Functional Behavior Assessments and Positive Behavior Support Plans November 19, 2009 iret Lc ase Oh 453 Maple Street Grove City, PA 16127 Pennsylvania Training and Technical Assistance NetworkIntended Learning Outcomes NN . Describe how to conduct a functional assessment at all three levels Explore various data tools that are utilized while conducting an FBA Discuss results from completing an FBA Develop a competing behavioral pathway to begin the positive behavior support plan Discuss the skills and knowledge developed in the session on FBA Develop skills necessary to lead a team from FBA to PBSP List the components of an effective PBSP Develop replacement behaviors to be used in competing behavioral pathways Develop skills to create PBSP that will be implemented throughout the environmentWhat is an FBA * a process for gathering information to understand the function (purpose) of behavior in order to write an effective positive behavior support plan. * a process for identifying the events that reliably predict and maintain problem behavior.What is an FBA? Completing an FBA allows us to Analyze Patterns —Under what circumstances or antecedent events is the target behavior most/least likely? «Who is present? «What is the activity? «When (time of day)? *Where does it occur? —What consequences or results predictably follow the target behavior? *What is gained or access? *What is avoided or postponed? —What broader issues are important influences on behavior?*What is an FBA? * Results in the following Development of specific, clear description of the behavior of concern Identification of environmental factors (antecedents and consequences) corresponding with the behavior Development of summary statements identifying the perceived function(s) of the behavior of concernWhat are the levels of assessment? 1.Informal Archival Review Problem Solving Meeting 2. Simple FBA LEVELS Checklist Functional Assessment Interview Brief Observation/Scatter Plot Initial Line of Inquiry 3. Complex A-B-C data Structured, Direct Observation Horner, R. & Sugai, G. (2007). Function based support: Selected topics. Retrieved from web 5/13/08 hitp://www_pbis.org/files/1107gsbrieffba. pptoArchival Review oProblem Solving Meeting ” oChecklist Lu | 2. Indirect/ oFunctional Assessment > |Simple Interview Ww oBrief Observation/Scatter a 30% Reliability | Plot qt in identifying a function LL 3. Complex oA-B-C data oStructured, Direct 60-80% reliable | Observation Homer, R. & Sugai, G. (2007). Function based support: Selected topics. Retrieved from web 5/13/08 hitp:/www.pbis.org/files/1107gsbrieftba. ppt 2 puna behaviondocior ogWhat are the levels of assessment? * Informal FBA * Conducted in school by staff that regularly interacts with the student * Conducted as part of normal daily problem solving * Simple FBA * Conducted by the school specialist of school setting * Typically involves interviews, checklists, and brief observation * Complex FBA * Conducted by behaviorally trained member of school, district, Intermediate Unit * Typically involves interviews and direct observationWhat are the levels of assessment? Building FBA Capacity Teachers/ School Behavioral Staff Specialist ‘Trained Specialist Informal xX FBA Simple x EBA _ —PWhat is an FBA? All three levels of FBA maintain the same goals: — Define the target behavior. — Identify setting events — Identify the events/antecedent triggers — Identify the consequences — Analyze patterns to develop a summary statement of function of the behavior.What is an FBA? FBA Summary Statement: — |. When this occurs... (describe circumstances/antecedents/setting events) — 2. the student does... (describe target behavior) — 3. to get/to avoid... (describe consequences)What is an FBA? The FBA summary statement is a TESTABLE HYPOTHESIS Triggering Antecedents (Events that occur preceding the problem behavior) = Problem Behavior/ Targeted Behavior E Maintaining Consequences (Typical response to the problem behavior)What are the requirements? Positive Behavior Support ¢ Behavior support programs and plans must be based on a functional assessment of behavior and utilize positive behavior techniques. ¢ When an intervention is needed to address problem behavior, the types of intervention chosen for a particular student or eligible young child must be the least intrusive necessary. §14.133(a), §711.46(a)What are the requirements? Positive Behavior Support The use of restraints is considered a measure of last resort, only to be used after other less restrictive measures, including de-escalation techniques. §14.133(a), §711.46 (a)What are the requirements? Positive behavior support plans — A plan for students with disabilities and eligible young children who require specific intervention to address behavior that interferes with learning. A positive support plan must: — Be developed by the IEP team, — Be based ona functional behavior assessment, — Becomes part of the individual eligible young child’s or student’s IEP §14.133(b), §711.46(b)What are the requirements? Positive behavior support plans Such plans must include methods that utilize positive reinforcement and other positive techniques to shape a student’s or eligible young child’s behavior, ranging from the use of positive verbal statements as a reward for good behavior to specific tangible rewards §14.133(b), §711.46(b)What are the requirements? Positive Behavior Support * School entities have the primary responsibility for ensuring that positive behavior support programs meet regulatory requirements, including — the training of personnel for the use of specific procedures, methods and techniques — having a written policy and procedures on the use of positive behavior support techniques and obtaining parental consent prior to the use of restraints or intrusive procedures In accordance with their plans, agencies may convene a review, including the use of human rights committees, to oversee the use of restrictive or intrusive procedures or restraints. §14.133(f), §711.46(f)What are the requirements? Positive Behavior Support Subsequent to a referral to law enforcement, for students with disabilities who have positive behavior support plans, an updated functional behavior assessment and positive behavior support plan must be completed. §14.133(h), §711.46(h)What are the requirements? The following methods may NOT be used... * Corporal punishment * Punishment for behavior that is caused by the student's disability « Locked rooms, locked boxes, or other locked structures or spaces from which the student cannot readily exit * Noxious substances * Deprivation of basic rights, such as withholding meals, water, or fresh air * Treatment of a demeaning manner * Electric shock * Suspension or removal s from classes for disciplinary reasons that form a pattern. §14.133(e 1-8)FBA and Consent Will the FBA focus on the educational and behavioral needs of a specific child? * If so, then the FBA qualifies as an evaluation or reevaluation under IDEA and triggers the need to seek written parental consent. + If, the district uses an FBA as a widespread intervention tool to improve the behavior of all students in its schools, the FBA is not an evaluation and parental consent is not necessary. 20FBA — When is Written Consent Required? * Initial Evaluation * Reevaluation — if the purpose of data collection is specific to an individual student’s educational and behavioral needs — if additional data is necessary to determine nature + extent of special education and related services needed to develop or modify behavior interventions and PBS in student's IEP atFBA — When is Written Consent NOT Required? * Reviewing existing data ¢ Administering a test or other evaluation that is administered to all children, unless parent consent is required for all children * Review of behavior interventions in school as a whole * Screening to determine instructional strategies for curriculum implementation 22Does the Behavior impede learning (own or others)? Does the student’s behavior significantly differ from that of his/her classmates? Does the student’s pepe lessen the possibilit successful learning for othe student and others? Have past efforts to address the student’s behavior using standard interventions been unsuccessful? Does the student’s behavior represent a behavioral deficit or excess, rather than a cultural difference? Is the student’s behavior serious, persistent, chronic, or a threat to the safety of the student or others? If the behavior persists, is some disciplinary action likely to result?“If we consider problem behaviors as occurring in people, it is logical to try to change the people. If we consider problem behaviors as occurring in contexts, it becomes logical to change the context. Behavior change occurs by changing environments, not trying to change people.” O'Neill, Horner, Albin, Sprague, Storey, & Newton (1997) 24Review: Basic Behavior Terms Antecedent: what occurs before a behavior Behavior: an observable and measurable act of an individual Consequence: any event that follows a behavior Reinforcement Punishment 25Basic Behavioral Principles Ne A-~B=-C Antecedent Behavior ConsequenceFunction to get or to escape/avoid Consequences Reinforcing or Punishing Antecedents slow and fast triggers setting events Target Behavior observable and measurableB SCBEHAVIOR -an observable and measurable act of an individual ¢ What is the behavior of concern that needs to be replaced by a more appropriate behavior that serves the same function? * What are the appropriate behaviors/skills you will teach? 28Select and Define the Behavior * Make it specific * Define the behavior so that it could be seen or heard by anyone reading or hearing your definition * Define the behavior so that it is measurable - count it, time it, etc.Defining Target Behaviors Example High pitched screams Poor impulse control Kicking over chairs Completing tasks Angry, hostile, resentful Hits others with fist Stubborn Paying attention Crying Lying on floor and refusing to move Non ExampleA ANTECEDENT -anything that happens before behavior *What antecedents (near and far) are associated with the desired behavior? *What antecedents (near and far) are associated with the behavior of concern?Antecedent* NC Pay close attention to: ° The activity * The adult(s) * The peer(s) * The location/environment * The demand or request *“Nothing” is not an option! =C CONSEQUENCE -anything that happens after behavior * What typically happens after the behavior of concern? «What typically happens after the appropriate behavior?Consequence* Ne Pay attention to: * What the adult(s) do — Give a verbal reprimand — Keep the student in for recess ee . ” — Send to timeout Nothing — Ignore the behavior IS not an option! * What the other students do — Laugh at the student — Imitate the student — Ignore the studentCONSEQUENCE -anything that happens after behavior Reinforcement - a consequence that results in increasing or maintaining the future rate of the behavior it follows 1. Po: e Reinforcement - the delivery of something that increases a behavior (e.g., juice, money, attention, Praise) 2. Negative Reinforcement — the removal of something that increases a behavior (e.g., picking up a screaming child stops the screaming, turning off water that is too hot in the shower) Negative Reinforcement is frequently confused with punishment. Punishment is the delivery of something that reduces a behavior. 38Functions of Behavior Function- the purpose that the behavior serves a.to get something b. to avoid, delay, or escape somethingFunctions of Behavior To get: To escape: - attention - attention - activities - activities - objects - objects - sensory stimulus - sensory stimulusPossible Functions LL BEHAVIOR POSSIBLE FUNCTION yelling *Escape math worksheet *Gain attention *Escape gym class (motor activities) hitting *Gain access to desirable item (specific chair) *Gain sensory stimulation *Escape handwriting activity swearing *Avoid peer interactions *Gain attention from adults *Escape demands (academic) 38Only 2 Basic Functions of Problom Behavior Behavior 1 ‘ Escape/ [[]|Pos Reint ee ott, — ESCAPE TASK DEMANDS (SPECIFICALLY MATCHING REQUEST R ALTERNATE ACTIVITY: Desired Alternative ‘Maintaining Intervention Pathway Consequence Behavior Antecedents Maintaining | Consequence ( Acceptable Alternative | [e+ Behavior Support Planning Setting Behavior Teaching Consequence Events/Antecedent Modifications ManipulationsReinforcement for Replacement Behaviors Consider... >Rate - how often >Immediacy - how quickly > Quality - how preferred, how much Must match or improve on reinforcement for behavior of concern . 7 isPositive Behavior Support Plans Consequence Strategies The withholding of reinforcement for the behavior of concern. This ensures that the behavior of concern is less effective and efficient than the replacement behavior. “This is the section that includes the crisis plan (a plan to outline the steps taken to avoid a crisis as well as the plan for when a crisis occurs) 78Crisis Planning A Crisis Plan: . is used only as a last resort or in an emergency focuses on immediate elimination of dangerous behavior may include procedures such as removing all students from the area or restraint may include the use of local police or school liaison officer Accisis plan is NOT a substitute for a positive behavior support plan! PDE Guidelines for De Escalation and Use of Restraints www.pattan.net 79VI. PROGRAM MODIFICATIONS AND SPECIALLY DESIGNED INSTRUCTION FOR THE POSITIVE BEHAVIOR SUPPORT PLAN: Antecedent (prevention) Strategies B Replacement Behavior TC Consequences (reinforcement) for when the student performs the replacement behavior: LC consequences (including procedures to follow) when the student performs the behavior of concern: 80Putting it altogether.... Ne Writing the PLAAFP and Measurable Annual GoalsPresent Levels of Academic Achievement and Functional Performance (PLAAFP) Ne — * Provide a summary of baseline academic achievement data/assessment data indicating what the student is currently able to do and a description of how the disability effects student’s progress in the general education curriculum * include at least 3 types of assessment * It is critical that assessment, aE levels, goals and progress monitoring include both the instructional and grade levels — Instructional level alone does not meet the criteria of the general education curriculum — Grade level alone does not meet the criteria of an IEP based on identified skill deficitsPresent Levels of Academic Achievement and Functional Performance (PLAAFP) It is impossible to write clear and measurable goals if you don’t have clear and measurable present levels of academic achievement and functional performance.Present Levels of Academic Achievement and Functional Performance (PLAAFP) * Succinctly describe the student ¢ Directly relate to assessments and evaluation information * Provide information on the student’s rate of progress ¢ Guide the development of IEP goals and objectivesPresent Education Levels Must Address: Present levels of academic performance Present levels of functional performance Present levels related to current postsecondary transition goals (if student is 14, or younger if determined by the IEP team) Parental concerns for enhancing the education of the student (if provided by parent to LEA) How student’s disability affects involvement and progress in general education curriculum Strengths Academic, developmental, and functional needs related to the student’s disability (IEP Resource Packet) 85Career Inventories Interest Inventories Employer Reports Person-Centered Planning Functional Behavioral Assessment Office Disciplinary Referrals Attendance Tardy Present Levels Data Sources — Functional/Other Parent Information Assessments of: — Travel skills — Dexterity Speech / Language Occupational Therapy Physical Therapy Vision Support Support — Students who are Deaf or Hard of Hearing 86PLAAFP Checklist Does your PLAAFP... 1. Include measurable data? 2. Include strengths and needs? 3. Describe effects of student's disability on performance? 4. Provide a starting point for development of MAGs/STOs? 5. Guide development of other areas of the IEP?\V. GOALS AND OBJECTIVES — Include, as appropriate, academic and functional goals. Use as many copies of this page as needed to plan appropriately. Specially designed instruction may be listed with each goal/objective or listed in Section VI. ‘Short term learning outcomes are required for students who are gifted. The short term learning outcomes related to the student's gifted program may be listed under Goals or Short Term Objectives. i e MEASURABLE ANNUAL GOAL the | Describe WHEN: students | penoci Tnelade: Condon, Name, nts | peidie Behavior, and Criteria Aiwa saul neport of Progress {Refer to Annotated IEP for meeting Le be. epi 8 deserption of these trecting ator th isqoat | provided = will be to parents measured SHORT TERM OBJECTIVES ~ Required for students with disabilities who take alternate assessments aligned to alternate achievement standards (PASA). Short term objectives / Benchmarks 88Measurable Annual Goal (MAG) IEP goal, covers one year Addresses skill deficits (identified in needs) Begins from baseline of skill (present levels) Describes skill attainment level (endpoint) NOT curriculum or grade averages Contains measurable, countable data Leads to visual, countable progress monitoring Prioritize: 3-5 goalsMeasurable Annual Goals Are: i Measurable estimates of expected student outcomes in an academic year based on the student’s present levels of academic achievement and functional performance and anticipated rate of learning. 90Measurable Annual Goals Must: ¢ Address identified needs from Present Levels of Academic Achievement and Functional Performance (PLAAFP) * Provide clear focus for instruction — Allow us to select appropriate materials — Improve instructional efficiency ch)Measurable Annual Goals: * Are written to include How Progress Will Be Monitored * Communicate expectations ¢ Project student performance at the end of one year of instruction * Enable progress monitoring to occur odMeasurable Annual Goals Four required parts: 1. Condition 2. Student's Name 3. Clearly Defined Behavior 4. Performance Criteria Adapted from Strategies for Writing Better Goals and Short Term Objectives or Benchmarks by Benjamin Lignugaris/Kraft Nancy Marchand-Martella and Ronald Martella Sept/Oct 2001 Teaching Exceptional Children 93Measurable Annual Goals * Describes the situation in which the student will perform the behavior (e.g., accommodations, assistance provided prior to or during assessment) — Examples: * During lunch breaks on the job ... * Given picture checklists to follow ..... * Includes a clear description of — Material that will be used to evaluate the learning outcome — Evaluation settingMeasurable Annual Goals penlain tNAS * Should not be a problem! Caution if using “copy/paste” — Names — Pronouns (she/he and him/her)Measurable Annual Goals 33 Clearly Defined Behavior ¢ Use PA Academic Standards as basis ¢ Describe the behavior in measurable, observable terms * Ask yourself...what will the student actually DO? — Examples: * Say, print, write, read orally, point to... — Non-examples: * Understand, know, recognize, behave, comprehend, improve...Measurable Annual Goals 4. Performance Criteria 3 Parts |. Criterion Level * How well? The level the student must demonstrate for mastery 2. Number of Times Needed to Demonstrate Mastery * How consistently the student needs to perform the skill(s) before it’s considered “mastered” 3. Evaluation Schedule * How frequently the teacher plans to assess the student * Method of evaluation 7Measurable Annual Goals 4. Performance Criteria _ * Performance criteria should set up test situations for progress monitoring * Performance criteria should reflect the type of measurement that is meaningful for the skill 98% of time # times/#times with # or % of accuracy with fewer than # errors words/digits/ correct per minute with “x” movement on a prompting hierarchy Sample Performance Criteria Language “x” or better on a rubric with no more than “x” occurrences of... with an “x” or better we on “x” rating scale with “x/x” points on an assessment checklist independentlyClearly Defined Behavior Describe the situation Describe behavior in The levelthe | Number of tims Evaluation in which the student measurable, speace student must | needed to Schedule: il perform the terms. Use action vebs. | Gernonetrate | demonstrat wilpertorm demonsrate | demonstrate decile avior. What will s/he actuany | F™astery: | mastery: . ms im ‘Materials, settings, bo? How well? | How consistently? _| How often will the " student be ‘accommodations? Sexes a Sawai - — amples: low consistently | assesser Examples: will the student Locate Name Point Separate With the # or Rank % accuracy Choose of the tim What will th BoFthe time | need to perform the | What willbe the Htimes/#t times | skill(s) before considered “mastered?” method of evaluation? Given visual cues... During lectures in math... Use the Student’s Name Given active response cheeks... X" oF better ona rubric or Remember-Academic | checklist. Standards, Big Ideas, Competencies from the Standards Aligned System (SAS) provide the content for goals. 400IMPLEMENTING THE PLAN AND MONITORING THE OUTCOMESThere is no Magic Wand For every year that a behavior hag Geen in place, it takes one month of consistent intervention to gee a major decrease in the behaviors. If the intervention is not implemented consistently, the intervention will take longer to work. Riffel, 2008Attaining Specific Outcomes What to look for? * Reductions in the individual’s problem behavior * Increases in use of alternative skills * Revise plan to enable individual to decrease problem behavior / increase new behaviors © Support plan has been implemented in a consistent manner © Support plan hypotheses and support strategies have been re-evaluated over a specific period of timeAttaining Broad Outcomes ¢ What to look for: — Increase quality of life goals — Increased positive relationships with others — Participation in school and community activities — General health and well-being improved — Individual’s and family’s increased level of satisfaction re: personal growth & developmentIntervention Development Ne Prevention Teaching Reward/Recognition Extinction Corrective Consequence (if needed) Safety Plan (if needed) Data Collection/ MonitorPlanning for Implementation Teach Marion “asking David December 12 routine” Orientation for Gloria Emily December 10 Enter data Emily DailyKey Implementation Questions Are the staff implementing the plan have the skills and have received adequate training to implement the plan? How will they collect the data and how often will the team look at the data to make decisions? Can the staff read and understand the Positive Behavior Support Plan and do they have access to it easily when they need to refer to it?Assessing Implementation Behavior Support Plan Weekly Assessment Student: Week: To what level did we implement the plan we proposed? Low Moderate High 1 2 2 4 5 6 To what degree is the plan having a positive impact on the student? Low Moderate High | 2 3 4 5 6Eric: BSP Implementation and Perceived Impact 6++ Aide = Ba B, Teacher 3S ce & 6 a z = Implementation ° G@ 12345 67 8 3 ou 2 Bu iS 36 7 we 19 = 2H + i . 5 & 4 ‘oO a 6 £ ‘g Perceived Impact o 12365 67 89 MUR M19 20Troubleshooting FBAs and PBSPsTroubleshooting FBAs and PBSPs Problem: When the PBSP is reviewed, the participants find that the inappropriate behavior is still occurring and the student is not using the selected replacement behavior. What can you do?Troubleshooting FBAs and PBSPs Problem: The student’s problem behavior (in this case, swearing) has increased, even though the staff says the PBSP is being carefully followed. What can you do?Troubleshooting FBAs and PBSPs Problem: The PBSP that has been developed for the student has been filed away and was never implemented. What can you do?6 FBA Misrules |. Only one way to conduct FBA.... — FAprocess & elements basically same — Vary by Intensity Agreement Responsiveness 2. Must do everything every time.... — Base FBA activity on Understood Confirmed (data) Responsiveness6 FBA Misrules 3. Everyone has to know how to do a full FBA.... — Small number people must have high fluency — All people must know process & what to expect — Some individuals must work on systems sustainability 4. FBAis it..... — One component of comprehensive plan of behavior support + Academic, family, medical, vocational, mental health, etc.6 FBA Misrules 5. FBA is only for students with disabilities... — Process for understanding behavior of all individuals across multiple settings 20 6. “Power,” “authority,” “control,” etc. are functions... 2 research validated functions Positive & Negative ReinforcementContacts abram_doty@miu4.k|2.pa.us beth_glew@miu4.k|2.pa.us curt_springer@miu4.k|2.pa.us lindsay_mcgaughey@miu4.k| 2.pa.us patrick_aretz@miu4.k12.pa.us rhett_fertig@miu4.k|2.pa.us susan_black@miu4.k|2.pa.usContacts Me * To find our webpage: — Go to www.miu4.k12.pa.us — Under Teachers or Administrators, find “TaC” — On the right side, find “Positive Behavior Support” — This brings you to our main webpage with our contact information and links on the right side to other pagesWeb Sites of Interest ¢ PBIS: Tips for incorporating PBS into the IEP http://www.pbis.org/pbis_newsletter/volume_|/issue 2.aspx ¢ Classroom Management Training for Supervisors Resource: http://web.pdx.edu/~cborgmei/index.htm ¢ Behavior Doctor Website: http://www.behaviordoctor.org/ ¢ IDEA Discipline Compliance (Federal Regulations Only): http://ideadiscipline.blogspot.com/Resources * Crone & Horner (2003). Building Positive Behavior Support Systems in Schools: Functional Behavior Assessment. New York, NY: Guilford Press. ¢ Jensen, Evans, Morgan & Rhode (2006). The Tough Kid Principal’s Briefcase: A Practical Guide to Schoolwide Behavior Management and Legal Issues. Longmont, CO: Sopris West Educational Services * OSEP Technical Assistance Center on Positive Behavior Interventions and Supports: http://www. pbis.org/default.aspxResources * Althouse, R. B., Jenson, W. R., Likins, M., & Morgan, D. P. (1999). Get ‘em on task: A computer signaling program to teach attending and self-management skills. Longmont, CA: Sopris West. * Cheney, D., Lynass, L., Flower, A., Waugh, M., lwaszuk, W., & Hawken, L. (in press). The check, connect, and expect program: A targeted, tier two intervention in the school-wide positive behavior support model. * Durand, V. M. & Crimmins, D. B. (2008). Motivation assessment scale. (Reprinted from The motivation assessment scale administration guide). Available: http://www.monacoassociates.com/mas/MAS.html 121Resources Me * Gable, R. A., Quinn, M. M., Rutherford, R. B., Howell, K. W., & Hoffman, C. C. (2000). Addressing student problem behavior— Parts |, Il, II] (On-line). Washington, D. C.: Center for Effective Collaboration and Practice. Available: http://cecp.air.org/fba/problembehavior/main.htm + Lewis, T.J., Scott, T. M., & Sugai, G. (1994). The problem behavior questionnaire: A teacher- based instrument to develop functional hypotheses of problem behavior in general education settings. Diagnostique, 19, 103-115. Available: http://cecp.air.org/fba/problembehavior2/Appendix%20E.pdf 122Resources * March, R.E., Horner, R.H., Lewis-Palmer, T., Brown, J. A. D., Crone, E., Todd A. W. & Carr, J.E. (2000). The functional assessment checklist for teachers and staff: (FACTS). Available: http://www.specialconnections.ku.edu/cgi- bin/cgiwrap/specconn/main.php?cat=behavior§ion=main&s ubsection=fba/completefacts + Riffel, L. (2008). Positive interventions and effective strategies: PIES Il (On-Line). Available: http://www. behaviordoctor.org/files/books/2008PIESII.doc 123Resources Me ¢ Virginia Commission on Youth. Virginia General Assembly. (2003). Reference chart of disorders and evidence-based treatments. Available at http://coy.state.va.us/Modalities/refchart.htm 124