Writing Behavioral Intervention Plans Based on Functional Behavior Assessments

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Writing Behavioral Intervention Plans Based on
Functional Behavior Assessments

• Laura A. Riffel, Ph.D. and Matt Stowe, J.D.

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AGENDA

• Today
• Overview of Functional Behavior Support
• Overview of PBS and the LAW
• Overview of Data Collection
• Analyze Real Data
• Competing Pathways Form
• Writing a Behavioral Intervention Plan
• Tool for Making the Whole Process ABC easy
• Interventions and Applications
• Lunch- Most important agenda item ?

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Sometimes we provide better frogs!
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What Gives Bob? Ive been collecting the data
and youve been in the shower for three days man.
Help ME! Help ME!
Bob is stuck in the vicious loop of shampoo
bottle directions Lather, Rinse , Repeat.
Lather, Rinse, Repeat.
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What is Positive Behavioral Support?

• A new way of thinking about behavior
• Broadens intervention from only one approach -
  reducing challenging behavior to..
• Encompasses multiple approaches changing
  systems, altering environments, teaching skills,
  and appreciating positive behavior

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PBS Includes

• A team process for goal setting
• Functional Behavioral Assessment
• Behavior intervention plan design,
  implementation, and evaluation
• This means everyone will react to the child in
  the same way.

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Tertiary Prevention Specialized
Individualized Systems for Students with
High-Risk Behavior
CONTINUUM OF SCHOOL-WIDE POSITIVE
BEHAVIOR SUPPORT
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Secondary Prevention Specialized Group Systems
for Students with At-Risk Behavior
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Primary Prevention School-/Classroom- Wide
Systems for All Students, Staff, Settings
80 of Students
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Goal Setting

• Identify team members
• most effective as collaborative process
• Develop a profile to include
• childs strengths
• childs needs
• childs target behaviors
• Identify settings situations that require
  intervention

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Functional Behavioral Assessment (FBA)

• FBA is a process for gathering information to
  understand the function (purpose) of behavior in
  order to develop an effective intervention plan.

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Assumptions Underlying FBA
page 22

• Behavior is learned and serves a specific
  purpose.
• Behavior is related to the context within which
  it occurs.

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Questions to Address
Who What When Where Why How
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Defining Behavior

• Poor impulse control
• Angry, hostile, resentful
• Paying attention
• Stubborn

• Lying on the floor and refusing to move
• High pitched screams
• Hitting with fist
• Kicking over chairs
• Completing work
• crying

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Methods for Conducting FBA

• Indirect
• Anecdotal
• Surveys
• Notes
• Interviews
• Direct
• Observational
• Data collection

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Possible Functions

• Positive Reinforcement
• Social attention
• Access to materials
• Sensory Stimulation

• Negative Reinforcement
• Escape from
• Activities
• People
• Sensory
• Pain

To Get Out of
To Get
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• Sit N Fit Disk and Ikea Seat Cushions

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Analyzing Patterns

• Under what circumstances or antecedent events is
  the target behavior most/least likely? WHEN?
  WHERE? WHAT? WHO? WHY?
• What consequences or results predictably follow
  the target behavior? WHAT DO THEY GET? WHAT DO
  THEY AVOID?
• What broader issues are important influences on
  behavior?

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Other Information

• Times, activities, and individuals when behavior
  is most or least likely to occur
• Conditions that are typically associated before
  or after the target behavior
• Common setting events associated with the
  behavior
• Other behaviors that may occur before or with the
  target behavior

David
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Summary Statement

• 1. When this occurs(describe circumstances/antec
  edents)
• When I wear Charlie Perfume
• 2. the child does(describe target behavior)
• David has a HOLY COW day
• 3. to get/to avoid(describe consequences)
• To escape unpleasant memories

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Example Statements

• 1. When the teachers attention is withdrawn or
  focused on another child,2. Zoe makes noises3.
  this results in the teacher scolding and moving
  closer to Zoe.
• 1. When all the student attention is on the
  teacher,2. Terry interrupts the class with
  comments3. the students laugh at Terrys
  comments.
• 1. When Kim finishes work before the rest of the
  class,2. Kim scribbles on the desk3. this
  results in the teacher giving Kim some work to do.

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Summary Statement Model
Target Behavior
Function(Reinforcer)
Setting Events/Antecedent
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Behavior Intervention Plan (BIP)

• The summary statement is the foundation for a
  positive and supportive plan.

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Behavioral Intervention Plan Model
Desired Behavior
Reinforcement
Setting Event/Antecedent
Target Behavior
Reinforcement (lt R)
Acceptable Alternative
Reinforcement(Function)
Antecedent Modifications
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Lets Meet Taylor

• When the teacher gives Taylor work to do, Taylor
  whines and cries about too much work to do. The
  whining becomes so disruptive to the class that
  the teacher tells Taylor to just do some of them.
  Taylor then does about half of them.

other examples on pages 30-33
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Behavioral Intervention Plan Model for Taylor
Uses social skills
Attention
other examples on page 30-33
Taylor whines
Control/Escape
Work Assigned
Making deposits by giving choices.
Teacher attention praise- ignore whining.
Give choices Precorrects for following
directions Use enforceable statements
I listen to arguments at 800 a.m. or 330 p.m.
Which is better for you?
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Lets meet Terry

• Terry interrupts the teacher 63 times in a
  30-minute period. Terry frequently receives
  responses from other students in the class.

other examples on pages 30-33
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Behavioral Intervention Plan Model for Terry
other examples on pages 30-33
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Lets Meet Kim.

• Kim uses cuss words like they were part of the
  English Language.
• The teacher repeatedly calls attention to this by
  telling Kim to stop cussing.
• The teacher called home and the mom said, I
  dont know why Kim uses those d words.

other examples on pages 30-33
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Behavioral Intervention Plan Model for Kim
Self-monitoring
Gets needs met
Class time
Attention and habit
Profanity
Ignore cuss words as much as possible. Give tons
of praise when new word is used.
Teach Model Practice Praise
Brainstorm new words to use
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Promoting Self-Management

• Self-monitoring (e.g., the child tracking own
  performance by logging incidents such as speaking
  out of turn)
• Self-reinforcement(e.g., taking a break
  following completion of a specific number of math
  problems, recruiting praise from an adult for use
  of a particular social skill)
• Self-correction(e.g., child uses behavioral
  checklist to evaluate own performance at the end
  of each class period)

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3
3
2
3
3
3
3
3
2
6
3
3 Great Day- No or very few behavioral learning
opportunities occurred 2 Pretty Good Day- few
behavioral learning opportunities occurred 1
This day could have been better- more than a few
behavioral learning opportunities
occurred Student Signature _____________________
____________________________ Teacher Signature
_________________________________________________
Parents' Signature ______________________________
___________________ For younger students use
smiling faces
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Old ABC Forms
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Example
Key format
-page 36-40
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Example
Focus on 3 behaviors or less.
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Example
beginning
ending
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When you get a chance fill in the other
information
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66 OUT OF 420 MIN 16
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66 OUT OF 420 MIN 16
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Meet Ralph Cunningham
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CAUSAL SCIENCE INVESTIGATOR
CSI
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Lets Put it to Practice

• Meet Scout Radley

Fictional Name
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Scout Radley

• Scout is a sixth grade child with mild
  intellectual disabilities. Scout has two
  siblings who attend the nearby high school.
  Scouts mother works full time and father
  frequently travels.
• Scouts behaviors at school are disruptive
  outbursts and physical aggression.
• Coming home from school, Scout eats everything in
  sight, leaves things laying all over the house,
  and argues with siblings most of the evening.
• Scout is included in the regular classroom with
  support services provided.

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Scouts Strengths

• Strengths
• Scout is comfortable talking in front of the
  class.
• Scout is good at drawing pictures.
• Scout has a great supportive family.

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• Reinforcers
• Scout likes to have conversations with adults.
• Scout loves to do word searches.

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Scouts Behaviors

• Throwing Objects
• A physical object leaves Scouts hands and lands
  at least six inches from Scout.
• Disruptive Outburst
• A loud verbal sound or words that come from Scout
  that disturbs the learning environment.
• Physical Aggression
• Any part of Scouts body comes in contact with
  another person with force.

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58 OUT OF 420 MIN 14
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Data Analysis
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Date______IMPORTANT____________ Team
Members_____IMPORTANT________ Days of Data
__________10______________ For this example we
have 10 days of data. You might have more or
less. Total Number of Incidents
________32___________ Count the number of
incidents for all the days of data
collection. Average Number of Incidents Daily
_____3.2______ Take total incidents divided by
number of days you collected data Average length
of time engaged in target behavior____12
min.____. Take total number of minutes of target
behavior and divide by number of incidents.
379/32 of day engaged in behavior_____9_____
____ Add up the total minutes of target behavior
and divide by total number of available minutes
for the data recording time. 379/4200 minutes
100
11.84
9.02
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Behavior Analysis
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Your schedule would be tailored to your day.
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Behavior Analysis
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Behavior Analysis
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2
2
2
2
2
2
You might have 3 Mondays and 1 Friday or some
other combination. You add up the total tallies
and divide by the number of each day of the week
that you collected data. For this example there
are 2 of each.
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Behavior Analysis
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Behavior Analysis
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Behavior Analysis
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Behaviors
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Behavior Analysis
Not enough incidents to measure
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Behavior Analysis
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Behavior Analysis
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So if you have a transition antecedent and a
disruptive outburst you would mark it in the A
row in the B column.
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Behavior Analysis
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Just like the last one. Graph row column.
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Behavior Analysis
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Behavior Analysis
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Tally the consequence and the student reaction.
Then divide the number of stopped by the total
number of behaviors.
Example
Divide the stopped by the total tallies.
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Behavior Analysis
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Summary Statement

• 1. When this occurs(describe circumstances/antec
  edents)
• When Scout has _____________________
• 2. the child does(describe target behavior)
• 3. to get/to avoid(describe consequences)
• To ________________________________________

transitions
Scout has a disruptive outburst
Get adult attention.
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Summary Statement

• When this occurs(describe circumstances/antecede
  nts)
• When Scout has _____________________
• 2. the child does(describe target behavior)
• Scout shows physical aggression
• 3. to get/to avoid(describe consequences)
• To ________________________________________

New Tasks
Escape Work
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Competing Pathways Chart
Desired Alternative
Maintaining Consequence or Function
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Target Behavior
Maintaining Consequence or Functions
Setting Events/Triggering Antecedents
disruptive outburst
attention
transition
Acceptable Alternative
Behavior Support Planning
Behavior Teaching
Consequence Modifications
Setting Events Modifications
Antecedent Modifications
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Competing Pathways Chart
Desired Alternative
Maintaining Consequence or Function
Setting Events/ Triggering Antecedents
Target Behavior
Maintaining Consequence or Functions
disruptive outburst
attention
transition
Acceptable Alternative
Behavior Support Planning
Behavior Teaching
Consequence Modifications
Setting Events Manipulations
Antecedent Manipulations
Secret signal for clarification. Give
Pre-Corrects before transitions and elicit verbal
understanding.
Diary of day. Vanna White of the daily
schedule. Office Messenger when on overload.
Changed morning and afternoon routine. Mom worked
on organizing her exit from home.
Give her attention for appropriate behavior. Do
not give attention for inappropriate behavior if
possible.
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Competing Pathways Chart
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Desired Alternative
Maintaining Consequence or Function
Target Behavior
Maintaining Consequence or Functions
Setting Event/ Triggering Antecedents
physical aggression
escape
New Task or Skill
Acceptable Alternative
Behavior Support Planning
Behavior Teaching
Consequence Modifications
Setting Event and/or Antecedent Manipulations
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Competing Pathways Chart
Desired Alternative
Maintaining Consequence or Function
Target Behavior
Maintaining Consequence or Functions
Setting Event/ Triggering Antecedents
physical aggression
escape
New Task or Skill
Acceptable Alternative
Behavior Support Planning
Antecedent Manipulations
Behavior Teaching
Consequence Modifications
Setting Events Manipulations
Teach her to signal that she needs help. We used
a Garfield cat. She had word searches to do
until someone got there to help her.
Never send her to time out or allow her to escape
from work. Australia in the room with a
discussion with a travel agent. ?
Give her one answer that she can do successfully
in class with peers.
Pre-teach upcoming lessons and skills in the
privacy of the resource room so shes prepared in
inclusion classes.
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Baseline
Baseline
Intervention
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NEW!!!!
FBA Tool
FBA Tool Online
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Check out pages 76-81
Check out page 80
Check out page 82-97
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Formula for Baseline

• I-B/B D100
• Intervention Frequency 3 times per day
• Baseline Frequency 34 times per day
• 3-34 -31
• -31/34 .91176
• .91100
• 91 Decrease in Behavior

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Duration Recording Data Sheet Individual
___Barry Woods____________________________ Observe
r ___________F. Scott___________________ Behavior
_____________humming____________________________
___________________________________ Initiation
_____915__________________________
Termination 1230
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Clarice- Poking Eyes- Data collected from
815-330
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Self-Injurious Behavior- pulling hair
80

None
1-5
5
Hitting Others 930-1000 is Music 1030-1100
is PE
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b
s
s
b
b
s
s
b
Minute by Minute Student Name __Biff_________
Observer __________Riff____________
Date______________12/5________
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We want to know the following
What was going on right before the behavior began?
This lets us know when to put the New
interventions in place
Exactly what was the behavior in measurable and
observable terms?
This ensures that we are all measuring the Same
thing when collecting data.
ABC
How did the child react to the usual consequences
that occurred?
This is the real key to why the behavior is
maintaining.
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Or

• What is the child getting or what is the child
  getting away from?

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Positive Interventions and Effective
Strategies(PIES Book)

• By
• Laura A. Riffel, Ph.D.

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Wish you had one of these
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When behavior happens this is the first thing we
want to do.
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Hard Facts

• Behavior is learned and serves a specific
  purpose.
• Behavior is related to the context in which it
  occurs.
• For every year a behavior is in place it takes at
  least one month for that behavior to have a
  significant change.
• Children comply with the rules 80 of the time.
  However they are complimented for their behavior
  less than..

2 of the time
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If a child is pushing your buttons

• You are delivering goods.

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If you say

• Quit
• Stop
• Dont
• No

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Miss Mudjacket
Time is PASSING. ARE YOU???
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Miss Mudjacket Liked to Go Over a Few of her
rules...

• No talking
• No running
• No sneezing
• No betting
• No looking out the window
• No dorky hairstyles
• No coughing
• No laughing
• No fighting
• No swearing
• No sleeping
• No being a dork
• No making fun of teacher
• No flipping of fingers
• No drugs
• No weapons
• No bringing animals to school
• No looking at the clock
• No looking out the window

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YOU ARE
N
E
O
THE
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ANYTHING is Possible
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• Listen to the Mustn'ts
• Listen to Mustn'ts, child, listen to the
  Don'ts.Listen to the Shouldn'ts, the
  Impossibles, the Won'ts.Listen to the Never
  Haves, then listen close to me.Anything can
  happen, child, Anything can be.
• -Shel Silverstein

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ANYTHING is Possible
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BE
N
E
O
THE
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Now it is your turn to try data analysis
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Ralph Cunningham

• Ralphs Mom is a single mom who works during the
  day as a nurse for a local doctors office and
  assists an elderly couple in the neighborhood
  three evenings a week. Ralph babysits his little
  sister on these evenings and his mother pays him
  5.00 an hour for his work. He has to save 50
  and put it in a bank account for college. He
  also has to tithe 10 and he can use the rest on
  what he chooses. Ralph has an older brother who
  is serving in Iraq. When his brother is not
  serving the country he is stationed in another
  state.
•  
• Ralphs Mom states that she runs a tight ship at
  home and Ralph rarely pushes the limits. She is
  willing to assist the school in any way to help
  him maintain good grades and stay out of the
  office for aggressive and disruptive behaviors.
  Ralph was a model student in first through third
  grade and things changed in fourth grade and
  spiraled in the last few years. This is
  confirmed by his mother and his school records.
  Ralph has a diagnosis of Emotional Behavior
  Disorders. Ralph is an eighth grader.
•  
• Ralphs father is not in the picture at all and
  his step-father was killed in a car accident a
  year and a half ago. Ralph and his step-father
  had a great relationship and Ralph thought of him
  as a father.

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Ralphs Strengths

• Strengths
• Ralph is a very good singer. He entertains his
  friends at home with his garage band. He can
  play keyboards and the guitar.
• Ralph cares for his baby sister in the evenings
  and is very good at entertaining her. His sister
  is three.
• Ralph is a very good illustrator for drawing
  comic strip type art.
• Ralphs mother is very interested in helping her
  son.

• Reinforcers
• Ralph would do just about anything to play X
  box at home. His mother frequently uses this
  incentive to get him to clean his room and help
  with chores around the house.
• Ralph loves to have peer attention and is not shy
  about being in front of a large crowd.
• Ralph has a pretty good relationship with Philip
  Quinn the vice principal. Mr. Quinn happens to
  be the administrator in charge of discipline and
  therefore is the one that Ralph reports to when
  he is sent to the office.
•  

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Antecedent, Behavior, and Consequence Form
24
minutes total


Student _____RALPH__Circle One Mon Tue
Wed Thurs Fri
Page _______
Full day Absent Partial day In _____
Out ______ Date Aug 21, 2006___
24 OUT OF 435 MIN (5.51) or 6
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Ralphs Behaviors

• Verbal Outburst- Noises that Ralph makes that
  disturb the learning environment but are not cuss
  words. Example He makes farting noises with
  his lips or sucks his teeth. It will be counted
  as one incident if there is not a period of
  silence for more than two minutes. In other
  words if he burps the alphabet it will be
  counted as one behavior unless he gets to M and
  then waits three minutes before he continues with
  N-O-P and then it will be counted as a new
  behavior.
•  
• Verbal Aggression Noises or words said by Ralph
  that disturb the learning environment and consist
  of cuss words, words that belittle others, or
  inflammatory words that appear to be said to
  begin a fight. Examples are calling someone a
  racial slur, saying any cuss word (His favorite
  is the F word followed by a racial slur.) He
  also likes Yo mamma is so fat and Hey Lard
  Ass.
•  
• Physical Aggression Any part of Ralphs body
  comes in contact with another person with force.
  This is an automatic trip to the office according
  to school policy. Ralph will walk by someone and
  shove them enough to be seen as physical
  aggression but not enough to be kicked out of
  school according to the zero tolerance policy in
  force with the school.

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Data Analysis
Page 37
Date______IMPORTANT____________ Team
Members_____IMPORTANT________ Days of Data
10 days For this example we have 10 days
of data. You might have more or less. Total
Number of Incidents 41 Count the
number of incidents for all the days of data
collection. Average Number of Incidents Daily
41/10 4.1 Take total incidents divided by
number of days you collected data Average length
of time engaged in target behavior 73/41
1.78 minutes Take total number of minutes of
target behavior and divide by number of
incidents. of day engaged in behavior
73/4400 100 1.66 baseline
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1.66 doesnt sound like much
Consider this In 10 days, Ralph was sent to the
office 13 times. Each of these trips averaged 20
minutes. Thats 260 minutes of time away from
classplus the 73 minutes he engaged in behavior
Thats 333 minutes of lost time divided by 4400
minutes total which is 7.6 baseline.
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Behavior Analysis
Your schedule would be tailored to your day.
Passing Period
History of State
Reading
3 times hall on way to bus (331-335)
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Behavior Analysis
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Behavior Analysis
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Behaviors
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Behavior Analysis
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Just like the last one. Graph row column.
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Behavior Analysis
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Three Summary Statements

• When Ralph is making a transition,
• He is most likely to have a verbal aggression,
• To get adult attention.
• When Ralph is assigned a new task,
• He is most likely to have a physical aggression,
• To escape to the office.
• When Ralph is supposed to be working quietly or
  having an instruction directive,
• He is most likely to have a verbal outburst,
• To get Peer attention.

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Competing Pathways Chart
Desired Alternative
Maintaining Consequence or Function
Target Behavior
Maintaining Consequence or Functions
Setting Events/Triggering Antecedents
Physical aggression
Escape to the office
New Task
Acceptable Alternative
Behavior Support Planning
Consequence Modifications No trips to the office
for physical aggression unless its brute
force Send to time out in the room completing
new task Eliminate adult attention See a
different assistant principal- a female Point
sheets or token economy earn time with Male
mentor. Jazz band ensemble after school for
points on point system.
Setting Event and Antecedent Modifications Check
in check out with Mr. Quinn- first thing in the
morning- right before english and history and at
the end of the day. Quick two minute- hello
update goodbye Watch dogs program in the
school Check into changing schedule so females
are not back to back Token economy Schedule
change to alternate M/F Compensatory classes if
needed Heads up for new task- pre teach Check
for personality conflicts with students Check for
possible student buddy Watch seating arrangement
Behavior Teaching Grief counseling with school
personnel Squeeze ball with rules Provide a
mentor- big brother band teacher Work through
some sort of point chart or token system
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Competing Pathways Chart
Desired Alternative
Maintaining Consequence or Function
Target Behavior
Maintaining Consequence or Functions
Setting Events/Triggering Antecedents
Verbal outburst
Peer attention
New Tasks
Acceptable Alternative
Behavior Support Planning

• Behavior Teaching
• Student teacher rating sheet earning points
• So many points and Ralph earns Karaoke time.
• Teach- Model- Practice- and Praise appropriate
  behavior for Ralph so he knows what he has to do
  to earn points.

Consequence Modifications Easier said than done-
but ignore verbal outbursts- because if the adult
gives attention to Ralph- then the whole class is
giving Ralph Attention. Use a secret signal
between you and Ralph- for example if I tug on
my ear that means youve had one learning
opportunity- which goes back to the student
teacher rating sheet scoring.

• Setting Event and Antecedent Modifications
• Class Clown Syndrome- Avoiding New Tasks
• Pre-teach upcoming lessons so Ralph can teach the
  class how to get started
• Make Ralph the Teacher Assistant for the lesson
• Provide Social Skills Training
• How to make friends

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Competing Pathways Chart
Desired Alternative
Maintaining Consequence or Function
Target Behavior
Maintaining Consequence or Functions
Setting Events/Triggering Antecedents
Verbal aggression
Adult attention
Transition
Acceptable Alternative

• Consequence Modifications
• Use enforceable statements choices
• Check-in Check- out system
• Use humor- Just because I like you should I let
  you get away with that.
• Teach all the students how to handle bullying-
  When someone says Your mother is so fat. teach
  the students to say Nice Try or Thanks for
  Sharing.

Behavior Support Planning
Behavior Teaching Have Ralph make the morning
announcements focusing on a behavior technique of
the day. For example Hey ladies and
gentlemen- today we are focusing on respecting
the environment. If you see some trash on the
floordo the right thing and pick it up. I know
you can do it.

• Setting Event and Antecedent Modifications
• More than one adult- engages with Ralph on a
  daily basis- one person does no more than twice a
  week though. Plan it out.
• Possible to have Ralph be the person who takes
  something to the office during transition so he
  has a job to do between classes and this job
  gives him adult attention- for example- he runs
  the absentee report down to the office just at
  the end of class the period before and the office
  secretary thanks him for bringing the ticket down
  and possibly the counselor or principal says
  hello a couple of times.
• Remember this child lives in an adult world- he
  likes adults and wants to be seen as an adult.

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Competing Pathways Chart
Desired Alternative
Maintaining Consequence or Function
Target Behavior
Maintaining Consequence or Functions
Setting Events/Triggering Antecedents
Physical aggression
Escape to the office
Quiet Work
Acceptable Alternative
Behavior Support Planning

• Behavior Teaching
• Ralph has been using physical aggression as a
  signal that he is wanting to escape what he
  considers boring work.
• Teach Ralph another way to signal. For instance,
  he could use those points that hes earning to
  barter for a way to do his work on the computer,
  or draw cartoons about the story.

• Consequence Modifications
• The pay off for Ralph is escape. We dont want
  to feed that behavior. The next time he has a
  physical aggression toward another student
  perhaps he should do a restitution act. For
  example, instead of being sent to the office, he
  should have to carry that students books to the
  next class.

• Setting Event and Antecedent Modifications
• Organizational skills- Give Ralph some graphic
  organizers to help him get started. When its
  quiet he has to think for himself and he
  obviously is not comfortable with this. Most
  likely he is a right brain person living in a
  left brain world (at school). He is probably a
  visual learner.
• Let Ralph use the computer to show his progress
  if possible- he loves X-box so he is probably
  very good at typing and possibly writing is not
  his thing.
• He does not seem to like reading or history of
  the state- it is possible that he needs a teacher
  that is more dynamic. A teacher who lets the
  students act out the stories instead of just
  reading rote sentences.

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Baseline- Intervention- Follow-up
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Trips to the Office Before Intervention
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Now with CICO- He spends 5 minutes before school
and 5 minutes at the end of the day
Thats 10 minutes a day. Before intervention he
averaged 26 minutes a day. He has saved 160
minutes of time spent in class now that going to
the office for positive reinforcement is part of
his proactive plan.
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Is it working????