Addressing Individual Challenging Behavior through
Function-based Support
George SugaiUS Dept. of Educ.Center on PBIS
Center for Behavioral Education & ResearchUniversity of Connecticut
July 1 2011
www.pbis.org www.cber.org [email protected]
PURPOSE
Extend PBIS discussion
from Juen.
• Review of PBIS basics• Tier II & III practices & systems• Q&A
Basics Review
SWPBS (aka PBIS/RtI) is for enhancing adoption & implementation of
Continuum of evidence-based interventions to achieve
Academically & behaviorally important outcomes for
All students
Framework
SYST
EMSPRACTICES
DATASupportingStaff Behavior
SupportingStudent Behavior
OUTCOMES
Supporting Social Competence &Academic Achievement
SupportingDecisionMaking
IntegratedElements
Primary Prevention:School-/Classroom-Wide Systems for
All Students,Staff, & Settings
Secondary Prevention:Specialized Group
Systems for Students with At-Risk Behavior
Tertiary Prevention:Specialized
IndividualizedSystems for Students
with High-Risk Behavior
CONTINUUM OFSCHOOL-WIDE
INSTRUCTIONAL & POSITIVE BEHAVIOR
SUPPORT
ALL
SOME
FEW
Prevention Logic for AllBiglan, 1995; Mayer, 1995; Walker et al., 1996
Decrease development
of new problem
behaviors
Prevent worsening &
reduce intensity of
existing problem
behaviors
Eliminate triggers &
maintainers of problem
behaviors
Teach, monitor, &
acknowledge prosocial behavior
Redesign of teaching environments…not students
Universal
Targeted
Intensive
All
Some
FewContinuum of Support for
ALL
Dec 7, 2007
Universal
Targeted
IntensiveContinuum of
Support for ALL“Theora”
Dec 7, 2007
Science
Soc Studies
Reading
Math
Soc skills
Basketball
Spanish
Label behavior…not people
Universal
Targeted
IntensiveContinuum of Support for
ALL:“Molcom”
Dec 7, 2007
Prob Sol.
Coop play
Adult rel.
Anger man.
Attend.
Peer interac
Ind. play
Label behavior…not people
Self-assess
Classroom
SWPBSPractices
Non-classroom Family
Student
School-w
ide
• Smallest #• Evidence-based
• Biggest, durable effect
SCHOOL-WIDE1.1. Leadership team
2.Behavior purpose statement
3.Set of positive expectations & behaviors
4.Procedures for teaching SW & classroom-wide expected behavior
5.Continuum of procedures for encouraging expected behavior
6.Continuum of procedures for discouraging rule violations
7.Procedures for on-going data-based monitoring & evaluation
EVIDENCE-BASED
INTERVENTIONPRACTICES
CLASSROOM1.All school-wide2.Maximum structure & predictability in routines & environment3.Positively stated expectations posted, taught, reviewed, prompted, & supervised.4.Maximum engagement through high rates of opportunities to respond, delivery of evidence-based instructional curriculum & practices5.Continuum of strategies to acknowledge displays of appropriate behavior.6.Continuum of strategies for responding to inappropriate behavior.
INDIVIDUAL STUDENT1.Behavioral competence at school & district levels
2.Function-based behavior support planning
3.Team- & data-based decision making
4.Comprehensive person-centered planning & wraparound processes
5.Targeted social skills & self-management instruction
6. Individualized instructional & curricular accommodations
NONCLASSROOM1.Positive expectations & routines taught & encouraged
2.Active supervision by all staff (Scan, move, interact)
3.Precorrections & reminders
4.Positive reinforcement
FAMILY ENGAGEMENT1.Continuum of positive behavior support for all families
2.Frequent, regular positive contacts, communications, & acknowledgements
3.Formal & active participation & involvement as equal partner
4.Access to system of integrated school & community resources
Teaching Academics & Behaviors
DEFINESimply
MODEL
PRACTICEIn Setting
ADJUST forEfficiency
MONITOR &ACKNOWLEDGE
Continuously
Teaching Matrix
SETTING
All Settings Hallways Playgrounds Cafeteria
Library/Compute
r LabAssembly Bus
Respect Ourselves
Be on task.
Give your best effort.
Be prepared.
Walk. Have a plan.
Eat all your food.Select healthy foods.
Study, read,
compute.
Sit in one spot.
Watch for your stop.
Respect Others
Be kind.Hands/feet
to self.Help/share
with others.
Use normal voice
volume.Walk to right.
Play safe.Include others.Share
equipment.
Practice good table manners
Whisper.Return books.
Listen/watch.Use
appropriate applause.
Use a quiet voice.
Stay in your seat.
Respect Property
Recycle.Clean up after self.
Pick up litter.
Maintain physical space.
Use equipment properly.
Put litter in garbage can.
Replace trays &
utensils.Clean up
eating area.
Push in chairs.Treat books
carefully.
Pick up.Treat chairs appropriately
.
Wipe your feet.Sit
appropriately.
Exp
ecta
tions 1. S
OCIAL SKILL2. NATURAL
CONTEXT
3. BEHAVIOR
EXAMPLES
“Making a turn”
IMPLEMENTATION
Effective Not Effective
PRACTICE
Effective
Not Effective
Maximum Student Benefits
Fixsen & Blase, 2009
Detrich, Keyworth, & States (2007). J. Evid.-based Prac. in Sch.
Startw/
What Works
Focus on Fidelity
Bradshaw, C.P., Koth, C.W., Thornton, L.A., & Leaf, P.J. (2009). Altering school climate through school-wide Positive Behavioral Interventions and Supports: Findings from a group-randomized effectiveness trial. Prevention Science, 10(2), 100-115
Bradshaw, C.P., Koth, C.W., Bevans, K.B., Ialongo, N., & Leaf, P.J. (2008). The impact of school-wide Positive Behavioral Interventions and Supports (PBIS) on the organizational health of elementary schools. School Psychology Quarterly, 23(4), 462-473.
Bradshaw, C. P., Mitchell, M. M., & Leaf, P. J. (2010). Examining the effects of School-Wide Positive Behavioral Interventions and Supports on student outcomes: Results from a randomized controlled effectiveness trial in elementary schools. Journal of Positive Behavior Interventions, 12, 133-148.
Bradshaw, C.P., Reinke, W. M., Brown, L. D., Bevans, K.B., & Leaf, P.J. (2008). Implementation of school-wide Positive Behavioral Interventions and Supports (PBIS) in elementary schools: Observations from a randomized trial. Education & Treatment of Children, 31, 1-26.
Horner, R., Sugai, G., Smolkowski, K., Eber, L., Nakasato, J., Todd, A., & Esperanza, J., (2009). A randomized, wait-list controlled effectiveness trial assessing school-wide positive behavior support in elementary schools. Journal of Positive Behavior Interventions, 11, 133-145.
Horner, R. H., Sugai, G., & Anderson, C. M. (2010). Examining the evidence base for school-wide positive behavior support. Focus on Exceptionality, 42(8), 1-14.
RCT & Group Design PBIS Studies
• Reduced major disciplinary infractions• Improvements in academic achievement
• Enhanced perception of organizational health
& safety• Improved school climate• Reductions in teacher reported bullying
behavior
Algozzine, B., Wang, C., & Violette, A. S. (2011). Reexamining the relationship between academic achievement and social behavior. Journal of Positive Behavioral Interventions, 13, 3-16.
Burke, M. D., Hagan-Burke, S., & Sugai, G. (2003). The efficacy of function-based interventions for students with learning disabilities who exhibit escape-maintained problem behavior: Preliminary results from a single case study. Learning Disabilities Quarterly, 26, 15-25.
McIntosh, K., Chard, D. J., Boland, J. B., & Horner, R. H. (2006). Demonstration of combined efforts in school-wide academic and behavioral systems and incidence of reading and behavior challenges in early elementary grades. Journal of Positive Behavioral Interventions, 8, 146-154.
McIntosh, K., Horner, R. H., Chard, D. J., Dickey, C. R., and Braun, D. H. (2008). Reading skills and function of problem behavior in typical school settings. Journal of Special Education, 42, 131-147.
Nelson, J. R., Johnson, A., & Marchand-Martella, N. (1996). Effects of direct instruction, cooperative learning, and independent learning practices on the classroom behavior of students with behavioral disorders: A comparative analysis. Journal of Emotional and Behavioral Disorders, 4, 53-62.
Wang, C., & Algozzine, B. (2011). Rethinking the relationship between reading and behavior in early elementary school. Journal of Educational Research, 104, 100-109.
Academic-Behavior Connection
“Viewed as outcomes, achievement and
behavior are related; viewed as causes of
each other, achievement and behavior are
unrelated. In this context, teaching behavior
as relentlessly as we teach reading or other
academic content is the ultimate act of
prevention, promise, and power underlying
PBS and other preventive interventions in
America’s schools.”
Algozzine, Wang, & Violette (2011), p. 16.
~80% of Students
~5%
ESTABLISHING CONTINUUM of SWPBS
SECONDARY PREVENTION• Check in/out• Targeted social skills
instruction• Peer-based supports• Social skills club•
TERTIARY PREVENTION• Function-based support• Wraparound• Person-centered planning• •
PRIMARY PREVENTION• Teach SW expectations• Proactive SW discipline• Positive reinforcement• Effective instruction• Parent engagement•
SECONDARY PREVENTION• • • • •
TERTIARY PREVENTION• • • • •
PRIMARY PREVENTION• • • • • •
~15%
FBA Basics
Function-based support is all about…
Re-design & improvement of learning & teaching environments – Attention to environment & function– Not re-design of individuals– Change in behavior of implementers
Behavior Support Elements
Problem Behavior
Functional Assessment
Intervention & Support Plan
Fidelity of Implementation
Impact on Behavior & Lifestyle
*Response class*Routine analysis*Hypothesis statement *Alternative behaviors
*Competing behavior analysis *Contextual fit*Strengths, preferences, & lifestyle outcomes*Evidence-based interventions
*Implementation support*Data plan
*Continuous improvement*Sustainability plan
• Team-based• Behavior competence
1. Why do FBA?
Understand factors that
contribute to occurrences of PB
Antecedent stimuli
Consequence stimuli
Improve quality of BIP
Better alternatives
Remove triggers &
maintainers of PB
Add triggers &
maintainers of SS
2. What is FBA?
Systematic problem solving process for
Developing statements about factors that
contribute to occurrences of PB
Serving as bases for developing high quality
of BIP
3. How do I know if FBA has been done?
1. Clear & measurable definition of problem behaviors.
2. Complete testable hypothesis or summary statement
3. Data (direct observation) to confirm testable hypothesis.
4. Behavior intervention plan based on testable hypothesis
FBAElements
ContextuallyAppropriate
Support
TestableHypothesis
FunctionStatement
CompetingPath
Analysis
SupportingData
BehaviorIntervention
Plan
Definition ofProblem Behavior
or Class
4. What is “testable hypothesis?”
Probability statement about behavior
occurrences
Triggering antecedents
Maintaining consequences
Elements of TE used to
develop BIP
Setting Events TriggeringAntecedents
MaintainingConsequences
ProblemBehavior
Testable Hypothesis“Basic Unit”
Following events that
maintain behaviors of concern (function)
Preceding events that trigger or occasion
Set of related
behaviors of concern
(RC)
Infrequent events that affect value
of maint. conseq.
• “Best guess” about behavior & conditions under which it is observed
• Represents basic working unit of FBA• Directly guides development of BIP
Setting Events – Unique situations in which factors unique
to individual • Make problem behavior more intense or
more likely to occur (e.g., illness, fatigue, hunger, social conflict).
– By changing value of reinforcersE.g., praise less effective, peer attention is more reinforcing, work completion is less important.
“FUNCTION” = outcome, result, purpose, consequence
NONEXAMPLES
“Lantana, you skipped 2 school days, so we’re going to suspend you for 2 more.”
“Phloem, I’m taking your book away because you obviously aren’t ready to learn.”
“You want my attention?! I’ll show you attention,…let’s take a walk down to the office & have a little chat with the Principal.”
5. What is “behavior function?”
Function = maintaining
factors2 basic functions
Positive reinforcement (get/access)
Negative reinforcement (escape/avoid
e)
Only 2 Basic FunctionsProblemBehavior
Obtain/GetSomething
Escape/Avoid
Something
Social Tangible/Activity
Adult
Stimulation/Sensory
Peer
Pos Reinf Neg Reinf
Existing
aversive
condition
identified
6. What is “response class?”
Set of topographically different behaviors having same function
Development of BIP based on RC
Teaching more contextually appropriate behaviors from same RC
as PB
“More contextually appropriate”
At least as relevant as
PB
More effective in receiving
consequence
Easier to do than PB
More likely triggered
Escape difficult task request
Hit
Spit
Runaway
Yell….
Obtain adult attention
Cry
Hit
Whine
Raise hand
Spit…
Escape difficult task request
Hit
Spit
Runaway
Yell….
Obtain adult attention
Cry
Hit
Whine
Raise hand
Spit…
When Sequoia misses her 12:30 medication & teachers present multiple task demands, she makes negative self-statements & writes profane language on her assignments. Teaching staff typically send her to the office with a discipline referral for being disrespectful.
Setting event Antecedent Response Consequence
Misses 12:30medication
Teachersmake
multipletask demands
Sequoia makesnegative self-statements &
writes profanelanguage
Teacher sendsSequoia to
office for beingdisrespectful
What function?Avoid difficult tasks
Setting event Antecedent Response ConsequenceCaesar is
teased severaltimes about his
hair by his friends before
class
His teacherstares at his hair in class
Caesar askshis teacher what she’sstaring at
His teachersends him to
in-school detention
Caesar has dyed his hair three colors & is teased several times by his friends before class. When he enters the class, his teacher stares at his hair. Caesar immediately says “what are you staring at?” His teacher immediately sends him to in-school detention.
What function?Escape adult &peer attention
Setting event Antecedent Response Consequence
Cleo is new to the 6th grade, & English is her second language. When another student approaches & says something to her in English, Cleo turns away. The other student walks away. This happens several times during the day.
New student Studentapproaches &
speaks inEnglish
Cleo turns away
Other student walks
away
What function?Escape peer attention
Setting event Antecedent Response Consequence
When his teacher asks him what the capitol city of a country is, Napoleon gives the correct answers. His teacher praises his correct answer, & tells him he may work by himself or a friend on the rest of the assignment.
None Teacher askswhat capitolcity of countryis
Napoleongive correctanswer
Teacher givesverbal praise & time to workwith a friend
What function?Access peer &adult attention
Setting event Antecedent Response Consequence
As Veloce is walking, other kids look at him & say “what’s up?” He looks back and says: “Who ya lookin’ at?!” “Ya want some of this?!” “Ya talkin’ to me?!” Kids shake their heads & all him “weirdo.”
?? Look at him.“What’s up!”
“Who yalookin’ at?”“Ya wantSome?” “Yatalkin’ to me?
Kids shakeheads & call him “weirdo”
What function?Access OR escapepeer attention?
How do you know?How do you know?Assess?
Setting event Antecedent Response Consequence
WRITE TESTABLE HYPOTHESIS: As Veloce is walking, other kids look at him & say “what’s up?” He looks back and says: “Who ya lookin’ at?!” “Ya want some of this?!” “Ya talkin’ to me?!” Kids shake their heads & all him “weirdo.”
?? Look at him.“What’s up!”
“Who yalookin’ at?”“Ya wantSome?” “Yatalkin’ to me?
Kids shakeheads & call him “weirdo”
Functional Assessment Checklist for Teachers “FACTS”
STEP 1: Student/ Grade: _____Clarence/5th grade_____ Date: ____January 11___________
Interviewer: ___________Sugai________ Respondent(s): ____Thomas_____
STEP 2: Student Profile: Please identify at least three strengths or contributions the student brings to school.C. has leadership potential. Peers listened to him, and he can be very convincing and sincere. He’s academically competent and seems to be moving smoothly and successfully through the school curriculum.
STEP 3: Problem Behavior(s): Identify problem behaviors___Tardy_X Fight/physical Aggression ___ Disruptive___ Theft___ UnresponsiveX Inappropriate Language_X__ Insubordination___ Vandalism___ Withdrawn_X__ Verbal Harassment____Work not done___ Other __________ ____X _ Verbally Inappropriate___ Self-injuryDescribe problem behavior:C. may have one of the shortest fuses I’ve seen. One little tease by a peer, and he quickly and predictably escalates through a behavioral sequence that begins with passive in subordination (non response), moves to a mild protest, shifts to harassment and name calling, increases to property damage and even to physical aggression. Its interesting that he seems to “enjoy” the reactions he gets from peers that he aggresses toward, and from peers who look up to him for his aggressiveness.
STEP 4: Routine Analysis
Schedule(Times)
Activity Likelihood of Problem Behavior Specific Problem Behavior
8:00 Waiting to enter buildingLow High1 2 3 4 5 6
See escalation described above
8:15 Advisory & Planning 1 2 3 4 5 6
Mostly teasing and touching property of others. Doesn’t escalate much further
9:15 Language Arts 1 2 3 4 5 6 Occasional name calling/teasing
10:15 Recess 1 2 3 4 5 6 See escalation described above
11:30 Math 1 2 3 4 5 6 Occasional teasing
12:00 Lunch 1 2 3 4 5 6 See escalation described above
12:35 Earth Science 1 2 3 4 5 6 Minor verbal harassment
1:15 Art or Phy Ed 1 2 3 4 5 6 See escalation described above
2:00 Reading 1 2 3 4 5 6 Rarely a problem
2:50 Waiting for bus 1 2 3 4 5 6 See escalation described above
BIP Basics
Fundamental Rule!
“You should not propose to
reduce a problem behavior
without also identifying
alternative, desired
behaviors person should
perform instead of problem
behavior” O’Neill et al., 1997, p. 71
Setting Events TriggeringAntecedents
MaintainingConsequences
ProblemBehavior
DesiredAlternative
AcceptableAlternative
TypicalConsequenceSummary Statement
Setting Events TriggeringAntecedents
MaintainingConsequences
ProblemBehavior
Lack of peercontact in 30
minutes.
Do difficultmath
assignment.
Noncompliance,profanity,physical
aggression,
Avoid task,remove from
class.
DesiredAlternative
TypicalConsequence
Points,grades,
questions,more work.
Do workw/o
complaints.
Summary Statement
AcceptableAlternative
Ask forbreak,ask forhelp.
Why is function important?Because consequences compete!!
Function
Setting Events TriggeringAntecedents
MaintainingConsequences
ProblemBehavior
DesiredAlternative
TypicalConsequenceSummary Statement
AcceptableAlternative
Setting EventManipulations
AntecedentManipulations
ConsequenceManipulations
BehaviorManipulations
Setting Events TriggeringAntecedents
MaintainingConsequences
ProblemBehavior
Lack of peercontact in 30
minutes.
Do difficultmath
assignment.
Noncompliance,profanity,physical
aggression,
Avoid task,remove from
class.
DesiredAlternative
TypicalConsequence
Points,grades,
questions,more work.
Do workw/o
complaints.
Summary Statement
AcceptableAlternative
Ask forbreak,ask forhelp.
Function
Setting EventManipulations
AntecedentManipulations
ConsequenceManipulations
BehaviorManipulations
Teach options to problem behavior:1. Ask for break2. Ask for help3. Turn in assignment as is.
Teach missing math skills
Arrange for peer interaction before math class
Provide positive adult contact
Sit with preferred peer
Introduce review type problem before difficult tasks
Remind of alternative behaviors
Do first problem together
Immediately reinforce entering class.
Provide reinforcer w/in 1 min. of starting task (3 min., 5 min., 10 minutes)
Give break & help
Sit with preferred peer when done
Setting Events TriggeringAntecedents
MaintainingConsequences
ProblemBehavior
Rides citybus
Teachercorrectspeers
ProfanityVerbal
protests
Teacherattention
DesiredAlternative
TypicalConsequence
Delayedteacher
attention.
Ignore &problem
solvelater
Summary Statement
AcceptableAlternative
Discussin
private
Function
Setting EventManipulations
AntecedentManipulations
ConsequenceManipulations
BehaviorManipulations
Teach J. how, when, & where to express verbal protest, & how to walk away from problem situations in transitions.
On days city bus ridden, check in with counselor to review days schedule & walk with counselor to classroom
Give >3 positive acknow-ledgements per min. to peers during transitions.
Give private & quiet corrections to peers.
Remind J. of acceptable & desired replacement behaviors
When J. engages in problem behavior immediately disengage from him, & engage peers.
When J. engages in replacement behaviors provide adult attention (discussion)
BEHAVIOR SUPPORTPLANNING
COMPETING PATHWAYS
On Mondays and/or when up all of the
night before.
Daily nongraded quiz on previous night’s
homework
Verbal protests, slumpin chair, walks out of
room.
Avoids doing quiz &homework discussion.
Do quiz withoutcomplaints.
Discussion about answers & homework.
Turn in with name &sit quietly w/o interrupting.
BEHAVIOR SUPPORTPLANNING
COMPETING PATHWAYS
On Mondays and/or when up all of the
night before.
Daily nongraded quiz on previous night’s
homework
Verbal protests, slumpin chair, walks out of
room.
Avoids doing quiz &homework discussion.
Do quiz withoutcomplaints.
Discussion about answers & homework.
Turn in with name &sit quietly w/o interrupting.
+ Give time to review homework.+ Give quiet time before starting.
+ Give easy “warm-up” task before doing quiz.+ Precorrect behavior options & consequences.
+ With first sign of problem behaviors, remove task, orrequest completion of task next period.+ Remove task based on step in task analysis (STO).+ Provide effective verbal praise & other reinforcers.
Teach options to problem behavior:1. Turn in blank2. Turn in w/ name3. Turn in w/ name & first item done.4. Turn in w/ name & 50% of items done.
7. How quality of function-based behavior intervention plans be improved?
1. BIP should reflect information from FBA
2. BIP should describe what should adults do
3. BIP will vary across settings based on TH & RC function
4. Student, family, &/or advocates should participate in planning
• (a) direct knowledge & experience with student, (b) behavioral expertise, & (c) implementation fluency
5. BIP should be developed by team of individuals who collectively have
6. Teams should develop formal routine & structure for developing BIP
• (a) make formative decision, (b) check implementation fidelity, & (c) evaluate progress toward intended outcomes
7. Progress should monitored continuously to
FBA/BIP Team Process Steps
7. Develop strategies for monitoring & evaluating implementation of BSP.
6. Develop details & routines for full implementation of BSP.
5. Develop BIP.
4. Develop “competing pathways” summary statement.
3. Collect direct observation data to confirm summary statement.
2. Develop testable hypothesis or summary statement.
1. Collect information.