Presented by: The Exceptional Student Education Department

Transcription

1 Presented by: The Exceptional Student Education Department

2 Functional Behavior Assessment Functional Behavior Assessment is a team process that gathers information about the relationship between behavior and the environment in an effort to maximize the efficiency and effectiveness of behavioral support Page 3

3 FBA vs. BIP Functional Behavior Assessment (FBA) is a process which involves the gathering of information which leads to the development of a Behavior Intervention Plan (BIP) A Behavior Intervention Plan is the product that is derived from the information gathered during the FBA process They are two separate entities

4 Underlying Assumptions Behavior serves a function Behavior is related to context Understanding what comes before and what follows behavior is crucial to developing effective interventions Page 3

5 Functional Vs Traditional Interventions Preventive (Proactive) Functional (Why/purpose) Educational (Teaching) Focus on changing systems Quality of life Reactive Topographical Suppression only Focus on changing only the student Specific behaviors only

6 Some Principles of Human Behavior Behavior is largely a product of the immediate environment in which it occurs. Behavior is influenced by its consequences. Whether a behavior is being reinforced or punished is known only by the future course/rate of the behavior. The best predictor of future behavior is past behavior. Research has shown that the most effective way to reduce problem behavior in children is to strengthen desirable behavior through positive reinforcement rather than trying to weaken undesirable behavior using aversive or negative processes.

7 FUNCTIONS OF BEHAVIOR (The Purpose of the Behavior) Functions of Behavior can generally be categorized into three types: To get something (positive reinforcement) To avoid or escape something (negative reinforcement) Sensory stimulation (to get some form of sensory feedback) Page 5

8 POSITIVE REINFORCEMENT Something added to the environment (+) Future probability of the behavior staying the same or increasing Not positive or negative (Nonjudgmental)

9 NEGATIVE REINFORCEMENT Removal or avoidance of something in the environment (-) Future probability of the behavior staying the same or increasing Not positive or negative (Nonjudgmental)

10 POSITIVE PUNISHMENT Something added to the environment (+) Future probability of the behavior staying the same or decreasing Not positive or negative ( Nonjudgmental)

11 NEGATIVE PUNISHMENT Something taken out of the environment (-) Future probability of the behavior staying the same or decreasing Not positive or negative (Nonjudgmental)

12 When Is an FBA Required? Authority #1 - Federal Law: The 2004 Amendments to IDEA If disciplinary action is being considered for a student with a disability that results in a change in placement for more than a total of 10 days in a given school year, one of the following must have been completed by the IEP team either before or not later than 10 days after taking the disciplinary action: Development of a plan for conducting a Functional Behavior Assessment and development of interim interventions, or Review and revise the student s current behavioral support plan to address the students behavior. Page 11

13 What is Considered a Change of Placement? Suspension (internal if IEP is not being implemented) for more than 10 days Bus suspension if parent is unable to transport (if more than 10 days cumulative including all other suspensions) Change in LRE, more restrictive setting, i.e., cluster, special school, or alternative education

14 When is an FBA Required? Authority #2 - State Regulations: The Florida Department of Education A FBA must be completed if - the items addressing the Individualized Behavior Plan are checked under Domain B - Social/Emotional Behavior, Levels 4 or 5 on the Matrix of Services. Page 11

15 When is an FBA Required? The School District of Palm Beach County If the CST team is considering exploring the possibility that a student may qualify under the eligibility of Emotional Behavior Disabilities, a FBA must be completed, the BIP must be developed and implemented with fidelity. Page 11

16 When is an FBA Required? Crisis Intervention If a student is being subjected to more than three crisis intervention procedures over a reasonably short period of time, then consent for a FBA must be obtained. After the FBA is completed, the team then must develop an individual Behavior Intervention Plan to address the behaviors which are leading to the implementation of crisis management procedures.

17 When an FBA is Recommended? A student repeatedly displays undesirable behavior that Threatens his/her life or physical well-being Threatens the well-being of others Impedes his/her learning or the learning of others Results in the destruction of or damage to materials Will likely become more serious if no intervention is developed Page 12

18 Level of Rigor What is meant by level of rigor? The more severe the behavior and/or complex the circumstances, the greater the degree of thoroughness that is required in the assessment process. The level of rigor is determined by the FBA team Page 27

19 Continuum of Effective Behavior Support Students with Chronic/intense Problem Behavior (1-7%) Tertiary Prevention Specialized Individual Interventions Individual Student System Students At-Risk For Problem Behavior (5-15%) Students without Serious Problem Behaviors (80 90%) All Students in School Secondary Prevention Primary Prevention Specialized Group Interventions At Risk System Universal Interventions (School wide System Classroom System Page 14

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21 Consent You must obtain consent prior to beginning the FBA process If the student is not already ESE, initial consent must be obtained When obtaining initial consent, indicate on the form that you are obtaining consent for an FBA only, not for a complete evaluation If the student is already ESE (regardless of eligibility) consent for reevaluation must be obtained

22 The Planning Process Hold a planning meeting, to determine the following: Why are you conducting a FBA? Roles and responsibilities Goal(s) of the interventions Define target behavior Meeting date to develop the BIP Team Leader Copy and distribute forms to everyone who will be participating in the FBA/BIP process Page 27

23 Identifying Goals of Intervention Step 1: Determine the expected outcomes How will the student s life improve as a result of the intervention? Page 31

24 Target Behavior Define the target behavior problem behavior that is going to be extinguished or decreased Choose one target behavior If more than one target behavior is identified, independent data collection will need to be done for each behavior identified. The function for each behavior will need to be identified as well as replacement skills and interventions for each behavior Interventions will be different if function is different Page 31

25 Good definitions are: Observable Is the behavior defined on the basis on what is seen or heard rather than subjective opinions? Are objective terms used? Measurable Target Behavior Is the behavior defined in terms that can be consistently counted? Does the definition identify a clear beginning and ending? Page 32

26 Defining Target Behavior EXAMPLES OF WELL DEFINED BEHAVIOR: EXAMPLES OF TERMS TO AVOID: High-pitched screams Kicking over chairs Slapping himself/herself in the face Throws a book at the teacher Poor impulse control Angry, hostile Hurting himself/herself Non compliant Page 33

27 GATHER BROAD AND SPECIFIC INFORMATION STEP 2: Gather information needed to complete the FBA from the following sources: Record reviews Interviews (teachers, parents/guardians, student, para, and/or bus drivers) Direct observation and data collection Page 34

28 Record Reviews The student s IEP Psychological reports and evaluations Diagnostic and medical records Social histories Developmental profiles Previous behavior management plans Anecdotal records Incident reports Page 36

29 Interviews Why are interviews important? Interviews can help to define target behaviors. Interviews provide a broader perspective than direct observation. Interviews provide an opportunity to establish rapport with team members, including family members. Page 40

30 Interviews Tailor the interview questions to the person being interviewed Ask questions which the person is likely to have accurate information, and skip ones that do not apply to that person

31 Interviews May I interview a group of people at the same time? When possible, interview one person at a time, since the goal of an FBA is to get an accurate understanding of the behavior, not a consensus of opinion Can I just fill out the form? NO!

32 Scatter Plot Start with a scatter plot Identifies patterns of behavior Narrows the focus Assists with decisions regarding more specific data collection (when & where) Suggest possible sources of environmental control Page 51

33 Scatter Plot Page 60

34 Gather Specific Information Step 2: Direct Observation and Data Collection Select a data collection system that fits the behavior and circumstances Provide training Collect data across settings, days, times, persons, activities, observers Patterns will emerge Collect data to evaluate effectiveness of intervention Analyze trends and patterns in the behavior Page 51

35 Other Types of Data Collection Systems Data System Frequency Rate Duration Latency Levels of Assistance Definition Measure of the number of times a behavior or event occurs Measure of how often a behavior occurs during a given period of time Measure of how long the behavior lasts Measure of how much time elapses between the presentation of a demand, and the occurrence of the behavior Measure of the number and type(s) or levels of assistance (prompts) that the instructor provides a student. Page 53

36 A-B-C S of BEHAVIOR SETTING EVENTS TARGET BEHAVIOR ANTECEDENT BEHAVIOR CONSEQUENCE Specific events that were present before the behavior occurred Description of what the behavior looks like/what the student does The events, reactions, and/or responses that followed the behavior Page 54

37 PATTERN ANALYSIS: ANTECEDENTS (CONTEXTS) Step 3 Consider the following through student s eyes: In what settings does the behavior occur? What times of day does the behavior occur? Does the behavior occur in the presence of certain person(s)? In what activities is the behavior most likely to occur? In what activities is the behavior least likely to occur?

38 PATTERN ANALYSIS: CONSEQUENCES Consider the following through student s eyes: What happens to the student after the behavior? Do the surroundings in the environment change as a result of the behavior: What is gained or lost? How do others respond to the behavior?

39 Synthesize Information and Generate Hypothesis Step 3: What should we do with the information we ve gathered? GENERATE HYPOTHESIS What is a hypothesis statement? It is an informed, assessment based explanation about the relationship between the circumstances present at the time the behavior occurs and the target behavior. It must include the possible function of the behavior. Page 65

40 Synthesize Information and Generate Hypothesis Develop one hypothesis for each function of the behavior Components of a hypothesis: A statement or phrase describing the antecedent and or setting events Identify any distant setting events Page 65

41 Synthesize Information and Generate Hypotheses Step 3: How do I know when I have finished the FBA? When you are confident that you have enough information to write, and have written, an accurate hypothesis, you are ready to develop the BIP. Why is the hypothesis so important? A well written hypothesis logically leads to specific interventions. What are the characteristics of a well written hypothesis? It is specific in detail and uses objective terms Page 65

42 EXAMPLES OF HYPOTHESIS STATEMENTS When Perry is getting little attention in a large group in the classroom, Immediate Situation (when?) He is likely to shout out profanities and throw things to get peer attention, Target Behavior (what?) Maintaining Function (why?) When Monique is asked to do independent work (when), she is likely to tear up materials and hit her teacher (what) to escape from the task demands (why). When Jacqueline is prompted to stop playing with the computer or tape player in the play area (when), she is likely to fall on the floor and scream (what) in order to gain access to the computer (why). Page 69

43 EXAMPLES OF HYPOTHESIS STATEMENTS (Continued) In the situation with low levels of activity or attention at home, Jose will rock and chew his wrist to produce stimulation. When Jose is asked to dress himself or do other nonpreferred self care routines, he will chew on his wrist to try to escape from the task demands. When Andrea is given a difficult reading or math assignment, she puts her head down, refuses to respond, and closes her books to try to avoid having to complete the assignment. Page 69

44 FBA Process Planning Meeting 1. Purpose 2. Target Behavior 3. Goals Gathering Information Data Collection Interviews Records Review ABC Data (function Scatter plot (narrow focus) Quantitative Data Frequency Rate Duration Latency Levels of Assistance

45 Developing Behavior Intervention Plans Strive to make sure there is a logical connection between the assessment information and the development of behavior intervention plans The functional behavioral assessment should have a direct impact on the interventions used Page 72

46 Behavior Intervention Plan (BIP) Part 1 Summarize Information from FBA I. IEP Members II. Student Profile III. Target Behavior(s) (Match IEP Goals) IV. Assessment Tools Used V. Hypothesis Statement(s) Record Reviews Interviews Data Collection Most Likely Least Likely Antecedents Functions Antecedents Function

47 Behavior Intervention Plan (BIP) Part 2 Write BIP A. Goals of Intervention B. Proactive Preventiative Strategies C. Replacement Skills and/or Other Posive Behaviors D. Consequence Strategies identify Skills Method Person Responsible Follow Replacement Behavior Follow Target Behavior E. Lifestyle Changes F. Crisis Management G. Generalization and Maintenance Strategies H. Monitoring and Evaluation Implementation Procedures Strategies Method Time Line Person Responsible

48 Goals of Intervention (A) What are the expected outcomes/objective of the interventions? Describe in global terms

49 SAMPLE BEHAVIOR INTERVENTION PLAN (BIP) STRATEGIES Antecedent and Setting Event Manipulations (B) Address medical, medication, or physiological factors Make the day more predictable by having a consistent routine and providing the student with an individual schedule Provide opportunities for choice making and personal autonomy Modify the curriculum and/or instruction Strengthen relationships with the student Prepare the student for changes and transitions (Continued next slide) Page 75

50 Sample Antecedent-Based Strategies Curricular and Instructional Strategies (B) Increase or decrease the difficulty level, length, or pace Use materials that are interesting to the student During difficult times, provide preferred topics or activities Alternate preferred and less preferred tasks. Analyze and sequence tasks Increase reinforcement for correct responses Teach skills within typical daily routines Get typical peers to provide modeling Use natural reinforces Page 76

51 Organize the physical environment. Organize the student s tasks and work materials; then teach him/her to do it. Clarify with the student what is expected before each task or activity. Develop or modify routines. Create an individual written picture, or object schedule for the student. Prepare the individual for changes. Minimize waiting periods or provide other activities. Page 76 Sample Antecedent-Based Strategies Strategies to Increase Predictability (B)

52 SAMPLE BEHAVIOR INTERVENTION PLAN (BIP) STRATEGIES Teach Replacement Skills and Other Positive Behaviors (C) Identify skills/behaviors that produce the same outcome/function for the student as the target behavior (replacement behavior) Teach replacement behaviors and other positive skills when the student is not in crisis Prompt the student to use replacement skills when it is predictable that the target behavior will occur (i.e., before the behavior occurs or very early in a chain) Increase reinforcement for replacement and other positive behaviors (i.e., reinforce more often, quicker, more reliably, with more powerful reinforcers) (Continued next slide) Page 75

53 Selecting Replacement Skills (C) Must fit the strengths and abilities of the student Must fit the context Ideally, replacement skills should transfer across people, activities,and settings

54 SAMPLE BEHAVIOR INTERVENTION PLAN (BIP) STRATEGIES Natural Consequences and Functional Reinforcers (D#1) Identify the types and schedules of reinforcement that are maintaining the target behavior Provide access to the same type and quality of reinforcers when the student engages in replacement skills (D#2) Prevent access to reinforcers when the student engages in the target behavior Use natural, non-punitive consequences for behavior Page 75

55 Sample Behavior Intervention Plan (BIP) Strategies Methods to Promote Lifestyle Change (E) Teach adaptive skills in the natural context Create opportunities to practice skills Teach self-management skills Choose skills to teach that the student can use across settings when possible Page 75

56 Lifestyle Interventions (E) Examples Quality of Life Adaptations: Help the student maintain friendships by inviting peers to play and share in common interests Use peer networks to introduce the student into play groups Incorporate opportunities for daily choice making in all routines Develop an action plan that will move the student from a segregated, to an inclusive, school setting. Sample prospective jobs; help the student to procure his/her choice

57 Crisis Management (F) School based management Classroom management Individual behavior management plan District approved crisis management procedures

58 Generalization & Maintenance (G) How will interventions be implemented across time, people, and settings? What strategies will be used to maintain positive behaviors/skills Self-management Transfer to natural cues and contingencies Thin schedules of reinforcement Reduce prompting Structure Supervision over time

59 Implement, Monitor and Evaluate the Behavior Intervention Plan (H) Step 5: The FBA team must have an objective way to monitor the effectiveness of the BIP. For example: Is there a reduction in the target behavior? Are there increases in alternative, positive behaviors? Did the intervention result in meaningful outcomes for the student? For example, was there increased participation in social activities and friendships, better grades, or were there fewer days in detention? 1. Develop an objective way to measure and document progress in each of the above areas. 2. Recording and graphing a relevant measure of the target behavior (I.e., frequency, during, etc.) and the student s use of replacement skills are two of the most informative methods for evaluation. Page 89

60 Implement, Monitor and Evaluate the Behavior Intervention Plan (H) Step 5: On what frequency will the information will be reviewed? Who will review it? Based on the evaluation of effectiveness, the following are examples of questions the team will need to consider: Is further assessment needed? Was the hypothesis correct? Is the plan being implemented consistently? Should individual components be modified or strengthened? Should the plan be expanded to address new goals? Designing, evaluating, and modifying a BIP is an ongoing process. A BIP evolves as the student learns new skills, life circumstances change, and broader outcomes are achieved. As an integral part of the IEP, the BIP must be reviewed at least annually.

61 Implement BIP After 3 weeks Reconvene Team Make Modifications 3 week interval Continue Data Collection 9 weeks Reconvene Team Make Modifications Post Implementation of Behavior Intervention Plan (BIP) 3 week interval Continue Data Collection 6 weeks Reconvene Team 3 week interval Continue Data Collection If successful: Make modifications Continue implementation If unsuccessful: Consider LRE & placement