POSITIVE BEHAVIOR INTERVENTIONS AND
SUPPORTS
(PBIS)
“Introduction and Practice in
Functional Behavior Assessment
(FBA)”
From FBA to BIP
Two Day Series
Part 1.0
1
BEST Expectations:
FBA Training Team Norms
BEST Expectation
Training Setting
Be Present
Be On Time
Silent cell phones;
Eyes and ears in focus
Engage
Take a Team role; Ask questions; Follow along with
the Power Point and Activity Sheets.
Support Each Other
Bring snacks to share; Seek clarification;
Use positive statements and re-statements
Team Solutions
Establish and follow team roles and norms
Contribute ideas to Team Planning
Today’s Goal
• Revisit the critical features of universal and
targeted PBIS practices and how they inform
behavior plans
• Understand the concept of “function” in
behavior support planning
• Conduct an FBA/BIP for your student of choice
• Plan for finalizing and implementing plan
developed today
Functional Behavior Assessment
Is a process for identifying
the events that reliably predict
and maintain problem behavior.
Function Based Approach
Focuses on:
Changing environmental factors
instead of
fixing the person.
It’s about what we as adults will do differently!
How does Functions Based
Assessment
fit into your school’s
PBIS System?
Six Components of
Universal
1. Purpose Statement
2. 3-5 Expectations
3. System for Teaching
Expectations
4. System for Acknowledging
Expectations
5. System for Discouraging
Problem Behavior – all
referrals should include a
query on function
6. Data-based Decision Making
*Monthly as a PBIS Leadership
Team
Targeted Interventions
• Implement Universal with
Fidelity
• SET Evaluation at 80/80
• Inventory Existing Targeted
Practices
• Develop Check-in/Check-out
• FBA- match interventions to
the function of the behavior
• Develop Data System to
Support Targeted
Interventions
INTENSIVE LEVEL
• Establish Intensive Team
and Indentify Intensive
Coordinator
• Establish SU Supports for
the Intensive Level
• Establish SU and
interagency
• Learn about the Intensive
Level of PBIS
• FBA/BIP for more complex
and more resistant to
change behaviors
• Develop Capacity for
Wraparound Supports
Examples: Targeted Group Interventions Based on
Functions of Behavior
Access Adult Attention/Support:
 Check-In/Check-Out
 Adult Mentoring Programs
 Access Peer Attention/Support:
 Social Skills Instruction
 Peer Mentoring
 Self-Monitoring with Peer Support (function:
academic task escape)
 Academic Skills Support
 Organization/Homework planning support
 Homework completion club
 Tutoring

Interventions with an Evidence Base
1. Advance organizers
26.Opportunities to respond
2. Anger Management Skills Training
27.Pacing
3. Behavioral Interventions
28.Parent Training
4. Choice
29.Peer Mediated Interventions
5. Class Wide Peer Tutoring
30.Peer tutoring
6. Cognitive organizers
31.Peer-Mediated Conflict Resolution and
Negotiation
7. Cognitive Restructuring
32.Picture Exchange Communication System
8. Cognitive-Behavioral Therapy
33.Pivotal Response Training
9. Computer-Assisted Instruction
34.Pre-correction
10.Contingency Management
35.Presentation Strategies
11.Daily Behavior Report Cards
36.Problem Solving
12.Exposure-Based Techniques
37.Procedural prompts and behavioral
13.Family Therapy
momentum
14.Functional Assessment
38.Replacement Behavior Training
15.Functional Communication Training
39.Self instruction
16.Integrated Cognitive-Behavioral Therapy
40.Self mediated strategies
17.Interdependent Group-Oriented
41.Self monitoring
Contingency Management
42.Self-Management
18.Interpersonal Therapy for Adolescents
43.Social Skills Training
19.Milieu Language Teaching
44.Task Modification
20.Mnemonics
45.Task Selection Strategies
21.Modeling
46.Token Economy System
22.Modified Task Presentation Strategies
47.Verbal Mediation
23.Moral Motivation Training
48.Video Modeling
24.Multimodal Interventions
Vannest K, Reynolds CR, Kamphaus RW. BASC-2
25.Multi-systemic Therapy
intervention guide for emotional and behavioral problems.
Bloomington, MN: Pearson Assessments; 2009.
Current Group
Intervention
Function
Adult
Att
Peer
Att
Wrok
Avoid
Thatcher Brook Elementary School - Group Interventions (Targeted Population)
Referral criteria
Frequency/
Resources
Schedule for
Effectiveness
Intensity of
needed (staff,
Checking
Measured
other
Intervention
space, $, time)
Progress
(success
criteria/ goal)
CICO
X
# of office referrals/
teacher referral
Daily check-ins
Mentoring
X
Weekly for 1 hour
Lunch dates
X
Everyone
Wins
X
Social Skills
Groups
X
Need for adult role
model, clingy
behavior
Teacher request,
discretion of
professional
Need for positive
adult attention,
literacy interest,
Teacher referral
Social deficits
evidenced by
discipline referrals,
presence of
disability, noted
peer conflict
Skills deficits in
terms of peer
relationships
Low income
families, lack of
enrichment, need for
social connection
outside of school
hours, need for
increased physical
activity
Persistent social
deficits evidenced
by discipline
referrals, presence
of disability, noted
X
X
Peer
Mentoring
X
Afterschool
Activities
X
Social
Thinking
Groups
X
X
Staff person(s),
time at beginning
and end of day
Volunteers,
organizer, space
Monthly
Average 80%
points earned
trimester
Pre/post seeking
adult attention
Weekly for 30
min… more than
1x /week…
weekly
Staffing, food
trimester
Pre/post around
specific skills
mentors
trimester
Pre/post around
literacy and adult
attention
30 minutes weekly
Staff, time
outside of
academics
trimester
Individualized
goals addressed
and progress
measured
weekly
Volunteers,
space, access to
activities
Organizations
(scouts, dance,
karate, sports,
etc) scholarships
trimester
Pre/post peer
relationships
seasonally
Pre/post for selfesteem and
connection with
peers
Staff, social
thinking
curriculum
resources
trimester
Individualized
goals addressed
and progress
measured
Dependent on
activity
30 minutes weekly
EXIT Criteria
80% tchr.2 weeks
80% pair 2 weeks
80% ind. 2 weeks
Assessing predictable relationships between
the environment and behavior
 Involves observations of student in
FBA
natural environments
 Determine why problems occur
 Testable explanations
 The purpose is to get the
information necessary to create
a successful plan
 Plans focus primarily on prevention
Flaws with FBA use in public schools
(Scott et al., 2005)
•
FBA is used mainly as a reactionary approach.
– opportunity is lost to utilize FBA technology to develop
interventions that address minor behaviors that usually
precede more serious problems.
• FBA is restricted to set of procedures used by “experts”
– The rich supply of information from people with whom
the student interacts with the most is lost.
• FBA is restricted to rigorous procedures that are unrealistic
for public school settings.
– Disincentive for using FBA technology.
– Cynicism as to the practicality of FBA .
T Cassano 2011
So who is responsible for
conducting the FBA in your
school?
How does someone access this
intervention?
Requesting a FBA
• Teachers & school teams should be able to
identify the system for requesting assistance
• Teachers should be able to identify who to
access assistance from
• The targeted team (EST) will determine when
a FBA/BIP referral is necessary based on data
T Cassano 2011
ACTIVITY 1
Review your school’s process for FBA
in the workbook
FBA LOGIC MODEL
Sheldon Loman, University of Oregon
Behavior Specialist
responsible for 25
FBAs in school of 500
Individualized
Supports
5% of
Students
Personnel with “flexible” roles conduct
proactive Simple FBA to expand the
scope of FBA, prevent intensive problem
behaviors, & decrease reliance on
specialist.
Secondary
Group
Supports
10-15% of
Students
School-wide Positive Behavioral
Supports
80% of Students
T Cassano 2011
At the Foundation of FBA are 3 major tenets
about behavior

Human behavior is functional
Human behavior is predictable
Human behavior is changeable…?
T Cassano 2011
Human behavior is changeable
FBA switches the focus from “treatment of
within-child pathology” to
Design of effective environmental routines
These routines focus on changing the
conditions that set up, set off or maintain
problematic behavior
21
In An Effective Environment…
Problem behavior is irrelevant, inefficient, ineffective
• Problem behaviors are irrelevant when
Child doesn’t need to escape anymore
Child has access to positive events more commonly
• Problem behaviors are inefficient when
Alternative behavior is available
Alternative behavior is taught
• Problem behaviors are ineffective when
Problem behavior NO LONGER works- it does not get
the child what they want to obtain or what they want
to avoid.
22
Functional Assessment of Behavior
“A functional assessment can be done in your head.”
It is a problem solving process that identifies the
events that reliably predict and maintain problem
behavior.
T Cassano 2011
Students Needing FBA
•
•
•
•
•
•
•
Academic/Behavior data indicates challenge(s)
Chronic Misbehavior
3-5 Discipline Referrals for Major Behaviors
Frequent Absences
Multiple ISS/OSS
Don’t understand behavior
Other interventions have not been successful
T Cassano 2011
Simple FBA vs. Comprehensive FBA
Simple FBA
COMP. FBA
What
Relatively simple and
efficient process to
guide behavior support
planning
Time-intensive process that
also involves archival records
review, family-centered
planning, and collaboration.
May or often includes
agencies outside of school
Who
School-based personnel
(e.g., teachers, special
educators, counselors,
administrators)
Professionals trained to
conduct functional assessments
with students with severe
problem behaviors (e.g., Often
by school psychologists,
behavior specialists)
T Cassano 2011
Simple FBA vs. Comprehensive FBA
Simple FBA
For
Students that:
Exhibit high frequency
behaviors that are not
dangerous (e.g., not following
directions, not completing
work)
COMP. FBA
Students that:
Exhibit dangerous behaviors (e.g.,
hitting, throwing objects, property
destruction)
Have received interventions
Exhibits behaviors on 3 or more
that did not improve behavior more school routines
Exhibit behaviors that occur
in 1 to 2 school routines (e.g.,
specific classrooms/activities,
lunch, recess)
T Cassano 2011
Case Study
What is the problem?
What is he/she getting out of it or avoiding
What do you want him/her to do instead?
How can you help this happen more often?
How will you know if the problem has been
resolved?
FBA Process
D.A.S.H.
Adapted from Sheldon Loman, University of Oregon
1 Define behavior in observable & measurable terms
2 Ask about behavior by interviewing staff & student
-specify routines where & when behaviors occur
-summarize where, when, & why behaviors
occur
3 See the behavior
-observe the behavior during routines
specified
-observe to verify summary from interviews
4 Hypothesize: a final summary of where, when &
T Cassano 2011
(Challenging Behavior)
Behavior is…..
any action which is
observable and
measurable, and has a
distinct onset and offset.
secprevnten
What are some of the challenging
behaviors you are dealing with
currently in your
classroom/school?
Are the behaviors you listed observable?
Measurable?
Defined so clearly that a person unfamiliar with
the student could recognize the behavior
without any doubts?
T Cassano 2011
Kicking
Disrespect
Pinching
Defiance
Cursing
Off task
Hitting
Anger
Spitting
Yelling
secprvten
Define Behaviors in Clear Terms
VAGUE
DESCRIPTIVE
Julia is aggressive
Julia hits other students during PE
class when she does not get her
way
Michael is disruptive
Michael blurts out and makes
inappropriate comments during
classroom discussions
Jenny is hyperactive
Jenny leaves her assigned area
without permission. Jenny only
completes small portions of her
work. Jenny blurts out answers
without raising her hand.
T Cassano 2011
ACTIVITY 2
Provide an observable and measurable
definition for the behaviors
listed in your workbook
2. ASK (Gather Information/Data)
staff, student, parents about the ABCs
D.A.S.H
T Cassano 2011
Functional (Behavioral Assessment)
Behavior Support Plan (F-BSP)
Google search
An interview tool for collecting information
about problematic behavior.
For staff, parents and students
Functional Behavioral Assessment Behavior Support Plan (F-BSP) Protocol
Functional Behavioral Assessment Interview –Teachers/Staff
Student Name ____________________________________
Age:____
Grade:____
Date:__________________
Person (s)
interviewed:___________________________________________________________________________
_
Interviewer
_____________________________________________________________________________________
Student Profile: What is the student good at or what are some strengths that the student brings to
school?
______________________________________________________________________________________
__________
______________________________________________________________________________________
__________
STEP 1: INTERVIEW TEACHER/STAFF/PARENT
Description of the Behavior
What does the problem behavior(s) look like?
How often does the problem behavior(s) occur?
How long does the problem behavior(s) last when it does occur?
How disruptive or dangerous is the problem behavior(s)?
Description of the Antecedent
When, where, and with whom are problem behaviors most likely?
Schedule
Activity
Specific Problem
Likelihood of
(Times)
Behavior
Problem Behavior
Low
High
1 2 3 4 5 6
1
2
3
4
5
6
1
2
3
4
5
6
1
2
3
4
5
6
1
2
3
4
5
6
T Cassano 2011
With Whom does
Problem Occur
Description of the Behavior
Description of Antecedents
Summary of Antecedents
ACTIVITY 3
Pair Share
Discuss F-BSP Teacher/Staff/Parent
interview for your student.
Only Two Basic Functions
Problem
Behavior
Positive
Reinforcement
Stimulation/
Sensory
from Horner & Sugai
at www.pbis.org
Escape/
Avoid
Something
Obtain/Get
Something
Tangible/
Activity
Social
Adult
Negative
Reinforcement
Peer
3. See the behavior (Gather
information/data)
D.A.S.H
Behavior Observation Forms
ABCs
T Cassano 2011
FBA
Always start with the behavior
2
1
3
Antecedent/Trigger:
Behavior:
Consequence/Outcome
When _____ happens….
the student does (what)__
..because (why) ______
T Cassano 2011
ABC Data Collection Sheet
Date
Time
Location
The Institute of Professional Practice, Inc.
Duration of
Behavior
Antecedent
Behavior
Result, Outcome,
and/or
Consequence
Comments
Typical Antecedents: asked to do something (specify), asked to stop something (specify), engaged in chore, engaged in play,
request/preference denied, interaction w/other person, not engaged in activity or interacting with others (“out of the blue”), sudden
schedule change
Typical Responses: told to stop or calm down, chore or work request withdrawn, stopped play, sent out of room; obtained preferred
activity/choice
Behaviors:
T Cassano 2011
ACTIVITY 4
Using the ABC chart in your workbook,
document the time, location, duration,
antecedents, behavior and
consequences in the following video
clip.
4. Write A Hypothesis/Function
Statement
D.A.S.H
All behavior has a function (purpose).
At the simplest level, a hypothesis statement
identifies the function of the student’s
behavior.
T Cassano 2011
Ex1. Determining Function
Given a task, student…
1.
2.
3.
4.
5.
Whispers that work is stupid,
Writes on papers,
Says work is stupid,
Throws paper in waste basket, &
Leaves room.
What is function of behavior? (Test)
Ex2.
Given difficult task, student…
1.
2.
3.
4.
5.
6.
Says this work is stupid,
Pokes student at next table,
Argues with student,
Tells teacher to butt out,
Threatens teacher
Runs away from teacher who chases.
What is function of behavior? (Test)
Creating a Hypothesis Statement
•
•
•
•
•
What is the problem behavior?
Where does it happen?
When does it happen?
What are the consequences?
What is the function?
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)
When asked to participate orally in math class,
Shane typically ignores the teacher’s request.
If the teacher confronts Shane in front of the
class and continues to direct him to
participate, Shane will become highly agitated
and begin to yell at the teacher. These
behaviors allow Shane to avoid attention from
his peers.
T Cassano 2011
Have you considered whether there are sensory
issues?
Is there a need for a sensory diet?
When Sequoia misses her 12:30 medication &
teachers present multiple task demands, she
makes negative self-statements & writes profane
language on her assignments. Teaching staff
typically send her to the office with a discipline
referral for being disrespectful.
What
function?
Avoid
difficult
tasks
Setting event
Misses 12:30
medication
Antecedent
Behavior
Consequence
Teachers
make
multiple
task demands
Sequoia makes
negative selfstatements &
writes profane
language
Teacher sends
Sequoia to
office for being
disrespectful
Caesar has dyed his hair three colors & is teased
several times by his friends before class. When he
enters the class, his teacher stares at his hair.
Caesar immediately says “what are you staring
at?” His teacher immediately sends him to inschool detention.
Escape adult &
What
peer function?
attention
Setting event
Caesar is
teased several
times about his
hair by his
friends before
class
Antecedent
Behavior
Consequence
His teacher
stares at his
hair in class
Caesar asks
his teacher
what she’s
staring at
His teacher
sends him to
in-school
detention
ACTIVITY 5
In your activity sheet, create a competing
pathway and write a hypothesis
statement
for each the following student scenarios.
T Cassano 2011
SCENARIO
Jason
During independent work time, Jason makes
disruptive noises and the teacher responds by
redirecting him to work quietly. Jason goes
back on task temporarily but continues to
interrupt throughout the lesson.
T Cassano 2011
Behavior Pathway
Setting Events
Antecedents
Classroom
Independent
Work
Behavior
Makes Disruptive
Noises
Adapted from Crone, D.A. and Horner,R.H., 2003
T Cassano 2011
FUNCTION:
Consequences
Attention
Teacher
Redirection
SCENARIO
Beth
When the teacher asks Beth to read aloud
during literacy class, she curses at the teacher
and is sent to the planning room to process
with a staff member.
T Cassano 2011
Behavior Pathway
Setting Events
Antecedents
Literacy Class
Asked to Read
Aloud
Behavior
Curses at teacher
Adapted from Crone, D.A. and Horner,R.H., 2003
T Cassano 2011
FUNCTION: Avoid
Consequences
Difficult Task
Sent into
planning room
SCENARIO
William
During math class William continually
interrupts the teacher making jokes. When
redirected by the teacher he calls her a f-ing
bleep. After removing himself from the
classroom and going in the hallway for 5
minutes, William returns and continues to
interrupt the lesson.
T Cassano 2011
Behavior Pathway
Setting Events
Math Class
Group Setting
Behavior
Antecedents
Interrupts
Teacher/ Making
Jokes
Teacher
Instruction
Adapted from Crone, D.A. and Horner, R.H., 2003
T Cassano 2011
FUNCTION:
Consequences
Attention
Teacher
Redirection
Behavior Pathway
Setting Events
Classroom
Behavior
Antecedents
Teacher
Redirection
Calls Teacher a Fing Bleep
Adapted from Crone, D.A. and Horner,R.H., 2003
T Cassano 2011
FUNCTION: Avoid
Confrontation;
Consequences
Work
Removes Self
from Room
Re-enters Room
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
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).
Build a Competing Behavior Pathway
Completes
task
Independent
class work
Does not have
teacher attention
Makes
noises
Raises hand
and
asks for
help or break
Gets verbal
praise from
teacher
Gets help
from teacher
ACTIVITY 6
In your packet, complete the
Competing Behavior Pathway for
your student.
COMPETING PATHWAYS CHART
STUDENT:
DATE:
SCHOOL:
GRADE:
TEACHER:
Related Events
(Setting Events)
Desired Behavior
Maintaining Consequences
Problem Behavior
Maintaining Consequences
Antecedent Events
Alternative Behavior
INTERVENTION PLAN
Setting Event Strategies
Antecedent Strategies
Adapted from Sugai, Lewis-Palmer, & Hagan, 1999
Behavior
Problem
Desired
Consequences/Strategies
Problem
Desired
Part 1.0 Summary
1. The function of behavior should always be considered
when selecting interventions for students.
2. Use the F-BSP form to conduct a FBA
3. Functions based problem solving is about changing
environmental factors rather than “fixing kids.”
4. The Competing Behavior Pathway is a template that allows
your team to see develop a functions based behavior
intervention plan.
73
HOMEWORK
Experiment with altering at least one of the
intervention strategies under setting events,
antecedents, behavior teaching or
consequences.
Write a summary of how the interventions went
to bring with you to next week’s workshop.