Center for Disabilities - Lunch & Learn Nov 12, 2019 - South Dakota Parent Connection
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Center for Disabilities
Lunch & Learn
Nov 12, 2019
Ryan Groeneweg, Ed.S., BCBA Director of Community Education, Center for Disabilities Ed.S. Degree in School Psychology from the University of South Dakota Board Certification as a Behavior Analyst from the Florida Institute of Technology. Past positions include: Director of Autism Services in Iowa, at the Village Northwest Unlimited (VNU) Director of Behavior Services in MN at SWWC Service Cooperatives, Interim Clinical Director of the North Dakota Autism Center, Fargo, ND School Psychologist & and Behavior Analyst at Children's Care Hospital & School in Sioux Falls School Psychologist for Pipestone Area School District, Pipestone, MN
Review • The Politics of Behavior – not so much • Behavior and why it occurs • FBA Lite • BIP replacement behavior and data • Parent Tips • Q&A
The more you know,
the more you can participate
• This Lunch & Learn is intended to help parents
understand what to expect if an FBA and a BIP
are recommended for your child.
– What is the purpose of an FBA?
– What is the purpose of a BIP?
– What is a Replacement Behavior?
– What should Data and Monitoring consist of?
Context
• Context for Today’s presentation:
– Define: Interfering (i.e. problematic, maladaptive,
disruptive, unsafe, atypical, etc) behavior
• is stressful for educators and parents alike
– Most effective when everyone is on the same page
– The process is designed to be professional and
student/child focused.
FBA/BIP Lite
• Context for Today’s presentation:
– This will not be a technical training on conducting
a functional behavior assessment
• Rebecca Cain “Understanding the FBA”
• Lacy Knutson “ABA – What it Is/Is Not”
– This will not be a technical training on developing
behavior intervention plans
• Lacy Knutson “Bridging the BIP from School to Home”
– We are offering a 3 Day training on FBA’s to
BIP’s in Spring 2020.
Spring 2020 • 2020 (FBA to BSP) Planning and Implementing Comprehensive Positive Behavior Support Plans • 2020 Beyond Zero Tolerance: Finding What Works in School Discipline
What is Behavior
Technically Speaking Plain English
• Behavior is everything that • MORE: If stimuli is
an organism does in positive, rewarding,
response to stimuli in the reinforcing, yummy, we will
environment use behavior to access, gain,
• Stimuli are “energy changes seek more of it.
we perceive through our • LESS: if stimuli is negative,
receptor cells” discouraging, punitive,
– Some stimuli are reinforcing distasteful, we will use
and others not so much behavior to avoid or escape
it.
What Drives Behavior? • Gain This • Avoid This
What Drives Behavior? • Gain This • Avoid This
What Drives Behavior? • Gain This • Avoid This
What Drives Behavior? • Gain This • Avoid This
What Drives Behavior?
(What is the function?)
• Behavior has a purpose • Freedom from
interfering behavior is
possibleParent’s Reality • Emails, Phone Calls, Request for Meetings may be associated with “Oh No” and anxiety • School Jargon, Acronyms, Procedures, and other unknown processes are confusing • Meetings tend to be stacked with professionals that all speak this confusing language but you.
Educator’s Reality • Emails, Phone Calls, Request for Meetings may be associated with “Oh No” and anxiety • Multiple student and family challenges to navigate • Meetings tend to be stacked all week with limited resources and time. • Teaching profession is very documentation intensive
• Teacher emails concerns
Teacher/Parent Requests
Meeting/Evaluation • Child is sent home
for behavior problems
• Communication notebook
references concerns about
behaviors
• Poor school performance,
peer conflicts, other school
personnel express concern, etc.Functional Behavior
Assessment or FBA
The sole purpose of the FBA is to answer WHY
does this interfering behavior occur?
(what’s the function)FBA Team
In Action
• File review • Development of
documentation of
• Parent & Teacher interfering behavior
Interviews
• Observation of student • Development of a
and behavior hypothesis – best guess
on Why interfering
behavior is occurring
• Identify and Describe
interfering behaviorABC’s of
Behavior
• What’s the Function?
The relationship ABC’s of behavior sounds pretty simple
between interfering
behavior and the
but can become very complex and difficult
environment to understand.
• Effective FBA’s
identify underlying
function that makes
interfering behavior
meaningful to that SD Parent Connections website has
child.
webinars on this process!Why Interfering
Behavior Occurs
• The child….
– Wants something (Access)
• Social (Attention)
• Tangible (object)
• Examples:
– Reaching, grabbing
– Hitting, kicking
– Yelling, throwing
– Running, destroyingWhy Interfering
Behavior Occurs
• The child….
– Wants to get away from something (Escape)
• Demand/Task (aversive)
• Examples:
– Reaching, grabbing
– Hitting, kicking
– Yelling, throwing
– Running, destroyingBehavior Variables
• Cognition • Behavior can occur
• Communication anywhere
• Diagnosis
• Medication • Behavior can be verbal,
• Mental Health physical, subtle, overt,
mild, intense
• Physical Health
• Environment
• It’s ideal to address
• Contingencies problems sooner, rather
• Etc… than laterBehavior is
Usually Messy…
1. Attention and Toys
2. Escape to toys
3. Escape to toys and attention
4. Escape to automatic reinforcement
5. Compliance with mands
6. Escape to access to rituals, preferred conversations
7. Etc… Gregory Hanley, Ph.D, BCBA-D, presentation on Functional Assessment of Severe Problem BehaviorsMy Functional Skills
• Invite friends over to watch football (access to
attention and leisure)
• After meal retreat to basement and pool table
(escape to toys)
Everyone has functional
Access and Escape SkillsParent Participation
• When your child displays interfering behavior,
pay close attention to the following:
– What does it look like? Describe how interfering behavior looks as
best as you can
– How much does it occur in a day, week, or month?
– How long does it last?
– Time of day it occurs?
– Activity when it occurs
– How you or others respond
– Who is involvedBehavior Intervention
Plan or BIP
The sole purpose of the BIP is to answer HOW
interfering behavior will be treated, and HOW it
will be monitored
(should be developed after an FBA is completed)What to Look for in a BIP • Clear summary of interfering behavior and hypothesis on why it is occurring (from FBA) • Supporting evidence through data (from FBA)
What to Look for in a BIP
• Replacement Behavior is proposed
– serves the same function as the undesired
“interfering behavior”
– For example:What to Look For in a BIP
• Clear steps to teach Replacement Behavior are
provided
– Clear steps listed, how reinforcement is provided,
who will do training, who will be implementing.What to Look for in a BIP • Ongoing evidence through data which shows interfering behavior decreasing and new replacement behavior improving
Parent Tips • Data should be available • Team can show progress over time • Team can show decrease of interfering behavior • A plan is in place to make sure that the new skill will work in other settings with other people – Very Important!!
No Change?
• First: It happens
• Go back to the FBA – is the function correct?
• Review data
• Is the BIP implemented right?
– Sometimes the plan is right, but execution of plan
is poorResources • https://doe.sd.gov/sped/ • http://www.sdparent.org/ • https://practicalfunctionalassessment.com/pres entations/ Dr. Greg Hanley • Ryan.Groeneweg@usd.edu
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