Docstoc

FBA Competing Behavior Pathways

Document Sample
FBA Competing Behavior Pathways Powered By Docstoc
					 Using Competing Behavior
Pathways to Build BSPs/PBIPs
                 Developed by
              Nishioka & Sprague,
              University of Oregon
      Used with permission for AHAA cuatro
                       By
            Diana Browning Wright
                Objectives
   Be able to develop a competing behavior
    pathways
   Understand and be able to describe the
    rationale for alternative functionally
    equivalent replacement behavior (e.g.,
    why is it an important component)
   Understand how to link competing
    behavior pathways to the behavior plan

7/9/2011         Advanced Behavior Support    2
            Behavior Support Plan
    Identify and define problem behavior
    Collect functional assessment information
          Clear description of the problem behavior
          Identify events, times, and situations that predict
           when the problem behavior will and will not occur
          Identify maintaining consequences
          Develop one or more summary statements or
           testable hypothesis
          Direct observation to confirm the summary
           statement
7/9/2011                  Advanced Behavior Support              3
Applied Behavior Analysis Principles

   Behavior is shaped by experiences
          Learned
   Functional relationship between behavior
    & environmental events
          Antecedent events
          Behavior
          Consequence events


7/9/2011               Advanced Behavior Support   4
     Guiding Behavioral Principles

   Human behavior is lawful
   Human behavior is important, understandable, &
    predictable
   Human behavior is learned
   Human behavior is malleable & teachable
   Behavior does NOT occur in a vacuum….it is
    affected directly by environmental events


7/9/2011           Advanced Behavior Support     5
                     What’s next?

   Build a Behavior Support Plan
          Diagram the FBA summary statement
          Define alternative or competing behaviors and
           the contingencies associated with them
          Select intervention procedures that will make
                          irrelevant,
           the problem behavior
           inefficient, and ineffective

7/9/2011                Advanced Behavior Support      6
     Diagram Functional Assessment
          Summary Statement

When the teacher or peers ask Caesar to do
 something he doesn’t like, he begins to
 swear and hits to avoid the task. This
 behavior is more likely if he has had a
 conflict with a peer.



7/9/2011       Advanced Behavior Support     8
      Testable Hypothesis Diagram
 . When the teacher or peers ask Caesar to do something
   he doesn’t like, he begins to swear and hits to avoid the
   task. This behavior is more likely if he has had a conflict
   with a peer.

Setting Event    Antecedent        Problem Behavior   Consequence
Immediate past
     Peer        Teacher/peer            Swearing     Avoid requests
   conflict         request              & hitting       or tasks




  7/9/2011              Advanced Behavior Support                 9
           Fundamental Rule
 You   should not propose to reduce
    a problem behavior without
    identifying the alternative, desired
    behaviors the person should
    perform instead of the problem
    behavior (O’Neill, pg. 71)

7/9/2011        Advanced Behavior Support   10
   Goal of the Behavior Intervention
                 Plan
                                                  Prevent

                                                    and
           Increase
                                                  Decrease
           Desired
                                                  Problem
           Behavior
                                                  Behavior


7/9/2011              Advanced Behavior Support              11
           Define FERB Behaviors

   Must meet same function as problem
    behavior,
   Be in the individual’s repertoire or
    easily taught, and represent the
    beginning point for teaching desired
    behavior.
   Have good contextual fit with the
    setting and situation
7/9/2011         Advanced Behavior Support   12
 Define Alternative Behaviors:
 1.FERB and 2.General Positive
   Must both be within the skill
    attainment range for the student
    (Zone of Proximal Development)
   Be in the individual’s repertoire or
    easily taught, and represent the
    beginning point for teaching desired
    behavior.
   Must NOT reduce quality of life now
    or in the future
7/9/2011        Advanced Behavior Support   13
                                            Desired         Typical
                                           Alternative    Consequence
  Summary Statement



 Setting Events    Triggering              Problem        Maintaining
                  Antecedents              Behavior      Consequences




                                          Acceptable
                                          Alternative




7/9/2011              Advanced Behavior Support                    14
                            Aaron

 When Aaron is seated near peers he likes,
 he begins talking to get their attention.

Setting Event                        Problem Behavior      Maintaining
                   Antecedent
                                                          Consequence
 Lack of peer    Preferred Peers       Talking off-task
contact for 30                                              Get peer
   minutes                                                  attention




 7/9/2011                Advanced Behavior Support                      15
                                               Desired         Typical
                                              Alternative    Consequence
  Summary Statement
                                             Do work          Points,
                                               w/o            grades,
                                            complaints.      questions,
                                                             more work.


 Setting Events       Triggering             Problem         Maintaining
                     Antecedents             Behavior       Consequences

 Peer conflict      Asked to do              Refuses to      Avoid task,
                      difficult                follow       remove from
                    assignment.              directions,       class
                                            swears, hits,


                                             Acceptable
                                             Alternative
                                              Ask for
           Caesar                             break or
                                                help.
7/9/2011                 Advanced Behavior Support                    16
                                            Desired        Typical
                                           Alternative   Consequence
  Summary Statement
                                                    .




Setting Events      Triggering              Problem       Maintaining
                   Antecedents              Behavior     Consequences

Lack of peer       Sitting next              Talking      Get Peer
contact in 30      to preferred              Off Task     Attention.
  minutes.            peers.



                                           Acceptable
                                           Alternative

           Aaron

7/9/2011                Advanced Behavior Support                  17
      A Context for Behavior Support
            Plans/PBIP Plans
   Behavior support is the redesign of
    environments, not the redesign of
    individuals (e.g., disability is not cured).
   Positive Behavior Support plans define
    changes in the behavior of those who will
    implement the plan. A behavior support
    plan describes what we will do differently.

7/9/2011          Advanced Behavior Support    18
                          Guidelines
   Design antecedent strategies to make triggering
    antecedents ineffective.
          So they no longer serve as triggers.


   Design behavior teaching strategies to make
    problem behaviors inefficient.
          So more acceptable behaviors are easier to do.



7/9/2011                   Advanced Behavior Support        19
                            Guidelines
   Design consequence strategies to make
    maintaining consequences irrelevant.
          So they no longer are present or
          Are less reinforcing.


   Design setting event strategies to eliminate or
    neutralize effects of setting events.
          So they have less impact on routines & reinforcers.




7/9/2011                      Advanced Behavior Support          20
           Intervention emphases
    Prevention
            Emphasis on teaching
            Environmental redesign

            Antecedent Manipulations

    Function-based support
    Comprehensive Interventions
    Systems change



7/9/2011                Advanced Behavior Support   21
    Select Intervention Procedures
   Coordinate a meeting with people who will implement
    the Behavior Intervention Plan
   Diagram the competing behavior model
   Plan intervention strategies
          Begin with setting events
          Emphasize changes in immediate antecedent events
   List strategies for teaching and promoting desired and
    alternative behaviors
   Examine how consequences should be changed to make
    the competing behavior path more likely


7/9/2011                    Advanced Behavior Support         22
                                               Desired         Typical
                                              Alternative    Consequence
  Summary Statement
                                             Do work          Points,
                                               w/o            grades,
                                            complaints.      questions,
                                                             more work.


 Setting Events       Triggering             Problem         Maintaining
                     Antecedents             Behavior       Consequences

 Peer conflict      Asked to do              Refuses to      Avoid task,
                      difficult                follow       remove from
                    assignment.              directions,       class
                                            swears, hits,


                                             Acceptable
                                             Alternative
                                              Ask for
           Caesar                             break or
                                                help.
7/9/2011                 Advanced Behavior Support                    23
                         Caesar
               Alternative - Ask for Break
      Setting        Triggering                Teaching        Maintaining
      Events        Antecedent                 Behavior       Consequence
                          s                       s                  s
   Give Caesar    Modified work
                                            Teach Caesar     Praise and
a break when                               -to ask for help
                                                              tokens for
he has a           Choice of              -and/or break
                                                              appropriate
                   Worksheet                                  work
peer conflict

                   Teacher                                   Get reduced
                   precorrection                              assignment



   Neutralize        Irrelevant          Inefficient        Ineffective

    7/9/2011                Advanced Behavior Support                   24
                                               Desired         Typical
                                              Alternative    Consequence
  Summary Statement
                                            Work and          Points,
                                              finish          grades
                                           assignment.



Setting Events       Triggering               Problem        Maintaining
                    Antecedents               Behavior      Consequences

Lack of peer       Sitting next to            Talking        Get Peer
contact in 30        preferred                Off Task       Attention.
  minutes.              peers.



                                             Acceptable
                                             Alternative
                                           Work quietly
           Aaron                             on task


7/9/2011                 Advanced Behavior Support                      25
                     Aaron
       Alternative Behavior – Peer Tutor
      Setting            Triggering             Teaching        Maintaining
      Events            Antecedents             Behaviors      Consequences

                    Choice of seating                          Earn to work
Schedule learning   
                                            Teach Aaron to:
                                            - self-assess      with peer after
activities with
                    Choice of work                             completion
Peers every         

                                            -self-monitor      of _____ work
30 minutes
                    Self-management
                    sheet                   -self-recruit      Praise for
                                            adult and peer     appropriate
                    Teacher                attention          work
                    precorrection

    Neutralize      Irrelevant              Inefficient
                                                              Ineffective

    7/9/2011                 Advanced Behavior Support                       26
                              Lisa
      When the teacher asks Lisa to do a difficult
      task, she puts her head down on her desk to
      avoid the task.
Setting Event    Antecedent          Problem Behavior   Consequence
                                                          Teacher
                  Teacher              Eyes/head           directs
     None         Request             Down on arms      requests to
                                                          another




 7/9/2011               Advanced Behavior Support                 27
                                           Desired        Typical
                                          Alternative   Consequence
  Summary Statement
                                          Answer          Verbal
                                          question        Praise




Setting Events     Triggering              Problem       Maintaining
                  Antecedents              Behavior     Consequences

    None           Teacher               Head down        Avoid
                   Question               on desk,        talking




                                          Acceptable
                                          Alternative
                                            Write
           Lisa                           response


7/9/2011              Advanced Behavior Support                     28
                        Lisa
            Alternative - Ask for Break
     Setting      Triggering              Teaching             Maintaining
     Events      Antecedents              Behaviors           Consequences

                 Teacher                                 Praise
                 precorrection         Teach Lisa        for head up
                                      -- self-assess

                                      -- self- monitor    Special reward
                 Written sheet
                                      -- self-recruit     for verbal answers
                 to record
                 answers                                  Planned
                                      * Teach Lisa
                                                          correction
                                      -on-task behavior




   Neutralize   Irrelevant           Inefficient         Ineffective

7/9/2011               Advanced Behavior Support                         29
    Four Considerations for BIPs
   Alter patterns of behavior
   Use Functional Behavioral Assessment
    results
   Be consistent with behavioral principals
          Antecedent events irrelevant
          Problem behaviors inefficient
          Maintaining consequences ineffective
   Good contextual fit

7/9/2011                Advanced Behavior Support   30
       Behavior Intervention Plan
    Identify and define problem behavior
    Collect functional assessment information
    Develop testable hypothesis statement
    Confirm hypothesis statement with direct
     observations
    Build a competing behavior pathway
    Develop & implement behavior intervention plan
    On-going monitoring and evaluation
7/9/2011            Advanced Behavior Support    31

				
DOCUMENT INFO