WELCOME!
Paul Knight
Nancy Lindahl
September 24, 2010
1
Paul Knight
Principal-Lakeside Academy 3rd
year and at Valley Center
School for 25 years
PBLS Specialist: Specialty
Schools
School Psychologist Croyden
Ave School for 5 years
Ph.D. Applied Behavior
Analysis
Nancy Lindahl
Positive Behavior Support
Coach-KRESA
20 years as a middle school
Special Ed Teacher
MI & NY
10 years as founder and
Behavior Specialist of
Kalamazoo Advantage
Academy
K
r
e
s
a
The Instructional Center, working in collaboration with local districts,
state agencies, universities and other intermediate school districts,
is involved in all aspects of curriculum and instruction,
focused on assisting local districts and school buildings
in improving and enhancing student achievement.
 Breaks
 Lunch
 Computer
 Bathrooms
 Misc.
 Review Questionnaire
 Why (Rationale and background)
7
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

Group Activity: Case Study
The Science of Behavior
Functional Behavior Assessment
Completing your own Assessment
Functional Analysis—The Rest of the Story
F-BSP Teaming
Packets of resources
8
Please write a paragraph introducing us to a student
whose behavior is problematic. This should be a
student you know well enough to describe
behavioral issues.
Do not use the student’s real name in your description.
Share problems within group and then class.
9
Introduce you to and practice a process to
increase your likelihood of developing
interventions that will change behavior in the
desired direction.
Organize Your Analysis/Thinking
 Precision
in Language/Communication
Organize the Process
Increase Confidence
10
School-wide Positive
Behavior Support
Systems
Classroom
Setting Systems
School-wide
Systems
11
School-wide
Systems
1. Common purpose & approach to discipline
2. Clear set of positive expectations & behaviors
3. Procedures for teaching expected behavior
4. Continuum of procedures for encouraging
expected behavior
5. Continuum of procedures for discouraging
inappropriate behavior
6. Procedures for on-going monitoring & evaluation
12
School-wide Positive
Behavior Support
Systems
Classroom
Setting Systems
School-wide
Systems
13
Classroom
Setting Systems







Classroom-wide positive expectations taught &
encouraged
Teaching classroom routines & cues taught &
encouraged
Ratio of 6-8 positive to 1 negative adult-student
interaction
Active supervision
Redirections for minor, infrequent behavior errors
Frequent precorrections for chronic errors
Effective academic instruction & curriculum
14
School-wide Positive
Behavior Support
Systems
Classroom
Setting Systems
School-wide
Systems
15
Nonclassroom
Setting Systems


Positive expectations & routines taught &
encouraged
Active supervision by all staff
 Scan, move, interact


Precorrections & reminders
Positive reinforcement
16
School-wide Positive
Behavior Support
Systems
Classroom
Setting Systems
School-wide
Systems
17
Individual Student
Systems





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Behavioral competence at school & district levels
Function-based behavior support planning
Team- & data-based decision making
Comprehensive person-centered planning &
wraparound processes
Targeted social skills & self-management
instruction
Individualized instructional & curricular
accommodations
18
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





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Create systems-based preventive continuum of
behavior support
Focus on adult behavior
Establish behavioral competence
Utilize data based decisions
Give priority to academic success
Invest in evidence-based practices
Teach & acknowledge behavioral expectations
Work from a person-centered, function-based
approach
Arrange to work smarter
19
1.
Get into groups of 5. Assign a number to each person in
your group, 1-5.
2.
Find the blue page titled: “Technical Adequacy of the
Functional Assessment Checklist.” Read it.
3.
Answer the question on the next slide corresponding to
your number.
4.
Report to your group on your information.
5.
Report to whole group and compare responses.
20
1.
What is functional behavior assessment?
2.
What are the sources of data used in an FBA?
3.
Is it a research based practice?
4.
What is the potential success rate of interventions
not using an FBA?
5.
Why is a functional analysis less practical or not
useful?
21

Behavior – what someone does (an observable and
measurable action)

Behavioral Function – As key aspects of the environment
change so does behavior.

Functional Behavioral Assessment (FBA) - A systematic
team process for determining the environmental
variables that impact the behavior.

Functional Behavior Analysis – A scientific process for
determining the environmental variables that impact
behavior (ABC’s, setting events, etc.)
22
23
In a function based approach effective
solutions to problem behavior focus on
environmental events that trigger and
maintain behavior.
Change the environment rather than
fixing the person.
Rarely can problem behaviors be impacted
by focusing on within-person pathologies.
 This can be a dramatic shift in thinking
for many school personnel.
24
At the foundation of FBA are three major
tenets about behavior
Human behavior is functional
Human behavior is predictable
Human behavior is changeable
25
Human behavior is functional
People behave the way they do for a
reason – behavior serves a purpose
The purpose is to obtain something
or
The purpose is to avoid or escape
something
Students use effective strategies more
often than ineffective strategies
26
Human behavior is functional
Students use effective/efficient strategies more
often than ineffective or inefficient strategies
Students sometimes learn that problem
behavior is more efficient for obtaining what they
want
Students sometimes learn that problem
behavior is more effective for obtaining
what they want
27
Human behavior is predictable
Behavior is a function of the environment
(and does not occur in a vacuum)
Environmental conditions can
Set up
Set off
Or, maintain student behavior
28
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
These routines make the problem behavior
irrelevant, inefficient, or ineffective``
29



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.
30
Doing the same thing over and over again and
expecting different results.”
“
Albert Einstein
31


Are not born with “bad behaviors”
Do not learn when presented contingent aversive
consequences
……..Do learn better ways of behaving by
being taught directly & receiving
positive feedback….consider function
32
Precision in
Communication
I know that you believe that you
understood what you think I said, but I
am not sure you realize that what you
heard is not what I meant.
Robert McCloskey, State Department
spokesman (attributed)
33
Interventions in schools should
focus on changing behaviors, not
treating diagnostic labels,
categories, or conditions.
34


Although people usually view others in terms of
personality traits, this model looks at behaviors.
See whether you can differentiate between the
types of descriptions in the following paragraph.
It may be helpful to use the following:
• Behavior = what person does
• Trait = what person is
35

First work individually and then compare your
answers with your tablemates

Complete the Observable vs. Unobservable
worksheet
36
When doing an FBA, using precise language
is necessary to complete the assessment,
and it helps later in intervention planning.
The numbers we use to describe behavior
(frequency, duration, latency, time-of-day)
The words we use to describe human actions
(action verbs, topography)
The sequence in which we describe things
(patterns of actions, what occurs 1st, 2nd, etc.)
Precise problem statements include info
about the core “W’s”: What, Where, Who, and
37
Rewrite/revise the paragraph introducing us to a
student whose behavior is problematic. See if
you can make your description more precise.
You will share revisions within group and then
class.
38
39
Behavior is the result of the interaction
between the individual and their
environment
Antecedent
40
Antecedent
Conditions under
which behavior is
likely to occur
Behavior
Behavior
Consequence
Event that
maintains the
occurrence of
behavior
The Three-Term Contingency
41

What sets off his/her behavior?

Occurs before behavior

When told to get ready for bed, Darius brushes
his teeth

When Sally sees a commercial for potato chips,
she goes to the kitchen to get a snack

When Andrew sees the police car, he hides in
the bushes.
42

When a peer teases her walk, Cologne uses verbal
profanity

The parent’s directions are triggers for Demetri’s
display of verbal noncompliance

When her sister sits next to her, Tristen screams.
43
Task 1c: Case Study Continued
In your case study determine any
antecedent or triggering events for your
student’s problem behavior.
Report to the group/class.
44

Unique situations/conditions that, when combined with the
antecedents/context, increase or decrease in likelihood of the
behavior

May not be present

May not be obvious

Need to examine patterns to determine if an event sets up a
condition

Examples include:
 hunger
 social conflict
 adequate sleep
45

Failing to take regularly
delivered medication increases
the likelihood that John will yell
at his children.

When Susie has physical
discomfort associated with
sitting for long periods of time,
she is more likely to throw down
her books and cry.
46
Activity Patterns
 When the chore has little variety and involves repetitive tasks, Mary is
more likely to ignore her parents when asked to do the work.
 Following a change in routine or schedule in Michael’s day, Michael will
refuse to leave his assigned table when asked to line up.
 On many days, as the time for math class nears Jamal gets sent to the
office.
Relationships with Others
 Kevin is more likely to put his head down and close his book when he has
been reprimanded by a teacher earlier in the day.
 When Carla has spent the weekend at her father’s house, and her
morning routine has been hurried, she is more likely to talk back to
teachers and refuse to do what she is asked.
47
Task 1d: Case Study Continued
In your case study determine any setting
events for your student’s problem
behavior.
Report to the group/class.
48

What happens immediately after the
behavior occurs
Could be
 Environmental
 Provided by adult or peer
 Internal etc.
49


Behaviors that result in desirable
consequences for the student are more
likely to occur in the future
Behaviors that result in undesirable
consequences are less likely to occur in
the future
50
What is the Consequence?
 Following Demetri’s verbal noncompliance,
parent walks away and does the chore
themselves
 When Colleen uses verbal profanity, peers
start to argue with her
 When Tristen screams, the parent tells
Tristen’s sister to move.
51
They help us to get
They help us to escape or
something we like.
avoid something we do not
 Tangibles (food, toys,
like.
money, etc.)
 Tangibles (disliked food,
 Attention (smiles,
scary items, etc.)
conversation, scolding,
 Attention (scolding,
etc.)
conversation,
lectures,
 Internal states (rest, selfetc.)
stimulation, success, etc.)
 Internal states (failure,
fatigue, pain, etc.)
52
What about
Power, Control, Choice, Revenge?
Video
Given a Problem Behavior
These are large social constructs that
Get:do
Object,
Activity,
Sensation
Avoid: Object,
Activity, Sensation
not
help
in the design
of specific
behavior support. Each can be
Object/
Object/
Socialnarrowed
Physiological
Social
Physiological
to
“what
you
get”
or
“what
Activity
Activity
you avoid.” To make functional
functional
the outcomes
Precise
Precise
Precise
Preciseassessment
Precise Precise
Event
Eventspecific
Event
Event
Event must
Event
be very
and precise.
53
Given a Problem Behavior
Get: Object, Activity, Sensation
Social
Object/
Activity
Precise
Event
Precise
Event
Avoid: Object, Activity, Sensation
Physiological
Social
Object/
Activity
Physiological
Precise
Event
Precise
Event
Precise
Event
Precise
Event
54
Set of topographically different behaviors with
similar or related purpose or function

Hit, spit, runaway, yell…
 Escape difficult task request

Cry, hit, whine, raise hand, spit…..
 Obtain adult attention
 Make noises, poke at other student, ask a lot of
irrelevant questions, asks to sharpen pencil or go
to the bathroom….. What possible response
class?

In life there is neither good nor bad, there are
only consequences.
From a Fortune Cookie-----

One person’s trash is another person’s treasures.

The only thing I have ever been good at is being
bad.
56
Task 1e: Case Study Continued
In your case study determine any consequent
events for your student’s problem behavior.
Report to the group/class.
57

Knowledge is definitely power (and at least
comfort in being able to predict the outcomes).

Keeps people from wasting time and admiring or
perpetuating the problem.

Creates a consistent base of understanding
across family and professionals as they work
together for the benefit for the child.
58
Finally!
Presenting………………
THE FBA!!!
59

Defined:
 Functional behavioral assessment is a
process for identifying the events
that reliably predict and maintain
problem behavior.
60
Problem
Behavior
*Team
*Specialist
Functional
Assessment
*Hypothesis statement
*Competing Behavior Analysis
*Contextual Fit
Content of
Support Plan
* Strengths
*Implementation Plan
Fidelity of
*Technical Adequacy
Implementation
* Preferences
* Lifestyle vision
Impact on
Behavior and
Lifestyle
61

Operationally defined problem behavior(s)
 By response class

Identify routines in which the problem behavior is most and
least likely to occur

Define the antecedent events (triggers; setting events) that
predict when the problem behavior is most likely

Define the ONE consequence that contributes most to
maintaining the problem behavior in that routine.

Summary Statement of findings.
62
From
Solution
Problem
Problem
To
Problem
Solving
FBA Information
Solution
63

Simple/ Typical FBA
 Interview the person who knows the student best
 Build a summary statement
Setting  Antecedent  Prob Beh  Consequence
Event
(Trigger)
(Maintaining)
 Use direct observation to verify the summary statement
FACTS
Demo
64

Simple Functional Assessment
 20 minutes to one hour
 Involves interview(s) and/or checklists (e.g. FACTS)

Full Functional Assessment
 Usually 2-4 hours
 Involves interviews, observations, records search

Functional Analysis
 Can be 20 hours or more
 Involves above plus systematic experimental
manipulations
65
Let’s see what I
can do to get
Jenny to behave!!
Ms. Jones gambles Jenny’s
Education on a hunch
66
1.
Describe the specific behavior
2.
Identify the variables impacting that behavior
(e.g., antecedent, consequence)
3.
Identify function of behavior
4.
Develops a “best guess” or hypothesis to
summarize the behavior and relationship to the
environment
Antecedent
Behavior
Consequence
Function
67

Must be specific/ observable/ measurable

Must be behavior (an action done)

Repeated behavior

Behavior that interferes with learning

Look for patterns of problem behaviors
68
The following material is modified from
Understanding Problem Behavior
(An Interactive Tutorial)
Terrance M. Scott, Ph.D.
Carl J. Liaupsin, M.S.
C. Michael Nelson, Ed.D
http://serc.gws.uky.edu/pbis/
69
What is the motivation for Billy’s running to
the lunch table?
A. Obtain items/activities
B. Avoid adult
C. Obtain peer attention
70
What is the motivation for Suzanne’s
asking to work alone?
A. Obtain peer attention
B. Obtain items/activities
C. Avoid Peer(s)
71
What is the motivation for Ralph’s rude
comment to Mr. Feeble?
A. Avoid task or activity
B. Avoid Peer(s)
C. Obtain adult attention
72
What is the motivation for Simon’s
bizarre behavior?
A. Avoid task or activity
B. Obtain peer attention
C. Avoid Adult
73
Obtain…
Escape…

Attention from peers

Avoid peers

Attention from adults

Avoid adults

Item

Avoid task/work

Internal stimulation

Internal stimulation
74
75
FBA Summary Statement
Setting Events
4
Allergies
Triggering
Antecedents
2
In room
with Noise
and/or too
many people
Problem
Behavior
1
Head Hit
Maintaining
Consequences
3
Avoid
noise/people
76
Sequoia did not eat lunch at school again. When
she comes home from school and her father asks
her to do her homework before she can have a
snack, Sequoia refuses to work. Her father yells
at her and sends Sequoia to her room where she
has hidden some cookies.
What function?
Setting event
Misses lunch
Antecedent
Behavior
Consequence
Father asks
her to go to
do homework
Sequoia refuses
to work.
Sent to room,
where she eats
cookies.
77
Sequoia did not eat lunch at school again. When
she comes home from school and her father asks
her to do her homework before she can have a
snack, Sequoia refuses to work. Her father yells
at her and sends Sequoia to her room where she
has hidden some cookies.
What function?
Obtain
items
Setting event
Misses lunch
Antecedent
Behavior
Consequence
Father asks
her to go to
do homework
Sequoia refuses
to work.
Sent to room,
where she eats
cookies.
78
Jason screams and hits his head when
approached by his sisters, Marge or Allison.
When he screams, Allison and Marge move away
and leave Jason alone. This is more likely to
happen if Jason is tired.
What function?
Avoid
peers
Setting event
Tired
Antecedent
Behavior
Approached
by Marge
and Allison
Scream,hits
head
Consequence
Allison and
Marge
leave Jason
alone
79
Marla steals objects and hides them in her
desk/backpack. There is always a “big scene”
when the objects are discovered by her teacher.
The problem is most likely during
independent/seat work.
Obtain
Adult
Attention
What
function?
Setting event
Teacher
occupied
Antecedent
Working
alone
Behavior
Stealing
objects
Consequence
Teacher
causes “big
scene”
80
Caesar is smoking pot with his friends at the
corner. When a police officer is seem driving down
the street, Caesar and his friends duck behind a
building. The police officer drives by and keeps
going.
Escape
adult/or
What
function?
peer attention
Setting event
Caesar smokes
pot with friends
Antecedent
Police officer
seen driving up
Behavior
Caesar hides
behind a bldg.
Consequence
Police officer
drives by without
stopping.
81
Joshua is playing a video game. His mother asks
him to pick up the clothes he has left laying all
around the living room. After repeated requests,
Joshua throws the handset at his mother’s head and
stomps off into his room. Mother screams at him
and later picks up his clothes.
What
function?
Avoid
task
Setting event
Joshua playing
Video game
Antecedent
Mother’s
repeated request
for Josh to pick
up clothes.
Behavior
Joshua throws
handset at mom
and stomps off.
Consequence
Mom screams at
Joshua then
picks up his
clothes.
82
Jennifer is building with legos. Her brother and his
friends in the room turn up their music because it is
their favorite new song. Jennifer begins rocking
and screeching. Mother comes in and tells the boys
to turn off the music.
Whatsensory
function?
Avoid
input
Setting event
Jennifer is
building with
Legos.
Antecedent
Loud music
Behavior
Jennifer rocks
and
screeches.
Consequence
Mom tells boys
to turn the music
off.
83
FBA Summary Statement
Setting Events
4
Triggering
Antecedents
2
Problem
Behavior
1
Maintaining
Consequences
3
84
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 function
The goal is…
to identify specific CONCRETE circumstances regularly
associated with the occurrence and nonoccurrence of
the problem behavior
85
When this occurs…
(describe the circumstances)
The child does…
(describe the behavior)
To get/avoid…
(describe the consequences)
86

When the teacher’s attention is withdrawn or focused on
another child, Lisa makes noises; this results in the teacher
scolding her and moving her closer.

When Donna finishes work before the other students, she
scribbles on her desk; this alleviates her boredom.

When Marcus is unclear about the directions for an
assignment, he stays in his seat and talks to peers; this
keeps him from feeling frustrated.

When unanticipated changes occur in the schedule, Ben
throws his materials; having to pick them up delays the
transition to the next activity.
87

There are many tools available to help in
completing a functional assessment

There are two protocols in your handouts
F-BSP
FACTS

We will use the Functional Assessment Checklist
for Teachers and Staff (FACTS)
88

Need a mechanism to start the process – Request
for Assistance
Informal Request
Formal Request
Parent contact before doing the FBA.
 Parent Permission Form –

Get On With It!
89
90

A two-page interview used by school personnel

Completed by people (teachers, family,
clinicians) who know the student best, and used
to either build behavior support plans, or guide
more complete functional assessment efforts.

Can be completed in a short period of time (5-15
min).

Efficiency and effectiveness in completing the
forms increases with practice
91
92

Eddie is a student that we will use for a case
study

6th grader

Teacher reports that he is argumentative and
sometimes engages in physical aggression
93
Teacher
Eddie
Eddie, please begin your
assignment.
What assignment?
The assignment you should be
working on right now.
I finished it.
Great, please show it to me.
I don’t have it with me now.
You have a choice…..show me
your work or do it again.
You never believe me.
I guess you’ve made the
choice to do it again.
Make me.
That’s disrespect…go to the
office.
#*@% -YOU!
Moves closer…& puts hand
on Eddie’s shoulder.
Pulls away, glares, & raises
fist as if to strike.
94
QuickTime™ and a
TIFF (Uncompressed) decompressor
are needed to see this picture.
95
Summarizing the problem for Eddie
Setting Events
Extended
structured
activity (math)
Triggering
Antecedents
Problem
Behavior
Maintaining
Consequences
Function
Do a
difficult
task
Threatens,
Uses profanity
Remove from
class.
Avoid task
96

Based on the information you have brought
with you complete this section of the FACTS
97

Examine each time/activity listed as 4, 5 or 6 in the Table from
Step #4. If activities are similar (e.g. activities that are
unstructured; activities that involve high academic demands;
activities with teacher reprimands; activities with peer taunting)
and have similar problem behaviors treat them as “routines for
future analysis”.

Select between 1 and 3 routines for further analysis. Write the
name of the routine, and the most common problem
behavior(s). Within each routine identify the problem
behavior(s) that are most likely or most problematic.

For each routine identifies in Step #5 complete a FACTS-Part B
98
99
100

Complete a FACTS Part B on your student

Share with group/class
101

Pick a partner at your table.

Interview your partner, completing a FACTS Part
B on your student.

Share with class.
102
The full FBA builds on the simple FACTS
 The full FBA includes:

 Observations of the student
 Additional Interviews:
Other teachers
Other school personnel involved
Parents
Student
103
Do a full FBA when the hypothesis is rated at 3 or
less on the initial teacher interview.
 If the student is at risk for suspension, expulsion,
alternative placement or other disciplinary action
that would restrict access to public education.

104
Tools - Interviews:
 Original teacher interview on FACTS
 Interview of parent(s) – use first two pages of FBSP
 Interviews with other staff use either the FACTS,
or first two pages of F-BSP
 Interview with student: See student interview
format (Appendix D - Crone & Horner)
105
Tools – Observations:
 ABC Observation From – Appendix G
 Functional Assessment Observation Form –
Appendix H
 Any tool you are familiar with that addresses the
problem behavior.
 Review handout forms
106
Observations:
 At least one is required.
 Do as many as necessary to develop a strong
hypothesis.
 If you are unsure of your behavior definition, do
inter-observer reliability check – 85% or higher
agreement is adequate.
 If you are unsure that the problem is unique to this
student, do observation on other students and
compare.
107


Gather the interviews and observations
Complete the F-BSP form
108

If your case required a full FBA what would you
add and why?

Share with group/class.
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
Problem behaviors are irrelevant
 Aversive events are removed
 Access to positive events are more common

Problem behaviors are inefficient
 Appropriate behavioral alternatives available
 Appropriate behavioral alternatives are taught

Problem behaviors are ineffective
 Problem behaviors are not rewarded
 Desired behavior ARE rewarded
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
Behavior support is the redesign of environments,
NOT the redesign of the individual.

Make the environment effective for this kid

Behavior Intervention Plans describe what WE will
do differently
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An intervention is not an
intervention unless it changes
behavior!
It typically begins by teaching the
implementers how to do things
differently.
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
Functional Behavioral
Assessment
 The use of interviews,
rating scales, and
observations to
determine the function
or purpose for the
behavior, the variables
that instigate it and the
variables that maintain it.

Functional Behavioral
Analysis
 The manipulation of
environmental variables
to see how behavior
changes based on a
hypothesis of the
purpose of the behavior.
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
At any meeting in the process develop meeting
norms around the following.




Be sure to have a note taker.
Be sure to have a time keeper.
Have a chair or facilitator.
Norms keeper to be a positive nag about following the
norms.
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


Any further Questions
Specific Concerns with a Student Assessment
On-line questionnaire within two weeks
 How are you doing with your first case
 Office Hours?

Interventions – Other training sessions
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