august 12, 2014 jennifer briggs-russell, lmsw, asd/behavior consultant stacie hopkins-schrumpf,...

31
Increasing the Function of FBAs and PBSPs August 12, 2014 ifer Briggs-Russell, LMSW, ASD/Behavior Consultant ie Hopkins-Schrumpf, LMSW, Behavior Consultant egon Area Intermediate School District

Upload: melissa-hancock

Post on 17-Dec-2015

225 views

Category:

Documents


1 download

TRANSCRIPT

Page 1: August 12, 2014 Jennifer Briggs-Russell, LMSW, ASD/Behavior Consultant Stacie Hopkins-Schrumpf, LMSW, Behavior Consultant Muskegon Area Intermediate School

Increasing the Function of FBAs and PBSPs

August 12, 2014Jennifer Briggs-Russell, LMSW, ASD/Behavior ConsultantStacie Hopkins-Schrumpf, LMSW, Behavior Consultant

Muskegon Area Intermediate School District

Page 2: August 12, 2014 Jennifer Briggs-Russell, LMSW, ASD/Behavior Consultant Stacie Hopkins-Schrumpf, LMSW, Behavior Consultant Muskegon Area Intermediate School

MAISD Timeline

Summer 2013 – MAISD Consultants research & develop new FBA & PBSP Forms

Fall 2013 present new forms to local directors establish pilot group, prior to “forms training” attend Illinois PBIS Conference, attend breakout

with Horner, Loman et. al. present changes to training component to local directors

Scheduled Four, ½ Day Training Series

Page 3: August 12, 2014 Jennifer Briggs-Russell, LMSW, ASD/Behavior Consultant Stacie Hopkins-Schrumpf, LMSW, Behavior Consultant Muskegon Area Intermediate School

Why change the forms/process?

Functionality Reliance on checkboxes Systematic process to tie the FBA to

the PBSP Place for a summary (day to day

operations) Action plan and clear assignment of

roles & responsibilities Place to document data review

meetings, changes and next steps

Page 4: August 12, 2014 Jennifer Briggs-Russell, LMSW, ASD/Behavior Consultant Stacie Hopkins-Schrumpf, LMSW, Behavior Consultant Muskegon Area Intermediate School

Resources

“Developing Effective Behavior Intervention Plans: Suggestions for School Personnel,” Killu, K., Intervention in School and Clinic, Vol. 43 No.3, 1/08

Michigan Department of Education School-wide Positive Behavioral Interventions & Supports Implementation Guide, 2010

Building Positive Behavior Support Systems in

Schools: Functional Behavioral Assessment, Crone, D. & Horner, R., 2003

Page 5: August 12, 2014 Jennifer Briggs-Russell, LMSW, ASD/Behavior Consultant Stacie Hopkins-Schrumpf, LMSW, Behavior Consultant Muskegon Area Intermediate School

Interventions based on an FBA

result in significant change in student behavior. (CARR et al., 1999, INGRAM, LEWIS-PALMER, & SUGAI, 2005)

FBA is a systematic, evidence based process for assessing the relationship between a behavior and the context in which that behavior occurs. (BLAIR, UBRIET, &

BOS, 1999; CARR et. al., 1999)

FBA is a proactive response that can be used at the first signs of difficulty. (SCOTT et al., 2003; SUGAI et al., 2000)

Page 6: August 12, 2014 Jennifer Briggs-Russell, LMSW, ASD/Behavior Consultant Stacie Hopkins-Schrumpf, LMSW, Behavior Consultant Muskegon Area Intermediate School

Newcomer & Lewis,

2004

Page 7: August 12, 2014 Jennifer Briggs-Russell, LMSW, ASD/Behavior Consultant Stacie Hopkins-Schrumpf, LMSW, Behavior Consultant Muskegon Area Intermediate School

Resources

Sheldon Loman, Ph.D.; M. Kathleen Strickland-Cohen, Ph.D.; Chris Borgmeier, Ph. D., Robert Horner, Ph.D. www.pbis.org

▪ www.basicfba2.bsp.pbworks.com ▪ www.basicfba.pbworks.com

Loman, S., Strickland-Cohen, M.K., Borgmeier, C., & Horner, R. (2014) Examining the Efficacy of a Basic Functional Behavioral Assessment Training Package for School Personnel, Journal of Positive Behavior Interventions.

Page 8: August 12, 2014 Jennifer Briggs-Russell, LMSW, ASD/Behavior Consultant Stacie Hopkins-Schrumpf, LMSW, Behavior Consultant Muskegon Area Intermediate School

1. Define the Problem Behavior

2. Conduct assessment for behavior support planning a. Functional Behavioral Assessment

• Defining behavior in observable & measureable terms • Ask staff and student about where, when, & why behavior occurs

• See the behavior during specified routines• Hypothesize a final summary of where, when, & why behavior

occurs 3. Design an individualized behavior support plan (BSP) • Ensure technical adequacy • Ensure contextual fit

4. Ensure Fidelity of Implementation

5. Monitor Plan Impact on Student Behavior

Adapt BSP and implementation as needed

based on on-going monitoring

The Basic FBA to PBSP Process

Adapted from Horner, Albin, Todd, Newton & Sprague, 2011

Page 9: August 12, 2014 Jennifer Briggs-Russell, LMSW, ASD/Behavior Consultant Stacie Hopkins-Schrumpf, LMSW, Behavior Consultant Muskegon Area Intermediate School

9

Basic Complex

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 professionals (e.g., PBS team members whose job responsibilities include FBA and behavior support planning)

School-based team including professionals trained to develop and implement intensive interventions for students with severe problem behaviors (e.g., behavior specialist)

Basic vs. Complex FBA/PBSP

Page 10: August 12, 2014 Jennifer Briggs-Russell, LMSW, ASD/Behavior Consultant Stacie Hopkins-Schrumpf, LMSW, Behavior Consultant Muskegon Area Intermediate School

Basic FBA to PBSP Training Series

Module 1- Defining & Understanding Behavior

Module 2- Interviewing Module 3- Observing Module 4- Critical Features Module 5- Selecting Function-Based

Interventions Module 6- Implementation & Evaluation Module 7- Leading a PBSP Team

Page 11: August 12, 2014 Jennifer Briggs-Russell, LMSW, ASD/Behavior Consultant Stacie Hopkins-Schrumpf, LMSW, Behavior Consultant Muskegon Area Intermediate School

CUSTOMIZABLE

Comprehensive Training7 Modules –1.5 hours per module

2 full days 4 half days 7 staff meetings Identify staff who should attend based on

role

Building-Wide Professional Development All Staff - Modules 1 & 4

Page 12: August 12, 2014 Jennifer Briggs-Russell, LMSW, ASD/Behavior Consultant Stacie Hopkins-Schrumpf, LMSW, Behavior Consultant Muskegon Area Intermediate School

Observable/Measurable Definition Non-observable/measurable Definition

Talks when teacher is lecturing, calling out in a loud voice, singing

Disruptive behaviors

Draws pictures during group work time Off-task behaviors

Throwing objects, Kicking over chairs Physical aggression

Calls peers names Inappropriate language

Tapping/ drumming on desk, looking around the classroom

Attention problems

Refuses to do work by putting head down Non-compliance

Yells “No” or “You can’t make me” when given direction

Defiance

12

Module 1 : Defining & Understanding Behavior

Page 13: August 12, 2014 Jennifer Briggs-Russell, LMSW, ASD/Behavior Consultant Stacie Hopkins-Schrumpf, LMSW, Behavior Consultant Muskegon Area Intermediate School

Module 2: Interviewing (Ask)

Module 3: Observing (see)

To obtain information to make a hypothesis/summary statement you need to ASK & SEE.

Interview teachers, staff, and student to narrow focus of student’s problem behavior

ABC Observations Used to confirm accuracy of information Provides observational data summary

Create Hypothesis: Final summary of where when & why behaviors occur.

Page 14: August 12, 2014 Jennifer Briggs-Russell, LMSW, ASD/Behavior Consultant Stacie Hopkins-Schrumpf, LMSW, Behavior Consultant Muskegon Area Intermediate School

Basic FBA processD.A.S.H.

Define behavior in observable & measurable terms

Ask about behavior by interviewing staff & student-specify routines where & when behaviors occur-summarize where, when, & why behaviors occur

See the behavior-observe the behavior during routines specified-observe to verify summary from interviews

Hypothesize: a final summary of where, when & why behaviors occur

14

Page 15: August 12, 2014 Jennifer Briggs-Russell, LMSW, ASD/Behavior Consultant Stacie Hopkins-Schrumpf, LMSW, Behavior Consultant Muskegon Area Intermediate School

Functions That Behaviors Serve

15

ProblemBehavior

Obtain/GetSomething

Escape/Avoid

Something

SocialTangible/Activity

Adult

Stimulation/Sensory

Peer

Page 16: August 12, 2014 Jennifer Briggs-Russell, LMSW, ASD/Behavior Consultant Stacie Hopkins-Schrumpf, LMSW, Behavior Consultant Muskegon Area Intermediate School

Setting Events/“Set ups”

Antecedent/Trigger

Consequence/Outcome

ProblemBehavior

Following events that

maintain behaviors of

concern

Preceding events that

trigger

Observable behaviors of

concern

Infrequent events that affect value of outcome

Summary/Hypothesis Statement

16

Page 17: August 12, 2014 Jennifer Briggs-Russell, LMSW, ASD/Behavior Consultant Stacie Hopkins-Schrumpf, LMSW, Behavior Consultant Muskegon Area Intermediate School

Module 4: Critical Features of PBSP

1) Competing Behavior Pathway

2) Function-Based Behavior

Support

3) Implementation Plan

4) Evaluation Plan

Page 18: August 12, 2014 Jennifer Briggs-Russell, LMSW, ASD/Behavior Consultant Stacie Hopkins-Schrumpf, LMSW, Behavior Consultant Muskegon Area Intermediate School

Competing Pathway

Use a Competing Behavior Pathway to Identify Function-based behavior supports that:

Use strategies to prevent problem behavior & prompt positive behaviors

Teach positive behaviors to replace problem behavior

Reinforce replacement & desired behaviors Effectively respond to problem behaviors

by redirecting & minimizing their pay-off

Page 19: August 12, 2014 Jennifer Briggs-Russell, LMSW, ASD/Behavior Consultant Stacie Hopkins-Schrumpf, LMSW, Behavior Consultant Muskegon Area Intermediate School

Competing Pathway

Hypothesis Statement

Long Term/Final Outcome

Short Term/Acceptable for now

1. Serve same function?

2. Is it easier?3. Is it socially

acceptable?

Page 20: August 12, 2014 Jennifer Briggs-Russell, LMSW, ASD/Behavior Consultant Stacie Hopkins-Schrumpf, LMSW, Behavior Consultant Muskegon Area Intermediate School

Module 5: Selecting Function-Based Interventions

ALL BEHAVIOR PLANS MUST… Begin with a complete and accurate

FBA Summary Statement Include replacement behaviors that

Serve the same function Are easy to do Are socially appropriate

Contain Preventative, Teaching & Consequence strategies

Page 21: August 12, 2014 Jennifer Briggs-Russell, LMSW, ASD/Behavior Consultant Stacie Hopkins-Schrumpf, LMSW, Behavior Consultant Muskegon Area Intermediate School

Function Based Interventions

Maintaining Consequence & Function

Problem Behavior

Antecedent

FUNCTION

Function should guide selection of prevention strategies

Function should guide selection of alternative/ replacement behaviors

When generating interventions we use FUNCTION to develop ideas to change A, B & C

Function should guide selection of consequences: (+) and (-)

Page 22: August 12, 2014 Jennifer Briggs-Russell, LMSW, ASD/Behavior Consultant Stacie Hopkins-Schrumpf, LMSW, Behavior Consultant Muskegon Area Intermediate School

What are REASONABLE expectations?

If the student is currently out of seat and off task for the most of the class period and is not turning in any completed assignments.

Probably NOT reasonable to expect: ▪ To earn reinforcer, student will be on task for

entire class period, and complete all assignments for one week.

More reasonable INITIAL goal:▪ Student will: a) be in seat and on task for at least

20 minutes of the class period, and b) turn in assignments that are at least 30% completed for 2 consecutive days.

Page 23: August 12, 2014 Jennifer Briggs-Russell, LMSW, ASD/Behavior Consultant Stacie Hopkins-Schrumpf, LMSW, Behavior Consultant Muskegon Area Intermediate School

EXAMPLE

During writing class, Leroy is currently engages in problem behavior - throwing materials and cursing - to escape difficult tasks in Math approximately 4 days per week. On average, he is completing only 25-30% of his work in class.

Leroy will complete at least 80% of his assigned work in his math class with no more than 3 incidences of problem behavior (throwing materials, cursing) for one month.

Page 24: August 12, 2014 Jennifer Briggs-Russell, LMSW, ASD/Behavior Consultant Stacie Hopkins-Schrumpf, LMSW, Behavior Consultant Muskegon Area Intermediate School

Leroy will ask appropriately for an easier task or for a “break” from difficult tasks without throwing materials or cursing at least 75% of the time as measured by a daily point card for 2 consecutive weeks.

Leroy will ask appropriately for an easier task or for a “break” no more than 3 times during Math block with no more than 2 problem behavior incidents for 4 consecutive days .

Leroy will ask appropriately to cross off up to 60% of difficult math problems and will have no more than 3 problem behavior incidents for 2 consecutive weeks.

Leroy’s Short-Term Goal

Leroy’s Long-Term Goal

Leroy will complete at least 80% of his assigned work in his math class with no more than 3 incidences of problem behavior (throwing materials, cursing) for one month.

Intermediate Goals: Approximations

Page 25: August 12, 2014 Jennifer Briggs-Russell, LMSW, ASD/Behavior Consultant Stacie Hopkins-Schrumpf, LMSW, Behavior Consultant Muskegon Area Intermediate School

Replacement Behavior: Ask for Break from Difficult Double Digit Tasks

Desired Behavior: Complete Multi-Digit Math Problems independently

Antecedent:Task too difficult

Asked to do multi-digit multiplication or division math worksheets

Function:Escape Difficult Math Tasks

Natural Consequence:

Success on problems, more math tasks

Approximation Step #1: Ask for break using only 3 break tokens per period

Approximation Step #3: Ask for teacher help

Dexter

Approximation Step #2:With permission student can cross off 60% of difficult items

Page 26: August 12, 2014 Jennifer Briggs-Russell, LMSW, ASD/Behavior Consultant Stacie Hopkins-Schrumpf, LMSW, Behavior Consultant Muskegon Area Intermediate School

Critical Features of Behavior Support Plan (FUNCTION BASED)

PREVENT problem behaviors by directly addressing triggers & prompting replacement behavior based on function of behavior

REPLACE problem behavior by TEACHING a socially acceptable, efficient behavior that allows student to obtain the function (pay-off)

REDIRECT problem behaviors by quickly & effectively redirecting student to replacement behavior & function

REINFORCE replacement & desired behaviors based on function (pay-off) for student

Minimize reinforcement by ensuring that problem behavior does NOT pay off for the student (does NOT result in function)

Page 27: August 12, 2014 Jennifer Briggs-Russell, LMSW, ASD/Behavior Consultant Stacie Hopkins-Schrumpf, LMSW, Behavior Consultant Muskegon Area Intermediate School

Module 6: Implementation & EvaluationModule 7: Leading a PBSP Team

Function-based strategies are most likely to be implemented if they have CONTEXTUAL “fit.” Skills of the plan implementers Values of the plan implementers Resources available to the plan implementers

ACTION PLAN (Implementation Plan) specifying Who will do What by When

DATA COLLECTION (Evaluation Plan) for determining if the plan is being implemented if the plan is making a difference in student behavior when team members will meet again to discuss progress

Page 28: August 12, 2014 Jennifer Briggs-Russell, LMSW, ASD/Behavior Consultant Stacie Hopkins-Schrumpf, LMSW, Behavior Consultant Muskegon Area Intermediate School

CONTEXTUAL FIT

Do the function-based strategies “fit” with: The skills and values of the

implementers The available resources Administrative structure/support

Strategies with good “fit” are more

likely to be implemented accurately and consistently

Page 29: August 12, 2014 Jennifer Briggs-Russell, LMSW, ASD/Behavior Consultant Stacie Hopkins-Schrumpf, LMSW, Behavior Consultant Muskegon Area Intermediate School

MAISD Loman & Horner

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Pre Test MeanPost Test Mean

FBA to PBSP Training Series Pre & Post Test Data

2013-2014

Page 30: August 12, 2014 Jennifer Briggs-Russell, LMSW, ASD/Behavior Consultant Stacie Hopkins-Schrumpf, LMSW, Behavior Consultant Muskegon Area Intermediate School

1 4 7 10 13 16 19 22 25 280

20

40

60

80

100

120

Pre-testPost-test

MAISD 2013-2014Test Score Comparison

Page 31: August 12, 2014 Jennifer Briggs-Russell, LMSW, ASD/Behavior Consultant Stacie Hopkins-Schrumpf, LMSW, Behavior Consultant Muskegon Area Intermediate School

Lessons Learned & Future Plans

One Day Teacher & Administrator Training Modules 1 & 4 Staff frequently involved in PBSP

Two Day FBA to PBSP Training Modules 1-7 New Schedule New Staff