3-Term Contingency A B C

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1 Utilizing Functional Assessment (FBA) to Develop a Positive Intervention & Support Plan (PBIS) L. Lynn Stansberry-Brusnahan, Ph.D. University of St. Thomas Autism Spectrum Disorder Programming llstansberry@stthomas.edu Tiers of Prevention & Support Primary Prevention: School & Classroom Wide Systems For All Students, Staff, & Settings ~5% ~15% ~80% of Students Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Secondary Prevention: Specialized Group Systems for Students with At-Risk pbis.org Bambara and Kern, 2005 Gather indirect (broad) information Individualized Supports for Students with s, p. 50 Adapted PBIS.org Antecedent & Setting event interventions Prioritize & define problem Conduct functional assessment Develop hypothesis Summary statement Develop support plan Teach alternative skills Implement, evaluate, & modify plan Gather direct (specific) information Responses to problem Strengths Preferences Vision 3-Term Contingency A B C s Events that occur before s. May serve to cue, trigger or set the stage for certain s Observable actions it is what we do! 4 Events that occur after/follow a that determine whether the will be repeated or not. Serve to maintain, increase or decrease. ABCs of FBA Factors that influence / predict A B C 5 Outcomes/Function Target Access Replacement Avoid/Escape Setting Gain Get out of ( ) (Appropriate) Events something: something: Events Sensory - Slow triggers -Fast triggers Power/control Sensory Occurrence Goal: Goal: Attention Tasks Occurrence NOT immediately Decrease Increase Acceptance Socialization immediately before Affiliation before & Gratification Stress/anxiety Acquire skill(s) Tangibles Activities Justice/revenge Individuals Etc Reinforcement Punishment Etc Summary Statement The summary statement is an outcome of FBA & includes 3 components: Prediction When Situation in which occurs Description What Specific problem to target Function Why Intended outcome or function of We need this information for Intervention! 1

2 Summary Statement Simple, clear approach to organizing FBA data for problem s so that you can develop a hypothesis. Hypothesis Template 1. When this occurs (describe circumstances/ antecedents) 2. the student does (describe problem ) 3. to get/to avoid (describe consequences) setting events and antecedents associated with problem description of the problem to target for intervention consequences maintaining When the student is in an environment that is loud & includes lots of people, the student hits his head which results in him being removed and thus he escapes the noise & the crowded room Competing Pathways Model Events Challenging Use FBA & Design Effective Supports s are irrelevant Remove aversive events Provide access to positive events Prevent Pre-correct peers Practice answering questions ahead Adapt request for answering questions setting events and antecedents associated with problem s description of the desired, problem & possible alternative replacement s 9 Alternate Replacement consequences maintaining s s are inefficient Make available appropriate al alternatives Teach appropriate al alternatives s are ineffective Do not reinforce problem s Reinforce desired Teach to request to pass or ask to leave the room Reinforce function of and appropriate Prevent Teach Reinforce Framework Prevent Teach Reinforce Identify antecedents Determine how to alter or eliminate Modify or eliminate problem antecedent events Introduce positive antecedents events Choose replacement Teach replacement skills that serve the same purpose as problem Teach coping and tolerance skills Teach general/adaptive skills to expand overall competence -Social Communication Determine what is reinforcing challenging Use to reinforce a different. Determine other ways to reinforce. Change our responses so that they no longer reinforce challenging. Increase rewards for appropriate s Reduce outcomes for problem Provide instructive feedback/ introduce logical consequences Adapted from Bambara and Kern, 2005 Individualized Supports for Students with s, p. 59 Design intervention to PREVENT s Feels challenged by authority in front of audience refuses to follow directions by ignoring, shutting down, refusing to To obtain attention from staff and status from peers Sensory 2

3 Prevent Intervention: Visual Supports Visual support are a NPDC on ASD Evidence Based Practice. Use Visual Supports to provide more information about what is currently happening in the environment, future events in the environment, as well as scheduled changes in routines Consider using when student has Transition challenges Difficulty understanding options or choices Difficulty engaging in activities or tasks Does not understand expectations that are not clearly defined or established Schedules First-then boards Choice boards Finished folders Expectations Prevent Intervention: Transition Strategies Use Transition Supports to provide students with a cue or sequence of cues prior to changing in activities Consider using when Student doesn t understand what is expected Student has difficulty reengaging in the next activity or ending a preferred activity of cues Auditory (bell or song) Visual (picture or timer) Motor (physical movement freeze ) Prevent Intervention: Adaptations (Accommodations & Modifications to Curriculum & Instruction) Use Adaptations to provide accommodations & modifications (changes) in instructional tasks that lessen the likelihood of challenging. This could be changes in curriculum or instruction Two main categories of instructional adaptations Change content of instruction Change in presentation of the task Consider using when student Is presented with non-preferred academic task Engages in challenging to escape academic tasks Embed/alter tasks Divide tasks in small chunks (when finished with each receive reinforcement) Provide choices Vary tasks Alter task difficulty Incorporate task preference Make task more meaningful, functional, and relevant Prevent Intervention: Choice Making Use Choice-Making to provide a choice between 2 or more options Consider using when Antecedent is related to task demands Transitioning from preferred to non-preferred activity Control seems to be an issue for student Choice of materials within a task Choice between different tasks Choice of where to work Choice of when to do the task Choice of who to work with Choice of when to end an activity Prevent Intervention: Differential Reinforcement Differential Reinforcement is a NPDC on ASD Evidence Based Practice. Use differential reinforcement to reduce challenging. and increase appropriate and desirable s. Consider using when the student Enjoys attention and praise from adults Gets more acknowledgement from the adults when performing challenging and less acknowledgement when performing appropriate Interact more frequently around appropriate than challenging Use positive language, even when redirecting Strive towards 4:1 ratio positive to negative statements Design intervention to TEACH s (Both desirable and acceptable alternative s) Feels challenged by authority in front of audience Follow directions and refuses to follow directions by ignoring, shutting down, refusing to Ask for help Help teacher To obtain attention from staff and status from peers 3

4 Challenging Replacement 2/11/2013 Replacement s Teach Replacement s that Produce SAME outcome as problem s Are socially appropriate Are as (or more) efficient than problem Amount of physical effort Speed of effect Number of time performed to get reward Honor function of the To escape, avoid, or delay tasks To gain attention from staff or peers To obtain tangibles To delay transitions Ask for assistance Request a break Request attention Replacement When Then As a result When student is required to end art or music and begin independent work activities in reading and math Then, she will yell, scream, throw objects and/or hit Then she will ask for a break As a result he/she is allowed to delay or escape the independent work activities (sent to timeout or to the room or allowed to stay in art or music classes ) to obtain attention from the specialist From Dunlap et al. (2010) Replacement Teaching Replacement s: 1. Identify function of 2. Identify replacement 3. Ask, can you honor the function 4. Directly teach using pre-correction strategies and visual prompts 5. Provide opportunities to use replacement 6. Reinforce with same outcome as problem 7. Build in a tolerance for delay of reinforcement 1.Same consequence 2.Socially acceptable 3.Very efficient Independent work time, working on paper pencil task quietly at desk Teacher helping other students. Work quietly at desk on tasks he can do independently Tears up paper and throws it across room Ask for help points, praise, Call home, etc. Teacher redirect sand helps student get to work. Function: Teacher attention. Replacement Key Questions Is this in the student s repertoire of skills? Will it work to elicit the same response as challenging? Is this as easy or easier to produce than the challenging? Social Skills Instruction Social Skills Groups are a NPDC on ASD Evidence Based Practice. Social skills groups would be considered a secondary tier intervention. Teaching Social Skills: Important to teach social interaction skillsand ways to interact with peers. Social skills groups are small-group instruction practices with a shared goal or outcome of learned social skills in which participants can learn, practice, & receive feedback. 4

5 Solving Teaching -solving Strategies : Consider using when the student has challenging interactions with peers and doesn t know how to deal with. Designed to increase social understanding & help individuals with social challenges problem solve social situations & see differences between their own and others perspectives. 1. Social Autopsies 2. SOCCSS 3. Solving s Before They Become s 4. Social Mapping Self Regulation Strategies Teaching Coping or Self-Regulation Skills: These skills provide strategies for students to help them with self-control Consider using when Student has issues responding to socially challenging situations Student demonstrates inability to control responses or reactions Student is easily frustrated Student is unable to effectively communicate frustration Examples Anger management Negotiation strategies Practice giving and accepting criticism Program Five-point scale ( Self Management Self Management is a NPDC on ASD Evidence Based Practice. Consider using when the student engages in to get attention seeks to escape tasks or activities attempts to delay transitions becomes frustrated Steps include: 1.Define student will self-manage. 2.Establish self-recording method & when & how student will record. 3.Teach student how to self-observe. self-evaluate, record & reinforce. 4.Monitor for accuracy &make changes as needed. can be changed by Enforce meaningful consequences Teach expected Provide meaningful positive incentives teaching expected s recognizing & providing reinforcement when appropriate s occur enforcing meaningful consequences when inappropriate s occur Design intervention to REINFORCE s Feels challenged by authority in front of audience Follow directions and refuses to follow directions by ignoring, shutting down, refusing to Ask for help Help teacher Classroom acknowledgem ent and teacher recognition To obtain attention from staff and status from peers Response Interventions For response strategies to be effective they must Occur following the appropriate replacement or desired No longer occur after the challenging Response Interventions are in 3 categories 1. Reinforce replacement s that are functionally equivalent to the problem 2. Reinforce appropriate s 3. Plan how to respond to challenging (Utilize extinction if appropriate) 5

6 Reinforcement Reinforcement is a NPDC on ASD Evidence Based Practice. Beginning Step 1. Identify the you want to increase 2. Identify the reinforcers Reinforcer menu or sampling Reinforce Replacement s Immediately reinforce student s response when he /she engages in selected functional replacement. The replacement Serves same function as challenging Is equally or more efficient in producing same outcome as challenging, Replaces challenging with a more socially appropriate way of getting same outcome Examples of Functionally Equivalent s and Reinforcers Function of Obtain assistance from adult Obtain Attention from adult or peer Avoid or escape task Avoid nonpreferred activity Replacement Request Assistance Request Attention Request break Request different activity Reinforcer Obtain assistance from adult Obtain Attention from adult or peer Avoid or escape task Different activity Response Efficiency RATE OF REINFORCEMENT (how often are reinforcers delivered?) RESPONSE EFFORT (Is the replacement easier to display than challenging?) QUALITY OF REINFORCEMENT (is the quality of reinforcement higher for appropriate than challenging?) IMMEDIACY OF REINFORCEMENT (How quickly is a reinforcer delivered following a response?) Reinforcement Implementation Immediately reinforce Once consistently using the replacement then implement a plan for fading the immediacy and frequency of the reinforcement Tolerance for delay of reinforcement is a good strategy to pair with replacement s. Extinction Extinction is a NPDC on ASD Evidence Based Practice. It s important for the team to change how adults and or peers respond to the students challenging so that the student no longer gets a desired outcome (e.g., obtain attention, escape task, etc.) for the problem The goal is that the challenging no longer pays off for the student so that the challenging will lesson. 6