November 1, 2024
Intro to Function-Based Thinking (FBT)
Presented by: Jeremy Tretiak MA, BCBA, VT-LBA
Welcome!
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Opening activity
Type into the chat:
Where is your school in the implementation process?�
Adapted from Fixsen & Blase, 2005
Objectives
By the end of this session, you will have improved your ability to:
Mindset
Tackle the practical barriers that stand in the way of fulfilling potential, rather than viewing behavior as the principal problem to be surmounted.
Paraphrased from NeuroTribes by Steve Silberman
FBA Thinking (FBT)—What is it?
Based on the more thorough concept of FBA = Functional Behavior Assessment
Always considers how the environment influences behavior—environment shapes behavior
A model for systematically defining behavior(s), assessing the environment, and selecting interventions that match the function of behavior.
The Continuum of FBA
| FBA Thinking (FBT) | SIMPLE | COMPLEX |
FOR | On the spot decision-making about effective responses (i.e. consequences) to student’s challenging behaviors | High frequency behaviors that are not dangerous or only mildly to moderately disruptive, may occur in only 1-2 settings | Dangerous behaviors or highly disruptive behaviors that persistently occur in 3 or more school settings |
WHAT | A way of thinking about why a student is engaging in a challenging behavior, and how you can respond in a way that will effectively reduce the behavior | Relatively simple and efficient process to gather data to hypothesize about the function of behavior and use this information to guide behavior support planning | Time-intensive process involving gathering information from multiple sources, a written FBA and BSP, emergency planning, family-centered planning, and collaboration with outside agencies |
BY WHOM | You! | Team of school-based personnel (ex: teachers, special educator, counselor, administrator, behavior support personnel) | School-based team, including professionals trained to develop and implement intensive interventions for students with severe problem behaviors (i.e. behavior specialist) |
EVERYONE!
Benefits
Behavior Pathway—ABC’s
Antecedent
(A)
Behavior
(B)
Consequence
(C)
F u n c t i o n
Setting Events/
Conditions
The Word “Consequence”
Definition: Anything that happens after a behavior.
Consequences can either:
Encourage (increase some dimension of) behavior
or
Discourage (decrease some dimension of) behavior
Past consequences influence likelihood the behavior will occur currently and in the future.
Patterns in consequences help us understand function.
How About Antecedents?
Antecedent
Behavior
Consequence
Setting Events/
Conditions
1
2
3
1 = Environmental control strategies
2 = Prompting and cueing strategies
3 = Consequence-based strategies
Functions of Behavior
3 Steps to a Function-based Intervention
1. Gather information and develop hypothesis
2. Develop a plan
3. Assess if the plan is working
Step 1: Gather Information (Data)
Data come in many forms
Typical school-based data collection:
* Behavior Observation and Data Form
* Minors * Attendance/Tardies
* Nurse’s visits * Work completion
More formalized behavior data collection:
*Time sampling * Frequency counts * Scatterplot
*Subjective ratings scale *A-B-C Charts
OBJECTIVE FACTS!
No opinions, judgements, or guesses about someone’s thoughts.
Practice: FBA Hypothesis
Setting Event
Antecedent
Behavior
Consequence
Typically on days when John has worked alone for 30 min…
when given math worksheets & other assignments…
he doesn’t do his work and uses profanity.
The teacher gives the rest of the class a task to do then sits with John to give him support and help him do the work.
John has been working alone for 30 min
Teacher hands math worksheets out and gives direction to complete silently
John puts his head down, then back up, then stares out window for 5 minutes before using profanity, saying he won’t do the work
The teacher gives the rest of the class a task to do, then sits with John to give him support and help him do the work
The same pattern has been observed for the previous 4 math classes
Practice: FBA Hypothesis
Setting Event
Antecedent
Behavior
Consequence
Typically on days when John has worked alone for 30 min…
when given math worksheets & other assignments…
he doesn’t do his work and uses profanity.
The teacher gives the rest of the class a task to do then sits with John to give him support and help him do the work.
Function of the Behavior = (Teacher) Attention
Practice: FBA Hypothesis
Setting Event
Antecedent
Behavior
Consequence
Typically on days when Sarah comes in late because she overslept
when given math worksheets & other assignments…
she doesn’t do her work and uses profanity.
Sarah is sent out of the classroom.
The same pattern has been observed several times previously in math classes
Sarah came in to school late because she overslept
1. Sarah was given math worksheets and instructed to complete them before she could go grab a snack from the cafeteria
1. Sarah engages in side conversation with a peer, throws an object
1. Teacher redirects Sarah to the worksheet task
2. Teacher redirects Sarah to the worksheet task
2. Sarah begins to swear at teacher and says she is not doing the worksheet
2. Sarah is sent out of the classroom (to the office) by teacher
FBA Hypothesis
Setting Event
Antecedent
Behavior
Consequence
Typically on days when Sarah comes in late because she over-slept
when given math work sheets & other assignments…
she doesn’t do her work and uses profanity.
Sarah is sent out of the classroom.
Function of the Behavior = Avoids (work)
Common School Examples
To Obtain/ Get :
To Avoid/ Escape:
24
More Examples
Is there a difference between describing behavior in “mentalistic” terms (she swears because it makes her feel powerful) versus behavioral/observable terms (she swears, and people leave her presence when she does it)?
…and the implications for how we might respond to the behavior? �
25
Group Discussion
Consequences, revisited
Definition: Anything that happens after a behavior.
Consequences can either:
Encourage or reinforce (increase some dimension of) behavior
or
Discourage or punish (decrease some dimension of) behavior
Consequences: Reinforcement
Definition: Anything that happens after a behavior that increases the probability that the behavior will be repeated in the future.
Positive: results in the student accessing a desirable situation (e.g., a preferred activity, a token, praise, any attention)
Example: Sarah gets the teacher’s attention when she blurts out in class, and Sarah’s blurting out increases in frequency. Important: Sarah LIKES teacher attention.
Consequences: Reinforcement
Definition: Anything that happens after a behavior that increases the probability that the behavior will be repeated in the future.
Negative: results in the student getting away from an aversive situation (e.g., disrupting class to get kicked out so that work is avoided)
Example: Sarah calls out during math instruction, so she is sent out of the class. Calling out increases in frequency over time.
Examples?
Your turn.
How about adult behavior…
…such as sending a student out of the room?
Consequences: Punishment
Definition: Anything that happens after a behavior that decreases the probability that the behavior will be repeated in the future.
Example: Sarah calls out throughout a class period, and she receives a low mark for ‘participation’ for that class period. Sarah’s calling out decreases as a result.
Disciplinary Consequences
Reinforcement or Punishment?
KEY POINT: You only know whether a consequence serves as reinforcement or punishment by observing its effect on a target behavior
Self-reflection
Think of a time when you thought you were applying consequences that were intended to move behavior in one direction, but in fact had the opposite effect.
Share?
Step 2: Develop a Plan – Contextual Fit
Step 2: Develop a Plan
Step 2: Develop a Plan--Avoidance
Step 2: Develop a Plan—Attention
Competing Behavior Pathway
Outcome Behavior (End result)
Antecedent
Interfering Behavior
Maintaining
Consequence
Function
Setting Events /
Conditions
Replacement Behavior
(More immediate target)
Maintaining
Consequence
Function
Function
Case Study Pathway: Sarah
Student didn’t get much sleep last night
Sits silently
Asked to do a math task
Gets sent out of class
Write name on paper
Avoids math task
Complete math task
Routine: Math Class
Maintaining
Consequence
Function
Competing Behavior Pathway Integrating Restorative Questions
Outcome Behavior
Complete math assignment
Setting Conditions
Poor grades in math class
Antecedent
Presented with double-digit addition problems
Consequence/Function
Success, teacher acknowledgment
Agency, choice, self-determination
Interfering Behavior
Crying, pushing papers off desk
Consequence/Function
Sent to hall to ‘calm down’ Function: escape task
Alternative Behavior
Raise hand & ask for break
Restorative Questions
at the time?
4. What were you hoping for at
the time?
5. Who was affected? How?
6. What support do you need in
order to do things differently in
the future?
The student is going to need to gain numeracy skills before being able to do this like peers
Unintended Consequence
Disrupt class
Unintended consequence: disrupt class
Consequence/Function
Success, teacher acknowledgment
Agency, choice, self-determination
Antecedents, Revisited
Antecedent
Behavior
Consequence
Setting Events/
Conditions
1
2
3
1 = Environmental control strategies
1 = Prompting and cueing strategies
1 = Consequence-based strategies
REVISIT: Step 2: Develop a Plan--Avoidance
REVISIT: Step 2: Develop a Plan—Attention
Step 3: Assess If Plan Is Working
Assess if the plan is working
- Collect data to:
- Compare pre- and post-intervention information
- Adjust your plan as needed
- Refer for more help if needed, using the data you collected to
support your referral and to jumpstart next steps
Why FBT? To recap…
Using a function-based approach, you can respond in a way that will:
Next Steps?
Type into the chat: How do you plan to use the information shared in this presentation?
Questions for me?
Training Available
Available through the Vermont PBIS Team:
See Vermont PBIS website for current trainings offered, or contact a coach for more options
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