Mid-Valley Special Education Cooperative

Functional Behavioral Assessment and Behavioral Intervention Plan Guidance Document

2014 Multi-District Committee 9/4/2014

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Acknowledgments: This document is a product of the work of a multi-district committee of dedicated staff who came together during the 2013-2014 academic year. The intent of this committee was to provide user friendly guidance documents that teams can use as they complete Functional Behavioral Assessment and create Behavioral Intervention Plans. Additionally, the committee set forth to provide teams with documents to share with teachers, paraprofessionals, administrators, and parents.

Multi-District FBA/BIP Committee Members: Carol Drendel (D101) Renee Christiansen (D101) Jennifer Reinert (D101) Megan Pecoraro (D101) Amy Henrikson (D101) Molly Garcia (D101) Kristen Kauke (D301) David Brannstrom (D301) Anne King (D301) Megan Filip (D302) Karen Maladra (D303) Erin Needam (D303) Melissa Davis (D303) Steve Cornwell (D303) Cindy Slocum (D304) Joyce Laben (Mid-Valley Special Education Cooperative) Natalie Assell (Mid-Valley Special Education Cooperative)

With Special Thanks to our District and Cooperative Special Education Administrators for their support and guidance throughout this project!

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Functional Behavioral Assessment

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What is a Functional Behavioral Assessment (FBA)? A Functional Behavioral Assessment is the process that assessment teams use to generate hypothesis about the cause/motivation of maladaptive behaviors. This information is obtained so that a behavioral intervention plan may be developed to address and replace and/or reduce problem behavior. A functional assessment includes: (1) a clear and objective description of the behavior; (2) description of setting events or variables that may contribute to the behavior; (3) antecedents – what proceeds the behavior; (4) consequence – what occurs after the behavior; (5) student strengths – what are motivators, skill strengths and interests; (6) hypothesis as to the function or “why” the behavior is occurring; (7) acceptable alternative behaviors. Why FBA? In 1997 the Individuals with Disabilities Education Act (IDEA) (P.L. 105-17) was amended to include explicit language regarding obligations for IEP teams when addressing behavioral challenges of students with disabilities. 

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Team should explore the need for strategies and support systems to address any behavior that may impede the learning of the child with the disability or the learning of his or her peers (Sec 614(d)(3)(B)(i)). In response to disciplinary actions by school personnel, the IEP team should, within 10 days, meet to formulate a functional behavioral assessment plan to collect data for developing a behavior intervention plan. If a behavior intervention plan already exists, the team must review and revise it, as necessary, to ensure that it addresses the behavior upon which disciplinary action is predicated (Sec 615(k)(1)(B)). In anticipation of a student suspension for 10 consecutive or cumulative days, the school team should convene to review the infractions leading to the suspension(s). If the behavior demonstrates a pattern, then the team must conduct a Functional Behavioral Assessment and create an associated Behavioral Intervention Plan. Should the student already have an FBA/BIP, the team must meet to evaluate the effectiveness of such plan and look at implementation. Once a student has been suspended for 10 consecutive or cumulative days, team must conduct a Manifest Determination Meeting or a Change of Placement to document how services are to be provided during the period of suspension.

Research tells us that the development of appropriate social behavior for those students who exhibit challenging behavior is most likely to be effective when interventions are put into place early, before patterns of behavior are strengthened (Horner et al., 2011). Additionally, the logic behind functional behavioral assessment is that behavior occurs within a context and serves a purpose. Students learn to behave in ways that result in a desired outcome or fulfill a need. Behavior change can only be elicited when students recognize that a different response can more effectively or efficiently obtain the same outcome. When we understand the “purpose” of the problem behavior, we can more successfully intervene (Gable et al., 1998). When should a FBA be conducted?

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FBA can be conducted for students who are not yet identified as having a disability. Informal FBA can be part of the problem solving/RtI/MTSS process of early intervention. FBA conducted outside of an IEP require consent to be obtained. FBA could be conducted when any of the following conditions exist:       

The student presents with a high number of office referrals The student demonstrates a pattern or series of behaviors consistently overtime Teacher has shared data that the student demonstrates a maladaptive behavior at a rate significantly discrepant from classroom peers that has been unresponsive to minor intervention, The student is not demonstrating a pro-social/expected behavior at a rate commensurate with peers despite minor intervention. Universal screening data suggest that student is significantly at risk. Student demonstrates a history of need for behavioral/social emotional support although it may not meet the threshold for an identified disability. If student is not making expected progress given academic or behavior intervention.

A formal functional analysis (including paperwork and an IEP meeting) and a corresponding behavior plan are required for students with IEP’s under any of the following conditions:    

Best practice indicates, an student with a disability label of emotional disability regardless of whether the behavior is internalizing or externalizing. If, on form 05 Educational Accommodations and Supports, under Consideration of Special Factors the team determines, “yes”, behavior impedes student’s learning or that of others. If a student with any disability label is experiencing significant behavioral problems. If the team is considering the use of restrictive interventions with the student, including: Inhibiting devices, negative practice, satiation, in-school suspension, out of school suspension, time out, physical control or restraint, aversive mists/ aromatics/ tastes, mechanical restraint or expulsion. A full description of each can be found in Appendix B.

Note: Some nonrestrictive interventions may become restrictive if frequently used or when they adversely affect student learning or cause extreme negative student reaction. In such cases, a functional assessment and behavior plan should be written. Second Note: Prohibited interventions include corporal punishment, expulsion with cessation of services, faradic skin shock (electrical shock), physical manipulation or procedures that case pain and/or tissue damage when used as an aversive procedure. Can restrictive interventions be used without a behavior management plan in place? Yes, any of the procedures listed above can be used without first conducting an FBA and creating a BIP in emergency situations. Emergency is defined as a situation in which immediate restrictive intervention is necessary to protect the student involved, other individuals or the physical site from harm, including:  

Physical injury to self or others, Severely emotional abuse due to verbal and nonverbal threats and gestures,

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 

Severe property damage, or Serious and continuous disruption of the classroom environment.

In such cases, after the incident, complete a behavioral incident report, include it in the student’s file, inform the parents, and administration. Convene the team to consider whether or not a functional assessment is appropriate in order to better plan for the student’s potential behavior problems. Who completes the FBA? The FBA is a team process that draws from the observations, knowledge, and expertise of many individuals. The team should include general education teacher(s), administrator, case manager/special education teacher, appropriate therapists, and school service personnel. Information should be sought from additional persons with knowledge of the student including but not limited to – parents, private therapists, paraprofessionals, and others who may be appropriate given the case.

Steps in Conducting a Functional Behavioral Assessment: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11.

Identify student strengths. Identify the Problem Behavior including collection of baseline data. Collect information on behavioral triggers/antecedents. Collect information on Maintaining Consequences for the specific problem behavior Document the setting events relative to the problem behavior. Generate a hypothesis as to the function of the problem behavior. Identify the desired behavior in observable and measurable terms (what typical students do). Identify reinforcers for those typically developing kids. Identify the alternative acceptable behaviors. Identify multiple sources of information. Indicate skill deficit vs. performance deficit

Steps in Conducting a Functional Behavioral Assessment: 1. Identify student strengths – What seems to motivate the student, what does he/she enjoy, what are they able to do independently, what do they take pride in. Where does the problem behavior not occur? Some examples might include able to navigate packing and unpacking routine, enjoys group work in science lab, knows all math facts, enjoys the periodic table, able to take turns, recognizes when others are upset, etc.

2. Identify the problem behavior or behavioral cluster with baselines data: Identify the behavior of concern and define it in observable and measurable terms. In some instances students will demonstrate a singular problem behavior such as calling out during a whole group lesson.

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However, more frequently students will demonstrate a cluster of behavior that we as adults describe using an overarching term such as physical aggression. A cluster behavior can be addressed in the FBA only when the triggers and antecedents are the same for all behaviors in the cluster, and the behaviors achieve the same function for the student. In either instance, it is important to develop a clear and concise definition of the problem behavior that would be clear to a novel observer – “the stranger test”. Using non-specific terms or unclear definitions creates inconsistencies in measurement and difficulties with intervention development. In order to address baselines data, the team should collect and evaluate data that reflects the frequency, intensity, impact that the behavior has on both the student and the learning environment. Note: Only one behavior or behavioral cluster should be listed on each FBA competing pathway. Likewise only one behavior or cluster should be addressing in the corresponding BIP. If the team determines that they wish to treat two behaviors at a time, then the student should have two FBA and two BIP. Examples of Single Target Behavior:

Examples of Cluster Behaviors: Observable/Measurable Definition Use of hand/finger to pinch, grab, or push, or pull hair or other piece of staff apparel (scarf/lanyard/necklace) Does not bring materials necessary for class – pencil, notebook paper, book; fails to follow directions to retrieve needed materials from within the classroom environment – lab packet, folder, handouts Places head on desk, places hood on head and pulls strings closed, looks at floor, staring ahead with the absence of writing utensil moving or following on written pages.

Non-observable/Measurable Definition Physical Aggression

Work Avoidance

Inattention

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A note about accuracy in observing and recording student behavior: Student behavioral data collection is not an exact science. Our observation and recording are impacted by a number of factors, however, accuracy of behavioral observation and recording can be increased through the following:  Clear and concise behavioral definitions  Use of trained and experienced observers  Narrowing the focus of behavioral observations – instead of narrative record of every behavior and movement, specify 2-3 behaviors or clusters of behavior on which to focus.  Control for observer bias – make certain that those who are collecting observational data are doing so in an objective manner.  Specify environments for behavioral observations – maybe PE or recess are too tough to look at negative comments toward peers, but we can more accurately assess in a science lab. Some teams find it helpful to schedule 10 minute intervals where various team members use a common tool to observe student behavior over the course of multiple days and times. Other teams train paraprofessional staff on data collection using an explicit tool. Anyone can be a data collector and observer, it is important to give them tools and structures that support accurate data collection. 3. Collect information that contributes to teams understanding of behavioral triggers/antecedents: Antecedents are events, routines, or other circumstances with immediately precede the target behavior and serve to signal the problem behavior to occur. Describe what happens immediately before the problem behavior. Examples may include: type of instruction (large group, lecture, small group), type of expected task/response (fine motor, math word problems, lining up with appropriate space), management plan (numbers of rules, established consequences), time of day, persons present, physical arrangement of the room. 4. Collect information that contributes to teams understanding of maintaining consequences: Consequences are defined within the FBA process as the events or circumstances which immediately follow the target behavior and serve to strengthen or maintain the behavior. For example if a student is given a math assignment and proceeds to put his/her head on the desk, then start to make loud vocal noises and the teacher comes over and prompts the student to go take a break. The consequence for the behaviors of head on desk/loud noises is that they are allowed to escape an activity. Note: Consequence is different than punishment. Punishment is something done/given to the student in an effort to decrease the behavior from occurring again in the future. Typically in the educational setting, a punishment is adult imposed serving in a disciplinary context – student clears all books from the shelf, staff have student clean up all books. Student kicks staff member, student is given a ½ day in school suspension. Both those behaviors of clearing books and kicking serve a different function for the student but also yielded a punishment.

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5. Document the setting events relative to the problem behavior. Setting events are situations or conditions which exist that may or may not immediately precede the target behavior. Setting events “set the occasion” or make it more likely that a target behavior will occur. This type of background information is important to consider, but are not the hypothesis for why the behavior is occurring. Some possibilities include:  Physiological factors (hunger, sleep, allergies, digestive factors, etc.)  Classroom or environmental factors – lighting, noise, number of directions/students, time spent on activities.  Disability related factors – language level, anxiety, perceptions of injustice, though processes  Past experiences with punishment, persons, environments  Familial factors  Cultural factors/community factors 6. Generate a hypothesis as to the function of the problem behavior: This hypothesis statement should be a summary of social/environmental conditions that would predict when the problem behavior is most likely to occur or not occur. The hypothesized function serves the foundation for the behavioral intervention plan. Just as in science, hypothesis should be developed and substantiated with observational data. A hypothesis statement is the “best guess” as to when, where and why the behavior is likely to occur. Examples:  Charles disrupts reading class by swearing at the teacher when he is asked to read aloud. He is most likely to disrupt the class if he has not had breakfast or if there was a problem at the bus stop.  When she does not get what she wants from her peers, Trisha calls them name and hits until they give into her demands.  Juan verbally threatens the teacher when given a math assignment he perceives as being too long or difficult. Non-Examples:   

Juan is non-compliant because he wants to control the situation. Trisha calls peers names because she does not want friends. Charles swears at the teacher because he has never been expected to behave appropriately.

Possible functions include:

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Problem Behavior

Escape/ Avoid Something

Obtain/Get Something

Stimulation/ Sensory

Tangible/ Activity

Social

Adult

Peer

7. Definition of Desired Behavior: Desired behavior should be defined relative to the expected behavior/behavior being demonstrated by typically developing, same gender peers in the same environments that are not considered to be problematic. This will serve as your statement of standard data and can be added directly to the present levels of performance on a IEP goal developed to monitor the effectiveness of behavioral intervention. 8. Reinforcing consequences for desired behavior: This is a statement of what typical students get for demonstrating the desired behavior. This assists teams in building long term plans for internal motivation/natural motivators for the desired behavior. 9. Alternative Acceptable Behaviors/Skills to be taught: This is a behavior (set of behaviors – i.e. coping strategies; calming routine, etc.) that we will either specifically teach and/or reinforce. This alternative acceptable behavior may be aligned with a peer standard (typical behavior) or may be a successive approximation (baby step) toward a behavioral standard which is far from where the student is currently demonstrating performance. An alternative behavior must be identified before the teaching and motivating (consequence) strategies can be created. Rules of behavior change indicate that we must make that replacement behavior more effective or efficient in obtaining the student the perceived function of the target behavior. 10. Information based on multiple sources:

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In order to conduct a comprehensive and thorough FBA, it is important to collect and analyze a variety of information obtained from a multitude of sources. Some sources of information might include: a. Comprehensive review of records including medical, educational, and special education files. b. Review of student work products – in class, homework, assessments. c. Interview – teachers, parents, student, private providers and other staff that interact with the student. Some suggested structured FBA interviews can be found in Appendix C. d. Observation – systematic observation of the student in a variety of environments, engaged with a variety of tasks/staff are important to refine the definition of the target behavior, obtain data on target behavior, and to gather further information that will prove useful during the development of the behavior intervention plan. Multiple methods could be used and found helpful. A-B-C observation, scatterplots of data, or specific frequency (count) or duration data. Observational data collection forms can be found in Appendix D. 11. Skill Deficit versus Performance Deficit: In addition to looking at the function of the behavior, it is important to look if the target behavior stems from a skill deficit or a performance deficit. This can be difficult, skill deficits are typically present when you have not observed the student demonstrating a specific skill to a level that is developmentally appropriate or independently. Performance deficits are typically present when the student can intermittently engage in the desired behavior, but when specific conditions are present fails to do so (i.e. if tired or hungry student struggles to control anger and frustration and may make negative statements to peer such as “what’s your problem, jerk?”). Determining skill versus performance deficit becomes important when developing your behavioral intervention plan. A note about what to do with the information gathered through the FBA process: Summarization of all information collected should take place during a team planning meeting. Parents are not required to attend this type of meeting, as it is the team’s opportunity to plan, process, and synthesize the information that will later be shared at an IEP meeting. If multiple behaviors were identified for observation, each behavior (or behavioral cluster) should be looked at individually as the setting events, antecedents, maintaining consequence and functions often times can be different. Each identified behavior or behavioral cluster should be place on its own set of competing pathway set paperwork. Part of the team meeting should be determining who will be writing up and summarize the information obtained through this process. Not all of the information collected through the FBA process can be placed into the IEP paperwork, it is recommended that the team summarize all assessment data collected through this process in the form of a team report with the final hypothesis being shared on the IEP. Information summary forms can be found in Appendix A – “The Competing Pathway”.

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Behavioral Intervention Plan

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What is a Behavioral Intervention Plan (BIP)? A behavioral intervention plan (BIP) is a plan for teaching, managing, reinforcing, and preventing behaviors. All of these portions of the BIP are intended to decrease a problem behavior and teach replacement behaviors that are more pro-social. When creating behavioral intervention plans, it is important for the team to discuss what behaviors they want to see more of and which they desire to see less. These plans are aligned with the Functional Analysis of Behavior and those target behaviors that keep students from performing at a level commensurate with peer, environmental or developmental standards. When do I have to create BIP? A BIP should be created for any student whom an FBA has been conducted and discrepancy is noted in functional behavioral performance for any overt (physical) or covert (anxiety, inattention, depression, selfesteem) behavior. For students with an IEP, the BIP is part of the IEP and should be reviewed annually, with progress updates being sent as frequently as students within general education receive progress updates. Students who demonstrate behavioral needs but are not identified as a student eligible for special education services and supports can also have a BIP as a part of their comprehensive intervention plan. Check with your district for more specific guidance regarding students without and IEP and BIP. Why do we need a BIP? Students’ whose behavior substantially impacts their learning or the learning of others are entitled to behavioral protections and supports through their IEP. The BIP provides a framework for staff to comprehensively support and address student behavior. Who creates the BIP? Development of a BIP is a team process that draws from the knowledge and expertise of many. The team should include general education teacher(s), administrator, case manager/special education teacher, appropriate therapists, and school service personnel. Information should be sought from additional persons with knowledge of the student including but not limited to – parents, private therapists, paraprofessionals, and others who may be appropriate given the case. Components of a Comprehensive BIP 1. 2. 3. 4. 5. 6.

Hypothesis Statement Setting Event Strategies; Antecedent Strategies; Teaching Strategies; Consequence Strategies; Goal Statement

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How the FBA and BIP Align to result in behavioral change: While drafting the BIP, the team should consider the comprehensive information obtained through the FBA to help build a plan. When looking at the component parts of the BIP, information to support programming decision can be obtained from multiple portions of the FBA. Below is a table that illustrates the alignment between the information obtained through the FBA and subsequent BIP.

Behavioral Intervention Plan Acceptable Alternative/Replacement Behavior Setting Event Strategies Antecedent Strategies Teaching/Instructional Strategies Consequence Strategies 1. Increase frequency of replacement behavior 2. Decrease the frequency of target behavior Crisis Plan Goal Statement

Functional Behavioral Assessment Desired behavior (peer comparison obtained for data) Background; setting events Antecedents; setting events Acceptable alternative; Maintaining Consequence; Behavior determination – skill vs. performance Hypothesis statement/function; desired behavior, acceptable alternative; student strengths; background Problem Behavior Baseline Data on problem behavior

Components of a Comprehensive BIP

1. Setting Event Strategies: Setting event strategies should address those environmental, child centered, disability related factors that contribute to the likelihood of behaviors. This is why a review of the students’ background is important. For each item listed in the setting event section of the FBA, we must have a corresponding strategy that addresses that setting event in the setting event support section. For example, a student may have executive functioning weaknesses as a part of their profile, transitions, shift and managing multiple auditory directions might be hard. If we know this is a factor of their disability, setting event strategies might include visual schedule, use of wipe board to list directions, checklists for needed materials for each class. Setting event manipulations can also include curriculum, instructional and academic remediation statements such as – explicit instruction in multi-syllabic decoding; use text at 4th grade readability with high interest, if not available reader should be provided. Setting event strategies should be in place at all times for these students, not just when the student is demonstrating behavioral elevations or difficulties. If a student  Does not appear to get enough sleep

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Inconsistently takes medication

The team may wish to include….  Provide family supports to establish a bedtime routine;  Provide rest times throughout the day  Offer to administer medication with family

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Has difficulties with working memory

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Struggles to make meaning of information presented orally (language deficit)

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Appears overly aroused depending on home events

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Student does not appear to respond well to a particular gender

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physician order. Provide written directions or task strips for routines Provide visual schedule or organizer Chunk directions into one or two steps Provide written outline of notes Use wipe board to write down critical pieces of information from instruction or directions Preview and review vocabulary for curricular content Create a calendar with the student/parents to outline activities, persons, etc. Provide a daily check in with a preferred adult Create a home/school communication system Provide non-contingent, highly engaging and desired activities with targeted adults in the school Create opportunities for peer buddies/mentoring

2. Antecedent Strategies/Triggering event supports: Antecedent Strategies/Triggering event supports should directly align with your identified antecedents of behavior. Supports should involve strategies or instruction that modifies antecedents. This section should also include pre-corrects/prompts for use of replacement behaviors. For example, if an identified trigger is level of anxiety or regulation, then we might be: (1). Teaching a 5 point scale or tool for communication and identification of level of regulation and (2). Checking level before the start of any new subject and responding accordingly. Again, the purpose of triggering event supports is that they are used consistently and daily at points that provide triggers (i.e. – transitions, math, riding the bus, writing sentences, etc.). For a student who Does not appear to attend to directions/instructions

Is likely to demonstrate behavior when changes

The team may wish to include  Identify a word or gesture that will be used to obtain student attention and trigger that directions will be given.  Have student retell directions and state a first step of execution  Provide time guidelines for execution of directions  Provide visual or written copy of directions  Provide a schedule that includes activity

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occur to personnel or schedule   Is likely to demonstrate behavior when particular materials are presented or when particular modes of response are requested

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If triggers appear to be internal or regulatory in nature

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and with whom Provide social stories or scripts for use daily or before a change Allow student to become familiar with multiple adults in the environment. Allow for choice in mode of response Modify materials in size, number, etc. Check for understanding and provide practice using alternate instructional or assessment techniques Provide student with conditions for completion and what will happen after completion – “do numbers 1-5 then you can have 3 minutes to draw.” Frequent check-ins for level of arousal/state/etc. Provide structured breaks during times identified as difficult Monitor and control for length of instructional periods/independent work/etc. Provide student with tools (visual, gesture, sign out) that allow for breaks

3. Teaching Strategies: This portion of the BIP should address how the team is teaching the alternative or desired behaviors, and any supplementary skills, will be addressed. For example, if the replacement behavior is for a student to hand in 50% of assignments with 100% of those complete, student may require teaching of organizational skills including use of assignment notebook, self-correction techniques, time management, and possibly academic skills such as math. Teaching strategies could be something that is on-going or an early support. That early support is then faded as the student bridges from learning into a fluency phase of demonstrating the skills taught. When that occurs, consequence strategies will be crucial. Keep in mind that when teaching social skills, problem solving, or social thinking type skills, generalization should be planned for within the teaching/instructional strategies portion of the plan. If a student…  Has a physical display of emotion

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Inappropriately initiates with peers

The team may wish to include…  Teach a specific calming routine  Teach methods for identify body cues for various emotions, linking those with situations and methods for regulation  Teach strategies for anger management  Teach appropriate methods of greeting or joining group  Role play situations

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 

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Does not complete work and turn it in

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Is inattentive

    

Teach scripts for joining Teach student strategies to think about he/she is perceived by others when initiating in the manner typically employed Teach organization strategies Teach study skills Teach time management strategies Teach self-monitoring techniques Teach metacognitive strategies

4. Consequence Strategies: This section of the BIP should address how we will be reinforcing the use of replacement behaviors. It may also address a reductive plan aimed at decreasing the target behavior through. a. Reinforcement of desired behavior: Reinforcers must be in line with your hypothesized function of behavior. If you are functioning under the assumption that a student is destroying materials to avoid work tasks, giving them a sticker when they complete work is not going to yield any long term behavioral change. If they demonstrate the replacement behavior at successful rates or approximations, that student should be reinforced with “avoiding” other work. Forced reinforcement menu are tools that can be used to help identify types of activities, rewards, or strategies that will be of interest to the student. Rewards do not have to be tangable, sometimes what is most rewarding is a phone call home, privilege – cleaning board or telling a joke. Examples of forced reinforcement menus these can be found in Appendix E. A few notes about reinforcement: i. Positive reinforcement – those reinforcers when added increase the likelihood of the behavior occurring again in the future. ii. Negative reinforcement – those reinforcers when removed increase the likelihood of behavior occurring again in the future iii. Rates of reinforcement – when plans are initially implemented or we are targeting a new behavior, positive reinforcers should be given often. For students who have acquired the skills necessary to demonstrate the replacement behavior and are doing so with regularity just not at rates we wish, reinforcement may be contingent on reaching a defined level/number. For students for whom we are fading supports for a particular behavior, intermittent reinforcement may be the most appropriate. b. Responding to the problem behavior that minimizes reinforcement: Despite use of positives at a high rate, sometimes problem behaviors continue to exist (although we hope less frequently). Part of a BIP is to plan for the “worst case”. That is the reductive plan. Typically a reductive plan uses some form of punishment in an effort to decrease the behavior. Reductive plans may include, but should take into account the specific motivations and characteristics of the child and situation: i. Planned ignoring ii. Response cost (loss of reinforce or privileges)

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iii. Time-out from reinforcement in either an alternate environment or an exclusionary environment (one that is highly supervised and closed to other students) iv. Overcorrection – correcting excessively i.e. student runs down hall so student has to practice walking up and down the hall several times v. Detention, suspension (in or out of school) vi. Physical management As a rule of practice, punishments are less effective than positives. If punishment is to be used, it should be paired with a positive reinforcement plan. Teams should be cautious when making reductive/crisis plans that they are not serving to strengthen the presence of a negative behavior. Instructional set up/setting Large group instruction

Instructional set up/setting Group activity

Antecedent Teacher is helping a group of peers

Antecedent Fine motor task

Sample Behavior/cluster Lies on floor, rocks excessively in chair, or hits peer Replacement behavior: asking for teacher help

Maintaining consequence Obtains teacher attention

Function

Consequence Strategy: teacher attends to request for help

Function/purpose: Obtains adult attention for more pro-social behavior

Sample Behavior/cluster Throws materials or rips them up

Maintaining consequence Student removed from the classroom and activity Consequence Strategy: gets a sticker and given an opportunity to take a break when finished with designed shorter portion

Function

Replacement behavior: completion of part of task

Obtain adult attention

Escape nonpreferred activity

Function/purpose: Reinforcement and escape portion of nonpreferred

5. Goal – All BIPs should have an IEP goal statement tied to the plan. This goal statement should address either the target behavior or replacement behavior and take into account the baseline, standard (desired behavior as performed by peers, developmental norms, or standards) and child/situational factors. The statement of goal should be placed on an individual goal form where the type of data to be collected, as well as the frequency of reporting. It is recommended that data collection tools be developed in accordance with each BIP and that appropriate staff be explicitly trained on the use of those data collection tools.

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By (date), instead of (problem behavior), to achieve (function), (student) will do (alternative acceptable behavior), under (what conditions), at (what level of proficiency), as measured by (whom) and by (what means).

6. Coordination with caregivers – This section involves a description of who, what, when and how contact will be exchanged with parent/caregiver. 7. Safety/Crisis Plan – If a behavior presents as a danger to self or others, the team needs to develop a safety/crisis plan aligned to their district’s policy/procedures.

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References and Resources: Gable, R.A., Sugai, G.M., Lewis, T.J., Nelson, J.R., Cheney, D., Safran, S.P., &Safran, J.S. (1998). Individual and systematic approaches to collaboration and consultation. Reston. VA: Council for Children with Behavioral Disorders. Gable, R.A., Quinn, M.M., Rutherford, R.B., Howell, K.W., Hoffman, C.C. (1998). Addressing student problem behavior – part II: Conducting a functional behavioral assessment. Washington, D.C.: Center for Effective Collaboration and Practice. Gable, R.A., Quinn, M.M., Rutherford, R.B., Howell, K.W., Hoffman, C.C. (2000). Addressing student problem behavior – part III: Creating positive behavioral intervention plans and supports. Washington, D.C.: Center for Effective Collaboration and Practice. Individuals with Disabilities Act, 20 U.S.C. §§ 614-615 (1997). Van Acker, R. (1998). Translating discipline requirement into practice through behavioral intervention plans. In L. M. Bullock &R. A. Gable (Eds.), Implementing the 1997 IDEA: New challenges and opportunities for serving students with E/BD (pp. 29-41). Reton, VA.: Council for Children with Behavioral Disorders.

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Frequently asked questions: When should I conduct an FBA and write a BIP? Prior to conducting an official FBA and writing a BIP, it is best practice that teachers and case managers put into place informal behavior plans and interventions. When those plans are not successful, or if the behavior is so significant that a more formal plan is warranted, teams should then look at conducting a formal FBA and introducing a comprehensive BIP. Do I need parental consent for an FBA? Yes. If an initial FBA is going to be conducted, an INA should be held and parental consent obtained. If this is the first time a student has required an FBA, it would be advised that the districts discipline and behavioral policies also be given to parents. The consent should be filed in the student’s special education file. Why can’t I conduct and FBA and build a BSP on my own? Why do I need a team? In order for behavior intervention strategies to be effectively implemented with fidelity within school contexts, plans must not only address the function of the problem behavior, but must also fit well with the people and environments where implementation occurs (Benazzi et al.,2006). A plan that considers: (a) the person for whom the plan is designed, (b) the skills, values and resources available to the plan implementers, and (c) the features of the environments and systems within which the plan will be implemented is defined as having good “contextual fit” (Albin, Lucyshyn, Horner, & Flannery, 1996). A team-developed behavior support plan that takes into account input from those who will be using the plan in natural settings is more likely to be implemented accurately and consistently. Should we conduct an FBA for every problem behavior? No, that would be both unrealistic and frustrating for the team, family and student. For minor problem behaviors informal behavior plans through problem solving should be first attempted. If the team believes the behavior substantially impacts learning and/or is dangerous, then an FBA would be warranted. Frequently students demonstrate multiple problem behaviors, in instances where this is true, it is advisable to focus on 1-3 behaviors that are the most problematic/unsafe. A separate FBA should be conducted for each of these behaviors. Just like IEP’s, the FBA and BIP are fluid documents so once a single behavior is under control, other behaviors may be targeted in the future. When are parents involved? Parents should be involved at multiple points in the FBA/BIP process. Parents must be notified and sign consent for the FBA to be conducted. Additionally, team members should speak with parents and obtain information about their observations of the problem behavior and of their child. Parents must be invited to an IEP meeting where the FBA and BIP are presented and discussed in draft form. Any follow up meeting where data related to the FBA/BIP is shared or team is discussing progress/strategies, parents can be invited to as well. If the plan is an informal one outside of an IEP, it is strongly suggested that parents continue to be invited to take part throughout the process.

21

Appendix A: Competing Pathway of Behavior Side by Side Comparison of Current FBA/BIP Paperwork with Numbered Competing Pathway

22

Functional Behavioral Assessment

23

Individual Student FBA

Student Name:

I.D.#:

Date Completed: 11

10

[T

Information based on multiple sources as appropriate: y page 2 for specifics) (see p Observation of Student Student interview e Parent/Guardian interview a Student’s record review q Teacher/Related Services Provider: Other relevant Information

u Hypothesis Statement o (Competing Behavior Pathway) te 5fr 3 o m t h Setting Event Trigger/Antecedent (Condition(s) under which behavior (What happens prior to the e usually occurs) problem behavior) d o 1c u m e n Student Strengths and Preferences for Reinforcement: t o r t h e s

Is this behavior a:

[T  Performance Deficit y  Skill Deficit p e 7 8 a q u o te fr Desired Behavior Reinforcing Consequence(s) for Desired Behavior o for reinforcement) (Describe, in concrete/observable terms, what (Based on student’s preferences the student should be doing) m t 6 2 4 h e= d o Problem Behavior(s) w Baseline Data Maintaining Consequence Function (Concrete/observable terms; baseline (Probable consequences that c (Why the student engages in the frequency, duration, intensity and/or latency, serve to maintain the u behaviors that impede learning) across settings, people and times of day) behavior) m 9 e n t o r Alternative Acceptable Behaviors/Skills to be Taught t h No Behavioral Intervention Plan Required Yes Safety Plan Required Yes e No s 24 u m m

Hypothesis statement: Describe problem behavior in concrete terms and provide baseline measure, including frequency, duration, and intensity/latency across activities, settings, people, and times of day, as well as the global or specific hypothesis as to why the problem behavior occurs. Fill in blanks below to complete an accurate statement for this student. When (setting event) and (antecedent), (student) does (problem behavior for how long, how many times, at what intensity) to get / avoid ___________. Brainstorm possible elements of behavior support; select strategies that are contextually appropriate for final plan, and list them below. Provide 1 or more strategies for each section. Multiple stakeholders should be included in providing these supports. *Remember to reference the corresponding sections of the FBA to ensure alignment. 12. Setting Event Strategies Prevent or neutralize setting event/s

13. Antecedent Strategies Behavior Prevent problem behavior

Prompt alternative behavior

14.

Teaching Strategies

Teach alternative behavior or other supporting behaviors for change.

15. Consequence Strategies Reinforce use of desired or alternative behavior

Response to problem behavior that minimizes Reinforce use of alternative behavior reinforcement (i.e. extinction)

25

Functional Behavior Assessment (As Appropriate) Sources from which the information has been gathered (10): Observation of Student Student interview Parent/Guardian interview Student’s record review Teacher/Related Services Provider: Other relevant Information

Student Strengths – Include a description of behavioral and academic strengths, as well as, reinforcers (e.g., Ignores inappropriate behavior of peers, positive interactions with staff, accepts responsibility, etc.)(1)

Previous interventions – list prior interventions attempted (NA)

Definition of Problem Behavior with Baseline Data – (concrete/observable terms; baseline frequency, duration, intensity and/or latency, across settings, people and times of day) (2)

Trigger/Antecedent - (what happens just prior to the problem behavior)(3)

Maintaining Consequences – (probable consequences that serve to maintain the behavior, what happen just after the problem behavior)(4)

Setting Events – (descriptions of conditions under which the behavior usually occurs, could include people, places, types of tasks, disability related factors, e.g. expressive language weaknesses)(5)

Hypothesis of behavioral function – (why the student engages in the behaviors that impede learning)(6)

When (setting event) and (antecedent), (student) does (problem behavior for how long, how many times, at what intensity) to get

26

/ avoid ___________. Desired Behavior – (describe in concrete/observable terms what the student should be doing – the typical behavior)(7)

Reinforcing Consequences for Desired Behavior – (what do typically developing students get for their demonstration of the desired behavior)(8)

Alternative Acceptable Behavior – (what is the behavior that is going to be taught and reinforced that will replace the problem behavior and achieve the same function for the student)(9)

Is this behavior a - □ Skill Deficit □ Performance Deficit Does this behavior require a Behavioral Intervention Plan - □ Yes Does this behavior require a safety/crisis plan - □ Yes □ No

(11) □ No

27

Behavioral Intervention Plan Definition of Problem Behavior with Baseline Data – (concrete/observable terms; baseline frequency, duration, intensity and/or latency, across settings, people and times of day) (2)

Is this behavior a - □ Skill Deficit □ Performance Deficit Hypothesis of behavioral function – (why the student engages in the behaviors that impede learning) (6)

(11)

When (setting event) and (antecedent), (student) does (problem behavior for how long, how many times, at what intensity) to get / avoid ___________. Acceptable Alternative Behavior – (what is the behavior that is going to be taught and reinforced that will replace the problem behavior and achieve the same function for the student) (9)

Setting Event Strategies – (preventative measures that are always in place to decrease the likelihood of the behavior occurring, these should address any items listed in setting events) (12)

Antecedent Strategies – (preventative measures that are used in situations that would present as recognized antecedents/triggers for the problem behavior, these should be preventative and prompt use of the alternative behavior) (13) Antecedent Prevention Strategies:

Antecedent Prompting Strategies:

Teaching Strategies – (what tools will be used to teach both the desired and acceptable alternative behavior, also consider supporting skills needed to perform desired behavior that may need to be taught) (14)

Consequence Strategies – (strategies to make use of the alternative/desired behavior more efficient or effective than the problem behavior and decrease the effectiveness of the problem behavior) (15) Reinforcement of the Acceptable Alternative or Desired Behavior:

Reductive/Reactive Plan for when Problem Behavior does occur (include staff response including a crisis/safety plan if appropriate):

28

Goal Statement – (this should also be transferred to IEP goal paperwork)

By (date), instead of (problem behavior), to achieve (function), (student) will do (alternative acceptable behavior), under (what conditions), at (what level of proficiency), as measured by (whom) and by (what means).

29

Appendix B: Definitions of Restrictive Disciplinary Measures

Definitions of Restrictive Disciplinary Measures   







  



Inhibiting devices – devices that do not restrict physical movement, but inhibit specific actions (biting self, scratching). Negative practice – repetitive practice of inappropriate behavior to the point of satiation (i.e. student tears up a piece of paper, then has to tear up 50 pieces). Satiation – a practice where a large amount of a reinforcer is given so that the effectiveness of that reinforcer diminishes causing the behavior to cease to occur (e.g. student steals pencils, student is given so many pencils that he/she begins to give them back). In-School Suspension – Removal from the students’ normal school programming for more than one full class period served on school premises. (A student is not suspended when the nature and quality of the educational program and services provided during an in-school suspension are comparable to the nature and quality of the educational program and services required and otherwise provided to the student in their current placement (appropriate schoolwork and supervision by a certified staff member or assistant under the supervision of a certified staff member)). Out of school suspension – Removal from the students’ normal school programming for more than one full class period served off school grounds. Suspension from transportation resulting in the student’s inability to attend his/her ordinary program is a suspension from school. A suspension which constitutes a change of placement (lasting longer than 10 cumulative school days) requires a meeting to change the student’s IEP. Time out (Isolation/Quiet Room) – Removing a student from the classroom to a time-out area from which the students’ exit is restricted but is monitored. (If there is a locking mechanism, the mechanism must be constructed so that it engages only while the key or handle is being held by a person, otherwise the student should be able to easily and readily open the door from the inside) Physical control/restrain – Use of the minimum amount of physical force to hold or restrain an individual in order to insure the safety of the individual, others, and property. Aversive mists, aromatics, tastes – use of a spray or substance with an unpleasant taste, noxious odor, or aversive physical sensation in order to terminate or control undesired behavior. Mechanical restraint – a device that physically restrains the movement of the student. Mechanical restraints prescribed by a physician or used as a safety procedure for transportation (seatbelt harness) are not considered behavioral interventions. Expulsion – Removal of the student from school for a period of time specified by a Board of Education. If a student engages in behavior that is so severe that an expulsion would be considered, a manifestation determination must be conducted, hearing held and other due process protections in place. Even if expelled, we are required to provide services in the student’s IEP.

31

Appendix C Functional Behavioral Assessment Interview Tools

32

Functional Assessment Checklist for Teachers and Staff (Part A) Student: Staff Interviewed:

Grade:

Date:

Person Conducting Interview:

Student Strengths: Identify at least three strengths or contributions the student brings to school. Academic strengths: Social/Recreational: Other:

Time

ROUTINES ANALYSIS: Where, When and With Whom Problem Behaviors are Most Likely. Activity & Staff Likelihood of Problem Specific Problem Current Intervention Involved Behavior Behavior for the Problem Behavior Low High 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6

List the Routines in order of Priority for Behavior Support: Select routines with ratings of 5 or 6. Only combine routines when there is significant (a) similarity of activities (conditions) and (b) similarity of problem behavior(s). Complete the FACTS-Part B for each of the prioritized routine(s) identified Routines/Activities/Context Problem Behavior(s)

Routine # 1 Routine # 2 Routine # 3

33

BEHAVIOR(s): Rank order the top priority problem behaviors occurring in the targeted routine above. ___ Fight/physical ____Tardy ___ Disruptive ___ Theft Aggression ___ Unresponsive ___ Inappropriate Language ___ Insubordination ___ Vandalism ___ Other ___ Self-injury ___ Verbal Harassment ___ Work not done ________________ Describe prioritized problem behavior(s) in observable terms:

What is the frequency of the Problem Behavior in the targeted routine (# x’s /day or hour)? What is the duration of the Problem Behavior in the targeted routine (in seconds or min)? Does the Behavior Escalate? Y/N If Yes, complete the Behavior Escalation worksheet

Functional Assessment Checklist for Teachers & Staff (Part B)- Identify the Target Identify the Target Routine: Select ONE of the prioritized routines from Part A for assessment. Routine/Activities/Context Problem Behavior(s) – make description observable

ANTECEDENT(s): Rank Order the strongest triggers/predictors of problem behavior in the routine above. Then ask corresponding follow-up question(s) to get a detailed understanding of triggers ranked #1 & 2. Environmental Features (Rank order strongest 3) Follow Up Questions – Get as Specific as possible ___ a. task too hard ___ h. small group work If a,b,c,d or e - describe task/demand in detail ___ b. task too easy ___ i. independent work ___ c. bored w/ task ___ j. unstructured time If f - describe purpose of correction, voice tone, volume etc. ___ d. task too long ___ k. transitions ___ e. physical demand ___ l. with peers If g, h, I, j or k - describe setting/activity/content in detail ___ f. correction/reprimand ___m. isolated/ no attn ___ g. large group ___Other: If l – what peers? instruction Describe: If m – describe CONSEQUENCE(s): Rank Order the strongest pay-off for student that appears most likely to maintain the problem behavior in the routine above. The ask follow-up questions to detail consequences ranked #1 & 2. Consequences/Function As applicable -- Follow Up Questions – Get as Specific as possible ___ a. get adult attention If a or b --Whose attention is obtained? ___ b. get peer attention ___ c. get preferred activity How is the attention provided? ___ d. get object/things/money ___ e. get other, describe If c or d -- What specific items or activities are obtained? ___f. avoid hard tasks/failure

If f, g or h – Describe specific task/ activity avoided?

___ g. avoid undesired task/activity

Be specific, DO NOT simply list subject area, but specifically describe type of work within the subject area (be precise)?

___h. avoid physical effort

Can the student perform the task independently? Y N Is academic assessment needed to ID specific skill deficits? Y N

34

___ i. avoid peer negatives ___ j. avoid adult attention ___ k. avoid reprimands ___ l. avoid/escape other, describe

If i, j or k -- Who is avoided? Why avoiding this person?

SETTING EVENT(s): Rank Order any events that happen outside of the immediate routine (at home or earlier in day) that commonly make problem behavior more likely or worse in the routine above. __ hunger __ conflict at home __ conflict at school __ missed medication __ illness __failure in previous class __ lack of sleep __change in routine __ homework not done __ not sure __ Other___________________________

SUMMARY OF BEHAVIOR Fill in boxes below using top ranked responses and follow-up responses from corresponding categories above. ANTECEDENT(s) / Triggers Problem Behavior(s) CONSEQUENCE(s)/ Function

SETTING EVENTS How likely is it that this Summary of Behavior accurately explains the identified behavior occurring? Not Real Sure %100 Sure / No Doubt 1 2 3 4 5 6

OTHER NOTES:

Source: Adapted by C. Borgmeier (2005) from March, Horner, Lewis-Palmer, Brown, Crone & Todd (1999)

35

BRIEF FBA FAMILY-DIRECTED INTERVIEW Name of Student & Family Member: Interviewer:

Date: ________

I. Opening. “We are meeting today to find ways to change school so that _________________________ (child's name) likes it more and is more successful. It will take only a few minutes. I can help your child best if you can be as specific as possible. Your opinion is very important and will help us all to develop a successful school plan.”

II. Let’s talk about what’s happening for your child at school. a. What are some of the things that your child enjoys at school?

b. What are some of your child’s strengths?

c. What are the things that your child does that get him/her into trouble at school?

d. What do you think is happening at school that leads your child into getting into trouble (what happens first)?

e. Overall, why do you think your child is having difficulty at school?

“Thank you for your help. This information will guide us in developing a successful support plan for your child here at school. We look forward to meeting/speaking with you again shortly to work on the details of that support plan (or Behavior Intervention Plan).”

Source: Revised by IL-PBIS Network. Adapted from Functional Assessment and Program Development for Problem Behavior: A Practical Handbook. 2nd edition. O’Neil, Horner, Albin, Sprague, Storey, Newton. Brooks/Cole Publishing Company. Washington. 1997.

36

PROBLEM BEHAVIOR QUESTIONAIRE Respondent Information Student ____________________ DOB _________ Grade ______ Gender: M F

IEP: Y N

Teacher _______________________________ School _____________________________ Phone _________________________________ Date ______________________________ STUDENT BEHAVIOR: Please describe the problem behavior using observable and measurable terms.

DIRECTIONS: Keeping in mind a typical episode of the problem behavior, circle (highlight/bold) the frequency at which each of the following statements is true. PERCENT OF THE TIME Never

10%

25%

50%

75%

90%

Always

1. Does the problem behavior occur and persist when you make a request to perform a task?

0

1

2

3

4

5

6

2. When the problem behavior occurs do you redirect the student to get back to task or follow rules?

0

1

2

3

4

5

6

3. During a conflict with peers, if the student engages in the problem behavior, do peers leave the student alone?

0

1

2

3

4

5

6

4. When the problem behavior occurs, do peers verbally respond or laugh at the student?

0

1

2

3

4

5

6

5. Is the problem behavior more likely to occur following a conflict outside the classroom?

0

1

2

3

4

5

6

6. Does the problem behavior occur to get your attention when you are working with other students?

0

1

2

3

4

5

6

7. Does the problem behavior occur in the presence of specific peers?

0

1

2

3

4

5

6

37

8. Is the problem behavior more likely to continue to occur throughout the day following an earlier episode?

0

1

2

3

4

5

6

9. Does the problem behavior occur during specific academic activities?

0

1

2

3

4

5

6

10. Does the problem behavior stop when peers stop interacting with the student?

0

1

2

3

4

5

6

11. Does the behavior stop when peers are attending to other students?

0

1

2

3

4

5

6

12. If the student engages in the problem behavior, do you provide one-on-one instruction to get student back on task?

0

1

2

3

4

5

6

13. Will the student stop doing the problem behavior if you stop making requests or end an academic activity?

0

1

2

3

4

5

6

14. If the student engages in the problem behavior, do peers stop interacting with the student?

0

1

2

3

4

5

6

15. Is the problem behavior more likely to occur following unscheduled events or disruptions in class routines?

0

1

2

3

4

5

6

Source: Lewis, Scott, Sugai (1997)

38

Directions: Circle (highlight/bold) the score given for each question from the scale below the corresponding question number (in bold). Add total points for each section. As you analyze the possible function(s) of the problem behavior, consider the areas that received the highest point totals.

PEERS Escape

ADULTS Attention

Escape

SETTING EVENTS Attention

3

10

14

4

7

11

1

9

13

2

6

12

5

8

15

6

6

6

6

6

6

6

6

6

6

6

6

6

6

6

5

5

5

5

5

5

5

5

5

5

5

5

5

5

5

4

4

4

4

4

4

4

4

4

4

4

4

4

4

4

3

3

3

3

3

3

3

3

3

3

3

3

3

3

3

2

2

2

2

2

2

2

2

2

2

2

2

2

2

2

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

Total:

Total:

Total:

Total:

Total:

ANALYSIS OF POSSIBLE FUNCTION(S) OF STUDENT BEHAVIOR

39

Student FBA Interview: Student Name _____________________ Age:____ Grade:____ Date:_________________ Interviewer ______________________________________________________________________

Student Profile: What are things that you like to do, or do well, while at school? (E.g. activities, classes, helping others,etc):

Description of the Behavior What are some things you do that get you in trouble or that are a problem at school? (e.g. talking out, not getting work done, fighting, etc.)

How often do you _______________ ? ( Insert the behavior listed by the student)

How long does __________________ usually last each time it happens?

How serious is _________________? (Do you or another student end up getting hurt? Are other students distracted?)

Description of the Antecedent

Where, when and with whom are problem behaviors most likely? Schedule (Times)

Activity

With Whom does Problem Occur

Likelihood/Intensity of Problem Behavior Low High 1 2 3 4 5 6 1 2 3 4

5 6

1 2 3 4

5 6

1 2 3 4

5 6

1 2 3 4

5 6

1 2 3 4

5 6

Specific Problem Behavior

40

1 2 3 4

5 6

1 2 3 4

5 6

1 2 3 4

5 6

1 2 3 4

5 6

Summarize Antecedent (and Setting Events) What kind of things make it more likely that you will have this problem? (difficult tasks, transitions, structured activities, small group settings, teacher’s request, particular individuals, etc.)

When and where is the problem most likely to happen? (days of week, specific classes, hallways, bathrooms)

When is the problem behavior least likely to occur? (days of week, specific classes, hallways, Description of the Consequence bathrooms)

What usually happens after the problem occurs? (what is the teacher’s reaction, how do other student’s react, is the student sent to the office, does the student get out of doing work, does the student get in a power struggle, etc.)

Setting Events: Is there anything that happens before or after school or in-between classes that make it more likely that you’ll have a problem? (missed medication, history of academic failure, conflict at home, missed meals, lack of sleep, history or problems with peers, etc.)

41

Appendix D:

Observational Data Collection Tools

42

Functional Assessment Observation Summary Student Name: ________________________________ Observer:_____________________________________ A. Describe the target behavior(s): B.

Collect observation data using the table below.

Date and Time:

Behavior:

Setting Event: (time, transition, prior to negative event, hunger, medication, etc.)

Antecedent: (instructions, activity, feedback, errors, no attention, type of instructional setting)

Consequence: (end of activity, feedback, punishment, attention from peer or adult, etc.)

Function: To obtain or to avoid – sensory, task/material, attention

Hypothesis:

ABC Recording Form Observer: __________________

Student: ________________

Setting (e.g., class #, gym, playground): ____ _____________ #

Activity/Task Large group instruction Small group work Independent work Unstructured time Specify:

Antecedent Given instruction Given correction Alone (no attention/no activities) With Peers Engaged in preferred activity Preferred activity removed Transition: Change in activity Other/Notes:

2

Large group instruction Small group work Independent work Unstructured time Specify:

Given instruction Given correction Alone (no attention/no activities) With Peers Engaged in preferred activity Preferred activity removed Transition: Change in activity Other/Notes:

Adult Attention Provided Peer Attention Provided Got Preferred Activity/Item Got Sensation ____________ Adult Attention Avoided Peer Attention Avoided Task/Activity Avoided Sensation Avoided ___________ Other/Notes:

3

Large group instruction Small group work Independent work Unstructured time Specify:

Given instruction Given correction Alone (no attention/no activities) With Peers Engaged in preferred activity Preferred activity removed Transition: Change in activity Other/Notes:

Adult Attention Provided Peer Attention Provided Got Preferred Activity/Item Got Sensation ____________ Adult Attention Avoided Peer Attention Avoided Task/Activity Avoided Sensation Avoided ___________ Other/Notes:

1

Time:

Date: ____________________ Behavior

Outcome/Consequence Adult Attention Provided Peer Attention Provided Got Preferred Activity/Item Got Sensation ____________ Adult Attention Avoided Peer Attention Avoided Task/Activity Avoided Sensation Avoided ___________ Other/Notes:

44

4

Large group instruction Small group work Independent work Unstructured time Specify:

Given instruction Given correction Alone (no attention/no activities) With Peers Engaged in preferred activity Preferred activity removed Transition: Change in activity Other/Notes:

Adult Attention Provided Peer Attention Provided Got Preferred Activity/Item Got Sensation ____________ Adult Attention Avoided Peer Attention Avoided Task/Activity Avoided Sensation Avoided ___________ Other/Notes:

5

Large group instruction Small group work Independent work Unstructured time Specify:

Given instruction Given correction Alone (no attention/no activities) With Peers Engaged in preferred activity Preferred activity removed Transition: Change in activity Other/Notes:

Adult Attention Provided Peer Attention Provided Got Preferred Activity/Item Got Sensation ____________ Adult Attention Avoided Peer Attention Avoided Task/Activity Avoided Sensation Avoided ___________ Other/Notes:

6

Large group instruction Small group work Independent work Unstructured time Specify:

Given instruction Given correction Alone (no attention/no activities) With Peers Engaged in preferred activity Preferred activity removed Transition: Change in activity Other/Notes:

Adult Attention Provided Peer Attention Provided Got Preferred Activity/Item Got Sensation ____________ Adult Attention Avoided Peer Attention Avoided Task/Activity Avoided Sensation Avoided ___________ Other/Notes:

Summary Statement of observational data:

During

When

Student Will

Because:

Therefore the function is to?

Modified by S. Loman (2009) from R. Van Norman (2008)

45

Appendix E Forced Reinforcement Menus

Forced-Choice Reinforcement Menu Source: Center for Effective Collaboration and Practice (http://cecp.air.org) Name:

School:

Grade: Date:

In order to identify possible classroom reinforcers, it is important to go directly to the source, namely, you the student. Below is a paragraph that provides instructions for completing a series of "controlled choice" survey items about individual reinforcement preferences. Please read the following paragraph carefully: "Let’s suppose that you have worked hard on an assignment and you think that you have done a super job on it. In thinking about a reward for your effort, which one of the two things below would you most like to happen? Please choose the one from each pair that you would like best and mark and "X" in the blank that comes in front of it. Remember, mark only one blank for each pair."

1.

_____ _____

Teacher writes "100" on your paper. (A) Be first to finish your work. (CM)

2.

_____ _____

A bag of chips. (CN) Classmates ask you to be on their team. (P)

3.

_____ _____

Be free to do what you like. (I) Teacher writes "100" on your paper. (A)

4.

_____ _____

Classmates ask you to be on their team. (P) Be first to finish your work. (CM)

5.

_____ _____

Be free to do what you like. (I) A bag of chips. (CN)

6.

_____ _____

Teacher writes "100" on your paper. (A) Classmates ask you to be on their team. (P)

7.

_____ _____

Be first to finish your work. (CM) Be free to do what you like. (I)

8.

_____ _____

A bag of chips. (CN) Teacher writes "100" on your paper. (A)

9.

_____ _____

Classmates ask you to be on their team. (P) Be free to do what you like. (I)

10.

_____ _____

Be first to finish your work. (CM) A bag of chips. (CN)

47

11.

_____ _____

Teacher writes "A" on your paper. (A) Be the only one that can answer a question. (CM)

12.

_____ _____

A candy bar. (CN) Friends ask you to sit with them. (P)

13.

_____ _____

Be free to go outside. (I) Teacher writes "A" on your paper. (A)

14.

_____ _____

Friends ask you to sit with them. (P) Be the only one that answers a question. (CM)

15.

_____ _____

Be free to go outside. (I) A candy bar. (CN)

16.

_____ _____

Teacher writes "A" on your paper. (A) Friends ask you to sit with them. (P)

17.

_____ _____

Be the only one that can answer a question. (CM) Be free to go outside. (I)

18.

_____ _____

A candy bar. (CN) Teacher writes "A" on your paper. (A)

19.

_____ _____

Friends ask you to sit with them. (P) Be free to go outside. (I)

20.

_____ _____

Be the only on that can answer a question. (CM) A candy bar. (CN)

21.

_____ _____

Teacher writes "Perfect" on your paper. (A) Have only your paper shown to the class. (CM)

22.

_____ _____

A can of soda. (CN) Classmates ask you to be class leader. (P)

23.

_____ _____

Be free to play outside. (I) Teacher writes "Perfect" on your paper. (A)

24.

_____

Classmates ask you to be class leader. (P)

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_____

Have only your paper shown to the class. (CM)

25.

_____ _____

Be free to play outside. (I) A can of soda. (CN)

26.

_____ _____

Teacher writes "Perfect" on your paper. (A) Classmates ask you to be class leader. (P)

27.

_____ _____

Have only your paper shown to the class. (CM) Be free to play outside. (I)

28.

_____ _____

A can of soda. (CN) Teacher writes "Perfect" on your paper. (A)

29.

_____ _____

Classmates ask you to be class leader. (P) Be free to play outside. (I)

30.

_____ _____

Have only your paper shown to class. (CM) A can of soda. (CN)

31.

_____ _____

Teacher writes "Excellent" on your paper. (A) Have your paper put on the bulletin board. (CM)

32.

_____ _____

A pack of gum. (CN) Friends ask you to work with them. (P)

33.

_____ _____

Be free to work on something you like. (I) Teacher writes "Excellent" on your paper. (A)

34.

_____ _____

Friends ask you to work with them. (P) Have your paper put on the bulletin board. (CM)

35.

_____ _____

Be free to work on something you like. (I) A pack of gum. (CN)

36.

_____ _____

Teacher writes "Excellent" on your paper. (A) Friends ask you to work with them. (P)

37.

_____ _____

Have your paper put on the bulletin board. (CM) Be free to work in something you like. (I)

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38.

_____ _____

A pack of gum. (CN) Teacher writes "Excellent" on your paper. (A)

39.

_____ _____

Friends ask you to work with them. (P) Be free to work on something you like. (I)

40.

_____ _____

Have your paper put on the bulletin board. (CM) A pack of gum. (CN)

Other suggestions about classroom rewards:

Thank you for taking the time to complete this survey. Reinforcement Inventory Scoring Key __________ Adult Approval (A) __________ Competitive Approval (CM) __________ Peer Approval (P) __________ Independent Rewards (I) __________ Consumable Rewards (CN)

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