George Sugai presentation for SPA July 1 2011

1. Addressing Individual
Challenging Behavior through
Function-based Support
George Sugai
OSEP Center on PBIS
Center for Behavioral Education & Research
University of Connecticut
May 11 2011
www.pbis.org www.cber.org www.swis.org
George.sugai@uconn.edu

3. Basics Review

4. Basics
Bicycling • Keep max. air pressure
Cooking • Keep knife sharp
Billiards • Keep cue level & follow through
• Describe mechanism of applied
Research problems
• Multi-tiered prevention
PBIS framework

5. Implementation Challenges

6. SWPBS (aka PBIS/RtI) is
Framework for enhancing
adoption & implementation of
Continuum of evidence-
based interventions to
achieve
Academically & behaviorally
important outcomes for
All students

7. Integrated Supporting Social Competence &
Academic Achievement
Elements
OUTCOMES
Supporting
Supporting Decision
Staff Behavior Making
PRACTICES
Supporting
Student Behavior

8. Tertiary Prevention:
CONTINUUM OF Specialized
SCHOOL-WIDE Individualized
INSTRUCTIONAL & FEW Systems for Students
POSITIVE BEHAVIOR with High-Risk Behavior
SUPPORT
Secondary Prevention:
SOME Specialized Group
Systems for Students
with At-Risk Behavior
Primary Prevention:
School-/Classroom-
Wide Systems for
All Students,
Staff, & Settings
ALL

9. Prevention Logic for All
Biglan, 1995; Mayer, 1995; Walker et al., 1996
Prevent
Decrease worsening & Eliminate Teach,
development reduce triggers & monitor, &
of new intensity of maintainers of acknowledge
problem existing problem prosocial
behaviors problem behaviors behavior
behaviors
Redesign of teaching environments…not students

10. Continuum of
Few Support for
ALL
Some
All
Dec 7, 2007

11. Continuum of
Math
Intensive Support for ALL
Science “Theora”
Targeted
Spanish
Reading
Soc skills
Universal
Soc Studies
Basketball
Label behavior…not people
Dec 7, 2007

12. Continuum of
Anger man.
Intensive Support for
Prob Sol. ALL:
Targeted “Molcom”
Ind. play
Adult rel.
Self-assess
Attend.
Universal
Coop play
Peer interac
Label behavior…not people
Dec 7, 2007

13. IMPLEMENTATION
W/ FIDELITY
CONTINUUM OF
CONTINUOUS EVIDENCE-BASED
PROGRESS INTERVENTIONS
MONITORING
UNIVERSAL PBIS CONTENT
EXPERTISE &
SCREENING
& RtI
DATA-BASED
FLUENCY
DECISION MAKING
& PROBLEM TEAM-BASED
SOLVING IMPLEMENTATION

14. Responsiveness to Intervention
Academic Systems Behavioral Systems
Intensive, Individual Interventions Intensive, Individual Interventions
•Individual Students 1-5% 1-5%
•Individual Students
•Assessment-based •Assessment-based
•High Intensity •Intense, durable procedures
Targeted Group Interventions 5-10% 5-10% Targeted Group Interventions
•Some students (at-risk) •Some students (at-risk)
•High efficiency •High efficiency
•Rapid response •Rapid response
Universal Interventions 80-90% 80-90% Universal Interventions
•All students •All settings, all students
•Preventive, proactive •Preventive, proactive
Circa 1996

15. SWPBS
Practices
Classroom
Non-classroom Family
• Smallest #
• Evidence-based
• Biggest, durable effect
Student

16. SCHOOL-WIDE
CLASSROOM
1.1. Leadership team
1.All school-wide
2.Behavior purpose statement
2.Maximum structure & predictability in routines &
3.Set of positive expectations & behaviors
EVIDENCE- environment
4.Procedures for teaching SW & classroom-wide BASED 3.Positively stated expectations posted, taught,
reviewed, prompted, & supervised.
expected behavior
5.Continuum of procedures for encouraging
INTERVENTION 4.Maximum engagement through high rates of
opportunities to respond, delivery of evidence-
expected behavior PRACTICES based instructional curriculum & practices
5.Continuum of strategies to acknowledge displays
6.Continuum of procedures for discouraging rule
of appropriate behavior.
violations
6.Continuum of strategies for responding to
7.Procedures for on-going data-based monitoring & inappropriate behavior.
evaluation
INDIVIDUAL STUDENT
FAMILY ENGAGEMENT
1.Behavioral competence at school & district levels NONCLASSROOM
1.Continuum of positive behavior support for all
2.Function-based behavior support planning
1.Positive expectations & routines families
3.Team- & data-based decision making taught & encouraged
2.Frequent, regular positive contacts,
4.Comprehensive person-centered planning & 2.Active supervision by all staff (Scan, communications, & acknowledgements
wraparound processes move, interact)
3.Formal & active participation & involvement as
5.Targeted social skills & self-management 3.Precorrections & reminders equal partner
instruction
4.Positive reinforcement 4.Access to system of integrated school &
6. Individualized instructional & curricular community resources
accommodations

17. School-wide
1. Leadership team
2. Behavior purpose statement
3. Set of positive expectations & behaviors
4. Procedures for teaching SW & classroom-wide
expected behavior
5. Continuum of procedures for encouraging expected
behavior
6. Continuum of procedures for discouraging rule
violations
7. Procedures for on-going data-based monitoring&
evaluation

18. SETTING
Teaching
Library/
Matrix All
Hallways Playgrounds Cafeteria Compute Assembly Bus
Settings
r Lab
Be on task. Eat all your
Give your food. Study,
Respect Sit in one Watch for
best effort. Walk. Have a plan. Select read,
Ourselves spot. your stop.
Be healthy compute.
prepared. foods.
Expectations
Be kind.
Use normal Play safe.
Hands/feet Listen/watch. Use a quiet
voice Include Practice Whisper.
Respect to self. Use voice.
volume. others. good table Return
Others Help/share appropriate Stay in your
Walk to Share manners books.
with applause. seat.
right. equipment.
others.
Pick up Use Replace Push in
Wipe your
Recycle. litter. equipment trays & chairs. Pick up.
Respect feet.
Clean up Maintain properly. utensils. Treat Treat chairs
Property Sit
after self. physical Put litter in Clean up books appropriately.
appropriately.
space. garbage can. eating area. carefully.

19. Teaching Academics &
Behaviors
ADJUST for DEFINE
Efficiency Simply
MONITOR &
ACKNOWLEDGE
MODEL
Continuously
PRACTICE
In Setting

20. Road signs can be effective;
however, when used
incorrectly,….

21. Dean Fixsen
Karen Blase
UNC

22. “Making a IMPLEMENTATION
turn” Effective Not Effective
Maximum
Effective Student
PRACTICE
Benefits
Not
Effective
Fixsen & Blase, 2009

23. Start
w/
What
Works
Focus
on
Fidelity
Detrich, Keyworth, & States (2007). J. Evid.-based Prac. in Sch.

24. Evaluation Criteria
Effective • Desired Outcomes?
Efficient • Doable?
Relevant • Contextual & Cultural?
Durable • Lasting?
Scalable • Transportable?

25. Political
Funding Visibility Policy
Support
SWPBS
Implementation LEADERSHIP TEAM
Blueprint (Coordination)
www.pbis.org
Behavioral
Training Coaching Evaluation
Expertise
Local School/District Implementation
Demonstrations

26. 12.4 - Mean Percentage Students (2009-10) (Majors Only)
Mean % Students 2009-2010 Majors Only Students 6+
Students 2 to 5
Students 0 or 1
100%
90% 9% 19% 24%
80%
70%
60%
50%
40%
30%
20%
91% 81% 76%
10%
0%
Pre-K K-6 6-9 9-12 K8-12
N = 2565 713 266 474

27. Students 6+
12.5 - Mean Percentage ODRs (2009-10) (Majors Only)
Mean % ODRs 2009-2010 Majors Only Students 2 to 5
Students 0 or 1
100%
90%
80%
70%
60% 74% 82% 84%
50%
40%
30%
20%
10%
0%
Pre-K K-6 6-9 9-12 K8-12
Students: 9% 19% 24% 18%

28. 10.2 - Problem Behavior: K-6
K-6 Problem Behavior ODR
25%
20%
15%
% Group ODRs
Mean % ODRs
10%
5%
0%

29. 10.3 - Problem Behavior: 6-9
6-9 Problem Behavior ODR
25%
20%
15%
% Group ODRs
Mean % ODRs
10%
5%
0%

30. 10.4 - Problem Behavior: 9-12
9-12 Problem Behavior ODR
25%
20%
15%
% Group ODRs
Mean % ODRs
10%
5%
0%

31. Bethel School District Office Discipline Referrals 2001-2008
1000
900
800
700
Number of Referrals
600
2001-02
2002-03
500 2003-04
2004-05
400 2005-06
2006-07
300 2007-08
200
100
0
K 1 2 3 4 5 6 7 8 9 10 11 12
Grade Level

32. ESTABLISHING CONTINUUM of SWPBS
TERTIARY PREVENTION
TERTIARY PREVENTION
•Function-based support
•Wraparound
~5% •Person-centered planning
~15%
SECONDARY PREVENTION
SECONDARY PREVENTION
• Check in/out
• Targeted social skills instruction
• Peer-based supports
• Social skills club
PRIMARY PREVENTION
PRIMARY PREVENTION
•Teach SW expectations
•Proactive SW discipline
• Positive reinforcement
•Effective instruction
•Parent engagement
~80% of Students

33. District-Region
School
SWPBS
Leadership
Team
SWPBS Tier 1 Specialized Behavior
Support Team
T1 Systems T1 Practices Group-based Tier 2 Individual Tier 3
T2 Systems T2 Practices T3 Systems T3 Practices

34. Percent of Intervals Engaged in Problem Behavior
26
100
0
10
20
30
40
50
60
70
80
90
-O
0
10
20
30
40
50
60
70
80
90
100
100
0
10
20
30
40
50
60
70
80
90
ct
3-
N
BL
o
16 v
-N
o
30 v
-N
CI/
CO
ov
7-
D
ec
6-
Ja
n
+75%
CI/CO
13
-J
a
n
18
-J
a
n
27
-J
a
n
3-
CI/CO
+80%
F
eb
meds.
Began
8-
F
e
17 b
-F
eb
25
School Days
-F
eb
4-
M
a
11 r
-M
a
+90%
CI/CO
30 r
-M
ar
5-
A
p
13 r
-A
p
29 r
-A
p
10 r
-M
a
19 y
-M
Jade
ay
Farrell
Helena
Results
Class B

35. Check In/Out Pt Card
Name________________ Date ________
GOALS 8:30 9:30 10:30 11:30 12:30 1:30
1. RESPECT OTHERS 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0
2. MANAGE SELF 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0
3. SOLVE
PROBLEMS 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0
RESPONSIBLY
Goal _____
Rating Scale Pts Possible _____
2 = Great Pts Received_____
1 = Ok % of Pts _____
0 = Goal Not Met Goal Met? Y N

36. Class B 100 BL CI/
CO
CI/CO
+75%
CI/CO
+80%
CI/CO
+90%
Results + 90
80 Helena
Composite 70
Peers 60
50 Peer
Percent of Intervals Engaged in Problem Behavior
40
30
20
10
0
100
90
80 Jade
70
60
Peer
50
40
30
20
10
0
100
90
Farrell
80
70
Peer
60
50
40
30
20
10 Began
meds.
0
n
n
n
ov
ov
ov
pr
10 r
11 r
eb
eb
30 r
ar
eb
eb
r
n
19 y
ay
ec
ct
p
a
a
p
a
a
a
a
Ja
-O
-A
-A
M
N
-M
-M
-N
-N
A
-J
-J
-J
D
F
F
-F
-F
-M
-M
3-
6-
5-
3-
8-
4-
13
18
27
13
29
7-
26
16
30
17
25
School Days

37. 100
BL CI/ CI/CO CI/CO FB FB
CO 75% 80% plan plan 2
90
Study 2 80
70
Marce llus
Results 60
50
40
30
20
10
0
100
90
80
Percent of Intervals Engaged in Problem Behavior
Blair
70
60
50
40
30
20
10
0
100
90
80 Be n
70
60
50
40
30
20
10
0
100
90
80
70
Oliv ia
60
50
40
30
20
10
0
ov
n
n
n
30 v
ov
29 r
10 r
11 r
b
b
30 r
ar
b
b
r
n
19 y
ay
ec
ct
p
p
a
o
a
p
a
a
a
a
e
e
e
e
Ja
-O
-A
-A
N
M
-N
-N
-M
-M
A
-J
-J
-J
D
F
F
-M
-M
-F
-F
3-
6-
5-
3-
8-
4-
7-
13
18
27
13
26
16
17
25
School Days

38. 100
BL CI/ CI/CO CI/CO FB FB
Study 2 90
CO 75% 80% plan plan 2
80
Results + 70
Marce llus
Composite 60
50
Peer
Peer 40
30
20
10
0
100
90
80 Peer
Blair
70
Percent of Intervals Engaged in Problem Behavior
60
50
40
30
20
10
0
100
90
80 Be n
70
60
Peer
50
40
30
20
10
0
100
90
80
70
Peer Oliv ia
60
50
40
30
20
10
0
ov
n
n
n
30 v
ov
29 r
10 r
11 r
eb
eb
30 r
ar
25 b
eb
r
n
19 y
ay
ec
ct
p
p
a
o
a
p
a
a
a
a
e
Ja
-O
-A
-A
N
M
-N
-N
-M
-M
A
-J
-J
-J
D
F
F
-M
-M
-F
-F
3-
6-
5-
3-
8-
4-
7-
13
18
27
13
26
16
17
School Days

39. FBA Basics

40. Function-based support is
all about…
Re-design & improvement of
learning & teaching environments
– Attention to environment&function
– Not re-design of individuals
– Change in behavior of plan
implementers

41. Non-validated Interventions for
Students with EBD
EXAMPLES CONCERNS
• Sensory re-integration or • Poor ecological (school)
validity
stimulation
• Redirected specification of
• Facilitated actual causal factors
communication
• Adverse side effects
• Introspective
psychoanalytic therapies • False hopes & expectations
• Inefficient use of resources &
• Rebirthing therapies opportunities
• Lack of empirical support

42. Behavior Support Elements
*Response class
*Routine analysis
*Hypothesis statement *Alternative behaviors
*Competing behavior analysis
Problem
*Contextual fit
Behavior *Strengths, preferences, & lifestyle outcomes
*Evidence-based interventions
Functional
Assessment
*Implementation support
*Data plan
Intervention
& Support
*Continuous improvement
Plan
*Sustainability plan
Fidelity of
Implementation
•Team-based
Impact on
• Behavior competence Behavior &
Lifestyle

43. What is Function Based Support?
Foundations in behavioral theory, applied behavior
analysis, & positive behavior support
Attention to environmental context
Emphasis on function of behavior
Focus on teaching effective, efficient, & relevant
behaviors
Attention to behavior of implementers

44. 1. Why do FBA?
Understand factors
that contribute to Improve quality of BIP
occurrences of PB
Remove
Add triggers
Antecedent Consequence Better triggers &
& maintainers
stimuli stimuli alternatives maintainers of
of SS
PB

45. 2. What is FBA?
Systematic problem
solving process for
Developing statements
Serving as bases for
about factors that
developing high quality
contribute to
of BIP
occurrences of PB

46. 3. How do I know if FBA has been done?
1. Clear & measurable definition of problem
behaviors.
2. Complete testable hypothesis or
summary statement
3. Data (direct observation) to confirm
testable hypothesis.
4. Behavior intervention plan based on testable
hypothesis

47. Archival Review
1. Informal
MORE Problem Solving Meeting
INFORMAL
EASIER
SIMPLE Checklist
FBA LEVELS
2. Indirect INDIRECTFA Interview
Routine Analysis
A-B-C
3. Direct MORE
DIRECT Structured, Planned
Observation
Observation
COMPLICATED
4. Planned DIFFICULT
Experimental or Functional
FORMAL
Manipulation Analysis

48. SWPBS Conceptual Foundations
Behaviorism Laws of Behavior
ABA Applied Behavioral Technology
PBS Social Validity
SWPBS All Students

49. 4. What is “testable
hypothesis?”
Probability statement Elements of
about behavior TE used to
occurrences develop BIP
Triggering Maintaining
antecedents consequences

50. Testable Hypothesis
“Basic Unit”
Setting Events Triggering Problem Maintaining
Antecedents Behavior Consequences
Infrequent Following
Preceding Set of
events that events that
events that related
affect value maintain
trigger or behaviors
of maint. behaviors
occasion of concern
conseq. of concern
(RC)
(function)
• “Best guess” about behavior & conditions
under which it is observed
• Represents basic working unit of FBA
• Directly guides development of BIP

51. Setting Events
– Unique situations in which factors unique
to individual
• Make problem behavior more intense or
more likely to occur
(e.g., illness, fatigue, hunger, social conflict).
– By changing value of reinforcers
E.g., praise less effective, peer attention is
more reinforcing, work completion is less
important.

52. • Work completion is less important
(reinforcing) to Demetri after he has had
an argument with his girlfriend before
class, or
• Cologne’s use of verbal profanity is
more likely (escape) when she hasn’t
had enough sleep night before, or
• Peer attention is less distracting
(reinforcing) when Manuella isn’t
feeling well.

53. • Lack of sleep decreases value
(reinforcement) of getting to school on
time, increases value of going to Hot
Dog Haven.
• Lack of breakfast increases value
(reinforcement) of getting sent to office
(by fending machines) for failing to
follow directions.
• Having a fight with boyfriend decreases
value (reinforcement) of listening to
lecture.
• Getting >50% of problem wrong
decreases value (reinforcement) of
starting new worksheets.

54. “FUNCTION” = outcome, result,
purpose, consequence
NONEXAMPLES
“Lantana, you skipped 2 school days, so we’re
going to suspend you for 2 more.”
“Phloem, I’m taking your book away because you
obviously aren’t ready to learn.”
“You want my attention?! I’ll show you
attention,…let’s take a walk down to the office &
have a little chat with the Principal.”

55. 5. What is “behavior
function?”
Function =
maintaining 2 basic functions
factors
Positive Negative
reinforcement reinforcement
(get/access) (escape/avoide)

56. Only 2 Basic Functions
Pos Reinf Neg Reinf

57. Ingram, Lewis-Palmer, & Sugai, 2005

59. 6. What is “response class?”
Set of topographically different
behaviors having same function
Teaching more contextually
Development of BIP based
appropriate behaviors from
on RC
same RC as PB

60. More
effective in Easier to do
receiving than PB
consequence
At least as
More likely
relevant as
triggered
PB
“More
contextually
appropriate”

61. Consider response class
Set of topographically different
behaviors with similar or related
purpose or function
– Hit, spit, runaway, yell…
• Escape difficult task request
– Cry, hit, whine, raise hand, spit…..
• Obtain adult attention

62. When Sequoia misses her 12:30 medication &
teachers present multiple task demands, she
makes negative self-statements & writes profane
language on her assignments. Teaching staff
typically send her to the office with a discipline
referral for being disrespectful.
What function?
Avoid difficult tasks
Setting event Antecedent Response Consequence
Misses 12:30 Teachers Sequoia makes Teacher sends
medication make negative self- Sequoia to
multiple statements & office for being
task demands writes profane disrespectful
language

63. Caesar has dyed his hair three colors & is teased
several times by his friends before class. When he
enters the class, his teacher stares at his hair.
Caesar immediately says “what are you staring
at?” His teacher immediately sends him to in-
school detention.
Escape adult &
What function?
peer attention
Setting event Antecedent Response Consequence
Caesar is His teacher Caesar asks His teacher
teased several stares at his his teacher sends him to
times about his hair in class what she’s in-school
hair by his staring at detention
friends before
class

64. Cleo is new to the 6th grade, & English is her
second language. When another student
approaches & says something to her in
English, Cleo turns away. The other student
walks away. This happens several times during
the day.
What function?
Escape peer attention
Setting event Antecedent Response Consequence
New student Student Cleo turns Other
approaches & away student walks
speaks in away
English

65. When his teacher asks him what the capitol city
of a country is, Napoleon gives the correct
answers. His teacher praises his correct answer,
& tells him he may work by himself or a friend
on the rest of the assignment.
Access peer &
What function?
Setting event Antecedent Response
adult attention
Consequence
None Teacher asks Napoleon Teacher gives
what capitol give correct verbal praise
city of country answer & time to work
is with a friend

66. As Veloce is walking, other kids look at him &
say “what’s up?” He looks back and says:
“Who ya lookin’ at?!”“Ya want some of
this?!”“Ya talkin’ to me?!” Kids shake
their heads & all him “weirdo.”
Access OR escape
What function?
peer attention?
Setting event Antecedent Response Consequence
How do you know?
How do you know?
?? Look at him. “Who ya Kids shake
“What’s up!” lookin’ at?” Assess?
heads &
“Ya want call him
Some?”“Ya “weirdo”
talkin’ to me?

67. TE is “best guess.”
What if testable hypothesis is
incomplete or inaccurate?
Review what you know
Collect more information
Change hypothesis statement
Test/confirm new hypothesis statement

68. TE1 for Hillary:
"When Hillary sits next to
Bill, Hillary whispers in his ear.
Bill laughs."
• Test manipulation?
– Put Al in Bill’s seat.
• Effect:
– Hillary whispers in Al’s ear.
Develop new TE!

69. TE2:
“When Hillary sits next to
boys, she whispers in their
ears. The boys laugh.”
• Test manipulation?
– Put Monica in Bill’s seat.
• Effect:
– Hillary does not whisper.

70. Avoid explanatory fictions
Restatement of problem & not
measurable
(-) She’s aggressive because she’s angry
(+) When she is teased about her looks &
family, she uses profanity & hits until the
teasing stops.

71. Avoid explanatory fictions
Not measurable or testable
(-) He’s emotionally disturbed
(+) When he is with peers, he talks about
hurting them & himself.

72. “Petunia”
• Problem: Petunia is in 9th grade & very
inattentive. In class, she is forever
inattentive, distractible, off-task, & bothering
others.
• Explanatory fiction: Petunia has ADHD &
conduct disorders
• Testable hypothesis: Petunia works on each
assignment for about 2 minutes, answers
before presentation of questions are
completed, asks other students for help, &
gets out of her seat 12 times per 30 min.
period.

73. “Rhus”
• Problem: Rhus is an 11th grader with autism.
He’s high functioning but is hated by his
peers. When he gets frustrated, he screams
& bites his hand.
• Explanatory fiction: Rhus has Fragile X & is
emotionally disturbed
• Testable hypothesis: Rhus has verbal skills to
describe his situation, but if presented with
difficult academic work & short timelines, he
screams until teachers help him. If peers
tease him, he bites his hand, & the teasing
stops.

74. “Catoneaster”
• Problem: Catoneaster is a 7th grader who
resists going to school each morning.
• Explanatory fiction: Catoneaster has parent
separation anxiety
• Testable hypothesis: Catoneaster finds
attention from his Dad to be very rewarding.
His mother died when he was 5 years old.
When he argues with his Dad in the parking
lot, his Dad takes him out for breakfast &
brings him back during 2nd period.

75. “Azalea”
• Problem: Azalea is an 8th grader who skips
most of her morning classes.
• Explanatory fiction: Azalea is a school phobic.
• Testable hypothesis: On days she misses
breakfast, Azalea goes to the cafeteria to eat
instead of going to class. When she gets to
the cafeteria, she visits with her friends until a
teacher tells her to go class. Her friends tell
her she is cool the way she talks to teachers
& skips 1st period.

76. WRITE TESTABLE HYPOTHESIS: As
Veloce is walking, other kids look at him &
say “what’s up?” He looks back and
says: “Who ya lookin’ at?!”“Ya want
some of this?!”“Ya talkin’ to me?!”
Kids shake their heads & all him
“weirdo.”
Setting event Antecedent Response Consequence
?? Look at him. “Who ya Kids shake
“What’s up!” lookin’ at?” heads &
“Ya want call him
Some?”“Ya “weirdo”
talkin’ to me?

77. Example 1: Different behaviors
with different functions
• Kirsten’s teachers agree that she
has two behaviors that interfere
with her social success at school, &
develop two testable hypotheses:

78. Setting Antecedent Consequence
Behavior
Event Event Event
Teacher
Verbal
Teacher repeats
protest,
presents request 4 to
non-
None multiple 5 times &
compliance,
step threatens
foot
request. after school
stomping.
suspension.
Setting Antecedent Consequence
Behavior
Event Event Event
Pushes
Peers play peers away,
Peers stop
game & uses
None playing with
have profanity,
Kirsten.
conflict. throws
rocks.

79. Example 2: Same behaviors with
different functions
• Amy teachers have noticed two
different conditions when Amy
displays same problem behaviors.
They developed following two
testable hypotheses:

80. Setting Antecedent Consequence
Behavior
Event Event Event
Turns eyes
Peers try to away, does
engage Amy not comply Peers move
None
in con- verbally, pull away.
versations. s sweater
over his
head.
Setting Antecedent Consequence
Behavior
Event Event Event
Teachers Turns eyes Teachers sit
give Amy away, does down next to
corrective not comply her, rub her
None
feedback verbally, pull shoulders, &
about her s sweater say comforting
work. over his words.
head.

81. Functional Assessment Checklist for Teachers “FACTS”
STEP 1: Student/ Grade: _____Clarence/5th grade_____ Date: ____January
11___________
Interviewer: ___________Sugai________ Respondent(s): ____Thomas_____
STEP 2: Student Profile: Please identify at least three strengths or contributions the
student brings to school.
C. has leadership potential. Peers listened to him, and he can be very convincing and
sincere. He’s academically competent and seems to be moving smoothly and
successfully through the school curriculum.
STEP 3: Problem Behavior(s): Identify problem behaviors
___Tardy_X Fight/physical Aggression ___ Disruptive___ Theft___ UnresponsiveX
Inappropriate Language_X__ Insubordination___ Vandalism___ Withdrawn_X__
Verbal Harassment____Work not done___ Other __________ ____X _ Verbally
Inappropriate___ Self-injury
Describe problem behavior:C. may have one of the shortest fuses I’ve seen. One
little tease by a peer, and he quickly and predictably escalates through a behavioral
sequence that begins with passive in subordination (non response), moves to a mild
protest, shifts to harassment and name calling, increases to property damage and
even to physical aggression. Its interesting that he seems to “enjoy” the reactions
he gets from peers that he aggresses toward, and from peers who look up to him for
his aggressiveness.

82. STEP 4: Routine Analysis
Schedule Activity Likelihood of Problem Behavior Specific Problem Behavior
(Times)
Low High See escalation described
8:00 Waiting to enter building
1 2 3 4 5 6 above
Mostly teasing and touching
property of others.
8:15 Advisory & Planning 1 2 3 4 5 6
Doesn’t escalate
much further
Occasional name
9:15 Language Arts 1 2 3 4 5 6
calling/teasing
See escalation described
10:15 Recess 1 2 3 4 5 6
above
11:30 Math 1 2 3 4 5 6 Occasional teasing
See escalation described
12:00 Lunch 1 2 3 4 5 6
above
12:35 Earth Science 1 2 3 4 5 6 Minor verbal harassment
See escalation described
1:15 Art or Phy Ed 1 2 3 4 5 6
above
2:00 Reading 1 2 3 4 5 6 Rarely a problem
See escalation described
2:50 Waiting for bus 1 2 3 4 5 6
above

83. Fundamental Rule!

84. Desired Typical
Alternative Consequence
Summary Statement
Setting Events Triggering Problem Maintaining
Antecedents Behavior Consequences
Acceptable
Alternative

85. Desired Typical
Summary Statement Alternative Consequence
Do work Points,
w/o grades,
complaints. questions,
more work.
Setting Events Triggering Problem Maintaining
Antecedents Behavior Consequences
Lack of peer Do difficult Noncompliance, Avoid task,
contact in 30 math profanity, remove from
minutes. assignment. physical class.
aggression,
Function
Acceptable
Why is function important? Alternative
Ask for
Because consequences break,
compete!! ask for
help.

88. Desired Typical
Alternative Consequence
Summary Statement
Setting Events Triggering Problem Maintaining
Antecedents Behavior Consequences
Acceptable
Alternative

89. Setting Event Antecedent Behavior Consequence
Manipulations Manipulations Manipulations Manipulations

90. Desired Typical
Summary Statement Alternative Consequence
Do work Points,
w/o grades,
complaints. questions,
more work.
Setting Events Triggering Problem Maintaining
Antecedents Behavior Consequences
Lack of peer Do difficult Noncompliance, Avoid task,
contact in 30 math profanity, remove from
minutes. assignment. physical class.
aggression,
Function
Acceptable
Alternative
Ask for
break,
ask for
help.

91. Setting Event Antecedent Behavior Consequence
Manipulations Manipulations Manipulations Manipulations
Immediately
Arrange for peer Introduce review Teach options to reinforce
interaction type problem problem behavior: entering class.
before math before difficult 1. Ask for break
class tasks 2. Ask for help Provide
3. Turn in reinforcer w/in 1
Provide positive Remind of assignment as is. min. of starting
adult contact alternative task (3 min., 5
behaviors Teach missing min., 10
Sit with math skills minutes)
preferred peer Do first problem
together Give break &
help
Sit with
preferred peer
when done

92. Desired Typical
Summary Statement Alternative Consequence
Ignore & Delayed
problem teacher
solve attention.
later
Setting Events Triggering Problem Maintaining
Antecedents Behavior Consequences
Rides city Teacher Profanity Teacher
bus corrects Verbal attention
peers protests
Function
Acceptable
Alternative
Discuss
in
private

93. Setting Event Antecedent Behavior Consequence
Manipulations Manipulations Manipulations Manipulations
On days city bus Give >3 positive Teach J. how, When J. engages
ridden, check in acknow- when, & where to in problem
with counselor ledgements per express verbal behavior
to review days min. to peers protest, & how to immediately
schedule & walk during walk away from disengage from
with counselor transitions. problem situations him, & engage
to classroom in transitions. peers.
Give private &
quiet corrections When J. engages
to peers. in replacement
behaviors
Remind J. of provide adult
acceptable & attention
desired (discussion)
replacement
behaviors

94. Do quiz without Discussion about
complaints. answers & homework.
On Mondays and/or Daily nongraded quiz Verbal protests, slump Avoids doing quiz &
when up all of the on previous night’s in chair, walks out of
homework discussion.
night before. homework room.
Turn in with name &
sit quietly w/o
interrupting.

95. Do quiz without Discussion about
complaints. answers & homework.
On Mondays and/or Daily nongraded quiz Verbal protests, slump Avoids doing quiz &
when up all of the on previous night’s in chair, walks out of
homework discussion.
night before. homework room.
Turn in with name &
sit quietly w/o
interrupting.
+ Give time to + Give easy + With first sign of
Teach options to
review “warm-up” task problem behavior: problem behaviors,
homework. before doing quiz. remove task, or
1. Turn in blank
+ Give quiet time + Precorrect request completion
2. Turn in w/ name
before starting. behavior options & of task next period.
3. Turn in w/ name
consequences. + Remove task
& first item done.
4. Turn in w/ name based on step in task
analysis (STO).
& 50% of items
+ Provide effective
done.
verbal praise &
other reinforcers.

96. 7. How quality of function-based behavior
intervention plans be improved?
1. BIP should reflect information from FBA
2. BIP should describe what should adults do
3. BIP will vary across settings based on TH & RC function
4. Student, family, &/or advocates should participate in planning
5. BIP should be developed by team of individuals who collectively have
• (a) direct knowledge & experience with student, (b) behavioral expertise, & (c)
implementation fluency
6. Teams should develop formal routine & structure for developing BIP
7. Progress should monitored continuously to
• (a) make formative decision, (b) check implementation fidelity, & (c) evaluate progress
toward intended outcomes

97. FBA/BIP Team Process Steps
1. Collect information.
2. Develop testable hypothesis or summary statement.
3. Collect direct observation data to confirm summary statement.
4. Develop “competing pathways” summary statement.
5. Develop BIP.
6. Develop details & routines for full implementation of BSP.
7. Develop strategies for monitoring & evaluating implementation of BSP.

98. Neutralize Make triggers Make problem Make
setting irrelevant. behavior consequences
event inefficient. ineffective.

99. 6 FBA Misrules
1. Only one way to conduct
FBA…. NO
– FA process is basically same
– Methods for collecting data may vary
• Observe
• Ask
• Review records
• Test

100. 2. Must do everything every
time….NO
• Base FBA activity on what you know
• FBA is systematic planning process

101. 3. Everyone has to know how
to do a full FBA…. NO
• Small number of people must have high
fluency
• All people must know process & what to
expect
• Some individuals must work on
sustainability

102. 4. FBA is it….. NO
• One component of comprehensive plan of
behavior support
academic, medical, vocational, mental
health, etc.

103. 5. FBA is only for students with
disabilities… NO
• Process for behavior of all individuals
across multiple settings

104. 6.
“Power,”“authority,”“coNO
ntrol,” etc. are functions….
2 research validated functions
Pos. &Neg. Reinf.

105. Behavior Support Elements
*Response class
*Routine analysis
*Hypothesis statement *Alternative behaviors
*Competing behavior analysis
Problem
*Contextual fit
Behavior *Strengths, preferences, & lifestyle outcomes
*Evidence-based interventions
Functional
Assessment
*Implementation support
*Data plan
Intervention
& Support
*Continuous improvement
Plan
*Sustainability plan
Fidelity of
Implementation
•Team-based
Impact on
• Behavior competence Behavior &
Lifestyle