Functions Based Behavior Intervention Planning
From FBA to BIP Day Two
Vermont PBiS TeamTiffany Cassano, Ken Kramberg, Richard
Boltax
Welcome Back!!
COMPETING PATHWAYS CHART
STUDENT: DATE:
SCHOOL: GRADE: TEACHER:
Related Events (Setting Events)
Antecedent Events
Desired Behavior
Related Events/Strategies Antecedent Strategies Behavior Consequences/Strategies Problem Desired Problem Desired
Acceptable Alternative
Maintaining Consequences
Maintaining Consequences
Problem Behavior
INTERVENTION PLAN
Adapted from Sugai, Lewis-Palmer, & Hagan, 1999
Review of Functions Based Assessment
• D.A.S.H• Use team process
• Use Competing Behavior Pathway to build behavior intervention
plan
What do we do with This Information?
Simple Simple FBAFBA
If the team has If the team has confidence in the confidence in the
hypothesishypothesis
Develop/Develop/Implement Implement a Behavior a Behavior
Support Support PlanPlan
If the team does If the team does not have not have
confidence in the confidence in the hypothesishypothesis
Gather Gather More More
InformatioInformation: Do at n: Do at Full FBAFull FBA
Competing Behavior Pathways
3 Literacy Class
1 Makes noises, taps
pencil
2 Independent Work
4 Teacher assists student
Attention
5 Remains on Task, complete
work tasks independently
Receives positive reinforcement for staying on task and completing
work.
Desired Behavior
Fundamental Rule!
“You should not propose to reduce a problem behavior without also identifying alternative, desired behaviors person should perform instead of problem behavior” (O’Neill et al., 1997, p. 71).
Competing Behavior Pathways
3 Literacy Class
1 Makes noises, taps
pencil
2 Independent Work
4 Teacher assists student
6 Raises hand when he needs
assistance
Attention
5 Remains on Task, complete
work tasks independently
Receives positive reinforcement for staying on task and completing
work.
Activity 1
Using the post its on your table, write the setting event, antecedent, behavior,
maintaining consequence, replacement behavior, desired behavior and new maintaining consequence for your team’s student in one of the blank
Competing Behavior Pathways.
Group ShareTell us about your student. What is the…
Observable behavior you chose?Antecedent?
Setting Event?Consequences?
Hypothesis of Function of BehaviorSelected Desire Behavior
Replacement Behavior
Activity 2
With your team, discuss and modify the Competing Behavior Pathway
for your student.(Upper Portion Only)
Group ShareWhich Strategy did you choose to try?
How did it go?Setting Event
Strategies Antecedent Strategies
Teaching Strategies
Consequence Strategies
Eliminate/neutralize
settingevents
Modify or remove triggers to prevent problem behavior
Prompt alternative and/or desired
behavior
Teach alternative
that is moreefficient
Teach desired skills
Add effective reinforcers for alternative and
desired behavior
Minimize reinforcement (“pay-
off”) for problem behavior
Behavior Intervention Program (BIP)
•Two Goals:Reduce problem behaviorsIncrease appropriate behaviors•Make behaviors:IrrelevantInefficientineffective
Function Based Strategies• The team will consider the FUNCTION of the problem
behavior when identifying:
Setting Event Strategies
Antecedent Strategies
Teaching Strategies
Consequence Strategies
Eliminate/neutralize
settingevents
Modify or remove triggers to prevent problem behavior
Prompt alternative and/or desired
behavior
Teach alternative
that is moreefficient
Teach desired skills
Add effective reinforcers for alternative and
desired behavior
Minimize reinforcement (“pay-
off”) for problem behavior
Setting Event Strategies
These are structural changes made to the students day or classroom
Alternative ScheduleSitting Near the Teacher
Lunch in the support roomStudent Check In
Early or late entry to class/activity
T Cassano 2011
Antecedent Strategies
Antecedent StrategiesSetting Event
StrategiesManipulate
AntecedentTeach Behavior Alter Consequences
Eliminate or Neutralize Setting Events
Prevent/Modify “Triggers”
Prompts for Alt/Des Behavior
Teach Alternate Behavior
Teach Desired Behavior/ Academic/ Social Skills
Reinforce Alt/Des Behavior
Response to Problem Behavior/ Corrective Feedback
Antecedent strategies are designed to make problem behavior irrelevant by:
1. Eliminating or Modifying antecedents that “trigger” the behaviorAND
2. Prompting alternative/Desired behavior (pre-correction)
Identifying Antecedent Strategies• When asked to read independently at his seat, Ronnie
makes inappropriate noises and makes faces at peers. Based on the FBA data collected, the team agreed that the function of Ronnie’s behavior is to obtain peer attention.
• Which is the best antecedent modifying strategy? • Provide student with an easier reading assignment • Remind student of expectations related to respectful behavior• Allow student to wear headphones during independent reading• Ask student to work quietly 1:1 with a ‘reading buddy’• Have student check in with the teacher at the beginning of
class
Addresses: 1.Antecedent? Function?
Identifying Antecedent Strategies• When Pam is asked to work on long-division problems
in math class, she argues, refuses to work, and uses profanity to avoid/escape the difficult task.
• Which is the best antecedent modifying strategy to prevent problem behavior? Why or Why Not? • Move student’s seat closer to the teacher • Give student more time to complete the difficult tasks • Give student an easier math assignment she can be successful
with • Warn student she will be sent to office for using profanity• Allow student to practice long-division on the computer
Consequence Strategies
Setting Event Strategies
Manipulate Antecedent
Prevent problem & prompt
alternate/desired behavior
Teach Behavior Explicitly Teach
Alternative & Desired Behaviors
Alter Consequences Reinforce alternate &
desired behavior & extinguish negative
behavior
Eliminate or Neutralize Setting Events
Modify/Prevent “Triggers”
Prompt Alt/Desired Behavior
Teach Alternate Behavior
Teach Desired Behavior/ Academic/ Social Skills
Reinforce Alt/Des Behavior
Response to Problem Behavior
- Redirection
-Extinction
Consequence strategies help make problem behavior ineffective by:
Reinforcing appropriate behaviors
AND…
Minimizing reinforcement for problem behavior
Reinforcing Alternative and Desired Behavior
Behavior Intervention Program (BIP)
•Two Goals:Reduce problem behaviorsIncrease appropriate behaviors•Make behaviors:IrrelevantInefficientineffective
Consequences: Reinforcing the Alternative Behavior
• It is extremely important that the alternative behavior is reinforced:– Immediately– Consistentlyand…– Results in the same type of reinforcement as the problem
behavior
• This is necessary for the alternative behavior to successfully compete with the problem behavior.
• In other words, the problem behavior cannot happen if the student is exhibiting the desired behavior…they can’t happen at the same time!
Identifying Consequence Strategies: Reinforcing Alternative/Desired Behavior
• During independent seatwork, Ronnie makes inappropriate noises and makes faces at peers. The function of Ronnie’s behavior is to obtain peer attention.
Which are the best reinforcement strategies?
• Student is allowed to sit by a preferred peer for 15 minutes, if he is quiet and on task during seatwork every day for a week
• Student will receive a “free homework pass” if he has no problem behavior during independent seatwork
• When student is on task with no problem behavior for 15 minutes, he will be allowed to sit at back table and read with a peer
• Student receives frequent teacher praise for staying on task
• Student is allowed to work with a peer when asks appropriately
Function?
Reasonable expectations?
Identifying Consequence Strategies: Reinforcing Alternative/Desired Behavior
• During independent reading time in language arts, Audrey makes noises, talks out, and walks around the room. The FBA has shown that this behavior is maintained by adult attention.
Which are the best reinforcement strategies? Why or Why Not?
• Student can play a game with the teacher if she works quietly (no more than 2 talk-outs) during independent reading
• Student is allowed to work with a peer when she has been quiet for 15 minutes
• Student receives help from teacher if asks appropriately
• Student can eat lunch with the teacher if no talk-outs for one month
• Student earns a homework pass for on-task behavior
Consequences: Responding to Problem Behavior
• Responses to Problem Behavior should focus on two things:
#1. Redirecting to the Alternative Behavior
#2. Extinction of the Problem Behavior
Responding to Problem Behavior: Redirection
• At the earliest signs of problem behavior, quickly redirect to the alternative behavior
Example:• During independent work, Annie often talks out to
get teacher attention. If ignored, Annie will begin yelling and knocking materials off her desk. – When Annie first starts talking out, her teacher will
immediately remind her how to appropriately get adult attention and will praise Annie’s use of the alternative behavior.
Responding to Problem Behavior: Extinction
• Do NOT allow the problem behavior to “work” or “pay off” for the student.
• Eliminate/minimize the amount of missed instructional time or work provided to a student for engaging in problem behavior
• But… make sure student is capable of doing work… or provide support/instruction so student can complete the work
• Eliminate/minimize the amount of attention for engaging in problem behavior
• Limit verbal interactions/explanations • Create a signal to cue the student to use the alternative behavior
instead
** Note: extinction should ALWAYS be combined with frequent reinforcers for alternative/desired behavior.
Example: • Darci engages in problem behavior that results in peer
attention.– Darci’s peers will receive “Panther Paws” for ignoring her
inappropriate behavior.
• Darci will also be learning how to interact (and provided frequent opportunities to practice interacting) with peers appropriately and will earn time with peers for alternative/desired behavior.
Responding to Problem Behavior: Extinction
Teaching Strategies
These are the skills the student will need to be taught to do
*How to ask for a break using break card*How to monitor his/her progress with a point
sheet*How to engage in appropriate conversations
with peers during small group counseling
T Cassano 2011
Activity 3
Use the post its on your table to come up with 1 setting strategy, 1 antecedent
strategy, 1 behavior teaching strategy and 1 consequence strategy and place them on the appropriate chart paper.
ACTIVITY 4
In your packet, complete the lower portion (initial intervention plan)
for your student.
Leaving Thoughts
Keep the Simple FBA Simple
Save Full FBA for more complex cases
COMPETING PATHWAYS CHART
STUDENT: DATE:
SCHOOL: GRADE: TEACHER:
Related Events (Setting Events)
Antecedent Events
Desired Behavior
Related Events/Strategies Antecedent Strategies Behavior Consequences/Strategies Problem Desired Problem Desired
Acceptable Alternative
Maintaining Consequences
Maintaining Consequences
Problem Behavior
INTERVENTION PLAN
Adapted from Sugai, Lewis-Palmer, & Hagan, 1999
Full FBA
Required more data collection-Teacher/Parent/Student Interviews
-More Behavior Observations-File Review
-Office Discipline Referrals-Grades
-Test Scores
Building Behavior Support Plans
• Step 1: Develop Competing Behavior Pathway• Step 2: Identify and Select Behavior Support
Strategies• Step 3: Develop Implementation Plan• Step 4: Develop Evaluation Plan
Progress Monitoring in Data collection systems
• Identify the skills to be addressed within the specialized instruction and choose an appropriate program/approach
• Either select or develop a data collection tool which aligns with the focus of the goals/objectives - develop a file of templates for data collection for future use
• Use a data sheet that is set up to take data efficiently and
clearly - checklists/tallies- with correct measurement that aligns with the language of the goal/objectives
ACTIVITY 5
Discuss with your team a plan for progressmonitoring your student/case study
FBA and Check In Check Out
• CICO generally used as first intervention prior to FBA• FBA is done if CICO student DPR goals are not being
met• School-wide expectation should be referenced when
desired behavior is named and taughti.e. Desired Behavior – raise hand and ask for
help School-wide expectation -
Responsibility/Respect for others• CICO daily progress reports can be used for teaching
and reinforcement and can be modified as a result of a FBA
Thanks and
• Think about coaching needs back home and try to arrange for at least one on-site coaching visit with one of us with your team back home during an actual FBA/BIP