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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.