1 positive behavior support in community settings february 3, 2004 rachel freeman university of...
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Positive Behavior Support in Community
Settings February 3, 2004
Rachel FreemanUniversity of Kansas
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Positive Behavior Support
Positive behavior support is the integration of Valued outcomes Behavioral and biomedical science Validated procedures Systems change
In order to enhance quality of life and prevent problem behavior
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Characteristics of PBS
PBS plans can be short or more complicated
Many different intervention choices can result in same positive outcomes
Must fit the values, vision, and resources of those supporting the individual
PBS plans requires team collaboration Purpose is to increase quality of life and
build a team vision
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Why individuals Engage in Problem Behavior
If problem behavior is increasing look for events that reinforce it
Problem behavior increases when it is reinforced To obtain attention, access to people, events, or
activities To escape people, events or activities
Problem behavior influenced by physiological variables can occur to escape or obtain internal stimulation
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Common Functions Maintaining Problem Behavior
To escape from tasks, people, situations, or internal sensations
To obtain attention from staff, peers, or other individuals
To obtain access to preferred items or events To either escape or obtain internal sensations
due to physiological events
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First Steps in PBS Process
Medical check-up to ensure there isn’t a health problem or medical issue
Person-centered Planning Establish the team
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Person-centered Planning
Process for identifying ideal lifestyle Creates a vision for the team Focus on the positive Gathers important information for the
PBS plan Decreases the need for more intensive
interventions Priority and control is given to the
individual
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Functional Assessment
Identify why the person engages in problem behavior
Assess how to replace problem behavior with desirable behavior
Identify how to redesign the environment to prevent problem behavior
Link all interventions directly to information gathered in the functional assessment
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Routines, Settings and People Associated with the Occurrence and Nonoccurrence of Problem Behavior
Problem Behavior is Most Likely…
Before work Transitions Sitting next to his
friend John on the way to work
Problem Behavior is Less Likely…
Lunch Small groups Receiving high levels
of attention
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Developing a Hypothesis Statement
A Good Hypothesis Statement Includes the Following Components:
1. Setting Event
2. Antecedent
3. Problem Behavior
4. Consequences
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Setting Events
Environmental (noise levels, sitting next to a peer, late to work)
Social (fight during lunch, family crisis) Physiological (sickness, allergies, sleep
deprivation)
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Antecedent Events (Triggers)
Immediately precedes a problem behavior
Can be related to time of day, people, specific settings, the physical surrounding, or particular activities
Common examples include verbal demands, specific assignments, certain peers or individuals
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Consequences
An event that is presented contingent upon the occurrence of problem behavior
Common consequences include staff attention, the removal of a difficult task, or the presentation of something the person wants
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Hypothesis Statement
Setting Event Antecedent (Trigger)
Problem Behavior
Consequence
Change in work schedule
No attention from staff or peers
Pulls hair when someone is nearby
Immediate attention
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Activity
Complete the hypothesis statement activity in small groups or individually
Write down the setting events, antecedents, behaviors, and consequences described in each vignette
Answer sheet
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Types of Functional Assessment Strategies
Indirect assessment methodsDirect observationFunctional analysis
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Indirect Assessment
Interviewing the person, her parents, staff, and other individuals who know the person well
Record reviews Quality of life measures Checklists and rating scales
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Identify Routines
The behavior occurs “all the time” is not enough information
Select the most problematic situations and settings
Collect functional assessment information about specific routines
Observe these routines
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Defining a Problem Behavior
Avoid using a classification label (for example, ADHD, autism, etc)
Describe exactly what the behavior looks like Avoid using vague descriptions (temper tantrums
mean different things to different people)
Make sure the behavior is described in such a way that there is a clear beginning and ending
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Collecting Direct Observation Data
To help you develop an initial hypothesis To confirm that your hypothesis is
correct To create a baseline that can be used
later to evaluate the PBS plan
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Collect a Baseline of Problem Behavior
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Direct Observational Methods
Measure behavior by frequency, intensity, duration, or latency
Scatter plot “ABC” chart (documents observed
antecedents, behaviors, and consequences)
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Scatter Plot
ABC Chart
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Outcomes of a Functional Assessment
1. Describe the problem behavior
2. Identify the events, times, and situations that predict when problem behaviors both occur and do not occur
3. Identify the consequences that maintain a problem behavior
4. Develop a hypothesis
5. Confirm the hypothesis using direct observation
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Functional Analysis
A functional analysis involves observing behavior while systematically manipulating environmental events
A functional assessment includes functional analyses, indirect assessment, and direct observation
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Activity
In small groups, discuss an individual you currently support
Discuss what you think is maintaining an individual’s problem behavior
What type of information do you have to confirm this hypothesis?
What other evidence do you need?
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PBS Planning
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PBS Plans Must be a Good “Fit”
Values of team membersResources availableSkills and background of those
implementing the PBS planTraining identified as neededUse team based strategies to
identify interventions
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Team-based Brainstorming
Bring functional behavioral assessment information
Set up flip chart paper for writing down interventions
Set aside time to brainstorm each part of the hypothesis statement
Do not judge ideas during brainstorming Go back later as a team and pick
interventions
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Logically Linking the Functional Assessment to PBS Planning (Adapted from O’Neill, et al., 1997)
Setting Event Antecedent (Trigger)
Problem Behavior
Consequence
Change in work schedule
No attention from staff or peers
Pulls hair when someone is nearby
Immediate attention
Setting Event
Interventions
Antecedent Interventions
Teach New Skills
Consequence
Interventions
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Logically Linking the Functional Assessment to PBS Planning (Adapted from O’Neill, et al., 1997)
Setting Event Antecedent (Trigger)
Problem Behavior
Consequence
Change in work schedule
No attention from staff or peers
Pulls hair when someone is nearby
Immediate attention
Setting Event
Interventions
Antecedent Interventions
Teach New Skills
Consequence
Interventions Alert residential staff to changes at work Rehearse changes before work with his picture schedule
Temporarily increase attention on days when changes occur
Provide one on one staffing on days with schedule changes
Provide high levels of staff attention and structure activities that encourage interaction
Teach person to initiate a positive interaction with picture schedule
Reduce attention for hair pulls Reward person when he successfully completes time alone with no hair pulls
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Setting Event
Interventions
Antecedent Interventions
Teach New Skills
Consequence
Interventions
Alert residential staff to changes at work Rehearse changes before work with his schedule
Temporarily increase attention on days when changes occur
Provide one on one staffing on days with schedule changes
Provide high levels of staff attention and structure activities that encourage interaction
Teach person to initiate a positive interaction with picture schedule
Reduce attention for hair pulls Reward person when he successfully completes time alone with no hair pulls
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Examples of Setting Event Interventions
Minimize or eliminate the setting event Design interventions that are implemented
when setting events occur
--Neutralize the setting event
--Withhold or eliminate the antecedent
--Add more prompts for desirable behavior
--Increase the value of reinforcement for desirable behavior
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Antecedent Interventions
Avoid presentation of antecedent (verbal demand statements)
Modifying Tasks The way activity is completed Functional activities Compensate for skill deficits Initially providing extra support
Create high levels of predictability Offer choices
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Teaching New Skills
Identify a desirable behavior that will serve the same function as the problem behavior
This new behavior must be more efficient when compared to the problem behavior
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Consequence Interventions
Are important when teaching new skills (the goal is to make the problem behavior inefficient compared to new behaviors)
Withdraw or terminate reinforcement maintaining problem behavior (extinction)
Withdrawing or terminating reinforcement can result in an “extinction burst” (problem behavior may increase temporarily before decreasing)
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Examples of Consequence Interventions
Intervene early before problem behaviors increase in intensity (we often ignore early signs that are not as problematic and respond to serious problems)
Redirect person early in the chain of problem behaviors
Avoid engaging in coercive interactions
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Building a Positive Interaction Pattern
Rapport building strategies Provide 4 positive statements for every
demand or request Deliver reinforcement to persons
immediately when you observe them engaging in positive social behaviors
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Activity
Read this vignette and use the PBS planning tool
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PBS Planning Tool
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Cycle of Positive Behavior Support
PCP CurriculumFunctionalAssessment
Medical/Health
Hypotheses: Global and Specific
Multicomponent Interventions
Data Analysis and Evaluation
EffectiveIneffectiveGeneralization/Maintenance
Florida’s Positive Behavior Support Project-USF
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Effective PBS Plans
Identify the full set of problem behaviors Focus on routines Document the escalating pattern of problem
behavior from lowest to highest intensity List all behaviors and indicate which behaviors
are maintained by the same function Implement plan across all relevant settings and
times
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Features of a Written PBS Plan
Identifying information, reasons for the plan, person’s positive characteristics
Description of the problem behavior(s) Summary of the hypothesis statement General description of interventions and
specific strategies in more detail Crisis prevention plan (as necessary) Group commitment (obtain signatures)
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Implementing a PBS Plan
Provide a timeline for implementing each intervention
Document the agreed upon dates for meetings Identify the individuals responsible for
implementing each intervention Spread responsibilities among team members
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Implementation Plan Example
Activity Person Responsible Date of Completion
Functional AssessmentInterviews R. Freeman 11/14/00-
11/27Direct Observations T. Dolby 11/15/00
R. Freeman 11/16/00-11/17/00
Summary of Report R. Freeman 12/2/00Brainstorming Session All Team members 12/3/00PBS Plan DevelopmentDevelop materials B. Smith 12/11/00Schedule mentor sessions M. Brown 12/11/00Secure extra staff support L. Kinley 12/14/01Write scripts and R. Freeman 12/15/00Evaluation PlanMeetings for review of data All team members 1/14/01Collectors of data B. Smith OngoingSummarize data for meetings R. Freeman Ongoing(Adapted from Horner, Albin, Sprague, & Todd, 2000)
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Enlarged Implementation Plan
Activity Person Responsible Date of Completion
Functional Assessment
Interviews R. Freeman 11/14/00-11/27
Direct Observations T. Dolby 11/15/00R. Freeman 11/16/00-
11/17/00
Summary of Report R. Freeman 12/2/00
Brainstorming Session All members 12/3/00
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Enlarged Implementation Plan
PBS Plan Development
Develop materials B. Smith 12/11/00
Mentor sessions M. Brown 12/11/00
Extra staff support L. Kinley 12/14/01
Write scripts R. Freeman 12/15/00
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Enlarged Implementation Plan
Evaluation Plan
Review of data All members 1/14/01
Data collectors B. Smith Observe dinner
twice/week
Summarize data for R. Freeman Weekly
Meetings
(Adapted from Horner, Albin, Sprague, & Todd, 2000)
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Evaluating a PBS Plan
A PBS plan should result in… Decreases in problem behavior Increases in academic and social skills Positive lifestyle changes
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Collect a Baseline of Problem Behavior
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Examples of Evaluation Measures
Compare the frequency of problem behavior and appropriate behavior
Assess whether the person’s social skills have increased
Observe number of positive interactions that occur during key routines
Changes in the persons quality of life (access to new resources, new friendships)
Assess level of satisfaction with the PBS plan
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Useful Tools for PBS
Link to the Rehabilitation Research and Training Center on Positive Behavior Support Facilitator’s Guide:
http://www.fmhi.usf.edu/cfs/cfspubs/pbsguide/facilitatorguidepbs.htm
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For More Information
Kansas Institute for Positive Behavior Support (www.kipbs.lsi.ku.edu)
Kansas University Center for Developmental Disabilities - PBS Resources (http://www.uappbs.lsi.ku.edu)
Center on Positive Behavioral Interventions and Support(http://www.pbis.org)
Rehabilitation Research and Training Center on PBS (http://www.rrtcpbs.org)