Functions Based Behavior Intervention
Planning
From FBA to BIP
Day Two
Vermont PBiS Team
Tiffany Cassano, Ken Kramberg, Richard
Boltax
Welcome Back!!
COMPETING PATHWAYS CHART
STUDENT:
DATE:
SCHOOL:
GRADE:
Related Events
(Setting Events)
TEACHER:
Desired Behavior
Maintaining Consequences
Problem Behavior
Maintaining Consequences
Antecedent Events
Acceptable Alternative
INTERVENTION PLAN
Related Events/Strategies
Antecedent Strategies
Behavior
Problem
Adapted from Sugai, Lewis-Palmer, & Hagan, 1999
Desired
Consequences/Strategies
Problem
Desired
Review of Functions Based
Assessment
• D.A.S.H
• Use team process
• Use Competing Behavior Pathway
to build behavior intervention
plan
What do we do with This Information?
If the team has
confidence in the
hypothesis
Develop/I
mplement
a Behavior
Support
Plan
Simple
FBA
If the team does
not have
confidence in the
hypothesis
Gather
More
Informatio
n: Do at
Full FBA
Competing Behavior Pathways
Desired Behavior
3 Literacy
Class
2 Independent
Work
5 Remains on
Task, complete
work tasks
independently
1 Makes
noises, taps
pencil
Receives positive
reinforcement for
staying on task
and completing
work.
4
Teacher
assists
student
Attention
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).
Competing Behavior Pathways
5 Remains on
Task, complete
work tasks
independently
3 Literacy
Class
2 Independent
Work
1 Makes
noises, taps
pencil
6 Raises hand
when he needs
assistance
Receives positive
reinforcement for
staying on task
and completing
work.
4
Teacher
assists
student
Attention
Activity 1
Using the post its on your table, write the
setting event, antecedent, behavior,
maintaining consequence, replacement
behavior, desired behavior and new
maintaining consequence for your
team’s student in one of the blank
Competing Behavior Pathways.
Group Share
Tell us about your student. What is the…
Observable behavior you chose?
Antecedent?
Setting Event?
Consequences?
Hypothesis of Function of Behavior
Selected Desire Behavior
Replacement Behavior
Activity 2
With your team, discuss and modify the
Competing Behavior Pathway
for your student.
(Upper Portion Only)
Group Share
Which Strategy did you choose to try?
How did it go?
Setting Event
Strategies
Antecedent
Strategies
Teaching
Strategies
Consequence
Strategies
Eliminate/
neutralize
setting
events
Modify or remove
triggers to prevent
problem behavior
Teach
alternative
that is more
efficient
Add effective
reinforcers for
alternative and
desired behavior
Teach desired
skills
Minimize
reinforcement (“payoff”) for problem
behavior
Prompt alternative
and/or desired
behavior
Behavior Intervention Program (BIP)
•Two Goals:
Reduce problem behaviors
Increase appropriate behaviors
•Make behaviors:
Irrelevant
Inefficient
ineffective
Function Based Strategies
• The team will consider the FUNCTION of the
problem behavior when identifying:
Setting Event
Strategies
Antecedent
Strategies
Teaching
Strategies
Consequence
Strategies
Eliminate/
neutralize
setting
events
Modify or remove
triggers to prevent
problem behavior
Teach
alternative
that is more
efficient
Add effective
reinforcers for
alternative and
desired behavior
Teach desired
skills
Minimize
reinforcement (“payoff”) for problem
behavior
Prompt alternative
and/or desired
behavior
Setting Event Strategies
These are structural changes made to the students
day or classroom
Alternative Schedule
Sitting Near the Teacher
Lunch in the support room
Student Check In
Early or late entry to class/activity
T Cassano 2011
Antecedent Strategies
Antecedent Strategies
Antecedent strategies are
designed to make problem
behavior irrelevant by:
1. Eliminating or
Modifying antecedents
that “trigger” the
behavior
Setting Event
Strategies
Eliminate or
Neutralize
Setting Events
Manipulate
Antecedent
Prevent/Modify
“Triggers”
Teach Behavior
Alter Consequences
Teach Alternate
Behavior
Reinforce Alt/Des
Behavior
Teach Desired
Behavior/
Academic/
Social Skills
Response to Problem
Behavior/
Corrective
Feedback
AND
2. Prompting
alternative/Desired
behavior (precorrection)
Prompts for
Alt/Des
Behavior
Identifying Antecedent Strategies
• When asked to read independently at his seat, Ronnie
makes inappropriate noises and makes faces at peers.
Based on the FBA data collected, the team agreed that the
function of Ronnie’s behavior is to obtain peer attention.
Addresses:
1.Antecedent?
Function?
• Which is the best antecedent modifying strategy?
•
•
•
•
•
Provide student with an easier reading assignment
Remind student of expectations related to respectful behavior
Allow student to wear headphones during independent reading
Ask student to work quietly 1:1 with a ‘reading buddy’
Have student check in with the teacher at the beginning of
class
Identifying Antecedent Strategies
• When Pam is asked to work on long-division problems
in math class, she argues, refuses to work, and uses
profanity to avoid/escape
the difficult task.
• Which is the best antecedent modifying strategy to
prevent problem behavior? Why or Why Not?
• Move student’s seat closer to the teacher
• Give student more time to complete the difficult tasks
• Give student an easier math assignment she can be successful
with
• Warn student she will be sent to office for using profanity
• Allow student to practice long-division on the computer
Consequence Strategies
Consequence
strategies help
make problem
behavior
ineffective by:
Setting Event
Strategies
Manipulate
Antecedent
Prevent problem &
prompt
alternate/desired
behavior
Eliminate or
Neutralize Setting
Events
Modify/Prevent
“Triggers”
Teach Behavior
Explicitly Teach
Alternative &
Desired Behaviors
Teach Alternate Behavior
Alter Consequences
Reinforce alternate &
desired behavior &
extinguish negative
behavior
Reinforce Alt/Des
Behavior
Reinforcing
appropriate
behaviors
AND…
Minimizing
reinforcement for
problem behavior
Prompt Alt/Desired
Behavior
Teach Desired Behavior/
Academic/ Social
Skills
Response to Problem
Behavior
- Redirection
-Extinction
Reinforcing Alternative and
Desired Behavior
Behavior Intervention Program (BIP)
•Two Goals:
Reduce problem behaviors
Increase appropriate behaviors
•Make behaviors:
Irrelevant
Inefficient
ineffective
Consequences: Reinforcing the Alternative
Behavior
• It is extremely important that the alternative behavior is
reinforced:
– Immediately
– Consistently
and…
– Results in the same type of reinforcement as the problem
behavior
• This is necessary for the alternative behavior to
successfully compete with the problem behavior.
• In other words, the problem behavior cannot happen if
the student is exhibiting the desired behavior…they can’t
happen at the same time!
Identifying Consequence Strategies: Reinforcing
Alternative/Desired Behavior
• During independent seatwork, Ronnie makes inappropriate
noises and makes faces at peers. The function of Ronnie’s
behavior is to obtain peer attention.
Function?
Which are the best reinforcement strategies?
Reasonable
expectations?
• Student is allowed to sit by a preferred peer for 15 minutes, if he is quiet and on
task during seatwork every day for a week
• Student will receive a “free homework pass” if he has no problem behavior
during independent seatwork
• When student is on task with no problem behavior for 15 minutes, he will be
allowed to sit at back table and read with a peer
• Student receives frequent teacher praise for staying on task
• Student is allowed to work with a peer when asks appropriately
Identifying Consequence Strategies: Reinforcing
Alternative/Desired 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 are the best reinforcement strategies? Why or Why Not?
• Student can play a game with the teacher if she works quietly (no more than
2 talk-outs) during independent reading
• Student is allowed to work with a peer when she has been quiet for 15
minutes
• Student receives help from teacher if asks appropriately
• Student can eat lunch with the teacher if no talk-outs for one month
• Student earns a homework pass for on-task behavior
Consequences: Responding to Problem
Behavior
• Responses to Problem Behavior should
focus on two things:
#1. Redirecting to the Alternative Behavior
#2. Extinction of the Problem Behavior
Responding to Problem Behavior:
Redirection
• At the earliest signs of problem behavior, quickly
redirect to the alternative behavior
Example:
• During independent work, Annie often talks out to
get teacher attention. If ignored, Annie will begin
yelling and knocking materials off her desk.
– When Annie first starts talking out, her teacher will
immediately remind her how to appropriately get
adult attention and will praise Annie’s use of the
alternative behavior.
Responding to Problem Behavior:
Extinction
• Do NOT allow the problem behavior to “work” or
“pay off” for the student.
•
Eliminate/minimize the amount of missed instructional time
or work provided to a student for engaging in problem
behavior
•
•
But… make sure student is capable of doing work… or provide
support/instruction so student can complete the work
Eliminate/minimize the amount of attention for engaging in
problem behavior
•
•
Limit verbal interactions/explanations
Create a signal to cue the student to use the alternative behavior
instead
Responding to Problem Behavior:
Extinction
** Note: extinction should ALWAYS be combined with frequent
reinforcers for alternative/desired behavior.
Example:
• Darci engages in problem behavior that results in peer
attention.
– Darci’s peers will receive “Panther Paws” for ignoring her
inappropriate behavior.
• Darci will also be learning how to interact (and provided
frequent opportunities to practice interacting) with peers
appropriately and will earn time with peers for
alternative/desired behavior.
Teaching Strategies
These are the skills the student will need to be
taught to do
*How to ask for a break using break card
*How to monitor his/her progress with a point
sheet
*How to engage in appropriate conversations
with peers during small group counseling
T Cassano 2011
Activity 3
Use the post its on your table to come up
with 1 setting strategy, 1 antecedent
strategy, 1 behavior teaching strategy
and 1 consequence strategy and place
them on the appropriate chart paper.
ACTIVITY 4
In your packet, complete the lower
portion (initial intervention plan)
for your student.
Leaving Thoughts
Keep the Simple FBA Simple
Save Full FBA for more complex cases
COMPETING PATHWAYS CHART
STUDENT:
DATE:
SCHOOL:
GRADE:
Related Events
(Setting Events)
TEACHER:
Desired Behavior
Maintaining Consequences
Problem Behavior
Maintaining Consequences
Antecedent Events
Acceptable Alternative
INTERVENTION PLAN
Related Events/Strategies
Antecedent Strategies
Behavior
Problem
Adapted from Sugai, Lewis-Palmer, & Hagan, 1999
Desired
Consequences/Strategies
Problem
Desired
Full FBA
Required more data collection
-Teacher/Parent/Student Interviews
-More Behavior Observations
-File Review
-Office Discipline Referrals
-Grades
-Test Scores
Building Behavior Support Plans
• Step 1: Develop Competing Behavior Pathway
• Step 2: Identify and Select Behavior Support
Strategies
• Step 3: Develop Implementation Plan
• Step 4: Develop Evaluation Plan
STEP 7: SELECT INITIAL INTERVENTION STRATEGIES
Tasks
Person
Responsible
By
When
Review
Date
Evaluation Decision
·
Monitor
·
Modify
·
Discontinue
*If emergency behavior management procedures are necessary, attach crisis plan as separate sheet
Progress Monitoring in Data collection
systems
• Identify the skills to be addressed within the specialized
instruction and choose an appropriate program/approach
• Either select or develop a data collection tool which aligns
with the focus of the goals/objectives - develop a file of
templates for data collection for future use
• Use a data sheet that is set up to take data efficiently and
clearly - checklists/tallies- with correct measurement that
aligns with the language of the goal/objectives
STEP 8: EVALUATE PLAN
Behavioral Goal (Use specific, observable, measurable descriptions of goal)
What is the short-term behavioral goal?
_________ Expected date
What is the long-term behavioral goal?
_________ Expected date
Evaluation Procedures
Data to be Collected
Procedures for Data Collection
Person
Responsible
Timeline
Plan review date:_________________
We agree to the conditions of this plan:
_______________________________
Student
(date)
______________________________
Parent or guardian
(date)
_______________________________
Teacher
(date)
___________________________ ___
Teacher
(date)
_______________________________
Action Team member
(date)
______________________________
Action Team member
(date)
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Name __________________________
Behavior
Goals
Followed
Directions
Without talking
Back
Math
Reading
Date __________________
Phonics
Writing
Social Studies
Science
Asked for help
Accepted help
appropriately
When _____________ demonstrates any of his/her goal behaviors, immediately praise him/her and tell him/her that he/she did
a good job working on his goals and name the specific behavior so he/she knows he/she is getting a tally mark.
After 10 tally marks across each subject, ______________ may “cash in” for a prize.
!
Name______________ Date________
Activity
I Followed Directions
Check One:
Not There Yet (try again)
Check One:
Getting There (1 point)
I’ve Got It (2 points)
Not There Yet (try again)
Check One:
Getting There (1 point)
I’ve Got It (2 points)
Not There Yet (try again)
Check One:
Getting There (1 point)
I’ve Got It (2 points)
Not There Yet (try again)
Check One:
Getting There (1 point)
I’ve Got It (2 points)
Not There Yet (try again)
Check One:
Getting There (1 point)
I’ve Got It (2 points)
Not There Yet (try again)
Check One:
Getting There (1 point)
I’ve Got It (2 points)
Not There Yet (try again)
Check One:
Getting There (1 point)
I’ve Got It (2 points)
Not There Yet (try again)
Check One:
Getting There (1 point)
I’ve Got It (2 points)
Not There Yet (try again)
Getting There (1 point)
I’ve Got It (2 points)
I Followed Directions
Not There Yet – Try Again
I ignored directions
I did something different than what I
was asked
I refused to follow directions
I did not correct my behavior when
reminded of the rules
I wandered around during work time
!
Getting There – 1 point
I complied when reminded of the
direction(s)
I followed group directions when
individualized follow-up was provided
I complied when reminded of learning
center rules
I returned to my space when
reminded
I’ve Got It! – 2 point
When any adult told me to do
something, I did it right away
When group directions were given, I
followed them along with peers
I followed learning center rules
without being told
I was where I was supposed to be
when I was supposed to be there
Daily Behavior Sheet
Date
!=Fantastic
Expected
Behaviors
Completed
assigned
work
Talked
nicely to
students
Talked
nicely to
staff
Remained
calm, even
when mad
Was a
good
helper
Staff
signature
Arrival
"=Not so good
X= Okay
1st
2nd
3rd
Lunch
4th
5th
6th
Advisory
ACTIVITY 5
Discuss with your team a plan for progress
monitoring your student/case study
FBA and Check In Check Out
• CICO generally used as first intervention prior to FBA
• FBA is done if CICO student DPR goals are not being
met
• School-wide expectation should be referenced when
desired behavior is named and taught
i.e. Desired Behavior – raise hand and ask for
help
School-wide expectation - Responsibility/Respect
for others
• CICO daily progress reports can be used for teaching
and reinforcement and can be modified as a result of a
FBA
Thanks and
• Think about coaching needs back home and
try to arrange for at least one on-site coaching
visit with one of us with your team back home
during an actual FBA/BIP