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HOW TO CHOOSE THE RIGHT FUNCTION-BASED INTERVENTION
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Review FBA• Functional Behavior Assessment (FBA)
• When understanding problem behavior, research suggests that it is important to understand the purpose, or function of the behavior in order to best identify interventions.
• FBA is a set of procedures used to identify variables that are directly related to the student’s challenging behavior.
• FBA and the Law• The Individuals with Disabilities Act (IDEA) federally
mandated schools under certain circumstances to use FBA’s to develop supports for students with problem behavior.
• Despite requirement of FBA’s and BSP’s into SpEd law in 1997, schools are still struggling to implement effective FBA/BSP and effective Tier 3 Behavioral Support (Scott, 2007).
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However…Many school districts view FBA as a legal mandate with
which to comply, rather than an instructional process to ameliorate problem behavior.
One of the biggest challenges is the preparation of school-based teams. (Lane, Barton-Arwood, Spencer & Kalberg, 2007)
VanAcker, Boreson & Patterton (2005) found that most teams had less than required team members and often failed to take function into consideration when developing interventions
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There is a strong resistance within general education to retain students with disruptive and/or inappropriate behavior. (e.g., Gale, Hendrickson & Rutherford, 1991; Lewis, 1994)
And when schools do address student problems behaviors they frequently rely on negative consequences(e.g., Colvin, Sugai & Kameenui, 1993)
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What We KnowFBA-indicated interventions, those that consider function,
are more effective than interventions that don’t(Ingram, Lewis-Palmer & Sugai, 2005).
And that schools are able to implement function-based support with technical assistance from consultants (Kamps, Wendland & Culpepper, 200); Lane, Barton-Arwood, Spencer & Kalberg, 2007
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So, what are the barriers to providing comprehensive support?Borgmeier et al (in preparation) interviewed administrators,
behavior specialists, teachers and district specialists
• Staff buy-in that included either unwillingness to implement recommended plan and/or teachers wanted the student removed but FBA process maintains student in classroom
• Lack of training and education
• Lack of implementation fidelity and sustainability
• FBA-BIP process was too time consuming (e.g., paperwork)
• Lack of support (Time, resources, schedules or problems extended beyond school day)
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WHY FUNCTION-BASED SELECTION
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Review: Antecedents & Consequence
• Antecedent• Events that occur before the behavior and occasion the
occurrence of the behavior• “Would this be a good time to do ____________?”
“Will it get me what I am wanting to happen?”
• Consequence• Events that occur after the behavior and serve to affect the
probability of that behavior occurring again in the future under similar conditions • “Did _____________ get me what I was hoping for?”
“Did it meet my need?”
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Definitions• “Positive” = add or give• “Negative” = take away or remove
• “Punishment” = decrease• “Reinforcement” = increase
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Positive reinforcement• Increase in future probability of behavior occurrences
associated with contingent presentation of a stimulus• “stimulus” = condition, object, or event• action = present/give• effect = increase
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Negative reinforcement• Increase in future probability of behavior occurrences
associated with contingent removal of a stimulus• action = remove/take away• effect = increase
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Positive punishment • Decrease in future probability of behavior occurrences
associated with contingent presentation of a stimulus• action = give/present• effect = decrease
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Negative punishment• Decrease in future probability of behavior occurrences
associated with contingent removal of a stimulus• action = remove/take• effect = decrease
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ACTION
Give
Take
EFFECT
Increase
Positive Reinforcement
Negative Reinforcement
Decrease
Positive Punishment
Negative Punishment
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A Matter of Perspective
Action
E ffect
Behav ior
Person
•Always define the who and what you are interested in.
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When selecting a specific practice:
• Base selection on need identified by competing behavior pathways analysis• Setting events, antecedents, teaching behaviors,
consequences to increase and decrease behavior
• Match practice to function of problem behavior• Gain social or item/activity, escape social or demand,
automatic
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• Match practice to context• Skills, resources, values, etc.
• Choose the practice that is least intrusive, yet effective• Balance between intrusive and effective• Begin where you believe you will be successful
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Common Strategies• Increase Behavior
• Token Economy• Group Contingencies• Behavior Contracts
• Decrease Behavior
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TOKEN ECONOMY
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Definition• A contingency management system that allows students
to earn tokens that can be exchanged at a latter time for specific back-up reinforcers. (Wolery, Bailey, & Sugai, 1988).
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Everyday Examples• Airline mileage programs• Bread, coffee, donut,…”free one” card• Academic course credits & grades• Shirakiya toy points•
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Token Reinforcement• Token = anything that can be readily dispensed contingent upon behavior• Examples: points, credits, poker chips, stickers, play
money, weaving hoops
• Back-up Reinforcer = previously identified activities, objects, events, or privileges that have reinforcing value• Examples: free time, school store, discount, parking
privileges, CD, computer time, music, edibles
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Establishing a Token Economy
• Identify target behaviors• Define tokens• Identify incentives for appropriate behavior• Plan an exchange system• Plan procedures for fading tokens• Developing monitoring system• Establishing operating guidelines
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Requirements• Clearly defined expected behaviors. • Effective back-up reinforcers. • Instruction on expected behaviors. • Instruction on token system/procedures. • Data-decision rule for fading and modifying. • Planned correction procedures.
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Token Economy, misc.
• A token economy can give immediate feedback on behavior, yet presentation of the reward can be delayed.
• Avoid satiation of reinforcers.
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GROUP CONTINGENCIES
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Definition
• Making consequences either contingent on group behavior or by letting an individual student’s behavior affect consequences for the entire group (Wolery, Bailey, & Sugai, 1988).
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Three Variations• Dependent Group-Oriented
- Performance of selected members results in consequences for whole group
• Independent Group-Oriented- Each member same criterion consequences based
on their performance
• Interdependent Group-Oriented- Each member same criterion but consequences
based on group performance
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Examples
• For every homework assignment that is turned in on time a marble is added to a jar. When the jar is full, the class gets an afternoon movie.
• Inter-dependent
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Examples
• Chloe earns a pop-bead for every 3 minutes she cooperates with peers during free play. When she has 10 pop-beads, the class gets to have 10 minutes of extra break time.
• Dependent Group
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Example
• Chloe earns a point for every 3 classes she is “on-time.” When she has 10 points, the whole class gets a no homework weekend.
• Dependent Group
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• Students who come to class (a) on time and (b) prepared (homework, pen/paper, and text book) for an entire week can go to the gym for “Afternoon Bash.”
• Independent Group
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Advantages
• Learn within a social context• Efficient• Build positive peer relations and interpersonal social skills
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Disadvantages
• Peer pressure/ridicule• Social status of “subverters”• Fairness• Increased supervision and administration
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BEHAVIORAL CONTRACTING
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Definition Written &/or verbal agreement or arrangement between
two or more individuals that designates conditions, consequences, & responsibilities for improving behavioral performance
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Prerequisites• Ability to problem solve & achieve agreement• Fluency with desired behavior(s)• Ability to establish relationship with others
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Elements
1. Behavior(s) for improvement• identify 1-2 functional, useful, & socially important behaviors• describe in observable & measurable• focus on desired, achievable behavior
2. Level of improvement• set achievable performance criteria• focus on accomplishments• initially reward small approximations frequently
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3. Strategies for achieving improvement• teacher-directed• self-managed• other-managed
4. Consequences for acknowledging improvement• assessment based reinforcers• indicate specific consequences for all levels of behavior
• desired• undesirable• exceptional
• specify immediate & delayed reinforcers
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4. Individual responsibilities• indicate who does
• what• when • where• How
5. Record keeping procedure• establish clear data decision rules
• e.g., “3 day rules”
• arrange for continuous monitoring & evaluation
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Other considerations• Involve student• Include “witnesses”• Use understandable language/terms• State positively• Monitor, review, & revise continuously
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Why use contracts?• Increase proactive interactions between individuals• Increase participation & accountability• Structure behavioral programming• Promote transfer of behavioral programming from teacher
to student• Improvement of performance• Teach “responsibility”
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TIME OUT FROM POSITIVE REINFORCEMENT
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Timeout• Decrease in future probability of behavior occurrences
associated with contingent removal of opportunity to earn positive reinforcement
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Guidelines for timeout
• Must have reinforcing “time-in” environment• Keep at 5-10 minutes or less• Teach how & when to take timeout• Keep business-like & objective• Debrief/discuss after timeout consequence• Reinforce compliance• Teach/reinforce alternative response• Have plan/response in place for escalations/crises
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RESPONSE COST
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Response cost
• Decrease in future probability of behavior occurrences associated with contingent removal of positive reinforcers.
• Used with token reinforcement• A package intervention that includes both strategies to increase and decrease
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Guidelines for response cost• Give multiple & opportunities to earn contingent positive
reinforcers
• Be sure backup reinforcers are really “positive reinforcers
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DIFFERENTIAL REINFORCEMENT
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DRO/DRI/DRL/DRA• Differential reinforcement
• Contingent positive reinforcement and extinction
• Again, another intervention that includes both strategies to increase and decrease together
• DRO = Differential Reinforcement of Other Behavior• DRI = Differential Reinforcement of Incompatible Behavior• DRL = Differential Reinforcement of Low Rate Behavior• DRA = Differential Reinforcement of Alternative Behavior
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Definition: Extinction• Removal of previously maintaining positive reinforcers• Responding under extinction conditions
• gradual change intensity/frequency• increase before decrease in intensity/frequency• “spontaneous” recovery
• Never use extinction without positive reinforcement (DR)
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• DRO = reinforcement for occurrence of all alternatives behaviors except problem behavior• Easy to use, but really reinforcing the absence of problem behavior
• DRI = reinforcement for occurrence of a specific alternative behavior• Can’t do them both at the same time, • Sometimes hard to find truly incompatible behavior
• DRL = reinforcement for progressively lower rates of problem behavior• Promotes moderation, lower rate of appropriate behavior• Slow and time consuming
• DRA = reinforcement of behavior that meets the same need• Need to know what is the need/maintaining consequence• Alternative behavior must be easier, more efficient
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SOME FINAL CONSIDERATIONS
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Prerequisites• Behavioral perspective
• Examine behavior & context in which it occurs
• Proactive teaching emphasis• Teach prosocial alternatives
• Data-guided decision making• Use performance to make decisions
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• Group-based decision making• Work with others
• Regular monitoring & evaluation• Check daily
• Research validated practices• Use what works (evidence of effectiveness)
• Positive reinforcement of alternative behavior• Strengthen replacement behaviors
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Reinforcement considerations• Tangible to social• External to internal• Other- to self-managed• Frequent to infrequent• Predictable to unpredictable
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Punishment guidelines
• Cause no physical pain, injury, or humiliation.
• Always use least aversive most effective• Always pair with positive reinforcement of alternative behavior
• Always take data to monitor effectiveness• Always implement with high fidelity & by expert
• Always involve student, family, etc. in decision making
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Big Ideas• Always do a FBA• Always teach & positively reinforce alternative behavior
that “competes” with problem behavior• effort, efficiency, effectiveness
• Always take data, and look at effect on target & other behaviors
• Do no harm• Use least aversive & most effective
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QUESTIONS??