Hampton Township

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Behavior Problems at School? School Discipline
Issues?
FBA and PBSP

• Hampton Township
• School District

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What You Need to Know. . .

• Free Appropriate Public Education (FAPE)
• Role of the IEP Team
• Functional Behavior Assessments (FBA)
• Positive Behavior Support Plans (PBSP)

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Role of the IEP Team

• Special Factors

The IEP team shall, in the case of a child whose
behavior impedes his or her learning or that of
others, consider, where appropriate, strategies,
including positive behavioral interventions,
strategies, and supports that address that
behavior. IDEA 300.346(2)(i)
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What 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 (actively acknowledging)
  positive behavior

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PBS Includes

• A team process for goal setting
• Functional Behavioral Assessment
• Behavior intervention plan design (PBSP),
  implementation, and evaluation
• This means that everyone is prepared to
• interact with the child in the same way.

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Functional Behavior Assessment Overview

• In this section we will address the following
  questions
• What is an FBA?
• What are the requirements?
• When do we need to complete an FBA?
• What are the types of assessment?
• What does the FBA result in?

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Functional Behavior Assessment (FBA)

• FBA is a process for gathering information
• to understand the function (purpose) of
• behavior in order to write an effective
• positive behavior support plan.
• Behavior support programs and plans must be based
  on a functional assessment of behavior and
  utilize positive behavior techniques

14.133(a), 711.46(a)
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When do we need to complete an FBA?

• Does the students behavior impeded his/her
  learning or learning of others?
• Does the students behavior significantly differ
  from that of his/her classmates?
• Does the students behavior lessen the
  possibility of successful learning for the
  student and others?
• Have past efforts to address the students
  behavior using standard interventions been
  unsuccessful?
• Does the students behavior represent a
  behavioral deficit or excess, rather than a
  cultural difference?
• Is the students behavior serious, persistent,
  chronic, or a threat to the safety of the student
  or others?
• If the behavior persists, is some disciplinary
  action likely to result?

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Assumptions Underlying FBA

• Behavior is learned and serves a specific
  purpose.
• To get
• To avoid
• Behavior is related to the context within which
  it occurs

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Only 2 Basic Functions of Behavior
What is an FBA?
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INFORMAL EASIER SIMPLE RESPONSIVE INDIRECT DIRE
CT NOT RESPONSIVE COMPLICATED HARDER FORMAL
What are the levels of assessment?
FBA LEVELS
Horner, R. Sugai, G. (2007). Function based
support Selected topics. Retrieved from web
5/13/08 http//www.pbis.org/files/1107gsbrieffba.p
pt
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What is an FBA?

• All levels of FBA maintain the same goals
• Define the target behavior.
• Identify the events/antecedent triggers that
  reliably predict the occurrence or nonoccurrence
  of the target behavior.
• Identify the consequences that maintain the
  behavior.
• Identify setting events that increase the
  likelihood of the occurrence of the targeted
  behavior

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IEP teams determine that the students behavior
impedes his/her learning or that of others
Start
Conduct Functional Assessment
Chapter 14 New Requirement
High Confidence in Hypothesis
Develop Positive Behavior Support Plan
YES
NO
Conduct Full Functional Assessment
NO
Satisfactory Improvement
YES
Develop Positive Behavior Support Plan
Monitor Modify PBSP Regularly
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Horner, R. Sugai, G. (2007). Function based
support Selected topics. Retrieved from web
5/13/08 http//www.pbis.org/files/1107gsbrieffba.p
pt
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8 Steps . . . FBA to PBSP

• 1. Identify and agree on the behavior(s) that
  most
• need to change.
• 2. Determine where the behaviors occur and
• where they do not. Identify what may contribute
• to the behaviors. The team will ask some
  questions.
• 3. Collect data on the childs performance from
  as
• many sources as possible.
• 4. Develop a hypothesis about why problem
• behaviors occur (the function of the behaviors).

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8 Steps . . . FBA to PBSP

• 5. Identify other behaviors that can be taught
• that will serve the same function for the child.
• 6. Address Antecedents and Consequences. The team
  develops and uses positive behavioral
  interventions that are written into the childs
  IEP and/or positive behavior support plan.
• 7. Evaluate the success of the interventions.
• 8. Change or fine-tune the plan as needed.

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Steps to Develop Positive Behavior Support Plans

• Define target behavior
• Collect data
• Indirect measures
• Direct measures
• Formulate hypothesis (validate)
• Develop intervention plan (PBSP)
• Implement the plan, monitor and adjust

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FBA and Consent

• Will the FBA focus on the educational and
  behavioral needs of a specific child?
• If so, then the FBA qualifies as an evaluation or
  reevaluation under IDEA and triggers the need to
  seek written parental consent.
• If, the district uses an FBA as a widespread
  intervention tool to improve the behavior of all
  students in its schools, the FBA is not an
  evaluation and parental consent is not necessary.

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Steps to Develop Positive Behavior Support Plans

• Define target behavior
• Collect data
• Indirect measures
• Direct measures
• Formulate hypothesis (validate)
• Develop intervention plan (PBSP)
• Implement the plan, monitor and adjust

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Steps to Develop Positive Behavior Support Plans

• Define target behavior
• Collect data
• Indirect measures
• Direct measures
• Formulate hypothesis (validate)
• Develop intervention plan (PBSP)
• Implement the plan, monitor and adjust

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FBA When is Written Consent Required?

• Initial Evaluation
• Reevaluation
• if the purpose of data collection is specific to
  an individual students educational and
  behavioral needs
• if additional data is necessary to determine
  nature extent of special education and related
  services needed to develop or modify behavior
  interventions and PBS in students IEP

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FBA When is Written Consent NOT Required?

• Reviewing existing data
• Administering a test or other evaluation that is
  administered to all children, unless parent
  consent is required for all children
• Review of behavior interventions in school as a
  whole
• Screening to determine instructional strategies
  for curriculum implementation

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Steps to Develop Positive Behavior Support Plans

• Define target behavior
• Collect data
• Indirect measures
• Direct measures
• Formulate hypothesis (validate)
• Develop intervention plan (PBSP)
• Implement the plan, monitor and adjust

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What does the FBA result in?

• Problem behaviors are irrelevant
• Aversive events are removed
• Access to reinforcers are readily available
• Problem behaviors are inefficient
• Appropriate behavioral alternatives are taught
• Appropriate behavioral alternatives are known and
  used
• Problem behaviors are ineffective
• Problem behaviors are not reinforced
• Desired behavior ARE reinforced

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Using the FBA Data
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• Short term solution
• Manipulate Antecedents
• Manipulate Consequences
• Teach Socially Acceptable Functionally Equivalent
  Behavior
• Long term solution
• To remediate skill deficits so that the problem
  behavior is unnecessary
• To design consequences to maintain the new
  desired behaviors

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Steps to Develop Positive Behavior Support Plans

• 4. Develop intervention plan (PBSP)
• Design Antecedent strategies
• Design Consequence strategies
• Select and teach replacement behaviors
• Implement the plan
• Monitor and adjust program

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Assessment Summary
Antecedents to the behavior of concern Behavior of concern Consequences maintaining the behavior of concern Perceived function of the behavior of concern

When___(antecedents to the behavior of
concern)______________ the student___(behavior of
concern)_________________________ to___(perceived
function of the behavior of concern)____________
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V. GOALS AND OBJECTIVES Include, as
appropriate, academic and functional goals. Use
as many copies of this page as needed to plan
appropriately. Specially designed instruction may
be listed with each goal/objective or listed in
Section VI. Short term learning outcomes are
required for students who are gifted. The short
term learning outcomes related to the students
gifted program may be listed under Goals or Short
Term Objectives.
MEASURABLE ANNUAL GOAL Include Condition, Name, Behavior, and Criteria (Refer to Annotated IEP for description of these components) Describe HOW the students progress toward meeting this goal will be measured Describe WHEN periodic reports on progress will be provided to parents Report of Progress


SHORT TERM OBJECTIVES Required for students
with disabilities who take alternate assessments
aligned to alternate achievement standards
(PASA).
Short term objectives / Benchmarks



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VI. PROGRAM MODIFICATIONS AND SPECIALLY DESIGNED
INSTRUCTION FOR THE POSITIVE BEHAVIOR SUPPORT
PLAN
A Antecedent (prevention) Strategies
B Replacement Behavior
hC Consequences (reinforcement) for when the student performs the replacement behavior
iC Consequences (including procedures to follow) when the student performs the behavior of concern
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Parts of a PBSP

• Measurable Annual Goal
• Reasonable expectations within 12 month period
• Must contain
• Condition situation, setting, or given material
• Name of the student
• Behavior the action the student will be
  expected to perform
• Criteria how we know the student has mastered
  the skill

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Parts of a PBSP

• Measurable Annual Goal
• Must be a direct relationship between the FBA
  Results and the Annual Goal
• Progress Monitoring of the Goal
• How?
• When?
• Short Term Objectives

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Parts of a PBSP Measurable Annual Goal

• Example
• During whole class and small group instruction
  and discussion, Chad will participate and
  decrease off-topic comments and discussions to no
  more than three off-topic comments and
  discussions per week over three consecutive
  weeks. Current baseline is average of twenty-one
  off-topic comments and discussions per week.

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INTERVENTIONS

• Manipulate the Antecedents
• Teach an alternative Behavior
• Manipulate the Consequences

REMEDIATE THE SKILL DEFICITS
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Desired and Replacement Behaviors

• Desired Behaviors the behavior that you want
  the student to perform
• Long-term
• May or May Not Serve the Same Function

• Replacement Behaviors the behavior you will
  teach the student to perform that serves the same
  function as the problem behavior
• Short Term
• Plan for fading

B
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Positive Behavior Support Plans

• Components
• Replacement Behavior
• (teaching and maintaining)
• Identify functionally equivalent replacement
  behavior.
• Consider
• Is the replacement behavior effective and
  efficient for the student to use?
• The Response Effort how difficult is it for
  the person to perform the behavior? (physically
  and/or cognitively)

B
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Replacement Behavior

• To Get/ Attention

• Escape

• Request a Work Check
• Request Assistance-help and attention
• Request Companionship
• Request Attention from staff, from peers

• Rejecting No thank you
• Request a break from activity, person
• Request an alternate activity
• Ask to work somewhere else

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Replacement Behavior

• The FUNCTIONALLY EQUIVALENT and SOCIALLY
  ACCEPTABLE behavior that replaces the problem
  behavior
• Must know the FUNCTION of problem behavior

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REPLACEMENT BEHAVIOR
behavior
CURSING AT STAFF
function
ESCAPE TASKS
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REPLACEMENT BEHAVIOR
behavior
function
CURSING AT STAFF
X
ESCAPE TASKS
REQUEST ALTERNATIVE TASK
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REPLACEMENT BEHAVIOR
CURSING
X
ESCAPE TASK
REQUEST ALTERNATIVE TASK
CURSING
X
ESCAPE TASK
!?!?
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Replacement Behaviors

• Must TEACH Replacement Behavior
• Must REINFORCE Replacement Behavior with SAME (or
  stronger) reinforcement as challenging behavior

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INTERVENTIONS

• Manipulate the Antecedents
• Teach an alternative Behavior
• Manipulate the Consequences

REMEDIATE THE SKILL DEFICITS
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Positive Behavior Support Plans

• Components
• Antecedent (prevention) strategies
• Remove/reduce identified antecedents to the
  behavior of concern
• Make the behavior unnecessary in specific
  situations
• Assist with the performance of the replacement
  behavior (cues and prompts)
• Long term strategies to remediate skill deficits

A
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Manipulate Antecedents

• Setting Event Modifications identify any
  changes that could make these events less likely
  or less influential.

• Antecedent Modifications Identify changes that
  can be made in immediate antecedents to make
  problem behavior irrelevant.

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Manipulate Antecedents

• Consider the following
• Daily schedule
• Level of prompting/assistance
• Curriculum or features of task
• Groupings of students

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Manipulate Antecedents

• Daily Schedule
• Is it readable?
• Is it known?
• How many tasks before a break?
• Is it adhered to?
• Is it predictable?
• How much choice do students have in
  creating/modifying the schedule?

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Manipulate Antecedents
Level of Prompting/Assistance

• Prime, Prompt, Fade, Reinforce
• Select the skill you will teach
• Determine the type of prompt that will be needed
  to make the learner successful
• Determine how the prompt will be faded

• To teach
• Tell or show the learner exactly what you want
  him to do or say (Prime)
• Immediately prompt the learner
• Reinforce the learner
• Repeat and attempt to fade the prompt

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Positive Behavior Support Plans
Components Consequence
Strategies Reinforcement for performance of
the replacement behavior that achieves the
same function as the behavior of concern (get
or escape).
C
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Principles of Reinforcement

• Anything that increases a behavior
• Affects you like gravity whether you are aware
  of it or not.
• Different for individuals
• Consumables
• Manipulative
• Activities
• Social
• Physical
• Personal

Sundberg, 2009
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Types of Reinforcement

• Positive Reinforcement
• The delivery of something that increases a
  behavior
• Edible
• Attention
• Money

• Negative Reinforcement
• The removal of something that increases a
  behavior
• Alarm clock
• Telephone
• Requesting a break

REINFORCEMENT must be related the FUNCTION of the
Behavior
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Reinforcement Guidelines

• 1. Timing deliver reinforcers as soon as
  possible after the behavior
• 2. Quantity/Quality reinforcers must be
  important enough to cause an increase in behavior
• 3. Contingency must be a connection between the
  behavior and reinforcer
• 4. Deprivation/Satiation do not overuse
  reinforcer

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Positive Behavior Support Plans

• Consequence Strategies
• The withholding of reinforcement for the
• behavior of concern. This ensures that the
• behavior of concern is less effective and
  efficient
• than the replacement behavior.
• This is the section that includes the crisis
  plan
• (a plan to outline the steps taken to avoid a
  crisis as
• well as the plan for when a crisis occurs)

C
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C

• Gain Something Function

• Escape Something Function

• Withhold access to the item, attention, etc. that
  the student is attempting to gain access to when
  he or she performs the problem behavior

• Prevent or dont allow for the removal of the
  stimulus when the student performs the problem
  behavior

First response should ALWAYS be to PROMPT the
STUDENT to PERFORM the REPLACEMENT BEHAVIOR!
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Consequence Strategies

• Token economy
• Point systems
• Level systems
• Behavior contracts
• Differential Reinforcement
• Personal Best Records

• Response Cost
• Time out from Rf
• Planned ignoring
• Extinction
• Broken Record

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Resources

• http//www.pattan.net
• http//cecp.air.org/fba/default.asp
• http//www.aboutourkids.org/files/articles/nov_dec
  _2.pdf
• http//www.wrightslaw.com/info/discipl.fba.jordan.
  pdf