Carol Ann Davis, EdDcadavis1@uw.edu University of Washingtonhttp://www.haringcenter.washington.edu/pdu-presentationshttp://depts.washington.edu/stppbs/present.html

Activity

Why did you choose to attend this workshop?

What kind of conditions do you encounter in the environment that influence you behavior?

Are there certain interactions with people that enhance your social skills?

2

What do we know about successful plans?

If at first you don’t succeed, try, try, again

It takes a village

You can’t have just one

3

Characteristics of Positive Behavior Support Assessment-based: Interventions directly linked to

environmental influences and a hypothesis concerning the function of the problem behavior.

Comprehensive plans, usually involving multiple interventions

Proactive, involving teaching alternative skills and adapting the environment.

Emphasizes lifestyle enhancement and inclusive settings as both the context for and long-range goals of intervention.

Characteristics of Positive Behavior Support (cont.)

Reflects person-centered values that honor the dignity and preferences of the individual.

Designed for use in everyday settings using typically available resources.

Broad view of intervention success that includes(a) increases in the use of alternative skills, (b) decreases in the incidence of challenging behavior, and (c) improvements in quality of life.

How have we changed the way we look at managing behavior? Proactive and preventative focus Understanding why problem behaviors are

happening Developing interventions or support plans based

on outcomes of the FBA Interventions that focus on skills development Strategies that are “doable” in real settings

Obtain DesirableEvents

Avoid/EscapeUndesirable Events

Internal External Internal External

Attention Objects/Activities

Attention Objects/Activities

• Rhythmic rocking• Endorphin release• Visual stimulation

• Smiles, hugs• Frown,scolding• Surprise

• Food• Preferrred activity• Money

• Sinus pain• Skin irritation• Hunger

• Smiles, hugs• Frown,scolding• Surprise

• Difficult tasks• Change in routine• Interruption of desired activity

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8

Environment

Interactions and Curriculum

Individual

Environmental Checklist

Envt Can all of the children be seen?Can all of the children see you or other instructors in the class?Are the spaces for learning distinct from the other spaces in the room?Does the physical environment fit your instructional style?Does the physical environment fit your instructional style?Is there a schedule in the classroom that the student can act upon?Does the schedule reflect varied activities?Is the instruction and materials appropriate for the chronological age of the student?Have the rules and procedures been taught to facilitate independence?Are there enough materials for all students to be involved in the learning?

Instructional Checklist

Is the ratio of praise statements to negative statements at least 5 to 1?Does the instruction occur immediately prior to requesting the child to perform a new or not yet mastered task?Have reinforcers been assessed?

Are preferences been incorporated into the instruction?

Does the student have a reinforcement system that is systematic, and can be accessed quickly?

Strategies to Influence Behavior by Changing the Instruction

Content Task Difficulty Task Preference Task Length

Presentation Task Variation

Presentation?

What is a FBA?

A process that: Defines the target behaviors Determines the environmental events and factors that

contribute to challenging behaviors Identifies the antecedents and consequences that occur

before and after the challenging behaviors Hypothesizes the function or purpose of the

challenging behaviors Provides direction for developing appropriate and

effective positive interventions

4

FBA is a process in which many instruments may be used to gather information

Reviewing existing documents Interview Scale or Screening Instruments Scatterplot Direct Observation Tools Environmental Manipulation

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Where do I start?

A description of the target behavior needs to be clear (i.e., form)

Aggression toward others

Tantrums Property Destruction

Other

Hitting Crying Turning over the furniture

Leaving Area

Scratching Whining Writing on furniture

Swearing

Kicking Screaming Throwing objects Non-compliance

Biting Dropping to floor

Throwing objects

Defining the BehaviorNon - Examples Examples

Tantrum Slaps other with open hand

Hyperactive Walks away from area, gets out of seat

Angry Cries loudly with a whine

Frustrated Swipes table clear of materials

Not paying attention Lunges off of carpet square at circle

Aggressive Scratches hands and arms of others, bites

What events do I need to consider when I begin an intensive FBA?

Setting Events Conditions that increase the likelihood that

problem behavior will occur. They can be: Removed in time from the behavior (e.g., the child

wakes up late, is rushed through breakfast, and hurried out the door to daycare two hours before she refuses to clean up her toys)

In close proximity to the behavior (e.g., the child has a block taken from him immediately prior to hitting another child in that center; student has a bad interaction in the hallway prior to screaming at the teacher) Example

An ongoing situation or state (e.g., the student is extremely fatigued due to a cold and not sleeping well the night before).

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Setting Event Checklist Case Study

9/12 9/13 9/14 9/15 9/16 9/19 9/20 9/21 9/22

Did not sleep at least 6 hours X X X X

Does not watch TV in the morning X X X X

Did not access lunchbox at lunch X X X

Late to school X X X X

6-8

9/12 9/13 9/14 9/15 9/16 9/19 9/20 9/21 9/22

Did not sleep at least 6 hours X X X X

Does not watch TV in the morning X X X X

Did not access lunchbox at lunch X X X

Late to school X X X X

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Another Example

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Setting Events

Bad interaction with family previous to school Sick, Hungry, Tired Was reprimanded in class and privilege taken

away

Advantages DisadvantagesIdentifies events that may influence whether or not a behavior will occur

No information regarding function, or frequency of behavior

Helps identify sources of variability in the child’s performance

No information on history or prior intervention outcomes

6-8

Motivation Assessment Scale

A 16-item survey that assists in developing a hypothesis about the function of the problem behavior

http://www.monacoassociates.com/mas/index.html

Advantages DisadvantagesEasy and quick to use Information may or may not be

reliableEasy to understand

Provides information regarding developing a hypothesis for the function of the behavior

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Motivation Assessment Scale

Questions Never

0

Almost Never

1

Seldom

2

Half Time

3

Usually

4

Almost Always

5

1. Would the behavior occur continuously if this child was left alone for long periods of time?

Never

0

Almost Never

1

Seldom

2

Half Time

3

Usually

4

Almost Always

5

2. Does the behavior occur following a command to perform a difficult task?

Never

0

Almost Never

1

Seldom

2

Half Time

3

Usually

4

Almost Always

5

3. Does the behavior occur when you are talking to other persons in the room?

Never

0

Almost Never

1

Seldom

2

Half Time

3

Usually

4

Almost Always

5

4. Does the behavior ever occur to get a toy, food, or game that he or she has been told that he she can’t have?

Never

0

Almost Never

1

Seldom

2

Half Time

3

Usually

4

Almost Always

5

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Interviews

An interview that describes the problem behavior and identifies physical and environmental factors that reliably result in the problem behavior.

Advantages DisadvantagesProvides information of potential function

Assessment is time consuming

Provides information of possible setting events

Information may or may not be reliable

Provides information regarding resources for developing a positive behavior support plan

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Interview Information What exactly does the behavior look like? What do you think is the function of the behavior? What events/situations predict the behavior? What are the learning characteristics? What does the child like or not like? How does the child communicate needs, wants, etc.? What are some of the other factors (e.g., medical,

schedule) that may influence behavior?

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Scatterplot An interval recording system that assists in

determining if patterns of problem behavior exist during specific time periods

Advantages DisadvantagesPinpoints the time periods in which the behavior is likely and unlikely to occur.

Little information on setting events, environmental influences, or antecedents and consequences

Quick to complete and interpret

No information on prior interventions

Assist in identifying functions

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Scatterplot Form

Time/Activity8:00 - 8:20

8:20 - 8:35

8:35 - 9:15

9:20 - 9:35

9:35 - 9:559:55 - 10:30

1 2 - 3 > 3

9/12 9/13 9/14

0

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Scatterplot Form

Time/Activity8:00 - 8:15

8:15 - 8:30

8:30 – 8:45

8:45-9:00

9:00 - 9:159:15 - 9:30

6-10 11-15 > 15

9/12 9/13 9/14

<5

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Scatterplot Form Activity

Time/Activity

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Scatterplot Form

Time/Activity8:00 – 8:30

8:30 – 9:00

9:00 - 9:30

9:30 – 10:00

10:00-10:3010:30 - 11:00

1 2 - 3 > 3

7/28 7/29

0

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ABC Analysis

Event recording system that determines patterns of antecedents and consequences associated with a particular behavior.

Advantages DisadvantagesDescribes antecedents and consequences to the behavior.

Does not provide information on the times antecedents and consequences were prevalent and no behavior occurred.

Provides confirmation of the hypothesized function of the indirect assessment.

Can be time consuming.

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Antecedent-Behavior-Consequence Analysis

Date Antecedent Behavior Consequence

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What do I do with all of this? (i.e., How do I summarize the data?) Antecedent Behavior Consequence A T E ?

Denied access to object

Verbal outburst, Given access when quiet

X

Change in schedule

Verbal outburst Schedule put back in order

X

Task demand (put a way)

Verbal outburst Given 1 min with item

x X

Task demand (complete work)

Verbal outburst Asked to quiet and provided assistance

x

Working Independely

Verbal Outburst Asked to quiet and provide assistance

x x

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Hypothesis Development

when this happens (setting event /context/antecedent)

the student does (describe the target behavior)

for what purpose (obtain/escape/avoid)

When William has to wait for the bus and he is presented with a difficult task

screams, swings his arms

to escape having to do the work

 When Annie has been working independently on a math assignment

Wanders the classroom shoving the materials of her classmates on the floor

to obtain attention

After a weekend with his grandparents and when transitioning from recess to reading groups

Quintalis puts his head down and begins to doodle on the paper

to escape having to read

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Developing a Hypothesis Statement Hypothesis statements are developed for

each behavior. Review the data to identify patterns:1. Under what condition does the behavior

occur?2. What happens when the behavior occurs?3. Summarize when X happens, S engages in

problem behavior to get Y

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Hitting a peerTeacher

attention Raising his hand

to signal the T.

When two responses serve the same function they are functionally equivalent

What do we know about successful intervention plans?

Why is it important to identify the function of a behavior? It is empirically validated as best practice.

Placed in “time out”

Reinforced

Child hits to escape circle

timeRedirected to stay in circle

Not Reinforced

Developing a hypothesis statement Using your example student, develop a

hypothesis statement for each behavior.

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