From “Practical FBA” to BSP:
Developing Function-Based Support
for Students with Mild to Moderate
Problem Behavior
M. K. Strickland-Cohen (2011)
ECS, University of Oregon
Session #1
Agenda
•
•
•
•
•
•
Introductions
Complete Pre-Test
Training Objectives
Review of Terms
Building Competing Behavior Pathways
Identifying Alternative Behaviors
M. K. Strickland-Cohen (2011)
ECS, University of Oregon
Pre-test
M. K. Strickland-Cohen (2011)
ECS, University of Oregon
From “Practical FBA” to BSP Training Series
This is the a four-part series of training sessions on utilizing FBA
data to develop behavior support plans for students with mild to
moderate behavior problems in schools.
Practical
Comprehensive
For:
Students with mild to moderate
problem behaviors (behaviors that
are NOT dangerous or occurring
in many settings)
Students with moderate to severe
behavioral problems; may be
dangerous and/or occurring in many
settings
What:
Relatively Simple and Efficient
process for behavior support
planning based on “practical” FBA
data
Time-intensive process that involves
emergency planning, family-centered
planning, and collaboration with outside
agencies
Developed
by whom:
Team of school-based
School-based team including
professionals (e.g., PBS team
professionals trained to develop and
members whose job
implement intensive interventions for
responsibilities include FBA and
students with severe problem behaviors
M. K. Strickland-Cohen
(2011)
behavior support planning)
(e.g.,
behavior specialist)
4
ECS, University of Oregon
Practical BSP Methods are
designed to be used with
students who:
Practical BSP Methods are NOT
sufficient for use with students
who:
Exhibit high frequency problem
behaviors that are NOT
dangerous (e.g., talking out,
non-compliance, not
completing work, social
withdrawal)
Exhibit dangerous behaviors (e.g.,
hitting, throwing objects,
property destruction)
Exhibit problem behaviors in 1 to
2 school routines (e.g., specific
classroom activities, lunch,
recess)
Exhibit problem behaviors during
3 or more school routines
Have received interventions that
did not improve problem
behavior
M. K. Strickland-Cohen (2011)
ECS, University of Oregon
Training Objectives
• Training sessions focus on teaching you to lead a
behavior support team through the process of:
#1. Moving from a completed FBA to a Behavior Support
Plan designed to:
- Prevent problem behaviors from occurring
- Teach alternative and desired behaviors
- Reward appropriate behavior while minimizing the payoff for
problem behavior
#2. Developing Implementation and Evaluation plans
detailing specific procedures, responsibilities, and
timelines for:
- Putting the BSP into action
- Evaluating the effectiveness of the plan.
M. K. Strickland-Cohen (2011)
ECS, University of Oregon
Training Sessions
Session #1: Building Competing Behavior Pathways
Session #2: Identifying and Selecting Function-Based
Behavior Support Strategies
Session #3: Contextual Fit, and Implementation and
Evaluation Planning
Session #4: Specific steps in leading a BSP Team
M. K. Strickland-Cohen (2011)
ECS, University of Oregon
Format for Training Sessions
Each of the 4 training sessions includes the following
elements:
Objectives: Content and skills participants will learn during the
session
Review: A review of terms and concepts
Activities: Practice opportunities to better understand content and
develop skills
Checks for Understanding: Activities to check for understanding
or identify points that need to be discussed or practiced further
Comments and Questions
M. K. Strickland-Cohen (2011)
ECS, University of Oregon
Objectives for Session #1: Building
Competing Behavior Pathways
By the end of this training session Team Leaders will be able to:
1.
Explain the difference between ‘mild to moderate’ and
‘severe/complex’ problem behaviors
2.
Label the essential components of an FBA summary statement
3.
Describe the three essential characteristics of alternative behavior
4.
Identify examples and non-examples of appropriate alternative
behaviors given sample scenarios
5.
Construct an example summary statement including antecedents,
behavior, consequence, and function, and provide examples of
appropriate and inappropriate alternative behaviors
M. K. Strickland-Cohen (2011)
ECS, University of Oregon
A Quick Review of
Behavioral Terms
M. K. Strickland-Cohen (2011)
ECS, University of Oregon
Always Start by Defining the
Behavior
2
1
3
Routines/Antecedents/
Setting Events:
Behavior:
Consequence/Function
When _____happens….
the student does (what)__
..because (why) ______
M. K. Strickland-Cohen (2011)
ECS, University of Oregon
Defining Observable
Problem Behaviors
• Definitions of behaviors need to be:
– Observable: The behavior is an action that
can be seen.
– Measurable: The behavior can be counted
or timed.
– Defined so clearly that a person unfamiliar
with the student could recognize the
behavior without
any doubts!
M. K. Strickland-Cohen (2011)
ECS, University of Oregon
Which is described in observable
and measurable terms?
•
•
•
•
hits with his fist –OR- aggressive
bully –OR- takes money from peers
psychotic –OR- says she hears voices
arrives at class 10 minutes late –ORirresponsible
• out of seat 55% of time –OR- hyperactive
M. K. Strickland-Cohen (2011)
ECS, University of Oregon
Review #1
(page 6)
• Provide an observable & measurable
definition for ONE of these behaviors:
– Jeff is always disruptive in class.
– Hailey is constantly off-task during math.
– Brandon is defiant.
– Alexis uses inappropriate language.
M. K. Strickland-Cohen (2011)
ECS, University of Oregon
Once you have defined the problem
behavior…
Then: Where & When does the behavior occur?
• Routines
• Triggering Antecedents
• Setting Events
2
1
Routines/Antecedents/
Setting Events:
Behavior:
When _____happens….
the student does (what)__
M. K. Strickland-Cohen (2011)
ECS, University of Oregon
Antecedents vs. Setting Events
• Antecedents - occur immediately before
and act as “triggers” for problem
behavior
• Setting Events – indirectly “set-up” the
problem behavior by temporarily altering
the value of maintaining consequences.
M. K. Strickland-Cohen (2011)
ECS, University of Oregon
Examples of Antecedents:
“Triggers”
• When told to “shut up” by a peer, Ben hits
the student
• When asked to read aloud in class, Tracy
gets up and tells jokes
• Jessie often begins to cry, when praised
during circle time
* Note: these are also described in
observable and measurable terms
M. K. Strickland-Cohen (2011)
ECS, University of Oregon
Examples of Setting Events:
“Set ups”
•
•
•
•
•
Lack of sleep or food
Having a fight on the way to school
Bad grade on a test / reprimands
Forgetting to take medication
Substitute teacher / changes in routine
Non-examples:
• Diagnosis of autism or ADHD
• “Bad” home life
* Note: Setting Events can be difficult to identify, are
sometimes unknown.
M. K. Strickland-Cohen (2011)
ECS, University of Oregon
Review #2
(page 7)
After having an argument with his sibling at
home before school, when peers approach
Victor in the hallway and say, “Hello”, he
yells “Leave me alone!” and “Go away!”
Peers call him a weirdo and walk away.
What is the triggering antecedent?
- Peers approach and say “hello”
What is the setting event?
- Argument with sibling before school
M. K. Strickland-Cohen (2011)
ECS, University of Oregon
Once you have defined the behavior (the
What) & know Where & When the
behavior occurs…
Then: WHY does the behavior continue to occur
(… what happens right afterwards)? What is the
REINFORCER?
2
1
Routines/Antecedents/
Setting Events:
Behavior:
When _____happens….
the student does
(what)__
M. K. Strickland-Cohen (2011)
ECS, University of Oregon
3
Consequence/Function
..because (why) ______
Reinforcement
• If a behavior is continuing to occur it is
being reinforced…
• A REINFORCER:
– is an item, activity or event that follows a
behavior and results in an INCREASE in that
behavior.
M. K. Strickland-Cohen (2011)
ECS, University of Oregon
Functions that Behavior Serves (page 8)
Problem
Behavior
Escape/
Avoid
Something
Obtain/Get
Something
Stimulation/
Sensory
Tangible/
Activity
Social
Adult
Peer
M. K. Strickland-Cohen (2011)
ECS, University of Oregon
Common Functions of Problem
Behavior in School Settings
Obtain/ Access :
Avoid/ Escape:
 Peer attention
 Difficult Task
 Adult attention
 Boring Task
 Desired activity
 Desired object/ items
 Easy Task
 Physical demands
 Non-preferred activity
 Peer or Adult attention
M. K. Strickland-Cohen (2011)
ECS, University of Oregon
Examples of Reinforcement
• Example 1: When Cleo yells out for teacher
help during class, her teacher walks over to
Cleo’s desk, tells her to keep her voice down,
and explains that she is disturbing the other
students. Cleo’s yelling increases.
• Example 2: When Hidalgo throws his work
assignments on the floor, his teacher picks them
up, marks a zero on them, & takes them away.
His throwing of work assignments has
increased.
M. K. Strickland-Cohen (2011)
ECS, University of Oregon
Understanding Challenging
Behavior as a Response Class
• Response Class- a group of behaviors that
serve the same function.
During independent work, Marcus often talksout, crumples up his papers, and puts his
head down on his desk, resulting in escape
from difficult academic tasks.
- In this example, talking-out, crumpling
papers, and “putting head down on desk” are all
part of the same response class.
M. K. Strickland-Cohen (2011)
ECS, University of Oregon
Moving From FBA to BSP
M. K. Strickland-Cohen (2011)
ECS, University of Oregon
From FBA to BSP
• The most important purpose of conducting
FBA is to inform the development of
comprehensive Behavior Support Plans that
directly address the FUNCTION of student
behavior
• Start with FBA results, specifically the
Summary Statement
M. K. Strickland-Cohen (2011)
ECS, University of Oregon
Essential Components of FBA
Summary Statements
• The summary statement should include an
observable description of:
– Targeted Routine
– Any identified Setting events / “Set-ups”
– Antecedents / “triggers” for problem behavior
– Operationally defined Problem Behavior
– Consequences that follow the problem
behavior
– Primary Function of problem Behavior
• Multiple Functions = Multiple Summary Statements
M. K. Strickland-Cohen (2011)
ECS, University of Oregon
Example
Summary Statement for Ben’s Behavior
In Social Studies, when asked to read independently, Ben (a
strong reader) often gets out of his seat, walks around the
room, and jokes with peers. Ben’s peers laugh and talk to him
as he walks by. This behavior is most likely to happen on days
when Ben’s parents bring him to school (i.e., he doesn’t ride
the bus with friends).
Routine: Social Studies
Setting event
Antecedent
Ben brought to
Asked to read
Out of seat, walks
Peers laugh and talk
school by
independently
around room, jokes
to Ben
parents
Behavior
Consequence
with peers
Function:
Access peer attention
M. K. Strickland-Cohen (2011)
ECS, University of Oregon
Activity 1
(page 10)
Summary Statement for Jason’s Behavior:
When Jason is asked to outline a book chapter in Language
Arts, he often argues, refuses to work and uses profanity which
results in being sent to the office for ‘disrespect’. This behavior
is more likely if Jason has an altercation with a peer on the bus
on the way to school.
Routine: Language Arts
Setting event
Antecedent
Peer
altercation on
bus on the
way to school
Asked to
outline
chapter
Behavior
Arguing with
teacher, refusing
to work,
profanity
M. K. Strickland-Cohen (2011)
ECS, University of Oregon
Consequence
Teacher sends her
to the office
Function:
ESCAPE TASK
Activity 2
What is wrong with / missing from this
summary statement?
Sarah often leaves her seat without permission, walks
around the room and talks with peers. Sarah’s peers
laugh and talk with her. This behavior is more likely if
she has forgotten to take her medication before school.
The function of Sarah’s behavior is to gain access to
teacher attention and to escape tasks.
Routine: _____________
Setting event
Sarah forgets
to take
medication
Antecedent
Behavior
Walking around
room, talking
with peers
M. K. Strickland-Cohen (2011)
ECS, University of Oregon
Consequence
Attention from Peers
Function:
Adult Attention
Escape from Tasks
Check for Understanding
M. K. Strickland-Cohen (2011)
ECS, University of Oregon
Critical Components of Behavior
Support Plans
• #1: Competing Behavior Pathway
• #2: Function-Based Behavior Support
Strategies
• #3: Implementation Plan
• #4: Evaluation Plan
M. K. Strickland-Cohen (2011)
ECS, University of Oregon
Competing Behavior Pathway
M. K. Strickland-Cohen (2011)
ECS, University of Oregon
Developing a Competing Behavior
Pathway
Summary Statement:
We already have this!!!
Desired
Behavior
Natural
Consequence
Problem
Behavior
Maintaining
Consequence
Targeted Routine
Setting
Event
Antecedent
Alternative
Behavior
M. K. Strickland-Cohen (2011)
ECS, University of Oregon
This is what we want…
Desired
Behavior
Natural
Consequence
Problem
Behavior
Maintaining
Consequence
Targeted Routine
Setting
Event
Antecedent
Alternative
Behavior
But… start with the Alternative Behavior.
M. K. Strickland-Cohen (2011)
ECS, University of Oregon
Desired vs. Alternative
Behaviors
• Desired Behavior
– Long term goal = Follow classroom routines without
problem behavior and with minimal supports
• Often requires teaching complex skills that the student is
lacking (e.g., academic skills, social/communication skills,
organizational skills)
• Alternative Behavior
– An immediate attempt to reduce problem behavior
• Serves the same FUNCTION as the problem behavior
• Allows team to implement support plan aimed at teaching
new skills and increasing desired behaviors
• Should be a behavior that the student already engages
in or can be quickly learned with minimal instruction
M. K. Strickland-Cohen (2011)
ECS, University of Oregon
Why the Alternative Behavior?
Why not go straight to the Desired Behavior?
Nadia
1. This is
what we’re
asking the
student to do.
Routine: Language Arts
Asked to
None
complete
Identified
Independent
writing tasks
5. So… in the
meantime we use
the alternate
behavior
4. The student is going to
need to gain writing skills
before being able to do
this like peers
Complete
writing task
Crying,
pushing
papers off
desk
Raise hand &
ask for break
M. K. Strickland-Cohen (2011)
ECS, University of Oregon
3. Look how
different this is
from what’s
happening now
Success, teacher
acknowledgment
Sent to hall to
‘calm down’
Function:
escape task
2. This is what
the student
wants now.
Three Essential Characteristics of
Alternative Behavior
• Alternative Behavior:
– Serves the same function as the problem
behavior (reliably results in the same type of
consequences as the problem behavior)
– Is easier to do than the problem behavior
• Requires less (or at least no more) physical effort
than the problem behavior
– Is socially acceptable
M. K. Strickland-Cohen (2011)
ECS, University of Oregon
Identifying Appropriate Alternative Behavior
• When Pam is asked to work on long-division
problems in math class, she argues, refuses to
work, and uses profanity in order to
1. Serve
same
avoid/escape the difficult task.
Function?
Which is the best alternative behavior?
• Move to sit by another student
• Request adult attention
• Request an easier task/worksheet
• Ask if she can play on the computer instead
• Ask for a reward for completing the task
M. K. Strickland-Cohen (2011)
ECS, University of Oregon
Does it
provide
escape?
2. Is
Behavior
easier to do
than
problem
behavior?
3. Is
Behavior
socially
acceptable?
Identifying Appropriate Alternative Behavior
• During independent reading time in language
arts, Audrey makes noises, talks out, and
walks around the room. The FBA has shown
that this behavior is maintained by adult
attention.
Which is the best alternative behavior? Why/Why Not?
• Ask to sit at the teachers desk during reading
• Raise hand and ask for a break
• Request help/adult attention
• Ask for a reward for completing the task
• Request an easier task
M. K. Strickland-Cohen (2011)
ECS, University of Oregon
1. Serve
same
Function?
2. Is it
Easier?
3. Is it
Socially
Acceptable?
Activity 3
(page 12)
• Complete the next one on your own.
– Please write ‘yes’ or ‘no’ for each option AND
explain why or why not?
M. K. Strickland-Cohen (2011)
ECS, University of Oregon
Identifying Appropriate Alternative Behavior
• During independent seatwork, Ronnie makes
inappropriate noises and makes faces at
peers. Based on the data collected, the team
agreed that the function of Ronnie’s behavior is
to obtain peer attention.
Which is the best alternative behavior?
• Ask the teacher for help
• Finish all work, then ask to talk to a peer
• Request help/adult attention
• Ask to work with a peer tutor
M. K. Strickland-Cohen (2011)
• Request an easier
assignment
ECS, University of Oregon
Checks for Understanding
M. K. Strickland-Cohen (2011)
ECS, University of Oregon