Functional Assessment Intervention System (FAIS)“Light Version”

Presented by:

AVRSB Psychologists

FAIS Light =

a behavioural assessment and program plan for “Yellow Zone”

students

Continuum of School-Wide .Instructional and Positive .Behaviour Support

5%TERTIARY PREVENTION

PRIMARY PREVENTION 80%

SECONDARY PREVENTIONSECONDARY PREVENTION 15%

Green Zone

Yellow ZoneYellow Zone

Red Zone

FAIS Light and PEBS

Every behaviour has a function. Identify the function of the problem

behaviour. Teach an alternative behaviour that serves

the same function. Adapt environment to promote use of

alternative behaviour.

“Behaviour is predictable, thus preventable”

Programming Links:

FAIS LIGHT Adaptations

FAIS (full) IPP

FAIS Light - Program Planning Process Identification of student with behaviours of

concern. Exploration of classroom strategies by

teacher / Problem-Solving meeting at school. Referral to Program Planning Team meeting

to complete the FAIS Light (parents, teachers, administrator, Guidance, School Psychologist, other Student Services staff as appropriate).

FAIS Light - Program Planning Process (cont.)

Follow-up Program Planning Team meetings to evaluate FAIS Light plan.

Next step: Monitor/Revise plan. The team may decide to refer to Behavioural Intervention Team.

Structure of FAIS Light

Identify Concern, Function, and Positive Alternative Behaviour.

Design Positive Support Plan.

Evaluate Progress and Plan Next Steps.

A. Identify the Priority ConcernWhat difficulty or problem is

causing the greatest concern?

Criteria for Identifying and Describing the Priority Concern Have the classroom teacher identify the

concern that MOST interferes with the child’s productive functioning and the learning environment.

As a team, describe the concerns in concrete and observable terms, when it happens, and how it happens.

Ensure there is consensus regarding the behaviour description.

Examples of a Priority Concern: Talking out during small group time.

Wandering around during independent work.

Insults classmates on the playground.

Easily agitated and prone to anger outbursts.

B. Identifying Context/Setting Conditions

Describe distant or proximal situations that contribute to the behaviour.

Setting (e.g., hallways)

Task/Activity (e.g., large group)

Specific Triggers (e.g., adult request)

Check all context or setting conditions in which the student is most likely to have difficulties.

Setting Classroom Special Class Hallways Cafeteria Playground Bus Gym/Locker room Restroom Home Community setting Unstructured

setting Unfamiliar setting Crowded setting Noisy setting Other      

Task/Activity Large group Small group Partner task Independent task Difficult task Uninteresting task Specific task Specific materials Task transition Location transition Unstructured

activity Unexpected

activity Interruption in

routine Other     

Specific Triggers Not receiving

attention Adult request Negative feedback Positive feedback Unclear

expectations Sleepiness Physical

discomfort Sick, allergies Over-stimulated Under-Stimulated Extreme Emotion Denied something Health issue Home issue Other     

Time of Day Arrival time Dismissal time Morning Afternoon Lunch Recess Non-specific OtherIndividualsInvolved Particular adult(s) Particular peer(s) Authority figure Support staff Parents Strangers Other     

Identifying the Function of the Behaviour

As a team, identify the apparent functions (underlying reasons, intents, or pay-offs) that cause the behaviour of concern.

C. Identify the Function of the Behavior Check all that apply.

Escape Avoid demand or

request Avoid/Escape

activity or task Escape classroom or

setting Escape the school Escape consequences Other:

Gain Attention/Control Get desired item Gain adult attention Gain peer attention Control situation Gain/Grab power Gain acceptance Other :

Other Functions Communication Affiliation/Affirmation Self -expression Gratification Justice/Revenge Self-stimulation Other     

Other Reasons Does not have skills Does not have

motivation Does not know

expectations Fears failure Medical problem Attentional problem Substance abuse Lack of security Transitional issue(e.g., divorce, home

conflict) Other:

Escape/Protection (Avoid task; Escape Consequence) Tantrum at the start of each structured

activity.

Looks spacey when given math seatwork.

Lights a cigarette as principal walks by.

Gain Attention/Control (Focus attention on self/Control an event, situation, or person) Pulls his scribbler from teacher’s hands.

Refuses to move out of her desk when requested.

Burps loudly in class.

Tells teacher off.

Other Functions: Communication

(Lack of skill or experience) - Withdraws from the group- Throws food that she doesn’t like

Affiliation/Affirmation (Become wanted or chosen)- Chooses “troublemakers” as friends. - Acts silly to be popular.- Bullies other students to belong in negative peer group.

Other Functions: Self-Expression

(Express feelings or needs)

- Draws pictures of serial bombings or weird fantasies.

Gratification (Feels good, rewards self)

- Hoards the computer.

- Refused to give up a toy in class.

Other Functions: Justice/Revenge

(Settle a score, restitution)- Destroys another’s work. - Grabs toys or objects from others.- Engages in physical aggression.

Sensory Stimulation (Neurological needs or problems)- Sucks on clothes or clothing items.- Taps foot constantly.- Rocks body.

D. Identify Competencies and Positive Alternatives

Describe social or academic competencies that may serve as a positive alternative for the concern.

Designing the Positive Support Plan

Environmental strategies

Teaching strategies

Altered Response strategies

Environmental Strategies

Environmental strategies prevent or minimize the occurrence of the prioritized concern by adjusting or modifying the features of the classroom, school, or home environment.

Types of Environmental Strategies:A. Problem Preventers

B. Modifying Classroom Arrangements

C. Optimizing Rules, Routines, and Transitions

D. Techniques for Matching Instructional Demand with Learning Capability

A. Environmental Strategies: Problem Preventers

Signal Interference

Child Cues

Flexible Planning

Proximity Control

Cooperation Boosting

A. Environmental Strategies: Problem Preventers (cont.)

Remove Nuisance Objects

Humour or Comic Relief

Hurdle Helping or Joining with the Child

Bother Bouncing

A. Environmental Strategies: Problem Preventers (cont.)

High Probability Requests

Touch Control

Foreshadow

B. Environmental Strategies: Modifying Classroom Environment

Seating Arrangement

Adult Presence

Optimize Room Arrangement

C. Environmental Strategies: Optimizing Rules, Routines, and Transitions

Clarify Directions and Expectations

Provide Equivalent Choices

Scaffold Prompts and Practice

C. Environmental Strategies:Optimizing Rules, Routines, and Transitions

Schedules and Routines

Consensus Classroom Rules

Streamline Transitions

D. Environmental Strategies: Techniques for Matching Instructional Demand and Learning Capability

Task-Skill Matching

Class-Wide Peer Tutoring

Teaching Strategies

Designed to teach children positive alternative behaviours that meet the same need as the challenging behaviour.

Examples of competencies a child may need to develop include learning how to request assistance, how to communicate a need, how to interact with a peer, or how to complete a classroom task.

Priority Concern Behaviour

Positive Alternative

Behaviour

Talking out during small group time

Raising hand to communicate answer; Being the group “reporter”

Wandering around room during independent work

Staying in seat and completing assignments

Easily agitated, prone to anger outbursts

Use coping and anger control skills

Types of Teaching and Competence Strategies:

A. Peer-mediated strategies

B. Teacher-mediated strategies

Instruction in relaxation skills is an example of a teaching strategy.

A. Teaching and Competence Strategies: Peer-Mediated Strategies Peer Proximity Peer Prompting Peer-Initiation Guidelines for Using Peer-Prompting and

Peer Initiation Peer Buddies

B. Teaching and Competence Strategies: Teacher-Mediated Strategies Social Stories and Puppets

Empowering Roles

Structured Games or Play Groups

Friendship Activities

Altered Response Strategies

Teacher’s response is altered.

Designed to minimize the occurrence of challenging behaviour by responding effectively AFTER behaviour occurs.

Altered Response Strategies: Proven Positive Responses

De-escalate and Resist Conflict

Promote Peace

Catch Being Good

Counter Conflict With Consequences for Caring

Example of an Altered Response Strategy:De-escalate and resist conflict

• Maintain a calm style when responding to challenging behaviour. Resist matching the intensity of your response and becoming overly angry when the child is not complying.

• If you sense your escalation, “let go” of the situation for a while by walking away or focusing on another child.

• Use a “Patrol Pet” (e.g., stuffed animal that monitors classroom behaviour) to gently remind the child what he/she is expected to do (e.g., paying attention).

• Model for the child alternative actions to deal with anger and frustration.

Altered Response Strategies: Proven Positive Responses (cont.) Negotiate Response Choices

Reframe with Empathy

Encourage Coping

Altered Response Strategies: Proven Positive Responses (cont.) Natural and Logical Consequences

Praise Effectively

The Problems with Punishment (negative consequence) It is a stopgap measure that may temporarily

suppress the behaviour but does not address the “why” or function behind the behaviour.

It does not provide guidance to students by indicating what they should do differently to meet their needs.

It is associated with unwanted side effects – aggression, avoidance, or emotional outbursts.

It often leads to an INCREASE in the very behaviour targeted to decrease.

Altered Response Strategies: Guidelines for Judicious Use of Negative Consequences

Use infrequently and Only as Transition Tools

Rehearse Consequences

Balance with Positive

Think About How Given

Developing the Positive Support Plan As a team, brainstorm positive support

strategies (i.e., environmental, teaching, and altered response strategies) to reinforce the positive alternative behaviour.

Enter a few feasible strategies into the Positive Support Plan table.

Evaluate Progress and Plan Next Steps

On the review date, Program Planning Team meets.

Describe student’s current progress with the behavioural adaptations.

Summarize strategies that facilitated progress.

Summarize strategies that impeded progress.

Plan next steps. Monitor/Revise plan. The team may decide to refer to Behavioural Intervention Team.

Student with Behaviours of Concern Meet Alexander:

Alexander exhibits physical aggression (e.g., hitting, yelling), verbal aggression (e.g., taunting), and defiance daily toward peers and playground supervisor on the playground (i.e., recess periods). Alexander is rejected by his peers (e.g., plays alone, seldom chosen as partner) daily within the classroom.

Functional Assessment and Intervention SystemFAIS-LIGHT RECORD FORMBased on the FAIS by Karen Stoiber, PhD

Students Name

Alexander Doe Grade 4

School Happy Days School Age 10

Team meeting date

September 14, 2007

Team Members Names Role

Mr. Terry Ific Teacher

Mr. and Mrs. Doe Parents

Mrs. Ima Incharge Principal

Ms. Lotta Help Educational Assistant

Ms. Rita Thefaismanual Psychologist

Check all context or setting conditions in which the student is most likely to have difficulties. (ALEXANDER)

Setting Classroom Special Class Hallways Cafeteria Playground Bus Gym/Locker room Restroom Home Community setting Unstructured

setting Unfamiliar setting Crowded setting Noisy setting Other      

Task/Activity Large group Small group Partner task Independent task Difficult task Uninteresting task Specific task Specific materials Task transition Location transition Unstructured

activity Unexpected

activity Interruption in

routine Other     

Specific Triggers Not receiving

attention Adult request Negative feedback Positive feedback Unclear

expectations Sleepiness Physical

discomfort Sick, allergies Over-stimulated Under-Stimulated Extreme Emotion Denied something Health issue Home issue Other     

Time of Day Arrival time Dismissal time Morning Afternoon Lunch Recess Non-specific OtherIndividualsInvolved Particular adult(s) Particular peer(s) Authority figure Support staff Parents Strangers Other     

C. Identify the Function of the Behavior (Alexander)Check all that apply.

Escape Avoid demand or

request Avoid/Escape

activity or task Escape classroom or

setting Escape the school Escape consequences Other:

Gain Attention/Control Get desired item Gain adult attention Gain peer attention Control situation Gain/Grab power Gain acceptance Other :

Other Functions Communication Affiliation/Affirmation Self -expression Gratification Justice/Revenge Self-stimulation Other     

Other Reasons Does not have skills Does not have

motivation Does not know

expectations Fears failure Medical problem Attentional problem Substance abuse Lack of security Transitional issue(e.g., divorce, home

conflict) Other:

Design Positive Support Plan (Alexander)

Positive Support Strategies

Strategy Steps Who will Implement When and Where Implemented

Environmental Strategies – to counter the influence of setting conditions or specific triggers

Optimize rules, routines, and transitions

Wake up Alexander 15 minutes earlier Parents Daily: Home

Modify classroom arrangement

Greet Alexander at school entrance Teacher andplayground supervisor

Daily in morning: School

Problem Preventers Seat Alexander near peers with advanced social skills.

Teacher Daily: Classroom

Classroom social problem-solving sessions. Guidance/ School Psychologist

Bi-weekly: Classroom

Teaching Strategies – to enhance or develop positive alternative behaviors that achieve the same function

Fundamental strategies Leadership tasks (need for power/control) Teacher Daily: Classroom

Teacher-mediated strategies

Structured play (need for acceptance) Playground supervisor Daily: Playground

Affect awareness and anger management

Role-play activities concerning positive social interactions

Guidance/ School Psychologist

Bi-weekly: Classroom

Altered Response Strategies – to counter functions or “pay-offs” maintaining the priority concern

Proven Positive Responses

Behavioural monitoring of positive recess play Teacher andplayground supervisor

Daily: Playground

Cooperation Promoters Choice in school and home reward for attaining specified criterion of positive social interactions.

Teacher and parents When warranted: Social and Home

Praise for appropriate social interactions All team members When observed:School and Home

Positive note home Teacher When warranted: School

C. Identify the Function of the Behavior (Alexander)Check all that apply.

Escape Avoid demand or

request Avoid/Escape

activity or task Escape classroom or

setting Escape the school Escape consequences Other:

Gain Attention/Control Get desired item Gain adult attention Gain peer attention Control situation Gain/Grab power Gain acceptance Other :

Other Functions Communication Affiliation/Affirmation Self -expression Gratification Justice/Revenge Self-stimulation Other     

Other Reasons Does not have skills Does not have

motivation Does not know

expectations Fears failure Medical problem Attentional problem Substance abuse Lack of security Transitional issue(e.g., divorce, home

conflict) Other:

Alexander: Positive Support Plan (cont.) Resources needed for Positive Support Plan:

(Parents, teacher, playground supervisor, and Guidance/ school psychologist )

Review date: October 12, 2007

Alex: Evaluate progress and plan next steps Describe student’s current progress with the behavioural adaptations.- Reduction of physical and verbal aggression, increased peer acceptance,

as well as the emergence of peer-related social competencies. Summarize strategies that facilitated progress.- Wake up Alexander 15 minutes earlier.- Greet Alexander at school entrance.- Classroom social problem sessions.- Leadership tasks (need for power/control).- Structured play (need for acceptance).- Role-play activities concerning positive social interactions.- Behavioural monitoring of positive recess play.- Choice in school and home reward for attaining specified criterion of positive

social interactions.- Praise for appropriate social interactions.- Positive note home.

Summarize strategies that impeded progress.- He did not respond well to seating change.

Plan next steps. Remove seating strategy. Continue and monitor. Next program planning meeting date: March 10, 2008.