1 of 89

FBA-BIP Training�Functional Behavior Assessment – �Behavior Intervention Planning��

Virtual Day 1�� Midwest PBIS Network�

November 2020

MIDWEST

NETWORK

PBIS

2 of 89

Learning Expectations for Virtual Training

EXPECTATION	BEHAVIOR
Be Responsible
Be Respectful
Be Committed

Awesome expectations from the team at Sandburg Elementary, SPS186!

1

2

3

4

5

6

8

9

10

7

MIDWEST

NETWORK

PBIS

3 of 89

MIDWEST

NETWORK

PBIS

4 of 89

MIDWEST

NETWORK

PBIS

5 of 89

MIDWEST

NETWORK

PBIS

6 of 89

MIDWEST

NETWORK

PBIS

7 of 89

Agenda – Virtual Training

Time	Day 1	Day 2	Day 3	Day 4
12-1:15	Systems to Support FBA-BIP	Function of Behavior & Desired and replacement behaviors	Developing a BIP	Individual Student Evaluation Plan
1:15-1:30	BREAK	BREAK	BREAK	BREAK
1:30-2:45	Competing Behavior Pathway	Tools & A Continuum of Function Based Thinking	Developing a BIP	Monitoring System Data
2:45-3:00	Wrap-Up	Wrap-Up	Wrap-Up	Wrap-Up

MIDWEST

NETWORK

PBIS

8 of 89

Midwest Team Members

Katie Pohlman

Trisha

Shrode

MIDWEST

NETWORK

PBIS

9 of 89

Structure for Our Time

Teach

Model

Practice

In chat or put voice in room

Apply

Team time activities for planning
Report out and bring questions back

MIDWEST

NETWORK

PBIS

10 of 89

Using Zoom Feature Slides

10

MIDWEST

NETWORK

PBIS

11 of 89

Using Zoom Features

We are making an assumption that there is fluency with Zoom.

If you need support with any features, please:

Send us a chat

See the hidden slides in this PPT.

MIDWEST

NETWORK

PBIS

12 of 89

Speaking & Chat Options

Footer

12

Mute unless speaking

Turn on and off your video

Chat with hosts and participants here

Warning – private chats between participants are recorded in chat transcript

MIDWEST

NETWORK

PBIS

13 of 89

Video and Screen View Options

Footer

13

Gallery view – see all participants

These settings are for your personal screen.

Exit Full Screen

MIDWEST

NETWORK

PBIS

14 of 89

Participant Reactions

Footer

14

From bottom of the screen
Click on Participants
At bottom of Participant List are reactions
“Raise Hand” to put your voice in the room

MIDWEST

NETWORK

PBIS

15 of 89

Rename

Footer

15

To ensure we are able to provide you Illinois educator hours (PDHs and CEUs), make sure your name in Participant List shows first and last name and add district/school name.

If you need to rename,

Open Participant List from Zoom Menu
Right click on your name and select Rename

MIDWEST

NETWORK

PBIS

16 of 89

Breakout Rooms

Bismarck
International High School
Thomas Jefferson MS
Superstars

MIDWEST

NETWORK

PBIS

17 of 89

Tips for Breakout Room

You can Request Help from trainers.
You can leave room to come back to main room.
You can share your screen.
The chat is private within your breakout room.

Except for when download, so still practice confidentiality.

You can download chat for your breakout room.

MIDWEST

NETWORK

PBIS

18 of 89

Who is in the Room?

Social Workers
Psychologists
Student Services (OT, PT, Speech, etc.)
School Counselors/Guidance Counselors
Administrators
Special Education Teachers
General Education Teachers
Teacher Assistants

MIDWEST

NETWORK

PBIS

19 of 89

Give me a High 1-5

Level of comfort with Multi-tiered System of Supports (MTSS) �
Knowledge/experience with FBA-BIP�
Planning on going back to be a facilitator of the Functional Behavior Assessment-Behavior Intervention Planning process

MIDWEST

NETWORK

PBIS

20 of 89

Acknowledgements

Kathleen Strickland-Cohen

Texas Christian University

Sheldon Loman & Chris Borgemeier

Portland State University

Terry Scott

University of Louisville

Rob Horner & Jeff Sprague

University of Oregon

Materials from:

Loman, Strickland-Cohen, Borgmeier, & Horner, 2013

MIDWEST

NETWORK

PBIS

21 of 89

FBA to BIP Training Series Objectives

Identify the essential systems needed for an effective FBA-BIP process
Identify when an FBA-BIP is necessary
Identify the steps for conducting an effective FBA, including data to determine maintaining function of behavior
Learn the critical components of function-based BIPs
Develop evaluation plans that are efficient and effective

MIDWEST

NETWORK

PBIS

22 of 89

FBA - BIP

Where does it fit into the Triangle?

MIDWEST

NETWORK

PBIS

23 of 89

Supporting

Staff Behavior

Supporting

Decision

Making

Supporting

Student Behavior

Positive

Behavior

Support

SYSTEMS

PRACTICES

DATA

OUTCOMES

Social Competence &

Academic Achievement

Adapted from “What is a systems Approach in school-wide PBS?”OSEP Technical Assistance on Positive Behavioral Interventions and Supports. Accessed at http://www.Pbis.org/schoolwide.htm

MIDWEST

NETWORK

PBIS

24 of 89

Tier 1/Universal

School-Wide Assessment

School-Wide Prevention Systems

Perception Tools: �HSC-T, RD-T, EI-T

Check-in/ Check-out (CICO)

Brief Functional Behavior Assessment-

Behavior Intervention Planning (FBA-BIP)

Complex or Multiple-domain FBA-BIP

Wraparound / RENEW

ODRs, credits� Attendance, � Tardies, Grades, � DIBELS, etc.

Daily Progress � Report (DPR) � (Behavior and � Academic Goals)

Competing Behavior � Pathway, Functional � Assessment Interview, � Scatter Plots, etc.

Modified CICO

A Multi-Tiered System of Support for Behavior

Adapted from T. Scott, 2004

Tier 2/�Secondary

Tier 3/

Tertiary

Intervention

Assessment

Continuum of SEB Instructional Groups

MIDWEST

NETWORK

PBIS

One core feature of PBIS is having an identified continuum of evidence based interventions defined for student support. We train the following continuum of interventions and identify a Brief FBA-BIP and complex FBA-BIP as upper tier 2 merging into tier 3 practice.

As we we get into later, one of the defining factors for Brief FBA-BIP remaining in an upper tier 2 intervention, is that we recommend the process to be conducted by a generic problem solving team with student and family engagement in the process for individualization. This generic teams qualifies the intervention as a tier 2 rather than tier 3 intervention, but ensures our staff resources are utilized efficiently.

By the time youth access FBA-BIP intervention, youth are already at high-risk of placement change.

More youth need FBA-BIP, sooner.

25 of 89

Three-tiered Continuum of Evidence-based Practices

Tier I Prevention:

School/Classroom-wide Data, Systems, Practices

for all Students, Staff, Settings

Tier II Prevention:

Group-based Data, Systems, Practices Targeting At-Risk Behaviors

Tier III Prevention:

Specialized, Individualized

Data, Systems, Practices for High-Need and Complex Behaviors

~80% responding

~15%

~5%

Students
Staff
Families
Community

Midwest PBIS Network 1-15-19

Adapted from: USDOE OSEP PBIS TA Center

MIDWEST

NETWORK

PBIS

Primary prevention is provided to all students and focuses on giving students the necessary pro-social skills that prevents the establishment and occurrence of problem behavior. If done systemically and comprehensively with fidelity, we now that will be sufficient for about 80% of our students.

For a small group of students (typically around 10-15%) we will need to add another layer of support- secondary/tier 2/targeted supports. The goal of secondary prevention is to reduce/prevent the likelihood of problem behavior occurrences, and to enable these students to be supported by the school-wide MTSS effort.

Still, a small number/few students (about 1-5% )will need yet another layer of very individualized/intensive support. The goal of tertiary/tier 3 supports is to reduce the intensity, complexity, and impact of the problem behaviors displayed by these students by providing supports that are (a) function-based, (b) contextually appropriate and person-centered, (or core tier 1 curriculum and practices.

26 of 89

General Education & Special Education

Tier 1/Universal for Social/Emotional/Behavioral �School-Wide Assessment / School-Wide Prevention Systems

Check-In-Check-Out �(provides explicit instruction, feedback, structure, reinforcing of tier 1 core)

Modified CICO

Social Academic Instructional Groups

Other

Brief Function-Based Problem Solving

Individualized Team Development:�Complex Function-Based Problem Solving�Person-Centered Planning

Use Function- Based Thinking to Make Next Choice

&/or

MIDWEST

NETWORK

PBIS

27 of 89

Data-Based Decision-Rules: �Sample for CICO

PBIS is not just a continuum of interventions, but also needs SYSTEMS and DATA to ensure early access and progress monitoring.

a) Identification for CICO (IN):

Student is identified by 2 or more ODRs, 2 unexcused absences, 2 incomplete homework assignments, referral from family or school staff, etc.

b) Progress-monitoring (ON):

DPR data is collected daily & reviewed every other week. Data is collected for 4-6 weeks (individual buildings decide whether 4 or 6 weeks will be better for their students).

c) Exiting/transitioning (OUT):

Student received a total of 80% of DPR points averaged per day/week for 4 weeks and has had no new ODRs or attendance or homework concern. Student may be transitioned into being a CICO student mentor.

MIDWEST

NETWORK

PBIS

28 of 89

Workbook Activity 1: �Assess Current Continuum of Interventions

List the Current Practices provided to some students for support: e.g. Check-in Check-out	Entrance and exit criteria e.g. 2 ODRs, lack of response to CICO, teacher/family referral	Date and data last time the practice was checked for fidelity e.g. 9/14: 83% items in place	Date and data last time student outcomes were reported e.g. 10/3: 78% (18/23) students achieving goal
1.	�	�	�
2.	�	�	�
3.	�	�	�
4.	�	�	�

MIDWEST

NETWORK

PBIS

29 of 89

Let’s Connect

What tier 2 interventions do you have in place in your building?

Are data decision rules used to identify and monitor student response?

MIDWEST

NETWORK

PBIS

30 of 89

TIER 2 SYSTEMS

Teaming

MIDWEST

NETWORK

PBIS

31 of 89

SYSTEMS

Team-based leadership and coordination (District and School)
District and School Administrator Commitment
Ongoing professional development including coaching and performance feedback
Support for staff in Implementing practices
Communication/input from stakeholders
Documentation and Policies

Items in bold denote core features of MTSS

McIntosh, K.& Goodman, S. (2016). Integrated Multi-Tiered�Systems of Support: Blending RTI and PBIS. New York: Guilford Press.

MIDWEST

NETWORK

PBIS

32 of 89

Teaming at Tier 2

Secondary Systems Planning Team

Uses process data from CICO, SAIG, Simple Individualized Secondary & Brief FBA-BIP supports to:

determine overall intervention effectiveness for each,
improve integrity, fidelity, procedures etc. for each,
create interventions that are missing from continuum

Secondary Problem Solving Team

Develops plans for one student at a time
Every school has this type of meeting
Teachers and family are part of student’s team

MIDWEST

NETWORK

PBIS

33 of 89

3-Tiered System of Support

Necessary Conversations (Teams)

CICO

SAIG

Group w. individual

feature

Complex

FBA-BIP

Problem Solving Team

Tertiary Systems Team

Brief

FBA-BIP

Brief FBA-BIP

WRAP

RENEW

Secondary Systems Team

Plans SW & Class-wide supports

Uses Process data; determines overall intervention effectiveness

Standing team; uses FBA-BIP process for one youth at a time

Uses Process data; determines overall intervention effectiveness

Universal�Team

Universal Support

MIDWEST

NETWORK

PBIS

34 of 89

�Reflecting on Current Practices…

Think of the team or meeting you have when you discuss individual youth (FBA-BIP).

Take a guess at how many youth you action planned around this school year?

Take a guess at how many youth got an intervention that met their needs. How many youth stayed in current environment or went to a less restrictive environment.

What percent effectiveness does your �current problem solving team yield?

MIDWEST

NETWORK

PBIS

35 of 89

Workbook Activity 2:�Identify Team Members for a Standing Problem Solving Team

�Name	Role (Facilitator, Note Recorder, Timekeeper, Action Plan Recorder, Communicator)	�Back-Up	�Email	�Phone #
�	�	�	�	�
�	�	�	�	�
�	�	�	�	�
�	�	�	�	�

�

Skilled in function based thinking
Administrative / decision making authority
Strong classroom practices and/or ability to coach and model classroom practices
Student/family/teacher rational specific to student

MIDWEST

NETWORK

PBIS

36 of 89

Workbook Activity 3:�Develop Team Meeting Procedures

What procedures need to be modified or added to allow problem solving team to function efficiently and effectively?

Regular meeting time
Plan for scheduling students
Engaging student and family in process
System to engage specific teacher(s) for identified student
Defining roles

MIDWEST

NETWORK

PBIS

37 of 89

MIDWEST

NETWORK

PBIS

38 of 89

Team Time

Use the workbook activities to guide your team discussion and action planning.

Activity 1: Assess Current Continuum of Interventions
Activity 2: Identify Team Membership for Problem Solving Team
Activity 3: Develop Team Meeting Procedures

MIDWEST

NETWORK

PBIS

39 of 89

FBA-BIP

Why, who, what, how?

MIDWEST

NETWORK

PBIS

40 of 89

Why Do we Conduct FBAs?

Reduce maladaptive behaviors by increasing positive behaviors. �
Effective in general and special education settings.�
Often required by law for students with IEPs that are facing placement change and / or have behavior goals in their IEPs.�
Aligned with SB 100 requirements to problem solve around behaviors instead of just punishing students. �
Research indicates clearly that an effective behavior intervention plan is tied to function.

http://www.pbis.org/research/tier3supports

MIDWEST

NETWORK

PBIS

41 of 89

Identifying Who Needs a FBA-BIP

Lack of response to two lower level tier 2 interventions (e.g., CICO, SAIG) should be main point of entry.
Exception to progression through continuum:

Data intensifies in duration or frequency at rapid pace
Safety is a concern
Student moves in and presents higher need

FBA-BIP should be for ALL students.

MIDWEST

NETWORK

PBIS

The goal for students accessing an individualized FBA-BIP would that students are referred to problem solving team by the Secondary Systems Team typically when lower-level, Simple Secondary interventions (at least 2) do not result in adequate progress.

We recognize that even with strong decision rules and especially while systems are being built, there will be exceptions to these rules. Therefore, there may be times that data intensifies in duration, frequency, or causes a safety concern that a student may be referred to directly for an FBA-BIP. Utilizing the core features of MTSS logic, it would be the goal that this would be an exception to the rule.

And remember the logic of layering supports, so a student who “skips” lower level interventions, may still need to access those lower level of interventions within their individualized BIP plan.

42 of 89

Pause and �Reflect

How are students identified for individual problem solving in your school currently?

ASK YOURSELF: are we using the FBA-BIP process for ALL students or just students with IEPs?�

MIDWEST

NETWORK

PBIS

43 of 89

Workbook Activity 4:�Define Decision Rules for FBA-BIP Entrance

Assess current process
Define or modify decision rule for entrance

MIDWEST

NETWORK

PBIS

44 of 89

1. Define the Problem Behavior

2. Conduct assessment for behavior support planning

a. Functional Behavioral Assessment

• Defining behavior in observable & measureable terms

• Ask staff, student and family about where, when, & why behavior occurs

• See the behavior during specified routines

• Hypothesize a final summary of where, when, & why behavior occurs

3. Design an individualized behavior intervention plan (BIP)

• Ensure technical adequacy

• Ensure contextual fit

4. Ensure Fidelity of Implementation

5. Monitor Plan Impact on Student Behavior

Adapt BIP and implementation as needed based on on-going monitoring

The FBA to BIP Process

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

MIDWEST

NETWORK

PBIS

45 of 89

The Brief FBA-BIP Work Flow

1) Secondary Systems Team identifies youth needing FBA-BIP level of support. Referral to individual Problem-Solving Team meeting.

2) FBA-BIP facilitator (i.e. social worker, counselor, psychologist) takes lead in organizing data and using tools to conduct the FBA.

3) FBA-BIP facilitator generates FBA summary based on data to share with Problem-Solving Team.

4) Problem-Solving Team develops BIP (with stakeholders).

5) Follow-up meeting scheduled (in 4-6 weeks) for all stakeholders to review progress of BIP.

6) Weekly data monitored by FBA-BIP Facilitator.

MIDWEST

NETWORK

PBIS

46 of 89

Role of Brief FBA-BIP Facilitator

Gather data to complete FBA (competing behavior pathway)

Teacher, student, and family interviews
Use of tools to gather more information
Possible brief observations

Lead team in creating BIP

Key considerations:

What responsibilities may need to be shifted to create time for this role?
Who in your system has both the hard and soft skills for this role?

MIDWEST

NETWORK

PBIS

47 of 89

How many facilitators?

What is 5% of your student enrollment?

5-15%

1-5%

MIDWEST

NETWORK

PBIS

48 of 89

Workbook Activity 5:�Defining Role of FBA-BIP Facilitator

How many trained facilitators do you need?
Identify facilitators
What needs to be adjusted in current responsibilities to ensure this work happens?

MIDWEST

NETWORK

PBIS

49 of 89

FBA-BIP Facilitator

Illustrates FBA to the rest of the team through the Competing Behavior Pathway; including hypothesized function; and shares data sources and process used; including interviews that were done.�
Leads the team in creating a BIP; making sure all stakeholders give input and agree with aspects of the plan that require their action.

Other team members/Stakeholders:

Ask questions for clarification on FBA & come to consensus on hypothesized function or briefly brainstorm alternative function together with FBA-BIP Facilitator.�
Work with FBA-BIP Facilitator in creating the BIP; contributing as an ‘implementer’ for parts of BIP where needed (ex. SW may add student to group counseling, Special Education teacher may see youth for after-school tutoring, Counselor may add youth to CICO)

MIDWEST

NETWORK

PBIS

50 of 89

Brief to Complex�The FBA-BIP Process as a Continuum

The FBA-BIP process is the exact same whether the behaviors are mild or intense, whether the student has an IEP or not, etc. As the needs of the student increase, the intensity of the process increases, the data gathered increases, and individualization increases.

BRIEF

COMPLEX

Less intense behavior
Lower-level needs of students
Less data gathered
Fewer settings the behavior is occurring in
BIP developed by a standing team
Less individualization

More intense behavior(s)
Higher level needs of students
More data gathered
More life domains being impacted
BIP developed by a unique team
More individualization

MIDWEST

NETWORK

PBIS

51 of 89

The FBA-BIP Continuum

The bottom line:

While we understand the need for “formal” FBA-BIP
Understanding the ABCs of behavior is an important tool across all three tiers!

Function-based problem solving is a continuum.

Teachers can use function-based problem solving in the classroom
Teams can modify Tier 2 interventions based on function
Teams can develop very complex BIPs

MIDWEST

NETWORK

PBIS

52 of 89

The FBA-BIP Continuum

The general FBA-BIP approach is the same whether the

Behaviors are mild or intense,
The student has an IEP or not,
It is a “quick” function-based guess by the teacher or a more complex process facilitated by a team

We take a best guess about function & we use strategies that are function based to prevent problem behavior and increase positive behaviors!

MIDWEST

NETWORK

PBIS

53 of 89

The FBA-BIP Continuum

As the needs of the student increase:

The process involves more adults for problem solving

The data collection increases and becomes more specific �
Individualization of the interventions increase

MIDWEST

NETWORK

PBIS

54 of 89

Team Time

Use the workbook activities to guide your team discussion and action planning.

Activity 4: Define Decision Rules for FBA-BIP Entrance
Activity 5: Defining the Role of FBA-BIP Facilitators

MIDWEST

NETWORK

PBIS

55 of 89

Intermission!

15 Min

Virtual Tier 1 Training TFI 1.3 and 1.4

55

Stretch

Food

Water

10 Rhythmic Slow Deep Breaths

Jumping Jacks

MIDWEST

NETWORK

PBIS

56 of 89

THE COMPETING BEHAVIOR PATHWAY

What it is

How to use it

When to use it

MIDWEST

NETWORK

PBIS

57 of 89

MIDWEST

NETWORK

PBIS

58 of 89

Student Strengths

Desired Behavior

Current Consequence

Setting Event

Trigger/Antecedent

Problem Behavior(s)

Maintaining Consequence

Function

Replacement Behavior

Adapted from Sugai, G., Lewis-Palmer, T., & Hagan-Burke, S., 2000

FBA-BIP Competing Behavior Pathway

6

7

8

4

2

3

5

9

1

MIDWEST

NETWORK

PBIS

59 of 89

Competing Behavior Pathway Reflection

Consider which box(s) on the pathway would be most challenging for you to explain to another staff member? Family member?

What questions would you need answered to better understand and explain that box?

MIDWEST

NETWORK

PBIS

60 of 89

Competing Behavior Pathway to BIP

M. K. Strickland-Cohen (2011) ECS, University of Oregon

MIDWEST

NETWORK

PBIS

61 of 89

Making It Real

After hearing the description of what information is necessary to fill out each box of the Competing Behavior Pathway, think about a student and try to fill out a pathway to the best of your ability.�

Share out some responses

Now think about a loved one.
Fill out a Competing Behavior Pathway on that loved one with one behavior you would ideally like for him/her to change.

Share out some responses

MIDWEST

NETWORK

PBIS

62 of 89

Student Strengths

FBA-BIP Competing Behavior Pathway

1

MIDWEST

NETWORK

PBIS

63 of 89

Student Strengths

We want to build upon and enhance the student’s capabilities, knowledge and skills.

Tips:

Strengths will build a stronger, more effective plan
Consider what is happening when student is not displaying problem behavior

MIDWEST

NETWORK

PBIS

64 of 89

Student Strengths

Problem Behavior(s)

FBA-BIP Competing Behavior Pathway

2

1

MIDWEST

NETWORK

PBIS

65 of 89

Defining Observable Behaviors

Definitions of behaviors need to be:

Observable: The behavior is an action that can be seen.

Measurable: The behavior can be counted or timed.

Defined so clearly that a person unfamiliar with the student could recognize the behavior without any doubts!

MIDWEST

NETWORK

PBIS

66 of 89

Defining the Problem Behavior �Observable and Measurable

Non-Examples

Disruptive

�

Off-task behaviors

�

Inappropriate language

�

Attention problems

�

Non-Compliance

Defiance

Examples

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

Draws pictures during group work time

Calls peers names

Tapping/ drumming on desk, looking around the classroom�
Refusal to do work- putting head on desk, failure to follow directions�
Yells “no” or “you can’t make me” when given directions

MIDWEST

NETWORK

PBIS

67 of 89

Defining Behavior TIPS

Tip #1:

Ask yourself “what does this behavior look like”�

Tip #2

Provide examples and non-examples of the problem behavior (when talking/working with teams)�

Tip #3

Make sure that your definition is so clear that a person who is unfamiliar with the student could recognize the behavior without any doubts.

MIDWEST

NETWORK

PBIS

68 of 89

PRACTICE: Make it observable & measurable

Provide an observable & measurable definition for these behaviors:

Jeff is always disruptive in class.
Hailey is constantly off-task during math.
Brandon is defiant.
Alexis uses inappropriate language.

M. K. Strickland-Cohen (2011) ECS, University of Oregon

Respond in

chat

MIDWEST

NETWORK

PBIS

69 of 89

Team Time

Identify a student who may be ready for an FBA-BIP

NOT your most exciting student!
Stop versus start behavior

The person with most knowledge of the student will take on the teacher role.
Identify one team member to:

Open a competing behavior pathway to document
To be the Facilitator and help the team to be on task

All team members will ask questions and help ensure technical adequacy of the components.
In this breakout, document:

Student strengths (at least 3)
Problem behavior (observable and measurable)

MIDWEST

NETWORK

PBIS

70 of 89

Once you have defined the problem behavior…�

THEN: Where & When does the behavior occur?

Routines
Triggering Antecedents

2

Antecedents/Triggers

When _____happens….

1

Problem Behavior:

the student does (what)__

MIDWEST

NETWORK

PBIS

71 of 89

WHERE and WHEN Does the Problem Behavior Occur?�

WHERE = Routines where the problem behavior is most likely

Examples: During math class, gym class, lunch, recess, etc.

WHEN = Specific events (or antecedents) within a routine that “trigger” the problem behavior

Examples: When given double-digit addition, when given academic directions, etc.

MIDWEST

NETWORK

PBIS

72 of 89

PRACTICE: �Identifying Antecedent “Triggers”

Identify the event, action, or object that occurs

right before the problem behavior (When…)

…Signals the behavior
…“Sets it off” (trigger)

Identify the ANTECEDENT in these examples:

At the lunch table, when told to shut up by a peer, Ben hits the student
In language arts class, when asked to read aloud in class, Tracy gets up and tells jokes
During circle time, when praised Jessie starts crying

Respond in

chat

MIDWEST

NETWORK

PBIS

73 of 89

Antecedent (fast trigger)�(measurable)

Non-Examples

“Sue wants control”

“Student has low self-esteem and has missed 11 days so far this year”

“Student refuses to listen”

“There are no triggers”

Examples

“Request to do something, request to work on assignments”

“Sitting in large group”

“When corrected or redirected by staff”

Physical place such as “games like tag at recess”

MIDWEST

NETWORK

PBIS

74 of 89

PRACTICE: �Scenario #1

During passing period in the hallway before recess, when peers tease him about his walk, A.J. calls them names and hits them.

Routine: “During __________________________”

74

PEERS TEASE ABOUT HIS WALK

CALLS NAMES & HITS

Passing Period before Recess

Antecedent

When…

Antecedent

When…

The student...

Problem Behavior

First, write your own.
Then, share voice in room

MIDWEST

NETWORK

PBIS

75 of 89

PRACTICE: Scenario #2

In math class, Bea stares off into space and does not respond to teacher directions when she is given a difficult math problem.

Routine: “During________________”

75

Given a difficult math problem

Stares and does not respond to directions

Math Class

When…

Antecedent

When…

Problem Behavior

The student…

First, write your own.
Then, share voice in room

MIDWEST

NETWORK

PBIS

76 of 89

Once you have defined the behavior (the What) & know where & when the behavior occurs…�

Then: WHY does the behavior continue to occur �(what happens right afterwards)? �Step #1: What is the CONSEQUENCE? �The thing that happens….NEXT

3

Routines/Antecedents/Setting Events:

When _____happens….

2

Problem Behavior:

the student does (what)__

4

Consequence/Outcome

..and as a result ______

MIDWEST

NETWORK

PBIS

77 of 89

Maintaining Consequence �(Maintains the behavior- “Reinforcement”)

If a behavior is continuing to occur it is being reinforced…

A REINFORCER:

is an item, activity or event that follows a behavior and results in an INCREASE in that behavior.

M. K. Strickland-Cohen (2011) ECS, University of Oregon

MIDWEST

NETWORK

PBIS

78 of 89

Examples of “Maintaining Consequence”

It may help to think: “and as a result ______________”

Example (Antecedent🡪Behavior🡪Consequence)

During recess, when peers tease him, Ben hits his peers and they leave him alone.
During reading, When asked to read aloud Tracy tells jokes, the other students laugh, and she is sent to the office (missing the assignment).
During circle time, when praised Jessie starts crying. The teacher stops circle time and comforts her.

M. K. Strickland-Cohen (2011) ECS, University of Oregon

MIDWEST

NETWORK

PBIS

79 of 89

Practice:�Scenario #1

Joe throws his pencil and rips his paper during math whenever he is given double-digit math problems. This results in him getting sent to the office.

Routine: “During ________________”

79

Antecedent/Trigger:

When..

Behavior:

Student does..

Consequence/Outcome:

and as a result…

Math class

Throws pencil & rips paper

Sent to the office

Given double-digit math problems

First, write your own.
Then, share voice in room

MIDWEST

NETWORK

PBIS

80 of 89

Student Strengths

Setting Event

Trigger/Antecedent

Problem Behavior(s)

Maintaining Consequence

FBA/BIP Competing Behavior Pathway

4

2

3

5

1

MIDWEST

NETWORK

PBIS

81 of 89

Setting Events

Infrequent events that temporarily impact the antecedent to increase or decrease the value of the behavioral outcome (maintaining consequence).

Either increase or decrease the likelihood that a behavior will occur

Setting Events🡺Antecedents🡺Behavior🡺Consequence

MIDWEST

NETWORK

PBIS

82 of 89

Setting Event

“Setting events make triggers more likely to cause problem behavior”

MIDWEST

NETWORK

PBIS

83 of 89

Antecedents vs. Setting Events

Antecedents (fast trigger)- occur immediately before and act as “triggers” for problem behavior

Setting Events (slow trigger) – indirectly “set-up” the problem behavior by temporarily altering the value of maintaining consequences.

*Setting events can help us PREDICT that the problem behavior will occur.

M. K. Strickland-Cohen (2011) ECS, University of Oregon

MIDWEST

NETWORK

PBIS

84 of 89

Setting Event (slow trigger)

Non-Examples

“History of academic failure”

“ADHD”

“Parents divorce”

“Bad home life”

* Note: Setting Events can be difficult to identify, are sometimes unknown.

Examples

Not completing homework the night before OR Lack of sleep or food
Not taking his medication
When Sally stays at her father’s house OR Having a fight on the way to school
Tardy to school

MIDWEST

NETWORK

PBIS

85 of 89

Common Setting Events: �“Set ups”

Lack of sleep or food
Having a fight on the way to school
Bad grade on a test / reprimands
Forgetting to take medication
Substitute teacher / changes in routine

Non-examples:

Diagnosis of autism or ADHD
“Bad” home life

* Note: Setting Events can be difficult to identify & are often unknown.

MIDWEST

NETWORK

PBIS

86 of 89

PRACTICE:

M. K. Strickland-Cohen (2011) ECS, University of Oregon

After having an argument with his sibling at home before school, when peers approach Victor in the hallway and say, “Hello”, he yells “Leave me alone!” and “Go away!” Peers call him a weirdo and walk away.

What is the triggering antecedent?

- Peers approach and say “hello”

What is the setting event?

- Argument with sibling before school

First, write your own.
Then, share voice in room

MIDWEST

NETWORK

PBIS

87 of 89

Summary Statement with Setting Event

In Social Studies, when asked to read independently, Ben (a strong reader) often gets out of his seat, walks around the room, and jokes with peers. Ben’s peers laugh and talk to him as he walks by. This behavior is most likely to happen on days when Ben’s parents bring him to school (i.e., he doesn’t ride the bus with friends).

Setting event

More likely when…

Antecedent

When…

Behavior

The student…

Consequence

and as a result…

Routine: During ______________

Function:

To…

Out of seat, walks around room, jokes with peers

Asked to read independently

Peers laugh and talk to Ben

Ben brought to school by parents

Access peer attention

Social Studies

MIDWEST

NETWORK

PBIS

88 of 89

Day 1 Wrap-up

What reinforced your thinking today?
What is something “new” that you have heard?
What is something that you heard that you can bring back to your team?

Respond in

chat

MIDWEST

NETWORK

PBIS

89 of 89

Team Time

Go back to your roles and pathway.
Define the following on your pathway:

Antecedent
Consequence
Setting Event

3. Bring your pathway back tomorrow to check-in!

4. Sign out of Zoom when you are finished for the day.

MIDWEST

NETWORK

PBIS