FBA AND BIP

Niki Kendall,Delaware PBSProjectFBA AND BIPFOREDUCATORS

D E - P B S P RO J E C TI S O N G O I N G C O L L A B O R AT I O NB E T W E E N T H E D E L AWA R ED E PA RT M E N T O F E D U C AT I O N A N DTHE UD CENTER FOR DISABILITIESSTUDIES

Dr. RoseIovannone andFLPBiSACKNOWLEDGEMENTSNortheast PBISNational Centeron IntensiveInterventionsMidwest PBISNetworkPortland StateUniversity:www.basicfba.comCalTAC PBIS

LearnaboutFunctional Behavior Assessment (FBA) and FunctionBased Behavior Support in language thatunderstandable and applicable to classroomteachersPart 1Explore FBA as a process to uncover four essentialcomponents that predict, describe and maintainbehaviorPart 2Explore function based behavioral supports thatprevent problem behavior and teach prosocialbehavior.OBJECTIVES

GETTING THEMOST OUT OFOUR SESSIONSFocusFocus on moving from knowledge to practiceGoalsSet implementation goals and either selfmonitor or ask for peer/coach feedback onyour use of key skillsApplyWhen a practice isn’t working, use yourunderstanding of theory to help you modifyor intensify a practice to improve outcomes

“We can only change behavior by changing ourphysical and social environments. We choose thewrong path at the very start when we supposethat our goal is to change the hearts andminds of men and women rather than theworld in which they live.”-B.F. Skinner

ADDRESSING BEHAVIOR FOR Virtual Instruction:1. Define Behavior(s)2. Describe Context (to answerwhere, who, when)3. Construct a Functional Hypothesis(to answer why)4. Identify Replacement Behaviors5. Develop Functional ConsequencesIn-Person Instruction:1. Define Behavior(s)2. Describe Context3. Construct a Functional Hypothesis4. Identify Replacement Behaviors5. Develop Functional Consequences

TRAVEL BUDDIES REVIEW What questions are still circling? What do you have squared away? What was one good point made?

THE FUNCTIONAL HYPOTHESIS:WHY DOES THE BEHAVIORCONTINUE?The key questions to ask are: What do others (adults, peers) most often do or sayimmediately after the behavior occurs (e.g. whatinterventions have been attempted)? What is the purpose of the behavior for the student? Why would he/she want to engage in this? What’s in if for him/her?Why is this information important? Helps us understand the predictable consequencesthat strengthen behaviors Leads to a precise problem statement for supportplanning

DEFINED BEHAVIOR IN MEASURABLEAND OBSERVABLE TERMSAntecedentBehaviorThis is known as the Behavior.Riffel, 2017

WHAT STARTED THE BEHAVIOR IN MOTION?AntecedentThis is known as the Antecedent.Riffel, 2017

WE THEN DETERMINE WHAT ISREINFORCING THE BEHAVIOR.AntecedentBehaviorConsequenceThis is known as the Consequence.Riffel, 2017

AND WHAT THE STUDENT IS GAININGOR ESCAPING.AntecedentBehaviorConsequenceThis is known as the Function.Riffel, 2017

CONSIDER WHAT MAKES THE BEHAVIORMORE LIKELYSetting EventAntecedentBehaviorConsequenceThis is known as the Setting EventRiffel, 2017

AND THIS IS A FUNCTIONALHYPOTHESIS:Setting EventDuring synchronouswhole group zoomsessionsAntecedentWhen a student in theclass asks a question toclarify directions in thechatBehaviorConsequenceNiki Spams the chat box As a result, she delaysbeginning the task(maintained by negativereinforcement) via offtask time spentresponding to peers inthe chat box

IN THE CHAT BOX WRITE AFUNCTIONAL HYPOTHESIS FOR AVIRTUAL PROBLEM BEHAVIORSetting EventDuring synchronouswhole group zoomsessionsAntecedentBehaviorWhen a student in the Niki Spams the chatclass asks a question to boxclarify directions in thechatConsequenceAs a result, she delaysbeginning the task(maintained bynegativereinforcement) via offtask time spentresponding to peers inthe chat box

LearnaboutFunctional Behavior Assessment (FBA) and FunctionBased Behavior Support in language thatunderstandable and applicable to classroomteachersPart 1Explore FBA as a process to uncover four essentialcomponents that predict, describe and maintainbehaviorPart 2Explore function based behavioral supports thatprevent problem behavior and teach prosocialbehavior.OBJECTIVES

TargetBehaviorsmultiple datasourcesFBA Data andHypothesisAntecedents(when vior Support Plan

TRUE OR FALSE? A BIP is a list of strategies to address problem behavior?

FALSE!A BIP defines how an educationalsetting will be changed to improvethe behavioral success of one ormore students based on informationgathered through an FBA process.Horner, Sugai, Tim Lewis (2008)Setting giesPreventionStrategiesTEACH StrategiesReinforcementStrategies

7 CORE FEATURES OF A BIP Prevention strategies to minimize triggers Strategies to teach and prompt replacement behaviors(defined in observable and measurable terms) Consequence Strategies to Strengthen ReplacementBehaviors Consequence Strategies to weaken Problem Behaviors Safety elements when needed A systematic process for assessing fidelity and impact An action plan for putting the support plan in place

INTERVENTIONS PROMOTE PROSOCIAL SKILLSProblemBehavior ctivitySocialAdult- etSomethingPeer

INTERVENTIONS PROMOTE STRUCTURE“Predictable structures promote a sense of safetythat helps students, especially those who haveexperienced trauma or struggle behaviorally,regulate emotions and take on new challengesand developmental tasks.”

INTERVENTIONS CREATE ACADEMICSUCCESSEnvironmentalcue to nmentalResponse(consequence)Did it work? If yes. thebehavior is strengthened,and we can say learning isoccurring

IN OTHER WORDS Find and use strategies to make students successful

INTERVENTIONS CREATE ACCESSTier I Prevention:School/Classroom-wide Data, Systems,Practicesfor all Students, Staff, SettingsMidwest PBIS Network 1-15-19Adapted from: USDOE OSEP PBIS TA Center

Connect & PreventTeachRespond to IncreaseRespond to DecreaseDesign and adapt the physicalenvironment of theclassroomFunctional SEL SkillsSupport student usefunctional skillsPlanned “ignoring” forengaging in problembehaviorDevelop and explicitly teachpredictable classroomroutinesActive supervision*self awareness*self management*relationship skills*ethical decision making*social ts and precorrectionsOpportunities to RespondHighlight denotes required interventionDeliver behavior specificpraise (and otherstrategies toProvide behavior specificacknowledge appropriate error correction (and otherbehaviorstrategies to respond toproblem behavior)

THE REPLACEMENT BEHAVIOR:WHAT SHOULD THE STUDENT DOINSTEAD?The key questions to ask are: What behavior would allow the student to get thesame thing in a more appropriate way? What do successful kids do to get this?Why is this information important? Shifts the conversation from assessment tointervention Provides the student with a skill to meet their ownneeds Provides a foundation for a teaching plan

REPLACEMENT BEHAVIORS PROBLEM SOLVING SKILLSCASEL SEL COMPETENCIESLEARNING SKILLS Goal setting (e.g. chunking largeassignments and checking in) Managing information (e.g. graphicorganizers, note taking skills)Teach studentsHOW and WHEN toapply thereplacementbehavior (e.g. duringwhich routines)

The teaching matrix is your socialemotional-behavioral curricular standardsEXAMPLE OF SCHOOL TEACHING MATRIXUPDATED FOR HYBRID LEARNING

REPLACEMENT BEHAVIOR(S)1. Serve the same function as theproblem behavior2. Are easier to do that the problembehavior3. Are socially acceptable

WHICH OF THE FOLLOWING ARE APPROPRIATEREPLACEMENT BEHAVIORS?Jason is nine and cries when asked to write in hisjournal. The crying is maintained by avoiding orescaping difficult tasks. Possible Replacement Behaviors:1. ServesameFunction?Does itprovideescapefromdifficulttask?Basic FBA to BIP More rewards for doing tasksAsk for an easier task/ worksheetAsk to play w/ his GameboyAppropriately request adult attentionAsk to have soda after tasks are done2. Isbehavioreasier todo thanproblembehavior?3. Is Behaviorsociallyacceptable?

MAKE A PLAN TO TEACH AND PROMPTTeach, re-teach, &teach some moreDevelop taskanalysisProvideprompts/visualsupportsSimonsen, Putnam, Clemens & Meyer, 2020

TASK ANALYZEBIP-Prevention Strategies Provide choices of whereto sitORBIP-Prevention Strategies Provide Choices: The teacher willprovide Don with a choice prior toassigning him independent work in class.Choice options are: (a) materials to usefor assignment; choice of leadershipactivities; (b) where to sit; (c) who to dothe assignment withSteps:1. Immediately after giving the class theindependent math assignment, go over toDon and present him with a choice option.2. When presenting him with a choice, say“Don, where do you want to sit? X orX?”3. After Don makes his choice, say, “Thanksfor making a great choice” and releasehim to his choice.

PROMPTSRemind the student when/howto use replacement behaviorsafter they have been taught Example: Niki’s problem behavior is maintainedby escape from difficult mathassignments. When handing out assignments, Niki’steacher will remind her that she can askfor a break (Replacement behavior) ifshe gets frustrated.

BUDDY BREAKOUT ROOM:WHAT REPLACEMENT BEHAVIOR COULD YOU TEACH?A. During virtual instruction when the session is close toending, Megan asks for the out of class directions and routinesto be repeated (despite postings in multiple places), which ispositively reinforced by additional time with the teacher whoremains on Zoom after the session ends.B. During virtual instruction when requested to move to abreakout room, Niki often leaves the class session, which isnegatively reinforced via avoiding social interaction withpeers.Remember Replacement Behaviors:1. Serve the same function as the problembehavior2. Are easier to do that the problembehavior3. Are socially acceptable

FUNCTIONAL CONSEQUENCES:HOW C AN WE MAKE BEHAVIOR(S)MORE/LESS LIKELY TO OCCUR?The key questions to ask are: How can we make sure that students get what theywant when they use the replacement behavior? How can we make sure that students don’t get whatthey want when they use the problem behavior?Why is this information important? Promotes teacher responses that strengthenappropriate and minimizes inappropriate behavior Supports the student to meet their own needs withprosocial behavior

Strengthen appropriateWeaken inappropriate2 TYPES OF CONSEQUENCE STRATEGIES

TRUE OR FALSEYELLING IS A FORM OF PUNISHMENT TOREDUCE PROBLEM BEHAVIORPRAISE IS A FORM OF POSITIVEREINFORCEMENT THAT INCREASESAPPROPRIATE BEHAVIORTHE GOAL OF A BEHAVIOR SUPPORT PLANIS TO REDUCE A CHILD’S DEPENDENCE ONREINFORCEMENT TO BEHAVEAPPROPRIATELYPUNISHMENT OFTEN NEGATIVELYREINFORCES TEACHERS

STRENGTHEN APPROPRIATE Reinforce alternative behavior Behavior specific praise Contracting Daily Behavior Rating Group contingenciesKEEP IT NATURAL

REINFORCE FUNCTIONAL ALTERNATIVEWhen the student engages in the replacementbehavior, quickly provide the student with anoutcome that matches the outcome/ function ofthe problem behaviorRemember that replacement behaviors should be easier to do that the problem behaviorStart with high rates of reinforcement and find ways to fade as the student learns the skill

REINFORCE FUNCTIONAL ALTERNATIVEOption 1: if student raises hand to request aneasier, substitute assignment; in order to escapedifficult tasks à then quickly provide the studentwith the easier assignmentIf this option isn’t possible Option 2: if student completes difficult task provideincentive to earn escape (e.g. dots to skip problemsor questions).

BEHAVIOR SPECIFIC PRAISEPraise should be contingent: occur immediately following desired behavior specific: tell learner exactly what they are doing correctly andcontinue to do in the future “Good job” (not very specific) “I like how you are showing me active listening by having quiet hands and feet and eyes on me” (specific)“Thank you for reaching out to your students’ parents and establishingpositive communication.”