How to Train and Coach
FBA/BIP Fluency
Howard Atlas, Illinois PBIS Network
Diane LaMaster, Rock Island SD
Sheri Luecking, Illinois PBIS Network
Functional Behavior Analysis
Behavior Intervention Planning
How is this training different from others?
• More didactic
– Definitions (e.g., antecedents, setting events)
– Principles/Concepts (e. g., functional perspective)
– Acronyms (FBA, BEP, BIP)
School-Wide Systems for Student Success:
A Response to Intervention (RtI) Model
Academic Systems
Behavioral Systems
Tier 3/Tertiary Interventions
1-5%
1-5%
Tier 3/Tertiary Interventions
•Individual students
•Assessment-based
•High intensity
Tier 2/Secondary Interventions
•Individual students
•Assessment-based
•Intense, durable procedures
5-15%
5-15%
Tier 2/Secondary Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
•Small group interventions
•Some individualizing
•Some students (at-risk)
•High efficiency
•Rapid response
•Small group interventions
• Some individualizing
Tier 1/Universal Interventions 80-90%
•All students
•Preventive, proactive
80-90%
Tier 1/Universal Interventions
•All settings, all students
•Preventive, proactive
Illinois PBIS Network, Revised May 15, 2008.
Adapted from “What is school-wide PBS?”
OSEP Technical Assistance Center on Positive
Behavioral Interventions and Supports.
Accessed at http://pbis.org/schoolwide.htm
Positive Behavior Interventions & Supports:
A Response to Intervention (RtI) Model
Tier 1/Universal
School-Wide Assessment
School-Wide Prevention Systems
Tier 2/Secondary
ODRs, Attendance,
Tardies, Grades,
DIBELS, etc.
Small Group
Interventions
(CICO, SSI, etc)
Daily Progress Report (DPR)
(Behavior and Academic Goals)
Competing Behavior Pathway,
Functional Assessment Interview,
Scatter Plots, etc.
SIMEO Tools: HSC-T,
RD-T, EI-T
Group Interventions with
Individualized Focus
Tier 3/
Tertiary
(CnC, etc)
Simple Individual Interventions
(Simple FBA/BIP, Schedule/
Curriculum Changes, etc)
Multiple-Domain FBA/BIP
Wraparound
Illinois PBIS Network, Revised May 15, 2008
Adapted from T. Scott, 2004
Matrix of Secondary/Tertiary Interventions
Key: Actual referred/receiving: 1st #
Responding: 2nd #
Check-in
Check-out
(CICO)
Social/
Academic
Instructional
Groups
Simple Tier 2
Interventions
with indiv.
features
(e.g. CnC)
Brief
Functionbased
Interventions
Complex/
Multiple-life
-domain
FBA/BIP
Wraparound
Support
Guiding Principles
• Behavior is predictable.
• Behavior changeable.
• Human behavior occurs within an
environmental context, not in a vacuum.
• Human behavior is learned and can be
taught by manipulating aspects of the
environmental context--Behavior is a
function of the environment
Source: Crone , D.A. & Horner, R.H., 2003
A Context for
Positive Behavior Support
• A redesign of environments, not the redesign
of individuals
• Plan describes what we will do differently
• Plan is based on identification of the
behavioral function of problem behaviors and
the lifestyle goals of an individual
Functions
Problem
Behavior
Pos Reinf
Escape/
Avoid
Something
Obtain/Get
Something
Stimulation/
Sensory
Tangible/
Activity
Social
Adult
Neg Reinf
Peer
Steps for Conducting a FA-BIP Process
1.
2.
3.
4.
5.
6.
7.
Define the Challenge/Identify Goals.
Gather Information.
Generate a hypothesis statement.
Build a “Competing Behavior Pathway” to identify possible
elements of a Behavior Intervention Plan.
Design & Evaluate a Behavioral Intervention Plan.
Plan for effective implementation of the Behavior Intervention
Plan.
Monitor regularly and modify based on observed progress.
Adapted from Crone, D.A. and Horner,R.H., 2003
Identifying who needs an FBA/BIP
•
•
•
•
•
Academic/behavior data indicates challenge
High intensity or frequency behavior
Behavior impedes academic performance
Don’t understand behavior
Behavior seems to meet need or be
reinforcing for student
• Interventions have not been successful
• USE DATA
Source: Crone, D.A. & Horner, R.H., 2003
FBA
•Simple/Brief FBA
•Complex/ Full FBA
Step 1: Define the Problem Behavior
What does the problem behavior look like?
Conduct interviews, review prior incidents & observations
across the student’s routine/settings to define the
problem behavior.
1.
Observable, measurable, concrete language.
NON EXAMPLE
EXAMPLE
poor impulse control
high pitched screams
angry, hostile, resentful
kicking over chairs
paying attention
completes tasks
2.
Estimate how often the problem behavior occurs & how
intense the problem behavior is.
STEP 2: Gathering Information
What sequence of events reliably predicts the problem
behavior?
Maintaining Consequences:
What happens immediately after the problem behavior?
What is the child trying to GET or GET AWAY from?
Get social attention
Get objects/access to activities
Get sensory stimulation
Avoid aversive task/activity
Avoid aversive social contact
Avoid aversive sensory stimulation
STEP 2: Gathering Information
What sequence of events reliably predicts the problem
behavior?
Antecedent Events (Fast Triggers):
Analyze routines in the student’s day to identify…
Where, when, with whom the problem behavior occurs?
Where, when, with whom desirable behavior is more
likely to occur?
What events, contexts, demands, tasks, people reliably
trigger/precede the behavior?
STEP 2: Gathering Information
What sequence of events reliably predicts the
problem behavior?
Setting Events (Slow Triggers - Removed in Time)
Events Removed in time that influence the behavior…
What distal events tend to predict when the problem
behavior will occur later?
FBA Tools
1) Direct Observation
•
•
Formal (recorded)
Informal (anecdotal)
2) Interviews, checklists, surveys
•
•
Brief, simple, practical
Longer, more complex, use when necessary
3) Archival records
•
Already exist
Tools for
Gathering Information
Recommend for Brief FBA/BIP:
• FBA-BIP Interview
• Student-Guided Functional Assessment
Interview
• Scatter Plot
• ABC Chart
Tools for Complex FBA
•Systematic and repeated behavioral observations
•Multiple setting assessment
•Functional Assessment Checklist for Teachers and
Staff (FACTS)
•Student-Guided Functional Assessment interview
Step 3: Generate a Hypothesis Statement
A hypothesis statement is
a summary statement that describes the team’s
best guess about the relationship between the
problem behavior and the characteristics of
the environment- the specific contexts and
the specific function.
The goal of which is
to identify specific CONCRETE circumstances
regularly associated with the occurrence and
nonoccurrence of the problem behavior.
Anatomy of an Hypothesis Statement
“When ______________________________,

(summarize the antecedents here)
he/she will _______________________

(summarize the problem behavior here)
in order to
_____________________________.”

(summarize the function here)
Step 4: Build a Competing Behavior Pathway
Behavior Support Plans are only as effective as our
understanding of the context of the problem behavior.
Therefore…
“Invest the time it takes, for each child, to build a
precise hypothesis statement.”
To be effective, Behavior Support Plans must include
specific components that PROMOTE positive behavior
and DETER problem behavior.
Build a Competing Behavior Pathway
Desired
Behavior
Setting Event
Maintaining
Consequence
Triggering
Antecedent
Problem
Behavior
Replacement
Behavior
Adapted from Crone, D.A. and Horner,R.H., 2003
Maintaining
Consequence
Build a Competing Behavior Pathway
Completes
task
Independent
classwork
Does not have
teach attention
Makes
noises
Raises hand
and
asks for
help or break
Gets verbal
praise from
teacher
Gets help
from teacher
FBA/BSP
Worksheet
Setting Events
Triggering
Events
Desired Behavior
Maintaining
Consequences
Challenging
Behavior
Maintaining
Consequences
Alternate
Behavior
X
Adapted from Sugai, G., Lewis-Palmer, T., & Hagan-Burke, S., 2000
Behavior Intervention Program (BIP)
•Two Goals:
Reduce problem behaviors
Increase appropriate behaviors
•Make behaviors:
Irrelevant
Inefficient
ineffective
Teaching Replacement Behaviors
1.
2.
3.
4.
5.
Explain
Specify student behavior
Model
Practice
Reinforce
Step 5: Design a Behavior Intervention
Plan
Preventive Strategies
AKA: Make the problem behavior irrelevant
What modifications to the environment
(academic, social, physical)
may PREVENT the problem behavior?
What adjustments will make the problem behavior
unnecessary?
Examples of Preventive Strategies
Increase the effectiveness of instruction for this child
(Strategy Instruction, Content Enhancement Routines)
Increase academic skill levels
Modify the curriculum
(interest preferences, choice, sequence)
Modify the demands
(quantity, difficulty, input, output, groupings, alternative tasks)
Clarify the expectations
Reorganize the physical & interactional setting
(have supplies available, pair seats, independent seats)
Step 5: Design a Behavior Intervention
Plan
Function/Consequence Strategies
AKA: Make the problem behavior ineffective
“manage what maintains the behavior”
Make sure the child gets what they want or avoids
whatever it is ONLY when the positive/replacement
behavior is displayed.
Make sure they do not get what they want or
successfully avoid whatever it is when they engage
in the problem behavior.
FBA/BSP
Worksheet
Setting Events
Restless
night/wakes up
tired
Triggering
Events
Confusion with
games rules on
playground
Desired Behavior
Use words to
express self & ask
for help
Challenging
Behavior
Fights/hits other
students
(sometimes
teacher)
Alternate
Behavior
1. Yell (don’t touch)
2. Squeeze hands &
stomp feet
3. Get an adult
Maintaining
Consequences
Successful Social
Interactions
Maintaining
Consequences
Adult intervenes
Behavior Intervention Planning
Setting Event
Supports
Triggering Antecedant
Supports
Behavior Teaching
& Supports
Consequence
Supports
Parents create
bedtime routine
Recess game
rules taught to
entire school
Student taught
to yell, stomp, etc.
Counselor & aides
respond quickly
to alternative
behaviors
Parent/teacher
communication
book, daily
Teacher/student
a.m. check-in
Aides roles
clarified for
students & aides
Supervised
practice
Reinforced
practice
Counselor & aides
respond less
quickly to problem
behavior
Student taught
self-monitoring
skills
Positively reinforced
for alternative behav.
COMPETING PATHWAYS
BEHAVIOR
SUPPORT
BEHAVIOR
INTERVENTION
PLANNING
PLAN
Step 6: Plan for Implementation of the BIP
Behavior Intervention Plans outline specifically:
• What replacement behaviors will be taught to the
student?
• Who will teach replacement behaviors to the student?
• How the student will be taught to use the replacement
behaviors?
• What will be used to signal the student to use the new
skill(s)? (natural events, teacher prompt, time, peer)
Step 7: BIP Monitoring & Modification
Behavior Intervention Plans outline specifically:
• What behavioral changes will we expect?
general outcome, long & short term goals,
maintenance & generalization
• What methods will be used to measure and monitor
progress toward the goals?
“How will progress be recorded, at what
frequency, and by whom?”
Data-Based Decision-Making
• Student outcome data is used:
– To identify youth in need of support and to
identify appropriate intervention
– For on-going progress-monitoring of response to
intervention
– To exit or transition youth off of interventions
• Intervention integrity or process data is used:
– To monitor the effectiveness of the intervention
itself
– To make decisions regarding the continuum/menu
of interventions/supports
Step 7: BIP Monitoring & Modification
Behavior Support Plans outline specifically:
• What decision rules/criteria will be used to decide if
the BIP should be maintained, faded, modified, or
discontinued?
• Who will be responsible for monitoring the accuracy or
the integrity of the implementation of the BIP?
• At what interval will the team monitor the BIP?
Wrap-up & Next Steps for
Action Planning
• What parts of your FBA/BIP system are
working best? Why?
• What needs to be added/changed (systems,
data, practices)?
• What info needs to be gathered?
• What are next steps?
• Who will take lead?
• Timeline?
Positive Behavior Interventions & Supports:
A Response to Intervention (RtI) Model
Tier 1/Universal
School-Wide Assessment
School-Wide Prevention Systems
Tier 2/Secondary
ODRs, Attendance,
Tardies, Grades,
DIBELS, etc.
Small Group
Interventions
(CICO, SAIG, etc)
Daily Progress Report (DPR)
(Behavior and Academic Goals)
Competing Behavior Pathway,
Functional Assessment Interview,
Scatter Plots, etc.
SIMEO Tools: HSC-T,
RD-T, EI-T
Group Interventions with
Individualized Focus
Tier 3/
Tertiary
(CnC, etc)
Simple Individual Interventions
(Brief FBA/BIP, Schedule/
Curriculum Changes, etc)
Multiple-Domain FBA/BIP
Wraparound
Illinois PBIS Network, Revised Sept., 2008
Adapted from T. Scott, 2004
BEP Cycle
BEP Plan
Morning
Check-In
Weekly BEP
Meeting
9 Week Graph
Sent
Daily
Teacher
Evaluation
Home
CheckIn
Afternoon
Check-In
Source: Crone, D.A., Horner , R.H. and Hawken, L.S., 2004
Program
Update
EXIT
Social Skills Instructional Groups
•
Three types of skills-building groups:
1) Pro-social skills
2) Problem-solving skills
3) Academic Behavior Skills
•
May or may not involve Daily Progress Report
(DPR)
•
These are often the skill groups facilitated by
social workers and counselors
Check-N-Connect
• More individualized than CICO
– Youth can have individualized goals
– Scheduling can be varied (doesn’t have to be a.m. & p.m.
each day)
– Could use peer support instead of adult mentor
• Generally, one student to one adult
• More focus on relationship building (mentoring)
• May or may not involve a daily progress report (DPR)
COMPETING PATHWAYS
BEHAVIOR
SUPPORT
BEHAVIOR
INTERVENTION
PLANNING
PLAN
Simple/Brief versus
Complex/Multiple Domain
• Both use completing behavior pathways
• Complex FBA’s are completed when there is a
question as to function, when the behavior
occurs across settings, when the behavior is
more complex
• Complex may require the use or more
assessment, observation, and involves family
at regular meetings
Features of Wraparound:

individual students

built upon strengths

voice, priorities of youth and family

based on unique youth and family needs

culturally relevant teams and plans

plans include natural supports

traditional and non-traditional interventions

multiple life domains

unconditional
• 5th grade
‘Bruce”
• Difficulty socially interacting with peers at
school and in the community
• Entered the 2007/08 school year with a
Behavior Intervention Plan from the previous
school year
• DCFS involvement
Secondary/Tier 2 Supports
• In November, after receiving an office referral,
‘Bruce’ began Check-In/Check-Out.
• By January, data (SWIS & BEP) showed that student
was not responding to CICO
• Team modified his Check-In/Check-Out to a Check
and Connect
• School social worker initiated a simple Functional
Behavior Assessment which guided the team to
identify ‘days with P.E.’ as very difficult days.
Behavioral Pathway
Setting Event
Days
with
Gym
Problem Behavior
Consequence
Function
Negative
comments
about
activity and
to peers
leading to
physical
contact
Sent out
of P.E.
class
To
escape
setting
Brief Function-based Interventions
Setting Event
Supports
•Add check•in before
gym
Antecedent Strategies
Teaching Strategies
•Behavior Lessons
for all students
about using
respectful
language with self
and others and
how to be to be a
good sport
•Teach social skills
(getting along with
others, friendship,
problem solving,
sportsmanship)
•. More frequent
activities with less
focus on
competition
(parachute, 4square, etc...)
•Pre-correct
•Teach how to
approach gym
teacher to ask for a
drink of water to
leave setting.
•Teach student how
to re-enter and
continue with
activity
Consequence
Supports
•Acknowledging
rewarding
student when
uses new skills
(asking for a
drink of water to
leave, using
respectful
language with
peers, being a
good sport,
etc..)
Better Access to Universal Systems
• Secondary supports provided student with
opportunities to use new skills and be
acknowledged/rewarded at high frequency
• Student was able to ‘earn’ his way into the
monthly incentive program in April and May.
Tertiary/Tier 3 Support
• Wraparound process lead to identified
community interests and LAN funding to
support these
• Student attended summer camp and is
involved in football
Data-based Progress
• By May, ‘Bruce’s’ reading skills improved by
19% (only gain since October)
• Bruce had no additional office referrals after
January.
• Decreased risk of failure in home, school, and
community placements
Referral Disposition Tool
Number of Episodes
3
2
1
0
October
December
March
Office Disciplinary Referrals
In-School Suspensions
Out-of-School Suspensions
April
Accessing Interventions Up and Down
the Triangle
• Using data to determine where children need to
access interventions
• Build an automatic “system” that keeps reviewing
data to enter youth, progress monitor youth, exit
youth from interventions, or move them to a more
intensive intervention
• Continued use of data at all three tiers to engage
family, build trust, and stay at the table with families
• Getting to setting events through wraparound…
District Perspective
• Rock Island S.D. #41
• PBIS district-wide implementation for past 5
years
• Full time PBIS Coordinator
• Most trainings for all three tiers conducted indistrict
Secondary Teams
• Every school has Data/BIT (Building
Intervention Teams) functioning at various
grade levels
• Anywhere from 3 to 6 different teams per
building, i.e. Elementary building: Grades K-2;
3-4; 5-6 Data/BIT Teams
• Teams meet twice/month to review academic
and behavioral data and develop interventions
for students at risk
Secondary Trainings
• Full day trainings held once/quarter for Data/BIT teams to
attend
• Training day: Discussion of various group interventions
available to their students and the process of placing a
student in a group intervention
• Training Day: In-depth instruction on the following elements:
* Function of Behavior
* Behavioral Pathway: Setting Events, Antecedent,
Problem Behaviors, Maintaining Consequence
* Competing Behavioral Pathway:
Desired Behavior, Alternate Behavior,
Maintaining Consequence
* Developing a Hypothesis Statement
* Developing a Behavior Support Plan
Secondary Trainings
• Teams work through the FBA/BSP process
throughout the day and develop an action
plan on a student from their building
• Each team receives a Secondary Intervention
binder that is filled with tools for conducting
this process
• Binder includes tools for interviews,
observations and pathways
Taking the Show on the Road
• This school year – taking this training to each
school on half-day in-service and early out days
• Review process with whole staff – everyone hears
same message
• Use of many examples
• Review Secondary Intervention binders with
teams
• Review PBIS tracking tools that each team must
complete