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Function-Based Problem Solving

for Teachers

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Level of Comfort

Fist to Five: Indicate your level of comfort of function based thinking by holding up 1 to 5 fingers

    • 1 - Wait. What are you talking about?

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    • 5 - I do FBA/BIP in my sleep.

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OBJECTIVES �

  • Identify the 2 functions behavior serve

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  • Apply the ABCs of behavior to situations with students

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  • Describe why we use FBA-BIP

(Function Behavior Assessment – Behavior Intervention Plan)

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Supporting

Staff Behavior

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Supporting

Decision

Making

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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

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Tier 1/Universal

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School-Wide Assessment

School-Wide Prevention Systems

SIMEO Tools: �HSC-T, RD-T, EI-T

Check-in/ Check-out (CICO)

Group Intervention with Individualized Feature (e.g. Mentoring)

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.

Social/Academic Instructional Groups (SAIG)

A Multi-Tiered System of Support for Behavior

Adapted from T. Scott, 2004

Tier 2/�Secondary

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Tier 3/

Tertiary

Intervention

Assessment

Classroom Management Strategies

Function-based Thinking

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The Function Torch

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One Behavior = Multiple Functions

Student uses profanity to refuse task

Behavior

Student asked to complete math task

Student sent to office without task

Antecedent

Consequence

Function = Task Avoidance

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One Behavior = Multiple Functions

Student uses profanity to refuse task

Behavior

Student asked to complete math task

Teacher pulls student to hallway for conference

Antecedent

Consequence

Function = Adult Attention

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One Behavior = Multiple Functions

Student uses profanity to refuse task

Behavior

Student asked to complete math task

Students laugh or give praise

Antecedent

Consequence

Function = Peer Attention

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Functions that Behavior serves

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Common Functions of Problem Behavior in School Settings

Obtain/ Access :

  • Peer attention
  • Adult attention
  • Desired activity
  • Desired object/ items
  • Sensory?

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Avoid/ Escape:

  • Difficult Task
  • Boring Task
  • Easy Task
  • Physical demands
  • Non-preferred activity
  • Peer or Adult attention
  • Sensory?

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

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Function is our “Umbrella”

FUNCTION

Sent out of class

Walks around the room and does not complete task

Puts head down on table

Teacher sits next to student

Peers laugh

Goes to office and talks to security guard

ESCAPE

ATTENTION

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ABC Chart

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2

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Routines/Antecedents/Setting Events:

When _____happens….

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Problem Behavior:

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the student does (what)__

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3

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Consequence/Outcome

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..and as a result ______

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Define the behavior

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Problem Behavior:

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the student does (what)__

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Defining the Problem Behavior �Observable and Measurable

Non-Examples

  • Disruptive

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  • Off-task behaviors

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  • Inappropriate language

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  • Attention problems

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  • Non-Compliance

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  • Defiance

Examples

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

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  • Draws pictures during group work time

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  • Calls peers names

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  • 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

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Defining Behavior TIPS

  • Tip #1:
    • Ask yourself “what does this behavior look like”��
  • Tip #2
    • Make sure that your definition is so clear that a person who is unfamiliar with the student could recognize the behavior without any doubts.

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PRACTICE:

  • Write an observable & measurable definition for one of these behaviors:
    • Jeff is always disruptive in class.
    • Hailey is constantly off-task during math.
    • Brandon is defiant.
    • Alexis uses inappropriate language.

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

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Once you have defined the problem behavior…�

THEN: Where & When does the behavior occur?

    • Routines
    • Triggering Antecedents

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Antecedents/Triggers

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When _____happens….

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Problem Behavior:

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the student does (what)__

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Where and When Does the Problem Behavior Occur?�

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  • WHERE = Routines where the problem behavior is most likely
    • Examples: During math class, gym class, lunch, recess, etc.

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  • WHEN = Specific events (or antecedents) within a routine that “trigger” the problem behavior
    • Examples: When given double-digit addition, when given academic directions, etc.

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Identifying Antecedent “Triggers”

Identify the event, action, or object that occurs

right before the problem behavior (When…)

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

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  • 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

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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.

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Routine: “During __________________________”

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PEERS TEASE ABOUT HIS WALK

CALLS NAMES & HITS

Passing Period before Recess

Antecedent

When…

When…

Antecedent

When…

The student...

The student...

Problem Behavior

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Antecedent (fast trigger)�(measurable)

Non-Examples

  • “Sue wants control”

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

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  • “Student refuses to listen”

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  • “There are no triggers”

Examples

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

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  • “Sitting in large group”

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  • “When corrected or redirected by staff”

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  • Physical place such as “games like tag at recess”

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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

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Routines/Antecedents/Setting Events:

When _____happens….

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Problem Behavior:

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the student does (what)__

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Consequence/Outcome

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..and as a result ______

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Function v Consequence

  • The maintaining Consequence is a very concrete example of the Function at work.
    • For example, when presented with an independent math activity Jessica screams “I Hate this!” over and over again for a duration of 5 minutes or more. The teacher sends the student to the principal’s office (without her work).
      • Consequence = sent to the principal’s office
      • Function = ESCAPE

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

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

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

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

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Examples of “Maintaining Consequence”

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

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  • 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.

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

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Practice: Putting It All Together

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 ________________”

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Antecedent/Trigger:

When..

Behavior:

Student does..

Consequence/Outcome:

and as a result…

Math class

Throws pencil & rips paper

Sent to the office

Function:

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Task Avoidance

Given double-digit math problems

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Practice: Putting It All Together

During story time when the teacher asks other students questions, Michelle blurts out responses or begins crying if she is not called on. When this happens, the educational assistant moves in closely and talks privately to Michelle in an effort to calm her.

Routine: “During ________________”

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Antecedent/Trigger:

When..

Behavior:

Student does..

Consequence/Outcome:

and as a result…

Story time

Blurts out responses, cries

EA talks privately with the student

Function:

Adult Attention

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Other students asked to answer questions

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ABC Recording Form

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More Practice

  • Pick a student causing some behavioral excitement
  • Monitor their behavior using the ABC Recording Form
  • Bring to small group sessions on November 28

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FBA-BIP: Where We Are Headed

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Using Function-Based Thinking (FBT) to Move Through the Triangle�CONSIDER

  • At Tier 1:
    • Teachers use FBT, concepts, and skills in the classroom for quick problem solving
    • Teams us FBT as a regular part of problem solving�
  • At Tier 2:
    • Teachers use FBT to identify which interventions match youth need at the basic/foundational Tier 2 level (reverse request forms)
    • Facilitators use FBT to gather current data and create “brief” FBAs
    • Standing teams use FBT to identify strategies in school that will help create effective BIPs�
  • At Tier 3:
    • Unique teams use FBT to collect data and create “complex” FBAs
    • Unique teams use function-based thinking to identify strategies in multiple life domains (home, school, and community) that will help �create effective BIPs

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Why Do �Functional Behavior Assessment (FBA)?

  • Behavior intervention plans built from functional assessment are more effective.

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  • Research indicates clearly that an effective intervention is tied to function.

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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

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Behavior Intervention Plan�Identify Behavior Support Strategies

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Competing Behavior Pathway to BIP

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

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Why Do we Conduct FBAs?

  • Reduce maladaptive behaviors by increasing positive behaviors.
  • Effective in general and special education settings.
  • Required by law for students with IEPs hat 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.

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Objectives: How did we do? �

  • What are the 2 functions behavior serve?

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  • Apply the ABCs of behavior to situations with students (Thumbs up, Thumbs to Side, Thumbs down)

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  • Why do we use function based thinking?

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Level of Comfort

  1. Please indicate your level of comfort of Function Based Thinking by holding up 1 to 5 fingers

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  • Identify the next time you will begin to use Function Based Thinking
  • Identify 1 take-away

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WRITE IT ON YOUR STICKY NOTE

3-5

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Acknowledgements

  • Terry Scott
    • University of Louisville
  • Cindy Anderson
    • University of Oregon
  • Rob Horner
    • University of Oregon

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New materials from:

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

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Additional Resources

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