The Untapped Potential of Functional Behavior Assessment

Transcription

1 The Untapped Potential of Functional Behavior Assessment Kevin J. Filter, Ph.D. Minnesota State University, Mankato Book available from Oxford University Press 1

2 How are FBA s completed at your school? Who completes the FBAs? When is it done? Why is it done? How do you conduct at FBA at your school? What happens with the information gathered for an FBA? FBA Pros and Cons Pros Recent data suggest that FBA-based interventions are more successful than non-fba-based interventions Relevant to all 3 tiers Cons Time-intensive Require behavioral expertise Interventions CAN be developed without them 2

3 Recent Research Recent research has compared FBA-based interventions to non-fba-based interventions and all indicate that FBA-based interventions are superior Ingram et al., 2005 Newcomer and Lewis, 2004 Filter and Horner, 2009 Percent of Intervals Baseline Non-FBA-based FBA-based Non-FBAbased Intervention Intervention Intervention DYLAN Task Engagement Problem Behavior Sessions Percent of Intervals Baseline FBA-based Non-FBA-based FBA-based Intervention Intervention Intervention BRETT Task Engagement Problem Behavior Sessions 3

4 THINKING FUNCTIONALLY Making the Teacher Angry Brett makes numerous comments about the teacher behind her back. Classmates laugh and teacher gets mad. Why? He lacks a conscience He s cruel He s doesn t care about other people Brett: Other possibilities Has a long history of getting other students attention by insulting people (Function: obtain peer attention) Is looking for a quick ticket out of class (Function: escape aversive task) Wants the teacher to be flustered and discontinue instruction (Function: Escape aversive task) 4

5 What s the point? Knowing WHY somebody does something isn t easy Social psychology fact: We default to internal explanations for the behavior of others because it s easy Clumsy, deviant, dumb, unmotivated People do things for a PURPOSE All behaviors have consequences and those consequences affect the behavior in the future WHATa person does doesn t tell us WHYthey do it Functions Pos Reinf Neg Reinf What is Functional Behavioral Assessment? 5

6 Definition of FBA (O Neill et al., 1997) A set of processes for defining events in an environment that reliably predict and maintain problem behaviors Outcome: Precision hypothesis statement Purpose: Develop behavior intervention plan The REAL power of FBA = INTERVENTION Many assessments help us describe and categorize kids IQ tests, behavior rating scales, WJ-III achievement tests FBA is special because it is only done to DEVELOP or IMPROVE interventions There is a specific process for developing interventions from FBAs that we will discuss Basic Terms in FBA SETTING EVENT (setting up) ANTECEDENT (setting off) BEHAVIOR CONSEQUENCE (reason for behavior) 6

7 Defining behavior Must result in clear, measurable, & objective descriptions of problem behavior Define behavior in such a way that it would be easily recognized by anybody You and I will both agree whether the behavior occurred or not Yells loud and bangs on things OR Tantrum Yells loud and bangs on things OR Tantrum 7

8 Antecedents Environmental factors that predict behavior Tend to occur immediately before behavior Examples Aversive tasks Demands Transitions Reprimands Setting Events Situations that set up the problem Have to be transient NON-EXAMPLES: Intelligence, lack of social skills, and Autism EXAMPLES: illness, medication use, recent altercation, conflict at home, lack of attention Consequences Reinforcers and Punishers In FBA, we only care about REINFORCERS Positive reinforcers Gain peer attention, gain adult attention, gain access to activity Negative reinforcers Escape peer attention, escape adult attention, escape task/activity 8

9 If you ve done a good FBA You will know the BEHAVIOR You will know the SETTING EVENT You will know the ANTECEDENT You will know the CONSEQUENCE OUTCOMES Precision Hypothesis Statement Developed Efficient Intervention Relevant to All Tiers of Prevention We will focus primarily on the traditional, Tier 3 process of FBA for now But the general process, outcome, and purpose of FBA is relevant to all tiers of behavior support More on this later 9

10 FBA Data Collection (How to DO it) When Collecting Data, Think A-B-C Our goal is to fill in the A-B-C blanks Setting Event Antecedent Behavior Consequence A B C TEAM-BASED PROCESS Who is on the team? Behavior expertise (School psych) Primary teacher Rotating position SPED Teacher Others Where does team come from? Subset of main PBIS team Should manage Tier 2 andtier 3 10

11 TEAM TASKS Before data collection Review existing data Assign data collection tasks During data collection Behavioral expert does primary data collection Supplemented by others as needed After data collection Develop precision hypothesis statement Develop Behavior Intervention Plan Monitor implementation and effectiveness Data Collection When the stakes are high (as they are at Tier 3), we need to be comprehensive DATA TYPES Indirect data Review of records Structured Interviews Direct data Systematic Direct Observation INDIRECT DATA Review of records Any existing documents that reveal history of behavior and possible setting events, antecedents, and consequences Examples: Office discipline referrals Suspension/expulsion records This information is a good starting point, but not reliable in isolation for determining function 11

12 INDIRECT DATA Structured Interview A structured interview clearly lists information that will be collected during interview. This should include: Definition of behavior Review of Routines SPECIFIC setting events, antecedents, and consequences Functional Assessment Checklist for Teachers and Staff (FACTS) March, Horner, Lewis-Palmer, Brown, Crone, Todd, & Carr (2000) 12

13 Interview Logistics Interview multiple informants Primary teacher Other teachers Parent? Best respondents are those who Have seen the behavior occur many times Have a basic understanding of behavior theory Borgmeier (2003) Conduct interviews BEFORE observations Brief FBA Interview Simple, Tier 2 Interview Name of student: Interviewer: Antecedent Date: Interviewee: Behavior Consequence Setting Event (if possible) Additional notes Summary Statement Setting Event/Antecedent Behavior Maintaining Consequence DIRECT DATA Systematic Direct Observation (SDO) In order to collect data that can be used to efficiently analyze the problem, SDOneeds to be formalized and include detailed information about antecedents, behaviors, and consequences Functional Behavioral Assessment Observation and Summary Form (FBA-OSF) Filter and Alvarez (2012), modified from O Neill et al. (1997) 13

14 Direct Observation Logistics The information from your interviews should tell you whatto observe and when If you observe at the wrong time, you won t see many behaviors You should observe at least 10 incidents of behavior before making conclusions Plan for reactivity 14

15 Supplemental Direct Observations You can have other staff collect informal observations of behavior to supplement your SDO data FBA Teacher Observation Form Student: Observer: Incident # 1 Date & Time Antecedent What happened before the behavior? Behavior What did the student do? Consequence What did student get out of the behavior? Combine Data Existing Records Consider consistency across data If inconsistent, then focus on direct data first, FACTS interview second, and then other data 15

16 Outcome: Precision Hypothesis Statement Setting Event Antecedent Behavior Consequence A B C (Fill in problem behavior)is most likely to occur when (Fill in antecedent) and is maintained by (Fill in reinforcer). This whole sequence is most likely when (Fill in setting event)occurs. Developing Interventions from FBAs Purpose of FBA: Develop Effective BIP The beauty of FBA is that it leads to effective intervention Most assessments that we do in school are not conducted for intervention, but FBAs are This requires a SYSTEM of tying assessment to intervention 16

17 Competing Pathways Summary This summarizes what you learned in FBA plus it introduces the idea of replacement behavior and desired behavior Desired Behavior Consequence Setting Event Antecedent Problem Behavior Consequence Replacement Behavior This is the logic on which intervention planning is based. Developing Interventions Brainstorm interventions that address each of the four FBA terms These are just ideas, details will be worked out later Develop at least two or three interventions for each term Emphasize antecedents and teaching strategies Consider replacement behaviors Brainstorm Interventions Setting Event Strategies Ideas: -Prevent occurrence of SE -Neutralize setting event -Noncontingent reinforcement Antecedent Strategies Ideas: -Remove triggers for inappropriate behavior -Modify task/ commands -Prompt appropriate behavior Teaching Strategies Ideas: -Teach replacement behavior -Teach when replacement behavior should occur Consequence Strategies Ideas: -DRA -Extinction -Develop token economy system 17

18 Setting Event Strategies Prevent the occurrence of setting event Example: If forgetting to take meds is a setting event, then develop a communication plan with parents to ensure that meds are taken Neutralize the setting event If setting event occurs, spend a few minutes early in the day improving the student s mood Non-contingent reinforcement Provide the maintaining consequence (e.g., attention) on a regular basis BEFORE behavior occurs Antecedent Strategies Eliminate prompts for problem behavior Example: If student is escaping a difficult task, offer an alternative task or support with the task Example: If student engages in problem behavior when sitting near a particular student, then rearrange seating Add prompts for desired behavior After you ve taught the student the correct behavior, remind them of the appropriate behavior before a problem occurs High-probability request sequence (to increase compliance) Behavior Teaching Strategies Teach alternative replacement behavior Don t assume that the student knows how to do this behavior If they have demonstrated the behavior before, then teach them WHEN to do it Teach desired behavior Social skills training Second Steps Group therapy 18

19 Consequence Strategies Extinction Ensure that problem behavior no longer leads to maintaining consequence (e.g., escape from task) DRA Provide maintaining consequence (e.g., peer attention) for appropriate behavior Token economy Small token rewards exchanged for larger rewards Punishment (only if necessary) Remove privilege or preferred activity when problem behavior occurs Let s Practice Brainstorm at least on or two interventions that could improve the problem based on the following competing pathways summary Desired Behavior Consequence Complete task Obtain good grade Setting Event Antecedent Problem Behavior Consequence Recent reprimand Difficult task (Reading) Defiance Escape task Replacement Behavior Request one-minute break 19

20 Select Interventions Work with team to select interventions Issues to consider: Which interventions are most likely to work? Which interventions will staff be most likely to implement with fidelity? How do interventions compare in terms of required resources? Which interventions fit best into existing programs/systems? Advanced Issues for Interventions Develop a procedure for: Monitoring Fidelity of Implementation Monitoring Effects of BIP Direct Behavior Ratings Determining Acceptability of BIP Crisis Situations (Extremely Dangerous Behavior) Write BIP Use FBA-BIPform from book Page 1: Summary of FBA Page 2: Interventions details Page 3: Measurement plan Outcomes Fidelity Page 4: Graph of outcomes Page 5: Action plan for improving BIP 20

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22 Progress Monitoring For monitoring outcomes there are two good sources of data Systematic Direct Observation Direct Observation Progress Monitoring System Filter and Alvarez (2012) Based on momentary time sampling Direct Behavior Ratings Direct Behavior Ratings Chafoleous, Riley-Tilman, Christ, Sugai (2010) Very simple, but require some teaching to staff 22

23 FBA for Tiers 1 and 2 23

24 Tier 3: Full FBA with interview and observation to write individual student intervention ~5% ~15% Tier 2: Do brief individual FBA to plan best package intervention Tier 1: ODR patterns for intervention planning and outcomes for ALL students ~80% of Students Tier 1 FBA As with all tiers, the definitionof FBA at Tier 1 is a process of identifying the antecedents and consequences of problem behavior, the outcomeof FBA at Tier 1 is the development of a precision hypothesis statement, and the purposeof FBA at Tier 1 is to develop effective interventions. Tier 1 FBA Population served -ALL students in the school Data collected office discipline referrals (ODRs)- Use existing data must be simple and efficient Interventions developed school-wide behavior intervention plans (BIPs) 24

25 This is essentially the data-based decision-making process from PBIS Reconceptualized in an FBA framework Group-level FBA Analysis for Tier 1 Antecedent Behavior Consequence Location Classroom Hallway Lunch room Time of Day Before school Afternoon Bullying Tardiness Verbal Abuse Escape Instruction Obtain Attention Escape Attention Defiance Tier 1 Data Collection Big Six ODR Data Average Referrals per Day per Month Referrals by Problem Behavior Referrals by Location Referrals by Time Referrals by Student Referrals by Function of Behavior 25

26 Note about ODRs When accurately recorded valuable data Challenges to accuracy-in definition, in recording, during data entry Requires time to get buy-in develop definitions, train, and practice recording consistently across settings Tier 1Data Collection Big Six ODR Data Average Referrals per Day per Month Referrals by Problem Behavior Referrals by Location Referrals by Time Referrals by Student Referrals by Function of Behavior Tier 1 FBA Process Review the Big Six ODR data Use data to develop precision hypothesis Develop an action plan to improve schoolwide behavior Monitor Progress 26

27 Case Example It is August and the team is reviewing date from the previous school year to evaluate progress with implementation of school-wide (Tier 1) interventions. The school serves students in K-6 and has an enrollment of about 600 students. 27

28 60 50 ODR's for Disrepect K-1st 2nd-3rd 4th-5th Grade ODR's for Disruption K-1st 2nd-3rd 4th-5th Grade ODR's for Physical Aggression K-1st 2nd-3rd 4th-5th Grade 28

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30 Disruption Physical Aggression Disrespect 30

31 Tier 1 FBA Develop action plan based on Data Develop interventions Set goals Assign responsibilities Track fidelity of implementation 31

32 Tier 2 FBA As will all tiers, the definitionof FBA at Tier 2 is a process of identifying antecedents and consequences of problem behavior, the outcome of FBA at Tier 2 is the development of a precision hypothesis statement, and the purposeof FBA at Tier 2 is to develop effective interventions. Tier 2 FBA Population targeted group of at-risk students who do not respond to Tier 1 intervention Data collected brief interviews, existing records review, individual ODR data Interventions evidence-based small group programs 32

33 Some FBA at Tier 2 in PBIS Brief FBA data collected Unstructured interview Existing data reviewed ODRs Tier 2 intervention selected based on match to behavior function Check-in/Check-out (CICO) is great for attentionmaintained behavior Can be modified for escape-maintained behavior Matching Tier 2 Interventions to Function of Behavior Evidence-based Cost effective Efficient e.g., minimal assessment required prior to implementation What function is addressed by the intervention? 1) List the components of the program 2) Does each program component address positive (attention) or negative (escape) reinforcement Note: There is a gap in research in terms of Tier 2 package interventions that address the escape function so it is likely that all interventions address attention-maintained behavior. 33

34 Students/ Grade/Homeroom Teacher Date Brief FBA Competed Hypothesized Function Intervention Selected Begin Date End Date Decision (different Tier 2 intervention, move to Tier 1, move to Tier 3)

35 BIG IDEAS FBA is about determining the current setting events, antecedents, behavior, and consequences in order to develop effective interventions FBA within PBIS is a team-based process FBA is relevant to ALL tiers of prevention and is not only a special education process 35