Primer on Function-based Support: From Function to Plan

George SugaiNovember 17 2011

Center on PBISUniversity of CT

Purpose

• Provide an overview of essential practices and systems for supporting accurate and sustained use of a function-based approach to individual student behavior support.

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

6 Se

ction

s1. Foundations of SWPBS

2. Basic Function-based Behavior Support

3. Routine Analysis

4. FBA: Competing Path Analysis

5. Function-based Behavior Intervention Planning

5. Consultation Example

1. Foundations

1. Foundations – cont.

Only 2 Basic FunctionsProblemBehavior

Obtain/GetSomething

Escape/Avoid

Something

SocialTangible/Activity

Adult

Stimulation/Sensory

Peer

Pos Reinf Neg Reinf

Existing

aversive

condition

identified

2. Basics

2. Basics – cont.

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

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

What is “behavior function?”

Function = maintaining

factors2 basic functions

Positive reinforcement (get/access)

Negative reinforcement (escape/avoid

e)

% Intervals w/ P.B. for Bryce

0

10

20

30

40

50

60

70

80

90

100

1 3 5 7 9 11 13 15 17 19 21 23 25 27 29 31 33 35 37 39 41

Sessions**Data points with arrows indicate no medication

% I

nte

rva

ls w

/ P

.B.

Baseline

Contra-IndicatedIndicatedContra-

IndicatedIndicated

Ingram, Lewis-Palmer, & Sugai, 2005

% Intervals w/ P.B. for Carter

0

10

20

30

40

50

60

70

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1 3 5 7 9 11 13 15 17 19 21 23 25 27

Sessions

% In

terv

als

w/ P

.B.

Baseline IndicatedIndicated Indicated Modified

Contra-ndicated

Contra-Indicated

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

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…

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

FBA LEVE

LS

1. Informal Archival Review Problem Solving Meeting

2. Indirect Checklist FA Interview Routine Analysis

3. Direct Observation

A-B-C Structured, Planned

Observation

4. Planned Manipulation

Experimental or Functional Analysis

MORE INFORMALEASIERSIMPLE

INDIRECT

MOREDIRECT

COMPLICATEDDIFFICULTFORMAL

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

3. Routine AnalysisStudent _________________________________________ Date _________________Person(s) Completing Assessment ____________________________________________ What skills/strengths does student display during transitions, typical activities and routines, etc.? What do typical problem behaviors look like during transitions, typical activities and routines, etc.? (1) (2) (3)

3. Routine Analysis – cont.

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

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

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

BEHAVIOR SUPPORTPLANNING

COMPETING PATHWAYS

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)

6. Consultation ExampleEmail Request: “We have a child in our preschool with Downs Syndrome. He enjoys hitting and pushing peers - he does it across multiple environments and he does it almost looking for a reaction. He has the language to interact in a more 'appropriate' way so it isn't his only option for engaging with peers. He pushes hard enough to knock kids over. All things have been tried - the time outs that shouldn't be used are being tried as a last resort, but we have also tried substituting a more appropriate behavior 'give Jane a high five', noticing non-pushing and hitting times, rewarding with 'prizes' for short periods of non-aggressive behaviors, we have up picture schedules and picture cues of positive interactions with friends, we are using social stories about the good things we do with our hands and positive ways of interacting - we have tried many things, but still if there is an opportunity to push or hit and he does it. Can you point me in the right direction of addressing this problem using the framework.”

George’s Response: “Sounds like you've been doing what needs to be considered/done. Given that I'm outsider not knowing all the specifics, please consider the following as possibilities.....I might have your team consider the following:

First, focus on (a) increasing adult active supervision (i.e., proximity, scanning, interactions) and (b) identifying the 4 or 5 times, places, etc. where the problem has been occurring most often (e.g., independent play, small group, waiting for snack).

Second and then do more of the following:

1. It does sound like his hitting/pushing are attention (reaction) maintained (especially peers), and I'd build all my strategies around that hypothesis.

2. You are smart to focus on teaching alternatives, especially those that also get him lots of peer attention (i.e., same thing that maintains problem behavior). I would be sure to continue and keep his reward/reinforcer schedule rich and frequent for two kinds of appropriate behaviors: (a) general appropriate (e.g., good hands, following directions, etc.) and if possible have peers deliver or co-deliver with adults and (b) specific alternatives behaviors that result in peer attention (e.g., say hello, give xxx this). Use access-to-peers as often as possible as a reinforcer (e.g., "nice job, you can visit with XX for 2 minutes" "you worked hard by yourself, you can pick a friend to XXX")

3. Consider upping the big peer attention reinforcer for an accumulation of X number of small appropriate peer contacts. For example, "when you do 5 of these appropriately, you can play with XXX for 5 minutes.”

4. Consider increasing his opportunities to play with peers when he's being appropriate. Also identify early signs that an inappropriate hit/push is likely (e.g., out of seat, increase voice level, verbal noncompliance), and as soon as they are observed, remove peers for brief period of time. When he is calmed, he can return and be sure that he gets some form of immediate peer attention.

5. Teach and practice ways he can get peer attention, and be sure that he gets it when he uses those behaviors (e.g., "Can I play with XXX?" "I want to visit with XXX?").

The above require consistent applications/supervision, which might be difficult all day....so, focus on those 4-5 high priority times.

Well....there are my ideas. You should be cautious with them because I don't know all the specifics (i.e., I'm guessing based on what you've described). The most important action is to work these and other strategies through with the team of individuals who are working with the kid, and keep the idea prominent that his problem behaviors seem to be maintained by access to peer attention, maybe under conditions of not having much peer contact. In addition, create as many opportunities for him to experience access to peer attention for engaging in appropriate peer-access behavior.

Food for thought....hope they are helpful.

George”