efficient and effective process for completing fba within a 3-tiered continuum teri lewis-palmer...
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Efficient and Effective Process for Completing FBA within a 3-tiered Continuum
Teri Lewis-Palmer
July 11, 2008
Purpose
To describe the critical features of functional behavioral assessment-based behavior intervention planning (FBA-BIP) process.
Academic Systems Behavioral Systems
1-5% 1-5%
5-10% 5-10%
80-90% 80-90%
Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity
Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures
Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response
Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response
Universal Interventions•All students•Preventive, proactive
Universal Interventions•All settings, all students•Preventive, proactive
What is FBA?
A systematic problem solving process for developing statements about factors that: Contribute to the occurrence and maintenance of
problem behavior, and More importantly, serve as basis for developing
proactive & comprehensive behavior support plans.
Purpose of FBA
Increase efficiency, relevance, & effectiveness of behavior support interventions.
Improve consistency with which behavior support plans are implemented.
Increase accountability (legal & professional)
Use FBA when…
Students are not successful
Interventions need to be developed
Existing interventions need to made more effective and/or efficient
How do I know if I have done an FBA?
Description of problem behavior
Identification of conditions that predict when problem behavior will and will not occur
Identification of consequences that maintain problem behaviors (functions)
Summary statements or testable hypotheses that describe specific behavior, conditions, and reinforcers
Collection of direct observation data that support summary statements
FBA’s do not…
FBAs guide the development of BIP. They do not result in Eligibility Placement Manifest determination
Can provide information that is useful for all of these of procedures
FBA Misrules
Only one way to collect FBA information, FBA process is basically the same Decisions about methods for collecting data
may vary based on what information need to be collected
Must do everything every time. Base FBA activities on what you know. FBA is systematic behavior support planning process.
Everyone has to know how to do FBA. Small # of people must have high fluency. All people must know process & what to expect. Some individuals must work on sustainability.
FBA is it. One component of comprehensive plan of behavior support.
FBA is only for students with disability Process for behavior of all individuals across multiple settings
Power, authority, control, intimidation, bullying, etc. are functions
Two basic research validated functions Positive reinforcement (get/access) Negative reinforcement (avoid/escape)
Get/Access Avoid/Escape
Peer/Adult Social
Activities/Tasks
Tangibles
Sensory
WHAT ARE FBA STEPS (process)?
1. Collect Information to determine function.2. Develop testable hypothesis or summary statements and indicate
functions.3. Collect direct observation data to confirm summary statement.4. Identify desired and acceptable replacement behaviors.5. Develop behavior intervention plan.6. Develop comprehensive BIP to ensure high fidelity implementation. 7. Develop on-going monitoring system.
Step 1: Collect Information
Multiple sources Student, parent, teacher, etc.
Multiple settings Where it occurs & doesn’t occur
Strengths Reinforcers, goals, hobbies, social skills, academic
achievements, etc.
Step 1….continued
Multiple methods Archival review
Office discipline referrals, behavior incident reports, etc.
Checklist/inventory
FACTS, routine analysis Interview
Brief, student-guided, parent, teacher Direct observation
O’Neill et al., ABC, scatter plot. Etc.
Aaron
Teacher interview, student interview, record review
When Aaron sits next to preferred peers, he talks to them to gain peer attention.
Defining behavior
Must be in operational, observable, or measurable terms. To achieve high agreement between two people.
Aaron
Aaron whispers to three different peers during class instruction and independent and group work time. He will both initiate the interaction and respond to peer initiations. He talks more in science and social studies. Sometimes he talks about class topic.
STEP 2. Develop summary statement.
Testable hypothesis (“objective guess”). Write in observable terms. If not confirmable, collect more information
& restate. Developed from review of assessment
information. Composed of (a) problem behavior, (b)
triggering antecedent, (c) maintaining consequences, & (d) setting events.
Setting events
Factors that make problem behavior worse (more likely to occur, more intense) E.g., illness, fatigue, social conflict, change in
routine,……
Factors that change value of current reinforcers E.g., verbal praise less effective, peer attention more
influential,escaping work more desirable….
Setting Events TriggeringAntecedents
MaintainingConsequences
ProblemBehavior
Testable Hypothesis
Setting Events TriggeringAntecedents
MaintainingConsequences
ProblemBehavior
Testable Hypothesis
Peer proximity
Talks in class
Gain peer attention
None
STEP 3. Collect direct observation data to confirm summary statement
Testable hypothesis Multiple settings Measures of
problem behavior triggering antecedents, maintaining consequences, & setting events
Collect direction information to confirm summary statement.
Appropriate Talking
Preferred peer 55% 45%
Alone 98% 2%
Non-preferred peer 96% 4%
STEP 4. Developing “competing pathways” summary statement
Components Confirmed summary statements
Desired replacement behavior to be displayed in problem situation (behavioral objective)
Alternative replacement behavior that could achieve same outcome as problem behavior
Competing Behavior Pathway
Setting event
NoneAntecedent
Preferred peerProblem Behavior
Talking
Maintaining Consequence
GainPeer attention
Alternative Behavior
Peer helper
Existing Consequence
GradesMore work
Desired Behavior
Work quietly
STEP 5. Develop behavior support plan. Tactics for
discouraging problem behavior, teaching & encouraging desirable & acceptable
replacement behavior, preventing & responding to emergency/crisis situations, & monitoring implementation effectiveness
Emphasis on manipulation of (a) behaviors, (b) antecedents, (c) consequences, & (d) setting events
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.
Guidelines
Design consequence strategies to make maintaining consequences ineffective. So they no longer are present or Are less reinforcing.
Design setting event strategies to eliminate or neutralize effects of setting events. So they have less impact on routines & reinforcers.
Aaron
None
Neutralize
Self-managementsheet
Choice of seating
Teacher precorrection
Irrelevant
Teach Aaron to:- self-assess-self-monitor-self-recruit
Inefficient
Praise/tokens for appropriate(self & peer)
Planned correction
Ineffective
Setting Events
Triggering Antecedents
Teaching Behaviors
Maintaining Consequences
STEP 6. Develop details & routines for full implementation of behavior support plan
Logistics E.g., schedules, people, materials, training,
monitoring Scripts for adults to
Modify structural/routine/environment “Neutralize” setting events Manipulate antecedent & consequence events Teach response/skills Respond to emergency/crisis situations
Setting Events
Antecedents Behavior Consequences
None -Give Aaron self-management sheet-Remind him to work quietly
-Provide choice of seating
-Teach Aaron to self-manage, record, and recruit
Appropriate-Check and initial if correct-Give VISA tickets & praiseInappropriate-Remind him of plan-Redirect to task Weekly-Debrief-Send plan summary home
Generic Plan TemplateBeginning of class -give Aaron self-management sheet
-Remind him to work quietly
When Aaron raises his hand
-check his self-management sheet-initial if accurate-give Aaron VISA tickets & praise
If Aaron talks during class
-Remind him of plan-Redirect to task
At end of class -collect self-management sheet from Aaron-give him praise for efforts/successes
At end of week -debrief on weeks progress-send plan summary home to parents
STEP 7. Monitor & evaluate implementation of behavior support plan.
Data Impact on
student behavior, lifestyle outcomes significant others
Fidelity of implementation
Consider contextual fit (Albin, Lucyshyn, Horner, & Flannery, 1996)
Characteristics of person for whom plan is designed.
Variables related to people who will implement plan.
Features of environments & systems within which plan will be implemented. (p. 82)
Aaron
0
10
20
30
40
50
60
70
80
90
100
1 3 6 8 10 12 14 17 20 22 24 26 28 32 34 36 37 39 41 43
Preferred Peer
Alone
Non-Preferred Peer
ABL
ABL
BFunctional Analysis
ABL
CIntervention
CSelf-management
Observations
Big Ideas FBA-BIP is a process designed to increase the
effectiveness and efficiency of individualized behavior support planning.
FBA-BIP is appropriate for all students and all types of problem behavior.
Intensity of FBA-BIP should match intensity of problem and needs of students.
Additional Resources
www.pbis.org Technical assistance guide #1
O’Neill et al (1997). Functional assessment and program development for problem behavior: A practical handbook. Pacific Grove, CA: Brooks/Cole
Setting event
Job StressDeadlines
Antecedent
Family event (e.g., holiday)
Problem Behavior
Host all eventsDo all cooking
Maintaining Consequence
Control
Alternative Behavior
?????
Existing Consequence
Less work
Desired Behavior
Let others host Some events