,
• Threatens teacher
• Runs away from teacher who chases.
• What is function of behavior? (Test)

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Testable Hypothesis Basic Unit
Setting Events
Triggering Antecedents
Maintaining Consequences
Problem Behavior

• Best guess about behavior conditions under
  which it is observed
• Represents basic working unit of FBA
• Directly guides development of BIP

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Features

• Best guess about behavior conditions under
  which it is observed
• Composed of (a) problem behavior, (b) triggering
  antecedent, (c) maintaining consequences, (d)
  setting events.
• Represents basic working unit of FBA

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Testable Hypothesis Basic Unit
Setting Events
Triggering Antecedents
Maintaining Consequences
Problem Behavior
Infrequent events that affect value of maint.
conseq.
Following events that maintain behaviors of
concern
Preceding events that trigger or occasion
Set of related behaviors of concern
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• Setting Events
• Unique situations in which factors unique to
  individual
• Make problem behavior more intense or more likely
  to occur (e.g., illness, fatigue, hunger, social
  conflict).
• By changing value of reinforcers
• E.g., praise less effective, peer attention is
  more reinforcing, work completion is less
  important.

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• Work completion is less important (reinforcing)
  to Demetri after he has had an argument with his
  girlfriend before class, or
• Colognes use of verbal profanity is more likely
  (escape) when she hasnt had enough sleep night
  before, or
• Peer attention is less distracting (reinforcing)
  when Manuella isnt feeling well.

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• Lack of sleep decreases value (reinforcement) of
  getting to school on time, increases value of
  going to Hot Dog Haven.
• Lack of breakfast increases value (reinforcement)
  of getting sent to office (by fending machines)
  for failing to follow directions.
• Having a fight with boyfriend decreases value
  (reinforcement) of listening to lecture.
• Getting gt50 of problem wrong decreases value
  (reinforcement) of starting new worksheets.

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When Sequoia misses her 1230 medication
teachers present multiple task demands, she makes
negative self-statements writes profane
language on her assignments. Teaching staff
typically send her to the office with a
discipline referral for being disrespectful.
Avoid difficult tasks
What function?
Setting event
Antecedent
Response
Consequence
Sequoia makes negative self- statements writes
profane language
Teacher sends Sequoia to office for
being disrespectful
Misses 1230 medication
Teachers make multiple task demands
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Caesar has dyed his hair three colors is teased
several times by his friends before class. When
he enters the class, his teacher stares at his
hair. Caesar immediately says what are you
staring at? His teacher immediately sends him to
in-school detention.
Escape adult peer attention
What function?
Setting event
Antecedent
Response
Consequence
Caesar is teased several times about his hair by
his friends before class
His teacher stares at his hair in class
Caesar asks his teacher what shes staring at
His teacher sends him to in-school detention
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Cleo is new to the 6th grade, English is her
second language. When another student approaches
says something to her in English, Cleo turns
away. The other student walks away. This happens
several times during the day.
Escape peer attention
What function?
Setting event
Antecedent
Response
Consequence
New student
Student approaches speaks in English
Cleo turns away
Other student walks away
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When his teacher asks him what the capitol city
of a country is, Napoleon gives the correct
answers. His teacher praises his correct answer,
tells him he may work by himself or a friend on
the rest of the assignment.
Access peer adult attention
What function?
Setting event
Antecedent
Response
Consequence
Teacher asks what capitol city of country is
Napoleon give correct answer
Teacher gives verbal praise time to work with
a friend
None
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As Veloce is walking, other kids look at him
say whats up? He looks back and says Who ya
lookin at?! Ya want some of this?! Ya
talkin to me?! Kids shake their heads all him
weirdo.
Access OR escape peer attention?
What function?
Setting event
Antecedent
Response
Consequence
How do you know? Assess?
How do you know?
??
Look at him. Whats up!
Who ya lookin at? Ya want Some? Ya talkin
to me?
Kids shake heads call him weirdo
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TE is best guess.What if testable hypothesis
is incomplete or inaccurate?

• Review what you know
• Collect more information
• Change hypothesis statement
• Test/confirm new hypothesis statement

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TE1 for Hillary"When Hillary sits next to Bill,
Hillary whispers in his ear. Bill laughs."

• Test manipulation?
• Put Al in Bills seat.
• Effect
• Hillary whispers in Als ear.
• Develop new TE!

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TE2When Hillary sits next to boys, she
whispers in their ears. The boys laugh.

• Test manipulation?
• Put Monica in Bills seat.
• Effect
• Hillary does not whisper.

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Avoid explanatory fictions

• Restatement of problem not measurable
• (-) Shes aggressive because shes angry
• () When she is teased about her looks family,
  she uses profanity hits until the teasing stops.

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Avoid explanatory fictions

• Not measurable or testable
• (-) Hes emotionally disturbed
• () When he is with peers, he talks about
  hurting them himself.

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Petunia

• Problem Petunia is in 9th grade very
  inattentive. In class, she is forever
  inattentive, distractible, off-task, bothering
  others.
• Explanatory fiction Petunia has ADHD conduct
  disorders
• Testable hypothesis Petunia works on each
  assignment for about 2 minutes, answers before
  presentation of questions are completed, asks
  other students for help, gets out of her seat
  12 times per 30 min. period.

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Rhus

• Problem Rhus is an 11th grader with autism. Hes
  high functioning but is hated by his peers. When
  he gets frustrated, he screams bites his hand.
• Explanatory fiction Rhus has Fragile X is
  emotionally disturbed
• Testable hypothesis Rhus has verbal skills to
  describe his situation, but if presented with
  difficult academic work short timelines, he
  screams until teachers help him. If peers tease
  him, he bites his hand, the teasing stops.

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Catoneaster

• Problem Catoneaster is a 7th grader who resists
  going to school each morning.
• Explanatory fiction Catoneaster has parent
  separation anxiety
• Testable hypothesis Catoneaster finds attention
  from his Dad to be very rewarding. His mother
  died when he was 5 years old. When he argues with
  his Dad in the parking lot, his Dad takes him out
  for breakfast brings him back during 2nd period.

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Azalea

• Problem Azalea is an 8th grader who skips most
  of her morning classes.
• Explanatory fiction Azalea is a school phobic.
• Testable hypothesis On days she misses
  breakfast, Azalea goes to the cafeteria to eat
  instead of going to class. When she gets to the
  cafeteria, she visits with her friends until a
  teacher tells her to go class. Her friends tell
  her she is cool the way she talks to teachers
  skips 1st period.

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WRITE TESTABLE HYPOTHESIS As Veloce is walking,
other kids look at him say whats up? He
looks back and says Who ya lookin at?! Ya
want some of this?! Ya talkin to me?! Kids
shake their heads all him weirdo.
Setting event
Antecedent
Response
Consequence
??
Look at him. Whats up!
Who ya lookin at? Ya want Some? Ya talkin
to me?
Kids shake heads call him weirdo
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Example 1 Different behaviors with different
functions

• Kirstens teachers agree that she has two
  behaviors that interfere with her social success
  at school, develop two testable hypotheses

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Get adult attention
 
 
Escape peer social
 
 
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Example 2 Same behaviors with different functions

• Amy teachers have noticed two different
  conditions when Amy displays same problem
  behaviors. They developed following two testable
  hypotheses

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Avoid peer attention
Get adult social
   
 
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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.
  Hes 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 behaviorC. may have one of the
  shortest fuses Ive 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.

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STEP 4 Routine Analysis
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Fundamental Rule!

• You should not propose to reduce a problem
  behavior without also identifying alternative,
  desired behaviors person should perform instead
  of problem behavior (ONeill et al., 1997, p.
  71).

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Kutash, K., Duchnowski, A. J., Lynn, N. (2006).
School-based mental health An empirical guide
for decision makers. Tampa, FL University of
South Florida. Louis De la Parte Florida Mental
Health Institute, Department of Child Family
Studies, Research Training Center for
Childrens Mental Health. http//rtckids.fmhi.usf.
eduCrone, D. A., Horner, R. H. (2003).
Building positive behavior support systems in
schools Functional behavioral assessment. New
York Guildford Press.Crone, D. A., Horner, R.
H., Hawken, L. S. (2004). Responding to problem
behavior in schools The behavior education
program. New York Guilford Press.
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Desired Alternative
Typical Consequence
Summary Statement
Setting Events
Triggering Antecedents
Maintaining Consequences
Problem Behavior
Acceptable Alternative
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Desired Alternative
Typical Consequence
Summary Statement
Points, grades, questions, more work.
Do work w/o complaints.
Setting Events
Triggering Antecedents
Maintaining Consequences
Problem Behavior
Noncompliance, profanity, physical aggression,
Lack of peer contact in 30 minutes.
Do difficult math assignment.
Avoid task, remove from class.
Function
Acceptable Alternative
Why is function important?
Ask for break, ask for help.
Because consequences compete!!
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Setting Event Manipulations
Antecedent Manipulations
Consequence Manipulations
Behavior Manipulations
Immediately reinforce entering class. Provide
reinforcer w/in 1 min. of starting task (3 min.,
5 min., 10 minutes) Give break help Sit with
preferred peer when done
Teach options to problem behavior 1. Ask for
break 2. Ask for help 3. Turn in assignment as
is. Teach missing math skills
Arrange for peer interaction before math
class Provide positive adult contact Sit with
preferred peer
Introduce review type problem before difficult
tasks Remind of alternative behaviors Do first
problem together
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Do quiz without complaints.
Discussion about answers homework.
On Mondays and/or when up all of the night
before.
Daily nongraded quiz on previous nights homework
Verbal protests, slump in chair, walks out
of room.
Avoids doing quiz homework discussion.
Turn in with name sit quietly w/o interrupting.
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Do quiz without complaints.
Discussion about answers homework.
On Mondays and/or when up all of the night
before.
Daily nongraded quiz on previous nights 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.
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BIP Guidelines

• Design antecedent strategies to make triggering
  antecedents irrelevant.so they no longer serve
  as triggers.
• Design behavior teaching strategies to make
  problem behaviors inefficient.so more acceptable
  behaviors are easier to do.

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• 3. Design consequence strategies to make
  maintaining consequences ineffectiveso they no
  longer are present or are less reinforcing.
• 4. Design setting event strategies to eliminate
  or neutralize effects of setting eventsso they
  have less impact on routines reinforcers.

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Add effective remove ineffective reinforcers
Neutralize/ eliminate setting events
Add relevant remove irrelevant triggers
Teach alternative that is more efficient
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FBA Team Process Steps

• Collect information.
• Develop testable hypothesis or summary statement.
• Collect direct observation data to confirm
  summary statement.
• Develop competing pathways summary statement.
• Develop BIP.
• Develop details routines for full
  implementation of BSP.
• Develop strategies for monitoring evaluating
  implementation of BSP.

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Process Guidelines
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• Conducted by team
• Behaviorally competent
• Student-knowledgeable
• Led by behavior specialist
• Link behavioral strategies to summary statement
• Ensure that implementers are fluent
• Monitor continuously evaluate early