Fba 2 Bip 4 Chicagoriffel

Writing Behavioral Intervention Plans (BIP) based on Functional Behavior Assessments (FBA): Making Data Based Decisions to Change
Behavior By Laura A. Riffel, Ph.D. www.behaviordoctor.org caughtyoubeinggood g!ail.co!
Writing Behavioral Intervention Plans
Laura A. Riffel, Ph.D. 2007
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Preface: he In!ivi!uals "ith Disa#ilities $!u%ation A%t &ID$A' 200( )a*es +rovisions for stu!ents #eing serve! in s+e%ial e!u%ation in regar! to fun%tional #ehavior assess)ents &,BA' an! +ositive #ehavior su++ort &PB-'. `` (D) "#R$%C#".--A child with a disability who is removed from the child's current placement under subparagraph ( ) (irrespective of whether the behavior is determined to be a manifestation of the child's disability) or subparagraph (!) shall-``(i) continue to receive educational services" as provided in section #$%(a)($)" so as to enable the child to continue to participate in the general education curriculum" although in another setting" and to progress toward meeting the goals set out in the child's &'() and ``(ii) receive, as a&&ro&riate, a functional behavioral assess!ent" behavioral intervention services and modifications" that are designed to address the behavior violation so that it does not recur.
`` (*) C'("%D#RA)%'( '* "P#C%AL *AC)'R".--+he &'( +eam shall-``(i) in the case of a child whose behavior impedes the child's learning or that of others" consider the use of &ositive behavioral interventions and su&&orts" and other strategies" to address that behavior)
his training is geare! to"ar! )eeting the legal re.uire)ents of ID$A 200( for %hil!ren #eing serve! in s+e%ial e!u%ation. /o"ever, resear%h in!i%ates that not all %hil!ren "ho have #ehavior !iffi%ulties are i!entifie! as having s+e%ial nee!s. he s*ills taught !uring this one !a0 training are geare! to hel+ all stu!ents in a full %ontinuu) of su++ort. An0 %hil! "ho has 1 or )ore referrals to the offi%e !uring a nine )onth +erio! "oul! #e a %an!i!ate for a fun%tional #ehavior assess)ent. While ,BA !ata %olle%tion %an #e ti)e %onsu)ing, it is "ell "orth the ti)e invest)ent "hen %onsi!ering the alternative of %ontinuall0 !ealing "ith +ro#le)ati% #ehavior.
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his training ta*es the ar!uous tas* of %olle%ting ten !a0s of !ata an! %on!enses it into an eas0 for)at2 "hi%h gives the #ehavior su++ort tea) &B- ' the )ost infor)ation "ith the least a)ount of effort. Parti%i+ants learn a uni.ue )etho! for %olle%ting ten !a0s of Ante%e!ent, Behavior, 3onse.uen%e &AB3' Data. 4n%e the !ata are %olle%te!, the +arti%i+ants learn ho" to anal05e that !ata to !eter)ine the fun%tion of &or the reason #ehin!' the #ehavior. o hese #ehaviors are %alle! the target #ehaviors #e%ause these are the #ehaviors the tea) "ill 6target7 to %hange.
o 4n%e the tea) *no"s "hat is fee!ing the #ehavior, the0 %an i)+le)ent +ositive +roa%tive %hoi%es for )a*ing the target #ehavior unne%essar0. Parti%i+ants "ill use a 3o)+eting Path"a0s 8a+ for anal05ing ante%e!ent )o!ifi%ations, #ehavior tea%hing, %onse.uen%e )ani+ulation, an! setting %hanges that )a0 or )a0 not nee! to ta*e +la%e to %hange the #ehavior. Parti%i+ants "ill learn ho" to for) a #ehavior su++ort tea) to !evelo+ interventions an! "ill #e given a #oo* entitle! Positive Interventions an! $ffe%tive -trategies &PI$-' "hi%h "ill gui!e the) through so)e suggestions for +arti%ular #ehaviors.
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C./%&/001 .2 SC'..3-W&45 &/S%"0C%&./A3 & P.S&%&65 $5'A6&." S0PP."%
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%ertiary Prevention: Specialized &ndividualized Systems for Students !ith 'igh-"is# $ehavior Secondary Prevention: Specialized roup Systems for Students !ith At-"is# $ehavior
Primary Prevention: School-/ClassroomWide Systems for All Students, Staff, & Settings
()*+ of Students
-ugai 9 /orner 200: Resear%h fro) the ;ational e%hni%al Assistan%e 3enter on Positive Behavioral Interventions an! -u++orts in!i%ates that if 1-: #ehavioral e<+e%tations are %learl0 taught, )o!ele!, +ra%ti%e!, an! re"ar!e! that a++ro<i)atel0 =0> of the stu!ents in the s%hool "ill not nee! interventions. he sa)e resear%h in!i%ates that 10-1: +er%ent of the stu!ents "ill nee! #ooster shots or re)in!ers fro) ti)e to ti)e to *ee+ the) on tra%*. A++ro<i)atel0 :> of the stu!ent +o+ulation "ill nee! intensive su++orts in the for) of a fun%tional #ehavior assess)ent. ;ot all of the :> &re! 5one' grou+ are stu!ents i!entifie! "ith s+e%ial nee!s. herefore, although this training is e<tre)el0 hel+ful in ter)s of ID$A 200(, it is also su++ortive to all stu!ents in a s%hool "ho are e<hi#iting #ehaviors that i)+e!e their o"n learning or that of others. ,or )ore infor)ation on +ositive #ehavior su++ort resear%h, +lease visit """.+#is.org
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What is Positive Behavioral Support?

A ne" "a0 of thin*ing a#out #ehavior &#ase! in resear%h' Broa!ens intervention fro) onl0 one a++roa%h - re!u%ing %hallenging #ehavior to $n%o)+assing )ulti+le a++roa%hes? %hanging s0ste)s, altering environ)ents, tea%hing s*ills, an! a++re%iating +ositive #ehavior
PBS Includes:
A tea) +ro%ess for goal setting ,un%tional Behavioral Assess)ent &@sing !ata to )a*e !e%isions' Behavior intervention +lan !esign, i)+le)entation, an! evaluation
oal Setting
I!entif0 tea) )e)#ers )ost effe%tive as %olla#orative +ro%ess Develo+ a +rofile to in%lu!e? stu!entAs strengths stu!entAs nee!s stu!entAs target #ehaviors I!entif0 settings 9 situations that re.uire intervention
Functional Behavioral Assessment (FBA)

FBA is a process for gathering infor)ation to un!erstan! the function &+ur+ose' of #ehavior in or!er to "rite an effe%tive intervention +lan. Assumptions !nderl"ing FBA Behavior is learne! an! serves a s+e%ifi% +ur+ose. Behavior is relate! to the %onte<t "ithin "hi%h it o%%urs #uestions to Address? /o" often !oes the target #ehavior o%%ur 9 ho" long !oes it lastB Where !oes the #ehavior t0+i%all0 o%%urCnever o%%urB Who is +resent for the o%%urren%eCnono%%urren%e of the #ehaviorB What is going on !uring the o%%urren%eCnono%%urren%e of the #ehaviorB When is the #ehavior )ost li*el0Cleast li*el0 to o%%urB /o" !oes the stu!ent rea%t to the usual %onse.uen%es that follo" the #ehaviorB
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$efining %arget Behaviors &'ample /it others "ith fist 3r0ing L0ing on the floor an! refusing to )ove (on)&'ample Poor i)+ulse %ontrol Angr0, hostile, resentful -tu##orn
,re.uentl0 e!u%ators "ant to list ever0 +ossi#le #ehavior an! %olle%t !ata on those #ehaviors. It is #est to %onsi!er +utting %ertain #ehaviors into %lasses. 8ost li*el0 0ou "oul! rea%t the sa)e "a0 if a %hil! hit 0ou or *i%*e! 0ou2 therefore these #ehaviors %oul! #e %alle! +h0si%al aggression. Another fre.uent !ile))a is the %hil! "ho thro"s tantru)s. he tea) shoul! list all the #ehaviors that have #een asso%iate! "ith a tantru) an! then use tantru) as one of the #ehaviors to )easure "ith the follo"ing %aveat? Dohnn0 fre.uentl0 has the follo"ing #ehaviors? /itting, -+itting, Ei%*ing, Eno%*ing ever0thing off the ta#le, -%rea)ing, /ea! #anging
A tantru) "ill #e )ar*e! if t"o or )ore of the a#ove #ehaviors ha++en "ithin a t"o )inute ti)e fra)e. his )a*es it easier to )easure the #ehavior an! ever0one "ill un!erstan! "hat a tantru) %onsists of for this +arti%ular %hil!. here shoul! #e a thorough revie" of an0thing that )ight #e %onne%te! to this %hil! an! his or her #ehaviors.
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*ecord *evie+
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!iagnosti% 9 )e!i%al re%or!s +s0%hologi%al infor)ation e!u%ational assess)ents so%ial histories !evelo+)ental +rofiles +revious #ehavior +rogra)s in!ivi!ual e!u%ation +lans ane%!otal re%or!sCin%i!ent re+ortsC!is%i+line su))aries ,ethods for -onducting FBA Indirect ,ethods:
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8A- - 8otivational Assess)ent -%ale ,A- - ,un%tional Anal0sis -%reening ool PBG- Pro#le) Behavior Guestionnaire Indirect ,ethods: Strengths and .imitations
-trengths $as0 to i)+le)ent 8ini)al ti)e an! training re.uire! -tru%ture! )etho!s 8a0 use for initial assess)ent
Li)itations 10> relia#ilit0 to !eter)ine fun%tion Infor)ation %an #e su#He%tive ;on-s+e%ifi% fun%tions i!entifie! &e<? es%a+e fro) "or*'
$escriptive/0bservational ,ethods: &'amples
7 A-B-3 Anal0sis 7 -%atter +lot 7 Interval or ti)e sa)+ling

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$escriptive ,ethods: Strengths and Wea1nesses -trengths? 7 Li)itations? 4#He%tive 9 .uantitative !ata Anal0sis %an #e %o)+le<
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Behavior is sa)+le! in relevant settings 3an ID environ)ental relationshi+s -uffi%ient for BIP !evelo+)ent Relia#ilit0 &F0-=0>'
i)e re.uire)ent In%rease! staff training 9 e<+erien%e )a0 #e ne%essar0
1ay not &4 function of infre8uent 9ehavior
Possible Functions Positive *einforcement: -o%ial attention or Access to )aterials

Sensor" -ti)ulation 3ontrol- ;o Resear%h IIII
(egative *einforcement? &scape fro) a%tivities or +eo+le Sensor" Pain 2%0 &% 0!% 0F3
2%0
&%3
Setting &vents
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8e!i%al %on%erns A%tivit0 +atterns Relationshi+s "ith others Anal"4ing Patterns
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@n!er "hat %ir%u)stan%es or ante%e!ent events is the target #ehavior )ostCleast li*el0B W/$;B W/$R$B W/A B W/4B W/JB What %onse.uen%es or results +re!i%ta#l0 follo" the +ro#le) #ehaviorB W/A D4 /$J K$ B W/A D4 /$J AL4IDB What #roa!er issues are i)+ortant influen%es on #ehaviorB 0ther Information: i)es, a%tivities, an! in!ivi!uals "hen #ehavior is )ost or least li*el0 to o%%ur
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3on!itions that are t0+i%all0 asso%iate! #efore or after the target #ehavior 3o))on setting events asso%iate! "ith the #ehavior 4ther #ehaviors that )a0 o%%ur #efore or "ith the target #ehavior
Summar" Statement 1. When this o%%ursM &!es%ri#e %ir%u)stan%esCante%e!ents' 2. the stu!ent !oesM &!es%ri#e target #ehavior' 1. to getCto avoi!M &!es%ri#e %onse.uen%es' &'ample Statements: 1. When the tea%herAs attention is "ith!ra"n or fo%use! on another stu!ent, 2. NoO )a*es noises2 1. this results in the tea%her s%ol!ing an! )oving %loser to NoO. 1. When unanti%i+ate! %hanges in the s%he!ule o%%ur, 2. err0 thro"s )aterials2 1. +i%*ing the) u+ !ela0s the transition to the ne<t a%tivit0. 1. When Ei) finishes "or* #efore the other stu!ents, 2. the !es* gets s%ri##le! on2 1. this alleviates Ei)As #ore!o).
Summar" Statement ,odel
-etting $vents
Ante%e!ent
arget Behavior
,un%tion &Reinfor%er'
Behavior Intervention Plan (BIP) he su))ar0 state)ent is the foun!ation for a +ositive an! su++ortive +lan. BIP Includes the Follo+ing:
Proa%tive What environ)ental a!Hust)ents "ill #e use! to )a*e the stu!entAs +ro#le) #ehavior unne%essar0B
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$!u%ative What #ehaviors &s*ills' "ill #e taught to re+la%e or )eet the sa)e fun%tion as the stu!entAs +ro#le) #ehavior an! i)+rove his or her a#ilit0 to fun%tion )ore effe%tivel0B 7 $ffe%tive /o" "ill %onse.uen%es #e )anage! to insure the stu!ent re%eives reinfor%ers for +ositive #ehavior, not +ro#le) #ehaviorB Proactive
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A!Hust)ents to the environ)ent that re!u%e the li*elihoo! of +ro#le) #ehavior o%%urring Allo" the stu!ent to #e in!e+en!ent an! su%%essful $<a)+les? )o!if0ing the %urri%ulu), reorgani5ing the +h0si%al setting, %larif0ing routines an! e<+e%tations &ducative ea%hing re+la%e)ent s*ills Buil!ing generali5a#le %o)+eten%ies
Allo" stu!ents to )eet o#He%tives in )ore effe%tive, effi%ient, an! a++ro+riate "a0s &e.g., %o))uni%ation alternatives' 7 $nhan%e the stu!entAs overall in!e+en!en%e, integration, an! .ualit0 of life
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&ffective 8anaging %onse.uen%es to reinfor%e !esire! #ehaviors an! re+la%e)ent s*ills Withhol! reinfor%e)ent follo"ing +ro#le) #ehavior @se of natural, least intrusive %onse.uen%es that a!!ress the i!entifie! fun%tion
Behavioral Intervention Plan ,odel Desire! Behavior Reinfor%e)ent
-etting $vent
Ante%e!ent
arget Behavior
Reinfor%e)ent &Q RR'
Ante%e!ent 8o!ifi%ations
A%%e+ta#le Reinfor%e)ent Alternative &,un%tion' Laura A. Riffel, Ph.D. 2007 - 10 -
.et5s ,eet 6o7 7 NoO is a fifth gra!e stu!ent "ho %onstantl0 interru+ts the tea%her. When the stu!ents are "or*ing in!e+en!entl0 an! the tea%her is going aroun! the roo) "or*ing "ith in!ivi!uals, NoO )a*es ani)al noises to get the tea%herAs attention. NoO !oes not get "or* !one in!e+en!entl0.
antecedent
target behavior
&'ample Plan for 6o7:
function of behavior
7
no".7
ell NoO "hen 0ou "ill #e unavaila#le for e<ten!e! +erio!s, 6IA) hel+ing SSS ea%h NoO to !is+la0 a 6hel+7 %ar! "hen hel+ is nee!e!. Re)in! NoO to !o this.
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Provi!e attention "henever NoO !is+la0s the 6hel+7 %ar!, even if Hust to sa0 6IAll #e there in a )inute.7 Ignore all noises.
Behavioral Intervention Plan ,odel for 6o7 @ses so%ial s*ills
Attention
;o ea%her attention
NoO )a*es noises
Ignore #e%ause B< "as getting attention
Pre%orre%ts
@se 6hel+7 %ar!
ea%her attention 9 +raise

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.et5s meet %err" 7 err0 is a Hunior high stu!ent "ith a )o!erate intelle%tual !isa#ilit0. err0 fre.uentl0 thro"s #oo*s on the floor !uring transitions #et"een %lasses. err0As +ara+rofessional )ust sto+ an! %lean u+ all the +a+ers an! #oo*s #efore +ro%ee!ing to the ne<t "or* assign)ent.
antecedent
target behavior
&'ample Plan for %err":
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Provi!e a "ritten or +i%ture s%he!ule an! refer to it throughout the !a0. Pre+are err0 for %hanges, noting the) on the s%he!ule.
ea%h err0 to as* for %larifi%ation regar!ing %hanges an! re"ar! err0 for s)ooth transitions. /ave err0 +i%* u+ )aterials after finishing the ne<t a%tivit0.
Behavioral Intervention Plan ,odel for %err"
3hanges in s%he!u le
A%%e+ts %h an ge s err0 thro"s )aterials
Positive fee!#a%*
Pi%* u+ )aterials later

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-%he!ule noting %hanges

th
ea%h err0 to as* .uestions
$arns %o)+uter ti)e
.et5s ,eet 8im9 7 Ei) is a P gra!e stu!ent "ho has a )il! learning !isa#ilit0. When Ei) finishes "or* #efore others either the !es* gets s%ri##le! on or neigh#ors are !istur#e!.
antecedent
target behavior
&'ample Plan for 8im:
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Kive Ei) so)ething to !o "hen "or* is finishe! &e.g., e<tra %re!it, tea%her hel+er'. ea%h Ei) to as* for a%tivities or ite)s an! +rovi!e the) %onsistentl0 follo"ing re.uests.
Behavioral Intervention Plan ,odel for 8im Ignore "riting on !es* an! give -elf-)onitoring Kets nee!s )et +lent0 of +raise an! attention "hen she Ignore 9 %lean after Writes on !es* ,inishes "or* selfs%hool #e%ause sele%ts attention "as the to fun%tion go to e<tra ea%h to re.uest -+onge a%tivities "or* tas* Provi!e a%tivities fol!er or "hen Ei) re.uests as this isre.uests an ea%h to "or* to a++ro+riate "a0 to re.uest tas* or !o. 3an gain attention T give *ee+ a fol!er of also #e a re"ar!s for "or* for Ei) to to*en a++ro+riate #ehavior "henA. she e%ono)0 Writing Behavioral Intervention Plans go to Laura Riffel, Ph.D. 2007e%ono)0' - 11 &to*en finishes her tie! to -+onge a%tivities "or*. this.
Promoting Self),anagement
-elf-)onitoring &e.g., the stu!ent tra%*ing o"n +erfor)an%e #0 logging in%i!ents su%h as s+ea*ing out of turn' 7 -elf-reinfor%e)ent &e.g., ta*ing a #rea* follo"ing %o)+letion of a s+e%ifi% nu)#er of )ath +ro#le)s, re%ruiting +raise fro) an a!ult for use of a +arti%ular so%ial s*ill' 7 -elf-%orre%tion &e.g., stu!ent uses #ehavioral %he%*list to evaluate o"n +erfor)an%e at the en! of ea%h %lass +erio!' -risis ,anagement 7 If the stu!entAs #ehavior +oses a signifi%ant ris* to self or others, a +lan to ensure safet0 an! ra+i! !e-es%alation nee!s to #e !evelo+e!. 7 3risis +lans are rea%tive, rather then +roa%tive.
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ea) )e)#ers )a0 re.uire outsi!e training to i)+le)ent +ro%e!ures. -onte'tual Fit of Plan /o" !oes the +lan align "ith the goals of the stu!ent an! su++ort +rovi!ersB Do the +eo+le i)+le)enting the +lan have the %a+a%it0 an! %o))it)ent to !o soB Are the resour%es nee!e! for the +lan availa#leB
Implementing the Plan : ,onitoring 0utcomes 7 ea) tra%*s %hanges in stu!entAs target #ehaviors an! evaluates #roa!er lifest0le %hanges that o%%ur. 7 @se o#He%tive )easures to !o%u)ent su%%ess.
If )ini)al +rogress o%%urs, the +lan an! +ossi#l0 the assess)ent nee! to #e reevaluate!. $"namic Process
,un%tional Assess)ent
Writing Behavioral Intervention Plans Interventions Laura A. Riffel, Ph.D. 2007 Positive
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4ver ti)e, +lans "ill nee! to #e a!Huste! as the stu!entAs nee!s an! %ir%u)stan%es %hangeM.or M..as "e figure out the ans"ers the %hil! %hanges the test.
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;o+ to Build a Behavior Support %eam his infor)ation is #ase! on the #oo*? Buil!ing Positive Behavior -u++ort -0ste)s in -%hools? ,un%tional Behavioral Assess)ent #0 Deanne 3rone an! Ro#ert /orner &2001' 8an0 s%hools refer to %hil!ren "ith #ehavior that i)+e!es their learning or that of others as having 6+ro#le) #ehavior.7 he assertion of this #oo* is to %hange this ver#iage fro) +ro#le) #ehavior to the #ehavior the tea) "ants to %hange. We %all this the target #ehavior rather than the +ro#le) #ehavior. his hel+s %hange the +hiloso+h0 fro) a 6the %hil! is #a! +hiloso+h07 to a 6s0ste)s %hange +hiloso+h0.7 arget #ehavior re!u%tion flourishes "hen the s%hool !esignates a #ehavior su++ort tea) &B- ', instea! of rel0ing on onl0 one in!ivi!ual. &3rone 9 /orner, 2001'. Who should be part of the BS%?
*eferral process for individual students
-ore %eam ,embers A!)inistrator Person "ith #ehavioral %o)+eten%e Re+resentative sa)+le of s%hool staff
Action %eam ,embers 1-2 )e)#ers of %ore tea) Parents of referre! stu!ent ea%hers of referre! stu!ent -ignifi%ant others
,embers of School Staff and -ommunit" ea%hers Parents Pro#ation 4ffi%ers -o%ial Wor*ers 8ental /ealth Wor*ers
3rone 9 /orner, In order to build a sustainable s"stem of function based behavior support< "ou +ill need to determine a team that +ill meet regularl" to discuss the progress of the student9 %his should include at the ver" least:
A!)inistrator "ho %an su++ort the interventions "ith ti)e, staff, or )one0 Regular an! s+e%ial e!u%ation tea%hers that "or* "ith the referre! stu!ent An%illar0 staff that "or* "ith the stu!ent An0 staff "here +ro#le) #ehaviors o%%ur &%afeteria, #us, +la0groun!' Parents
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B- )e)#er "ell verse! in fun%tion #ase! assess)ent ogether the tea) "ill #uil! the stru%tures to use? Data #ase! !e%isions o Assess)ents o esting the h0+otheses ,un%tional-#ase! interventions o Ante%e!ents an! 3onse.uen%es of )aintaining #ehaviors 3o)+eting #ehavior +ath"a0s o Re+la%e)ent #ehaviors o Ante%e!ent an! %onse.uen%e )o!ifi%ations Prin%i+les the tea) "ill use for !e%ision )a*ing? Behavior is +re!i%ta#le o $nviron)ental %on!itions %an #e set u+ to !e%rease target #ehaviors or o $nviron)ental %on!itions %a #e set off to )aintain target #ehaviors. Behavior %an #e altere! o @n!erstan!ing the fun%tions, +re!i%tors, an! %onse.uen%es of target #ehaviors hel+ the B- +in+oint an! s%ri+t the a++ro+riate #ehavior intervention +lan. he tea) "ill %on!u%t a ,BA follo"ing the !ire%tions in the first half of this training. o When the B- )eets again the tea) "ill use the )aterial gathere! to !evelo+ a testa#le h0+othesis to serve as a +res%ri+tion for a #ehavioral intervention +lan. o his "ill hel+ !eter)ine "hat #ehavior shoul! #e )ani+ulate! in or!er to re!u%e the target #ehavior or o In!i%ate "hi%h ne" #ehaviors shoul! #e taught to re+la%e the target #ehaviors. he tea) "ill !esign a #ehavior intervention +lan &BIP' o Kenerate strategies for re!u%ing target #ehaviors an! in%rease a++ro+riate re+la%e)ent #ehaviors o $nsure that the BIP is #ase! on the ,BA o ,ill out a %o)+eting +ath"a0s for) he tea) "ill ensure that the intervention +lan? o /as a %onte<tual fit he +lan )at%hes the values, s*ills, resour%es, an! routines of the +eo+le "ho "ill i)+le)ent the +lan. Is in!ivi!uali5e! for ea%h %hil! he B- "ill follo"-u+ for the evaluation an! )o!ifi%ation of the BIP o Without regular evaluation there are no o#He%tive )eans #0 "hi%h to !eter)ine if an intervention has #een su%%essful or if the efforts of the tea) have #een "orth"hile. o A "ell +lanne! evaluation %an isolate +ro#le) areas in an unsu%%essful intervention +ro%ess. Writing Behavioral Intervention Plans Laura A. Riffel, Ph.D. 2007 - 17 -
o Regular evaluation ena#les the tea) to )a*e i)+artial, !ata-#ase! !e%isions
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Ante%e!ent, Behavior, 3onse.uen%e &AB3' Data 3olle%tion ools give us the #est infor)ation "hen "e %an use that infor)ation. AB3 Data tools are goo! for stu!ents "hose #ehaviors o%%ur less than 10 ti)es +er !a0. his is not the tool to use for a stu!ent "ho interru+ts his tea%her F1 ti)es in 10 )inutes. his training is going to fo%us on AB3 Data %olle%tion. Prior to this training if 0ou %on!u%te! an AB3 Data 3olle%tion 0ou +ro#a#l0 "rote %o+ious notes either !uring the #ehavior or )ost li*el0 at the en! of the !a0 in the for) of ane%!otal notes. While this %an #e useful infor)ation, it is ver0 !iffi%ult to !eter)ine the fun%tion #ase! on ane%!otal notes or infor)ation that is %o!e! !ifferentl0 ever0 ti)e !ue to a situation %alle! 6#uil!ing the +lane "hile 0ou are fl0ing it.7 Rather than reverting to the ol! )etho! "hi%h loo*e! li*e this? -tu!ent? SSSSSSSS Page S1SSSSSSS 4ut SSSSSS 3onte<tCA%tivit0 3ir%le 4ne? 8on ue We! hurs ,ri
,ull !a0 A#sent Partial !a0? In SSSSS i)e Begin 9 $n! Date? SSSS Ante%e!entC -etting $vents he stu!entAs Des%ri#e e<a%tl0 environ)ental "hat o%%urre! in surroun!ings &+eo+le, the environ)ent +la%es, events' Hust #efore targete! #ehavior "as e<hi#ite!. Rea!ing =?00=?10 8ath P?00P?10 P?(:101: -o%ial -tu!ies Ketting out #oo*s an! starting a ne" stor0. Doing )ulti+li%ation +ro#le)s. Roun! Ro#in Rea!ing I!entifie! arget Behaviors List t0+es of #ehaviors !is+la0e! !uring in%i!ent 3onse.uen%eC4u t%o)e What ha++ene! in the environ)ent i))e!iatel0 after #ehavior "as e<hi#ite!. ol! her to sto+. -tu!ent Rea%tion /o" !i! the stu!ent rea%t i))e!iatel0 follo"ing the initial %onse.uen%e #eing !elivere! -he !i!nAt sto+.
hre" her #oo* a%ross the roo) an! sto)+e! her feet an! %rie!. Jelle! out an! !isru+te! the %lass. /it -te+hen an! then hit -ean.
ol! her to sto+. -ent her to ti)e out.
-he !i!nAt sto+. -he %rie!.
As evident above< it +ould be ver" difficult to determine the function based on this information9 %he behavioral data are not e'actl" accurate because all behaviors do not occur in => minute intervals9 Information is based on teacher recollection? therefore< the information ma" not be entirel" accurate especiall" concerning antecedents9
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%he ne+ format ma1es it simpler to collect data because the behavior support team (BS%) develops a coded form that +ill be used for the @> da"s of data collection9 %he team brainstorms possible conte'ts< antecedents< target behaviors< conseAuences and student reactions9 %his +a" ever"one is using the same form to mar1 behaviors9 See page B> for most common entries for school and B@ for home9 %ime -onte't Activit ies Antecedents %arget Behav iors -onseAuence (outcome )
Student *eactio n
Staff
I n i t i a l s
Begin : &nd of beh avio r
%he student5s environm ental surroundi ngs9 (people< places< events)
$escribe e'actl" +hat occurred in the environmen t Cust before targeted behavior +as e'hibited9
.ist t"pes of behaviors displa"ed during incident9
What happened in the environment immediatel" after behavior +as e'hibited9
;o+ did the student react immediatel " follo+ing the initial conseAuenc e being delivered?
8e":
roup
A %ransition B -hoice given - *edirection $ Instruction/ directi ve & (e+ tas1 F *outine tas1 Ph"sical promp ts ; %eacher attenti on to others I %old 2(03
B Individual - *eading $ ,ath & Spelling F Social Studi es Science ; Free -hoic e I .unch
A %hro+ing obCec ts B $isruptive outb urst - Ph"sical aggre ssion $ & F
A -hoice given B *edirection - $iscussion of behavior $ Personal space given & -hanged activit" F Peer attention Eerbal repriman d ; Ph"sical prompt I %ime out
A stopped B continued - intensified $ Slept & Delled F -ried 0ther behavi or ; ,oved a+a"
I Self) stimul ation
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F 0utside 8 Bus
-lose
F 8
F -lose pro'imit " 8 Sent home
pro'i mit" 8 .oud noise
F .eft the buildin g 8
0nce the 1e" is filled out the team ma1es at least @B copies of the 1e"9 (o+ +hen a behavior occurs the staff member responsible for the student during this time period onl" has to mar1 the corresponding letter of the conte't< antecedent< behavior< conseAuence< and student reaction9 %he staff member +ould +rite do+n the beginning time and the ending time of the behavior and their initials9 %his ta1es much less time< ma1es the data collection consistent no matter +ho is collecting the data and ma1es anal"sis a bree4e9 See e'ample on the ne't page:
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%ime
-onte't Activit ies
Antecedents %arget Behav iors
-onseAuence (outcome )
Student *eactio n
Staff
I n i t i a l s
G:@H I G:J K K:J=) K:JB
B B
A F
B -
B A
.* %P
8e":
roup
A %ransition B -hoice given - *edirection $ Instruction/ directi ve & (e+ tas1 F *outine tas1 Ph"sical promp ts ; %eacher attenti on to others I %old 2(03 F -lose
B Individual - *eading $ ,ath & Spelling F Social Studi es Science ; Free -hoic e I .unch F 0utside 8 Bus
A -hoice given B *edirection - $iscussion of behavior $ Personal space given & -hanged activit" F Peer attention Eerbal repriman d ; Ph"sical prompt I %ime out F -lose pro'imit " 8 Sent home
I F 8
I Self) stimul ation F .eft the buildin g 8
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,iddle and ;igh School teachers can each fill out a page for the portion of the da" that the student is in the class that da"9 0nce the team reconvenes to anal"4e the behavior< the team +ill put all the ,onda" data together for each ,onda"< and so on to build a t"pical da" for the student9
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%ime
-onte't Activit ies
Antecedents %arget Behav iors
-onseAuence (outcome )
Student *eactio n
Staff
I n i t i a l s
G:@H I G:@ K K:J=) K:BL 8e":

A
B A
A A
B B -
A B
.* %P %P
I
A -hoice given B *edirection - $iscussion of behavior $ Personal space given & -hanged activit" F Peer attention Eerbal repriman d ; Ph"sical prompt I %ime out F -lose pro'imit " 8 Sent home
roup
A %ransition B -hoice given - *edirection $ Instruction/ directi ve & (e+ tas1 F *outine tas1 Ph"sical promp ts ; %eacher attenti on to others I %old 2(03 F -lose
B Individual - *eading $ ,ath & Spelling F Social Studi es Science ; Free -hoic e I .unch F 0utside 8 Bus
I F 8
I Self) stimul ation F .eft the buildin g 8
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Sometimes the conseAuence for one behavior becomes the antecedent for a ne+ behavior9 When this happens< +e as1 the team to dra+ a line from the first line to a ne+ line and begin the behavior chain on the ne't line beginning +ith the previous conseAuence +hich is no+ the ne+ antecedent9 We also as1 teachers to choose one conseAuence and to tr" not to inundate the student +ith a plethora of conseAuences9
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Blan1s can be do+nloaded for free from
www.behaviordoctor.org
%he top of the form has a place for the follo+ing: Student (ame MMMMMMMMMMMMMMMMMMMM -ircle one: ,on Full da" Absent %ue Wed %hurs Fri Page MMMMMMMMM
Partial $a": In MMMMMMMMM 0ut MMMMMMMM
%his information is important +hen calculating baseline data and in determining patterns around da" of the +ee19
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7 7 7 7
,eet Scout *adle" -%out is a si<th gra!e stu!ent "ith )il! intelle%tual !isa#ilities. -%out has t"o si#lings "ho atten! the near#0 high s%hool. -%outAs )other "or*s full ti)e an! father fre.uentl0 travels. -%out is in%lu!e! in the regular %lassroo) "ith su++ort servi%es +rovi!e!.
%he team has met on Scout and agreed on the follo+ing behaviors: Behaviors are in measurable observable terms: %hro+ing obCects A +h0si%al o#He%t leaves -%outAs han!s an! lan!s at least si< in%hes fro) -%out. $isruptive outburst A lou! ver#al soun! or "or!s %o)e fro) -%out that !istur#s the learning environ)ent. Ph"sical aggression An0 +art of -%outAs #o!0 %o)es in %onta%t "ith another +erson "ith for%e. After !efining the #ehavioral ter)s of the target #ehaviors the tea) "rote a *e0 of +ossi#le? 3onte<ts Ante%e!ents Behaviors 3onse.uen%es An! stu!ent rea%tions 3o+ies of the *e0s "ere )a!e so that #ehaviors "ere )easure! the sa)e "a0 ea%h !a0 for ten !a0s. It is i)+ortant to have at least ten o%%urren%es of a #ehavior in or!er to !eter)ine the fun%tion of that #ehavior. en !a0s "ill li*el0 result in at least ten o%%urren%es. he tea) is taught ho" to fill out the %harts an! #ehavior !ata are %olle%te! for ten !a0s. he follo"ing ten +ages are the results of ten !a0s of !ata %olle%tion. his !ata "ill #e anal05e! to for) a #ehavioral intervention +lan.
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Strengths: Scout is comfortable tal1ing in front of the class9 Scout is good at dra+ing pictures9 Scout has a great supportive famil"9 *einforcers: Scout li1es to have conversations +ith adults9 Scout loves to do +ord searches9 hese are ver0 i)+ortant %onversations to have? 1. What is a strength for the %hil!B 2. What floats this %hil!As #oatB
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S-0!%5S $A%A -0..&-%&$ 0E&* %&( $ADS
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:=C(20 )inutesU 1(> Writing Behavioral Intervention Plans Laura A. Riffel, Ph.D. 2007 - 10 -
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NB out of LJ> ,I( O @BP

Writing Behavioral Intervention Plans Laura A. Riffel, Ph.D. 2007 - 12 -
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;otes?
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Data Analysis: Student: Scout "adley %eam 1em9ers: ::::::::::::::::::::::::::::::::::::::::::::::::::: :::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::: Date: ________________________________ Days of Data: _____________________________ ;count the total num9er of days that data !ere collected< Total Number of Incidents: ________________________ ;count the total num9er of incidents during the data collection< Average number of incidents daily: ____________________________ ;count the total num9er of incidents and divide 9y the num9er of days data !ere collected< Average length of time engaged in each behavior: _________________________ ;add total amount of time engaged in 9ehavior divided 9y total num9er of incidents< =>?/=@A ,,B)C= so 9ehaviors are lasting approDimately ,@ minutes eachB Baseline: %a#e total minutes engaged in 9ehavior divided 9y total minutes the child !as o9served for data collection during the 9aseline and multiply 9y ,**< ::::::::::::::::::::::::: =>?/C@** minutes E,** A ?B*@=) or ?B*@ + of the day - $aselineA ?B*@+
Laura A. Riffel, Ph.D.
(2
/eDt loo# at the 9eginning time of each incident and mar# the =*-minute time frame that the incident 9eganB Add up the total tallies in each time zone and divide 9y the num9er of total 9ehaviors over the ten day periodB %his !ill give a percentage of ho! often the target 9ehavior occurs in that time zoneB Fou !ould fill in the schedule for your o!n student 9ased on that studentGs schedule<
%&15 .2 4AF
Your schedule would be based on the childs day
Tally
Ratio
Total tallies/total incidents exa !le" #$/%&
% INVOLVED
#$/%& x #''
IIII I
("%')("$* *"'')*"&* *"%')*"$* #'"'')#'"&* #'"%')#'"$* ##"'')##"&* ##"%')##"$* #&"'')#&"&* #&"%')#&"$* #"'')#"&* #"%')#"$* &"'')&"&* &"%')&"$* %"'')%"%'
/eDt you !ould tally the num9er of incidents on each day of the !ee# to determine if there is a pattern to the 9ehaviors 9ased on day of the !ee#: ;&f you have t!o 1ondays you !ould divide the total tallies 9y t!o, if you have three 1ondays of data you !ould divide the total tallies 9y three<
4AF .2 W55H
%ally
A65"A 5 &/C&45/%S P5" 4AF
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
(1
Ne!t you want to loo" at the conte!t to determine if there is a #attern there: $Tally and divide %ust li"e you did for the time of day& C./%5I% ,rou! Ti e Indi+idual Ti e Readin.ath /!ellin/ocial /tudies /cience 1o e Roo Lunch Outside Letter a b c d e 0 h i 2 Tally Ratio % In+ol+ed
Tally the behaviors that occurred. Are there any that we do not have enough information on to ma"e a hy#othesis' $Tally and divide %ust li"e you did for the time of day& B()A*I+,S %hro!ing .9Jects 4isruptive .ut9ursts Physical Aggression A B C Tally Ratio % INVOLVED
((
%hen the team !ould loo# at the Antecedents to see if they !ere maintaining the 9ehaviors: ;%ally and divide Just li#e you did for the time of day<
ANT(-(D(NTS %ransition Choice iven "edirection &nstruction/4ir ective /e! %as# "outine %as# Physical Prompts %eacher Attention to others %old K/.L Close ProDimity &nteraction
Lette r A B C D E F G H I J K
Tally
Ratio
% INVOLVED
&t might 9e interesting to see if certain 9ehaviors are paired !ith certain antecedents: ;Fou !ill graph this li#e you are !or#ing for an D and y aDisB Fou !ould loo# at the antecedent paired !ith the 9ehavior and determine !here to put the tallyB 2or eDample: if you had a C antecedent and Scout had a $ 9ehavior you !ould tally it in the $ column in the C ro!B<
Lette ANT(-(D(NTS %ransition Choice iven "edirection &nstruction/ 4irective /e! %as# "outine %as# Physical Prompts 4iverted Attention %old K/.L Close ProDimity &nteraction A B C D E F G H I J K
A Throwing +b%ects
$ Disru#tive +utbursts
C .hysical Aggression
(:
&t might also 9e interesting to see if certain 9ehaviors are paired !ith certain conse8uences: ;%ally this in the same manner that you did previously- only you !ill read it 9ac#!ardsConse8uence to $ehavior since conse8uence comes after 9ehavior on the data collection sheets<
Letter -onse/uences Choice Given Redirection Di c! ion "er on#$ S%#ce Given Ch#n&ed Activit' "eer Attention (er)#$ Re%ri*#nd "h' ic#$ "ro*%t Ti*e O!t A B C D E F G H I
A %hro!ing .9Jects
$ 4isruptive .ut9ursts
C Physical Aggression
0e want to see if certain conse/uences sto# the behavior effectively. 1nless the answer is 2A3 $sto##ed& the behavior is considered to have continued.
-+NS(41(N-( 5etter
Tally
ST1D(NT ,(A-TI+N Stopped Continued
6 (ffective
Choice Given Redirection Di c! ion "er on#$ S%#ce Given Ch#n&ed Activit' "eer Attention (er)#$ Re%ri*#nd "h' ic#$ "ro*%t Ti*e O!t
A B C D E F G H I
After you tally the number of conse/uences and the number of times the behavior sto##ed or continued in each column do the following: A!! u+ the total tallies #esi!e ea%h %onse.uen%e. A!! u+ the nu)#er of sto+s an! the nu)#er of %ontinues in ea%h ro". Divi!e the total sto++e! #0 the total nu)#er of tallies in ea%h ro" an! that is the +er%ent of effe%tiveness !uring this #ehavioral o#servation. It is Hust an interesting "a0 to loo* at ho" %onse.uen%es )a0 or )a0 not #e )aintaining the #ehaviors. $ehaviors are most li#ely to occur during:
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7 7 7
$ehaviors are most li#ely to stop !hen: What do you thin# is the function of ScoutGs 9ehavior during group timeM What do you thin# is the function of ScoutGs 9ehavior during reading timeM
7 7 7
What do you thin# is the function of ScoutGs 9ehavior during lunchtimeM What day of the !ee# are 9ehaviors most li#ely to occurM Why do you suppose 1ondayGs and 2ridayGs are most difficult for ScoutM
;o" 0ou %an ta*e the infor)ation that 0ou learne! fro) anal05ing the #ehavior an! fill out a %o)+eting +ath"a0 %hart to #rainstor) the #est +ossi#le solutions to )a*e the target #ehavior unne%essar0. ,or ever0 fun%tion of the #ehavior that 0ou !eter)ine!2 0ou "ill nee! to fill out a %o)+eting +ath"a0 %hart. -in%e -%out ha! t"o fun%tions2 "e "ill have t"o %harts. Summary Statement ,B When this occursN ;descri9e circumstances/antecedents< 7 When Scout has :::: ;a transition< :::::: @B the student doesN ;descri9e target 9ehavior< 7 She has a disruptive out9urst =B to get/to avoidN ;descri9e conse8uences< 7 %o :::::::::: ;gain adult attention during transition times< :::::: Summary Statement ,B When this occursN ;descri9e circumstances/antecedents< 7 When Scout has :::::: ;a ne! tas#< :::::::::::::: @B the student doesN ;descri9e target 9ehavior< 7 She has a sho!s physical aggression =B to get/to avoidN ;descri9e conse8uences< 7 %o ::::::::::::: ;avoid the !or#< :::::::::::::::::::::::
(7
%hin# Pair Share 7 %eam up !ith someone and discuss positive !ays that you could intervene to ma#e ScoutGs day more pleasant for everyone 9y using the competing path!ays chartB $e ready to share your ans!ers !ith the !hole group in > minutesB
he 3o)+eting Path"a0 3harts on the follo"ing +ages "ere originall0 !evelo+e! #0 4A;eill an! /orner &see referen%es'. Dr. err0 -%ott has in%or+orate! so)e %hanges to their original +ath"a0 an! his "or* is evi!en%e! in the for)s "e use at the Behavioral Intervention Progra). Dr. err0 -%ott is no" at the @niversit0 of 4regon s%otttVuoregon.e!u
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Desire! Behavior -etting $vents Pre!i%tors
3onse.uen%eC ,un%tion
arget Behaviors What is )aintaining the #ehaviorBC What "ill )aintain it in the futureB Re+la%e)ent Behaviors
BS% Planning
uide
3o)+eting Path"a0s 3hart

-etting $vent or Ante%e!ent 8ani+ulations Re+la%e)ent Behavior ea%hing
3onse.uen%e 8o!ifi%ations
(P
Desire! Behavior -etting $vents Pre!i%tors
3onse.uen%eC ,un%tion
arget Behavior WhatAs )aintaining the BehaviorC What "ill )aintain the ne" #ehaviorB Re+la%e)ent Behavior
BS% Planning
uide
3o)+eting Path"a0s 3hart

Re+la%e)ent Behavior ea%hing
3onse.uen%e 8o!ifi%ations
-etting $vent or Ante%e!ent 8ani+ulations
:0
7BA Data -ollection Tool:

.pen 2$A 4ata Collection %ool Clic# 5na9le 1acros ;you may have to change your security settings< %ype in student name Clic# arro!s in ConteDt, antecedent, conse8uence, and student reaction to choose those you selected for your studentB &f your choice is not there you can type it inB %ype in up to three 9ehaviors that are 9eing measured for this childB Save file as the studentGs name and date so you donGt over!rite your 9lan# fileB o to Windo! at the top 9ar and clic# on it o Clic#- unfreeze panes o %his lets you scroll do!n and enter the rest of the information 3oo# at your data collection sheets %ype in the first o9servation date in this format: *O/*=/*o %he computer !ill automatically configure the day of the !ee# so itGs very important to ma#e sure the date is correctB Clic# the pin# 9oD 9eside attendance and clic# the do!n arro! to select !hether the student !as there: full day, partial day, or a9sent 5nter 9eginning and ending time of 9ehavior in this format: o ):=@ am in the top 9oD o ):=C am in the 9ottom 9oD &n the !hite 9oDes type the letter from your data collection sheets that match for conteDt, antecedent, 9ehavior, conse8uence, student reaction, and staff initialsB o to the neDt line for each 9ehavior that occurred for that dayB o to the neDt page for each ne! day that you add and finish typing in all the data that you have collectedB When you have entered all your data, clic# on the ta9 at the 9ottom that says Kgraphs and reportsBL Four data are no! in a graphed report that you can cut and paste into any Word 4ocument reportB %his information !ill no! 9e a9le to 9e printed out so the team can fill out a competing path!ays chartB Fou can change the type of graph 9y dou9le clic#ing !hich !ill ta#e you straight to 5DcelB
:1
ScoutGs 4ata from the 2$A 4ata Collection %ool 7unctional Behavior +bservation Data for
"eporting Period 5Dtends across *-/*,/*= to *-/,C/*= S!**#ri+ed v#$!e #re ,-ir t )e t, #nd do not re-$ect %otenti#$$' e.!#$ re !$t in # /nd et o- inter#ction Avg 4uration of 5vents: %ime of 4ay: 4ay of Wee#: ConteDt: %arget $ehavior: Antecedent: Antecedent/$ehavior: Conse8uence/$ehavi or: Conse8uence/"eactio n: =@ events averaged a duration of: *:,,:)O h:m:s *=:** P1 is an active time of day for 9ehavior at @-B+ 1onday is an active 9ehavior day at an average of -B- events per dayB roup - small ; & < is a high C./%5I% fre8uencyB P $ P at O@B-+ is a fre8uent 9ehaviorB P A P at C=B)+ is a strong antecedent Antecedent A !ith $ehavior $ 'as ,C interactions Conse8uence & !ith $ehavior C has ,* interactions Conse8uence A has 9een )=B=+ effective at stopping 9ehaviors
89 days recorded as:
89 7ull Days 9 .art Days 9 Day$s& Absent
See Sam#les on Ne!t .age
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*B= *B@*B@ *B,*B, *B**
Behavior 7re/uency by time of day
A1
A1
A1
A1
A1
P1
>: **
>: =*
): **
): =*
?: **
Am
P1
,: **
,: =*
@: **
@: =*
,* :* *
,* := *
,, :* *
,, := *
,@ :* *
The Average Day

O C = @ , *
-BCB=B* ,B,B-
1onday
%uesday
Wednesday
%hursday
,@ := *
?: =*
2riday
=: **
P1
A1
A1
A1
A1
P1
P1
P1
P1
:1
$5'A6&."A3 ASS5SS15/% 2."1: C.11./ 5/%"&5S

-onte't
Asse)#l0 A%a!e)i%s Art Bathroo) Brea* Bus Area 3BI 3enters 3hoi%e 3o)+uter La# K0)CP.$ Krou+ &large, s)all, "hole' /all"a0 /o)e Living In!ivi!ual Wor* Leisure Li#rar0C)e!ia Lun%hroo)C3afeteria 8usi% 4utsi!eCPla0groun! PreCvo%. Rest -na%* -+ee%h -tor0
Antecedent
Q ransition QDenie! A%%ess QInstru%tionCDire%tive Q;e" as* Q ea%her attention to others Q ol! W;oA QWaiting 3orre%tive ,ee!#a%* Routine as* 3hoi%e Kiven Ph0si%al Pro)+t Re!ire%tion Atte)+t to %o))uni%ate Do"n ti)e 3lose +h0si%al +ro<i)it0 ;on-!e)an! Intera%tion "Cothers ;on-+arti%i+ation $nviron)ental 3hanges Ph0si%al -0)+to)s Lo%al Distress Previous In%i!ent Dis+la0s non-targete! #ehaviorCs
3hallengeCteasing fro) other stu!ent
Behaviors
&List i!entifie! target #ehaviors' .I,I% (!,B&* 0F B&;AEI0*S %0 =
-onseAuences/0utcome
3hoi%e given Re!ire%tion Dis%ussion of #ehavior #0 staff Personal s+a%e given 3hange!C!ela0e!Csto++e! a%tivit0 ;atural %onse.uen%e Ignore! Peer attention Ler#al re+ri)an! Ph0si%al +ro)+t Withhol!ing Reinfor%er Re)oval of )aterials -ent ho)e 4ffi%e Referral i)e-out Ph0si%al Restraint 8e%hani%al Restraint
Student *eaction
-to++e! &set %riteria' 3ontinue! &set %riteria' Intensifie! &set %riteria' -le+t A+ologi5e! 3rie! 4ther #ehavior 8ove! a"a0Cleft roo) -elf-sti)ulation
3ursingCina++ro+riate language + Re,uired in assess!ent key
::
$5'A6&."A3 ASS5SS15/% 2."1: '.15 C.11./ 5/%"&5S

-onte't
Living Roo) Dining Roo) Eit%hen Be!roo) Bathroo) ,a)il0 Roo) Ba%*0ar! /all"a0 Dis%ount -tore RelativeAs /o)e Da0 3are Auto)o#ile Kro%er0 -tore
Antecedent
X ransition XDenie! A%%ess XInstru%tionCDire%tive X;e" as* XParent Attention to others X ol! ;o XWaiting 3orre%tive ,ee!#a%* Routine as* 3hoi%e Kiven Ph0si%al Pro)+t Re!ire%tion Atte)+t to %o))uni%ate Do"n i)e 3lose Ph0si%al Pro<i)it0 ;on-!e)an! Intera%tion "ith others ;on-+arti%i+ation $nviron)ental 3hanges Ph0si%al -0)+to)s Lo%al Distress Previous In%i!ent Dis+la0s non-targete! #ehaviorCs
3hallenge teasing fro) si#ling
Behaviors
&List i!entifie! target #ehaviors' Li)it nu)#er of #ehaviors to 1
-onseAuences/0utcome
4ffere! a %hoi%e Re!ire%tion Dis%ussion of #ehavior #0 +arent Dis%ussion of #ehavior #0 %aregiver 3hange!C!ela0e!Csto++e! a%tivit0 ;atural %onse.uen%es Ignore! -i#ling attention Ler#al re+ri)an! Ph0si%al +ro)+t Withhol!ing reinfor%er Re)oval of )aterials -ent to roo) -ent to ti)e out Ph0si%al restraint Personal s+a%e given
Student *eaction
Xsto++e! X%ontinue! Xintensifie! -le+t A+ologi5e! 3rie! 4ther #ehavior 8ove! a"a0Cleft roo) -elf-sti)ulation
3ursing ina++ro+riate language 3o)+an0 visiting
X8ust #e use! for assess)ent "e#site ,BA Data ool
:F
Functional Assessment vs9 Functional Anal"sis A ,un%tional Behavior Assess)ent is "hen !ata are gathere! fro) the natural environ)ent un!er t0+i%al %on!itions. 4%%asionall0, the fun%tion of the %hil!As #ehavior %an not #e !is%erne! fro) this )etho! an! a ,un%tional Anal0sis )ust #e %o)+lete!. he !ifferen%e #et"een an assess)ent an! an anal0sis is in the environ)ent. In an Anal0sis the environ)ent is )ani+ulate! to eli%it the #ehaviors. he follo"ing +ages are e<a)+les of a real Assess)ent an! a real Anal0sis. he na)es have #een %hange! #ut the !ata are real. he re+ort on the follo"ing +ages are for a fi%tional stu!ent na)e! Billie Bo##ie hornton. he first re+ort is the anal0sis of the !ata. his !ata "oul! #e ta*en to the Behavior -u++ort ea) an! !is%usse! to !eter)ine an intervention +lan "ith ever0one +resent.
:7
Functional Behavior Assessment for Billie Bobbie %hornton
Data Analysis: Student: $illie $o99ie %hornton %eam 1em9ers: 1ary Poppins, %eacherQ Sergeant Carter, Principal, "umor %hornton, ParentQ $iff 'enderson, P5 teacherQ Chatty Cathy, S3PQ Carrie Case, "esource %eacher Date: :ay 8;< =99; Days of Data: Ten Days of 7BA Data were collected using the Antecedent< Behavior< -onse/uence Data Sheet Total Number of Incidents: ;= incidents occurred in ten days Average number of incidents daily: ;=>89 ? ;.= average incidents #er day Average length of time engaged in each behavior: ;@A minutes divided by ;= incidents ? 88.BC Dust under 8= minutes #er incident. Baseline: =>?/C@** minutes E,** A ?B*@=) or ?B*@ + of the day $aselineA ?B*@+
(vent Duration
*:**:** *:*,:@O *:*@:-= *:*C:,? *:*-:CO *:*>:,@ *:*):=) *:,*:**:,,:=, *:,@:-) *:,C:@C
*:*=:=*
*:,@:@C
*:,@:@C
.verall
*:*?:@O
:=
%&15 .2 4AF
Your schedule would be based on the childs day
Tally
Ratio
Total tallies/total incidents exa !le" #$/%&
% INVOLVED
#$/%& x #''
IIII I
3 3 #
("%')("$* *"'')*"&* *"%')*"$* #'"'')#'"&* #'"%')#'"$* ##"'')##"&* ##"%')##"$* #&"'')#&"&* #&"%')#&"$* #"'')#"&* #"%')#"$* &"'')&"&* &"%')&"$* %"'')%"%'
3/%& 3/%& #/%&
#*% #*% %%
$ # 4 # (
$/%& #/%& 4/%& #/%& (/%&
#3% %% #%% %% &$%
*B= *B@*B@ *B,*B, *B**
Behavior 7re/uency by time of day
A1
A1
A1
A1
A1
P1
P1
P1
P1 @: =*
A1
A1
A1
A1
P1
>: **
): **
): =*
Am
P1
,: **
@: **
,* := *
,, := *
?: =*
,* :* *
,, :* *
,@ :* *
Based on the data from the FBA $ata -ollection< it appears that Billie Bobbie had difficult" +ith the first hour of the morning and the last half hour of the da"9 It +ould be prudent to loo1 at these times of da" and determine if antecedent modifications can be implemented to assure a smooth transition from home to school and school to home9
,@ := *
=: **
>: =*
?: **
,: =*
:P
P1
4AF .2 W55H MONDAY 0/ 1 TUESDAY 0 / 1 WEDNESDAY 0 / 1 THURSDAY 0 / 1 FRIDAY 0 / 1
%ally 22 5 5 6 8
A65"A 5 &/C&45/%S P5" 4AF 343 243 243 547 943
The Average Day

O C = @ , *
-BCB=B* ,B,B-
1onday
%uesday
Wednesday
%hursday
2riday
$ased on the data collected for the 2$A, it !ould appear that 1ondays and 2ridays are most pro9lematic for $illie $o99ieB .nce again these are transition days from home to school and school to homeB %he team !ill consider antecedent modifications to ensure a smooth transition 9et!een these t!o areas in $illie $o99ieGs lifeB
F0
C./%5I% ,rou! Ti e Indi+idual Ti e Readin.ath /!ellin/ocial /tudies /cience 1o e Roo Lunch Outside
Letter a b c d e 0 h i 2
Tally #4 3 $ #
Ratio #4/%& 3/%& $/%& #/%&
% In+ol+ed 44% #*% #3% %%
3/%&
#*%
*B*BC*BC *B=*B= *B@*B@ *B,*B, *B**
-onte!t for Behavioral (vent

*BCC
*B,?
*B,O
*B,?
*B**
*B*=
*B**
*B**
*B**
'
&
Base! on the !ata %olle%te! !uring the ,BA +ro%ess it a++ears that grou+ ti)e is )ost +ro#le)ati% for Billie Bo##ie "ith ((> of the target #ehaviors o%%urring !uring this ti)e fra)e. @+on %loser ins+e%tion, the t"o areas of the !a0 "here tea%her attention is +er%eive! to #e on others &Krou+ i)e an! Lun%hroo)' F1> of the target #ehaviors o%%ur !uring this ti)e. his "oul! lea! the tea) to h0+othesi5e that F1> of the #ehaviors are o%%urring for attention fro) the tea%her. Li*e"ise, 1=> of the #ehaviors are o%%urring !uring a%a!e)i% ti)es &Rea!ing, 8ath, an! -+elling' therefore the tea) )a0 h0+othesi5e that 1=> of the #ehaviors o%%ur to es%a+e "or* a%tivities.
F1
B()A*I+,S %hro!ing .9Jects 4isruptive .ut9ursts Physical Aggression
A B C
Tally / /7 27
Target Behaviors
Ratio /:5/ /7:5/ 27:5/
% INVOLVED 3% 65; 52;
*B,
*B@
*B=
*BC
*B-
*BO
*B>
*B*O@-
*BO@-
*B=,@-
Base! on the !ata gathere! !uring the ,BA +ro%ess, Billie Bo##ie ha! 20 in%i!ents of !isru+tive out#ursts "hi%h "ere F1> of his #ehaviors an! 10 in%i!ents of +h0si%al aggression "hi%h "ere 11> of his #ehaviors. here "ere t"o in%i!ents of thro"ing o#He%ts2 ho"ever, resear%h !i%tates that it ta*es 10 in%i!ents to !eter)ine the fun%tion of a #ehavior2 therefore no h0+othesis "ill #e for)e! %on%erning the thro"ing in%i!ents at this ti)e.
F2
A/%5C545/%S %ransition Choice iven "edirection &nstruction/4irectiv e /e! %as# "outine %as# Physical Prompts %eacher Attention to others %old K/.L Close ProDimity &nteraction
Letter A B C D E F G H I J K
Tally 23 5 < 6
Ratio 23:5/ 5:5/ <:5/ 6:5/
% INVOLVED 45% 8; /3; 28;
*B*BC*BC *B=*B= *B@*B@ *B,*B, *B** *B** *B** *BCC
Antecedent (vent
*B@*B@@
*B*?
*B**
*B**
*B**
'
&
$ased on the data gathered during the 2$A process, it !ould appear that C>+ of the time the antecedent to a 9ehavior is a transitionB Considering again that transitions are times !hen the teacher attention is focused on many areas of the classroom, it !ould appear that OO+ of the time the antecedent occurred during times !hen $illie $o99ie perceived the teacher attention to 9e focused on othersB Also, =C+ of the time the 9ehaviors occurred during academic times !ith ?+ occurring during an instruction or directive and @-+ occurring during a ne! tas# 9eing re8uested of $illie $o99ieB
F1
Letter ANT(-(D(NTS %ransition Choice iven "edirection &nstruction/4irecti ve /e! %as# "outine %as# Physical Prompts 4iverted Attention %old K/.L Close ProDimity &nteraction A B C D E F G H I J K
A Throwing +b%ects
$ Disru#tive +utbursts #4
C .hysical Aggression
5 2 / 3 =
,O ,C ,@ ,* ) O C @ * A, * $, * C, * 4, * 5, *2, *B* , *
Antecedent > Behavior Interaction

A, ,C
5, > ', 4, = ', @ &, * $, * C, * 4, * 5, , 2, *B* , * &, * A, * $, * C, * 2, *B* , * ', * &, *
%en out of ten times ;,**+< !hen the antecedent !as an instruction directive or a ne! tas#, the follo!ing 9ehavior !as physical aggressionB /ineteen out of t!enty-t!o times, !hen the activity !as something !here $illie $o99ie perceived the teacherGs attention to 9e else!here, the target 9ehavior !as a disruptive out9urstB
F(
Letter Conse8uences Choice Given Redirection Di c! ion "er on#$ S%#ce Given Ch#n&ed Activit' "eer Attention (er)#$ Re%ri*#nd "h' ic#$ "ro*%t Ti*e O!t
,@ ,* ) O C @ * A, O $, )
A %hro!ing .9Jects 2 2
A B C D E F G H I
$ 4isruptive .ut9ursts 3 < 5 /
C Physical Aggression
27
-onse/uence > Behavior Interaction

&, ,*
C, =B* 5, @ C, ,B* A, * $, * 4, * 5, * 2, , , * ', * &, * 4, * 2, , , * ', * &, * A, * $, * C, *B*4, * 5, * 2, * , * ', *
-i< ti)es "hen Billie Bo##ie ha! a !isru+tive out#urst the tea%her %a)e over an! gave her a %hoi%e. $ight ti)es "hen Billie Bo##ie ha! a !isru+tive out#urst the tea%her %a)e over an! gave her a re!ire%tion. hree ti)es "hen Billie Bo##ie ha! a !isru+tive out#urst the tea%her %a)e over an! gave her a !is%ussion a#out his #ehavior. "o ti)es "hen Billie Bo##ie ha! a !isru+tive out#urst the tea%her %a)e over an! gave her a %hange of a%tivit0. @+on %loser ins+e%tion of the %onse.uen%es, it "oul! a++ear that Billie Bo##ie uses !isru+tive out#ursts for tea%her attention !uring ti)es that he +er%eives tea%her attention to #e on others. en ti)es "hen Billie Bo##ie use! +h0si%al aggression, the tea%her sent her to ti)e out. his "as 100> of the ti)e. herefore, the !ata suggest that Billie Bo##ie uses +h0si%al aggression to o#tain es%a+e fro) a%a!e)i% tas*s.
F:
C./S5R05/C5 Choice Given Redirection Di c! ion "er on#$ S%#ce Given Ch#n&ed Activit' "eer Attention (er)#$ Re%ri*#nd "h' ic#$ "ro*%t Ti*e O!t
3etter A B C D E F G H I
%ally 3 < 9 / / <
S%045/% + 5ffective "5AC%&./ Stopped Continued 9 2 )*+ 5 3 5<; / 5 37; * 7 9 @ / 9 7; 7; 37;
*B?* *B)* *B>* *BO* *B-* *BC* *B=* *B@* *B,* *B**
*B)
Student ,eaction to -onse/uence
*B*BC
*B-
*B*
*B*
*B*
*B*
*B*
'
&
Although, a conse8uence may prove to 9e effective ,**+ of the time, it is not automatic that the team !ill decide to use the conse8uence if it is maintaining an inappropriate 9ehaviorB .ne interesting note came from this particular data o9servationB $illie $o99ie appears to respond to choicesB %his might 9e a conse8uence manipulation that the team puts into place during the intervention phaseB
FF
$ehavior Support %eam 1eeting on $illie $o99ie %horntonGs 2$A 4ata Analysis 1eeting: 1em9ers present: %eam 1em9ers: 1ary Poppins, %eacherQ Sergeant Carter, Principal, "umor %hornton, ParentQ $iff 'enderson, P5 teacherQ Chatty Cathy, S3PQ Carrie Case, "esource %eacherQ Poppy 1ontgomery, Assistant PrincipalB 4ate of meeting: 1ay ,=, @**= /otes from the 1eeting:
$ehaviors are most li#ely to occur during transitions: 7 7 7 $ehaviors are most li#ely to stop !hen choices are offered: What do you thin# is the function of $illie $o99ieGs 9ehavior during group timeM %o gain teacher attentionB What do you thin# is the function of $illie $o99ieGs 9ehavior during reading timeM %o escape from academic activitiesB
7 7 7
What do you thin# is the function of $illie $o99ieGs 9ehavior during lunchtimeM 1ost li#ely to gain attention from the teacherB 1ondays and 2ridays are the days of the !ee# that appear to 9e most pro9lematic for $illie $o99ieB %he $S% hypothesizes that 1ondayGs and 2ridayGs are most difficult for $illie $o99ieM 1om shared !ith the team during the initial meeting that 1ondays !ere very hectic 9ecause 4ad !as flying out and 1om !as usually running late for !or#B 1om also shared that $illie $o99ie had a hard time getting out the door on 1onday morning !ith shoes, 9ac#pac#, etcB
F7
After filling out a competing path!ays form on 9oth functions the team intends to employ the follo!ing interventions: Re+la%e)ent Behaviors he alternative #ehaviors %hosen are )ore %on!u%ive to the learning environ)ent an! "ill ena#le Billie Bo##ie to )a*e frien!s #0 giving her s*ills to soli%it attention in )ore a++ro+riate )etho!s. he tea) !eter)ine! that Billie Bo##ieAs !isru+tive out#urst #ehavior ste))e! fro) transition !iffi%ulties an! her !esire to gain attention !uring these trou#ling ti)es. herefore, these are the re+la%e)ent #ehaviors that "ere e)+lo0e!? Billie Bo##ie "ill #e the 6Lanna White7 of the %lass s%he!ule. his "ill? o Kive her attention fro) her tea%her an! +eers o Kive her a +ro)+t that things are %hanging Billie Bo##ie "ill *ee+ a Hournal of "hat she !oes at ho)e o -he "ill #ring this in the )orning an! go !ire%tl0 to the -+ee%h PathologistsA offi%e to !is%uss her +revious evening or "ee*en! a%tivities. his "ill give her attention an! give her an o++ortunit0 to !is%uss u+%o)ing a%tivities for the !a0. o Billie Bo##ie "ill return to the -LPAs offi%e at the en! of the !a0 to !is%uss her !a0, !is%uss "hat she +lans to !o that evening at ho)e, an! re%eive her ne" Hournal for that evening. At an0 ti)e !uring the !a0, that Billie Bo##ie a++ears over"hel)e! she "ill #e given an envelo+e to ta*e to the offi%e. o he se%retar0 "ill *no" that the s)ile0 fa%e insi!e the envelo+e in!i%ates that Billie Bo##ie Hust nee!s a fe" )inutes a"a0 fro) %lass an! she "ill engage her in a %onversation. he tea) further !eter)ine! that Billie Bo##ieAs +h0si%all0 aggressive #ehaviors "ere for the fun%tion of es%a+e !uring ne" a%tivities. he tea) !eter)ine! the follo"ing re+la%e)ent #ehaviors "oul! #e e)+lo0e!? Billie Bo##ie "ill have a Karfiel! stuffe! ani)al in her !es*. At an0 ti)e !uring the !a0 that she feels una#le to !o the "or* +resente!, she "ill re)ove the Karfiel! an! +la%e hi) on her !es*. -he "ill then ta*e out a "or! +u55le2 "hi%h is so)ething she loves, an! "or* on that until the tea%her is a#le to %o)e give her one on one attention. o Billie Bo##ie "ill #e re"ar!e! "ith a to*en in her to*en e%ono)0 for e<hi#iting this #ehavior. o Billie Bo##ie "ill earn %o)+uter ti)e "hen she has earne! : to*ens. his "ill #e fa!e! later. Billie Bo##ie "ill re%eive +re-training on ne" to+i%s +rior to their intro!u%tion in the %lass. he resour%e tea%her "ill #e given a!van%e noti%e of lesson +lans so +re+arations %an #e )a!e for Billie Bo##ieAs learning.
F=
hese #ehaviors "ill allo" Billie Bo##ie to transition !uring the !a0. Billie Bo##ie "ill also have #etter s*ills to signal her nee! for hel+. Ph0si%al aggression "ill #e #lo%*e! an! ignore! an! Billie Bo##ie "ill no longer #e sent to ti)e out as this "as an es%a+e outlet for her +reviousl0. Billie Bo##ie "ill #e re"ar!e! for follo"ing a++ro+riate avenues for attention !uring transitions an! ne" tas*s.
$illie $o99ie %horntonGs 2unctional $ehavior Assessment 2ollo!-0p 4ate: 1ay @O, @**= 1em9ers Present: %eam 1em9ers: 1ary Poppins, %eacherQ Sergeant Carter, Principal, "umor %hornton, ParentQ $iff 'enderson, P5 teacherQ Chatty Cathy, S3PQ Carrie Case, "esource %eacherQ Poppy 1ontgomery, Assistant PrincipalB Student and .9Jective $illie $o99ie is a siDth grade student !ith learning disa9ilitiesB 'er target 9ehaviors !ere thro!ing o9Jects, disruptive out9ursts, and physical aggressionB $illie $o99ieGs disruptive 9ehaviors as listed 9elo! !ere impeding her learning and that of others in the classroomB %he 9ehavior support team decided to create an intervention plan that !ould ma#e these 9ehaviors unnecessary 9y teaching replacement s#ills and ma#ing antecedent modifications as necessaryB $illie $o99ieGs $ehavior 4efinitions %hro!ing o9Jects o A physical o9Ject leaves $illie $o99ieGs hands and lands !ith purpose more than siD inches from her 9odyB 4isruptive .ut9ursts o 3oud noises emitted from $illie $o99ie that disrupt the learning environmentB Physical Aggression o .ne part of $illie $o99ieGs 9ody comes in contact !ith another person !ith intention and forceB "eplacement $ehaviors %he alternative 9ehaviors chosen are more conducive to the learning environment and !ill ena9le $illie $o99ie to ma#e friends 9y giving her s#ills to solicit attention in more appropriate methodsB
FP
%he team determined that $illie $o99ieGs disruptive out9urst 9ehavior stemmed from transition difficulties and her desire to gain attention during these trou9ling timesB %herefore, these are the replacement 9ehaviors that !ere employed: $illie $o99ie !ill 9e the K6anna WhiteL of the class scheduleB %his !ill: o ive her attention from her teacher and peers o ive her a prompt that things are changing $illie $o99ie !ill #eep a Journal of !hat she does at home o She !ill 9ring this in the morning and go directly to the Speech PathologistsG office to discuss her previous evening or !ee#end activitiesB %his !ill give her attention and give her an opportunity to discuss upcoming activities for the dayB o $illie $o99ie !ill return to the S3PGs office at the end of the day to discuss her day, discuss !hat she plans to do that evening at home, and receive her ne! Journal for that eveningB At any time during the day, that $illie $o99ie appears over!helmed she !ill 9e given an envelope to ta#e to the officeB o %he secretary !ill #no! that the smiley face inside the envelope indicates that $illie $o99ie Just needs a fe! minutes a!ay from class and she !ill engage her in a conversationB %he team further determined that $illie $o99ieGs physically aggressive 9ehaviors !ere for the function of escape during ne! activitiesB %he team determined the follo!ing replacement 9ehaviors !ould 9e employed: $illie $o99ie !ill have a arfield stuffed animal in her des#B At any time during the day that she feels una9le to do the !or# presented, she !ill remove the arfield and place him on her des#B She !ill then ta#e out a !ord puzzleQ !hich is something she loves, and !or# on that until the teacher is a9le to come give her one on one attentionB o $illie $o99ie !ill 9e re!arded !ith a to#en in her to#en economy for eDhi9iting this 9ehaviorB o $illie $o99ie !ill earn computer time !hen she has earned to#ensB %his !ill 9e faded laterB $illie $o99ie !ill receive pre-training on ne! topics prior to their introduction in the classB %he resource teacher !ill 9e given advance notice of lesson plans so preparations can 9e made for $illie $o99ieGs learningB %hese 9ehaviors !ill allo! $illie $o99ie to transition during the dayB $illie $o99ie !ill also have 9etter s#ills to signal her need for helpB Physical aggression !ill 9e 9loc#ed and ignored and $illie $o99ie !ill no longer 9e sent to time out as this !as an escape outlet for her previouslyB $illie $o99ie !ill 9e re!arded for follo!ing appropriate avenues for attention during transitions and ne! tas#sB $aseline
70
$illie $o99ie is a siDth grade student !ith learning disa9ilities 9eing served in an inclusion model in a middle schoolB Collections of data !ere conducted using the Antecedent, $ehavior, and Conse8uence ;A$C< charts for ten daysB 4ata !ere collected 9y staffs that !ere present at the time of the target 9ehaviorsB $aseline data !ere collected and determined to 9e approDimately ,* percent of the dayB %he mean for her target 9ehavior !as C, minutesB %he range !as ,* minutes to OO minutesB %he trends indicated that 1ondays and 2ridays !ere most pro9lematic for $illie $o99ieB
TaylorEs Behaviors
> Number of Incidents O C = @ , *
-/ ,/ @ -/ ** C @/ @ -/ ** C =/ @ -/ ** C C/ @ -/ ** C -/ @* -/ * C O/ @ -/ ** C >/ @* -/ * C )/ @ -/ ** C ?/ @ -/ ** ,* C /@ -/ * * ,, C / -/ @* * ,@ C / -/ @* * ,= C /@ -/ * * ,C C /@ ** C
Dates
&ntervention Phase
71
4uring the intervention phaseQ !hich 9egan on 1ay ,=, @**=, $illie $o99ie !as introduced to the replacement 9ehaviors and schedule changesB %he intervention phase lasted for ten days at !hich time there !ere three days of #aseline Intervention
zero 9ehaviors for zero minutesB %he mean for the intervention phase !as siD minutesB %he range !as zero minutes to ,@ minutesB %he trend appeared to 9e a do!n!ard trend from the immediate introduction of the interventionB 4iscussion %he intervention appeared to 9e successful for $illie $o99ie due to the decrease from 9aseline !hich !as a decrease from C, minutes to siD minutesB %his indicates an )>+ decrease in target 9ehaviorsB $illie $o99ie appeared to respond very !ell to the visual class schedule and her responsi9ilities in turning the schedule for the classB %his gave her focus and direction during transition timesB %he important factor !ill 9e consistency and in sharing this intervention !ith her future teachersB &t !ill 9e important to follo!-up in August since this is the end of the year and $illie $o99ie !ill 9e a!ay from school for almost three monthsB
72
Functional Anal"sis for Brandon ,c8inle" Date of Re+ort? 1C2C2001 Date of Birth? Dul0 P, 1PP2 eneral ;istor": Bran!on is %urrentl0 enrolle! in the Behavioral Intervention Progra) &BIP', "hi%h he has atten!e! sin%e ;ove)#er 1=, 2002. /e ha! +reviousl0 #een +la%e! in the Little Re! -%hoolhouse. Bran!on has a histor0 of #ehavioral !iffi%ulties that )ainl0 )anifest in tantru)s. /o"ever, he !oes engage in self-inHurious an! aggressive #ehaviors. Bran!on atten!s res+ite at An0 3it0 Res+ite an! Develo+)ental -ervi%es &A3RD-' on ues!a0 an! ,ri!a0 after s%hool an! o%%asionall0 on the "ee*en!. Bac1ground Information: Bran!on "as originall0 !iagnose! "ith autis) "hen he "as three-0ears-ol!. At the #eginning of the 2002-2001 s%hool 0ear, Bran!onAs )other hos+itali5e! hi) !ue to un%ontrolla#le #ehaviors. At an I$P )eeting, the Behavioral Intervention Progra) &BIP' "as sele%te! to "or* "ith Bran!on. A tea%her an! +ara+rofessional "ere hire! to "or* t"o on one "ith Bran!on un!er the su+ervision of Dr. Laura Riffel, Behavior -+e%ialistCBIP. hese staff "ill #e Bran!onAs +ri)ar0 thera+ists "hile he is in the BIP. Rather than hos+itali5ing Bran!on again, then sen!ing hi) #a%* to his ho)e s%hool, the BIP tea) "ill assist Bran!on to transition to an alternative +la%e)ent "ith his traine! staff u+on %o)+letion of his evaluation an! training at the BIP %enter. 4n%e this transition is su%%essful, +eers "ill #e integrate! into the %lassroo) until he is one of several in his ne" %lass at his ne" s%hool. While "ith the BIP, his tea%her an! +ara+rofessional "ill #e traine! in %o))uni%ation s0ste)s, +ositive #ehavior su++ort )etho!s, an! other resear%h vali!ate! +ro%e!ures an! +ra%ti%es. Eineland: A ne" Linelan! A!a+tive Behavior -%ale "as %o)+lete! on ;ove)#er (, 2002. In 3o))uni%ation, Bran!onAs ra" s%ore 0iel!e! a stan!ar! s%ore of Q20 "hi%h is lo" on re%e+tive, e<+ressive, an! "ritten su#-!o)ains. In Dail0 Living -*ills, Bran!onAs ra" s%ore 0iel!e! a stan!ar! s%ore of 22. /is su#!o)ains "ere lo" for +ersonal, !o)esti%, an! %o))unit0. In -o%iali5ation, Bran!onAs ra" s%ore 0iel!e! a stan!ar! s%ore of 2:, "ith his su#!o)ains in the lo" range for inter+ersonal relationshi+s, +la0, leisure, an! %o+ing s*ills. In the A!a+tive Behavior 3o)+osite, Bran!on ha! a stan!ar! s%ore of 22, "hi%h +uts hi) in the lo" level for a!a+tive s*ills. here "ere no !is%re+an%ies #et"een s*ills foun! on this +arti%ular test.
71
,edication: 3urrentl0, Bran!on ta*es Ritalin three ti)es +er !a0 an! Ris+er!ol on%e +er !a0. $escription of Inappropriate Behavior(s): Bran!on ha! an intense tantru) that en!angere! his )otherAs a#ilit0 to )aintain %ontrol of the %ar. It o%%urre! "hile his )other "as !riving the %ar an! he atta%*e! her. During a tantru), Bran!on has #een *no"n to #ite hi)self an! others, s%rat%h hi)self an! others, an! hit hi)self an! others. Bran!onAs tantru)s have laste! an0"here fro) 1: )inutes to several hours. Academic Progress: Bran!onAs a%a!e)i% +rogress has #een s+ora!i%. -ee a#le 1. Although he has )a!e +rogress in the areas of %o))uni%ation, toileting, an! fee!ing he still re.uires assistan%e to %o)+lete )ost a%tivities. It is the goal of this intervention to !e%rease the nu)#er of tantru) #ehaviors an! in%rease the nu)#er of gains in a%a!e)i% a%hieve)ent an! in!e+en!ent living s*ills for Bran!on. ;"potheses Ph"sical: Bran!on nee!s an o++ortunit0 to voi%e his +h0si%al "ants an! nee!s. &motional: Bran!on nee!s an avenue to voi%e his e)otional "ants an! nee!s. &nvironmental: Bran!on nee!s o++ortunities to %ontrol so)e +ortion of his environ)ent. Behavioral: Bran!on nee!s re+la%e)ent #ehaviors for ina++ro+riate ones an! gui!an%e to follo" "hat e<+e%tations that are hel! for hi). Anal"sis for Function of Behavior Dr. Riffel, Behavior -+e%ialist "ith the Behavior Intervention Progra), %on!u%te! the fun%tional anal0sis #0 su+ervising ten, ten-)inute sessions of ea%h of Dr. Brian I"ataAs four +ri)ar0 %on!itions of #ehavior? 1' so%ial !isa++roval, 2' a%a!e)i% !e)an!, 1' unstru%ture! +la0, an! (' alone for fun%tional anal0sis of #ehavior. he fun%tional anal0sis %o)+rise! (0 sessions e.ualing 100 )inutes of analog !ata. arget #ehaviors "ere gathere! fro) intervie"s "ith )other, o#servations, an! +revious staff )e)#ers. arget #ehaviors are !efine! as follo"s? #iting self & teeth in %onta%t "ith his o"n ar)' #iting thera+ist &teeth in %onta%t "ith an0 #o!0 +art of another +erson'
7(
s%rat%hing self &fingernails in %onta%t, ra*ing s*in of self' s%rat%hing thera+ist &fingernails in %onta%t, ra*ing s*in of another +erson' hitting self &o+en or %lose! fist in %onta%t "ith #o!0 +art of self' hitting thera+ist &o+en or %lose! fist in %onta%t "ith #o!0 +art of another +erson'
he thera+ists "ere traine! on the four %on!itions through )o!eling an! "ritten !es%ri+tion. Data %olle%tion o%%urre! fro) ;ove)#er 1P, 2002 through De%e)#er (, 2002. -essions "ere staggere! to eli)inate the +ossi#ilit0 that ti)e of !a0 %ontri#ute! to the out%o)e of the sessions. he gui!elines for the four %on!itions are as follo"s? %o test for Academic $emand: 1. A%tivities? rings on a +eg, sta%*ing "oo!en #lo%*s, +la%ing ite)s in a #u%*et, +utting +ie%es in a +u55le, threa!ing large +lasti% #ea!s on a string, gras+ing an! hol!ing s)all o#He%ts, an! tou%hing various #o!0 +arts on %o))an!. 2. hera+ist an! stu!ent are seate! at a ta#le. If stu!ent !oes not re)ain at the ta#le, +resent tas*s to stu!ent "herever heChe is in the assess)ent roo). 1. At the 10-se%on! au!itor0 %ue, the thera+ist initiall0 gives ver#al instru%tion an! allo"s the stu!ent : se%on!s to initiate a res+onse. (. If after : se%on!s, the stu!ent fails to initiate an a++ro+riate res+onse, the thera+ist re+eats the instru%tion, )o!els the %orre%t res+onse, sa0ing 6Do it li*e this or IAll have to hel+ 0ou.7 An! "aits : se%on!s. :. If after : se%on!s, the stu!ent !oes not res+on!, the thera+ist re+eats the instru%tion an! +h0si%all0 gui!es the stu!ent through the res+onse, using the least a)ount of %onta%t ne%essar0 to %o)+lete it. F. hera+ist +resents the ne<t tas* at the au!itor0 %ue. 7. -o%ial +raise is !elivere! u+on the %o)+letion of the res+onse, regar!less of "hether or not )o!eling or +h0si%al gui!an%e "as re.uire!. =. 3ontingent u+on the o%%urren%e of a target #ehavior at an0 ti)e !uring the session, the thera+ist i))e!iatel0 ter)inates the trial an! turns a"a0 fro) the stu!ent, for 10 se%on!s, "ith an a!!itional 10 se%on! %hange-over !ela0 for re+eate! target #ehavior. P. hera+ist ignores au!itor0 %ues to +resent tas*s "hen turne! a"a0 fro) stu!ent. ;ote? he !ata %olle%tion +rogra)As au!itor0 %ue is set at 10 se%on! intervals for thera+ist to +resent tas*. %o test Social $isapproval: 1. Dire%t the stu!ent to 6+la0 "ith to0s7 "hile the thera+ist 6!oes so)e "or*7. 2. If the stu!ent has lo"er re%e+tive language or +oor hearing, +la%e the stu!ent in +h0si%al %onta%t "ith the to0s. 1. hera+ist sits in a %hair a%ross the roo) an! rea!s a #oo* or )aga5ine. (. Attention is given to the stu!ent %ontingent on target #ehaviors Writing Behavioral Intervention Plans Laura A. Riffel, Ph.D. 7:
a. Ler#al state)ents of %on%ern an! !isa++roval &DonAt !o that, 0ouAre going to hurt 0ourself, loo* at 0our han!, !onAt hit 0ourself'. Paire! "ith2 #. Brief +h0si%al %onta%t of a non-+unitive nature &han! on shoul!er'. :. All other res+onses e<hi#ite! #0 the stu!ent "ere ignore!. %o test for !nstructured Pla": 1. A variet0 of to0s are availa#le "ithin the stu!entsA rea%h. 2. hroughout the session, the thera+ist )aintains %lose +ro<i)it0 to the stu!ent an! allo"s the stu!ent to engage in s+ontaneous isolate or %oo+erative +la0 or to )ove freel0 a#out the roo). he thera+ist %an +erio!i%all0 +resent to0s to the stu!ent "ithout )a*ing an0 !e)an!s. 1. he thera+ist !elivers so%ial +raise an! #rief +h0si%al %onta%t %ontingent u+on a++ro+riate #ehaviors, an! a#sen%e of target #ehaviors, at least on%e ever0 10 se%on!s. (. arget #ehaviors are ignore!, until severit0 rea%hes the +oint "here the session nee!s to #e ter)inate!. ;ote? he !ata %olle%tion +rogra)As au!itor0 %ue is set at 10-se%on! intervals for thera+ist to give ver#alC+h0si%al +raise. Alone: 1. he stu!ent is +la%e! in the session roo) alone, "ithout a%%ess to to0s or an0 other )aterials that )ight serve as e<ternal sour%es of sti)ulation.
raphs of Brandon5s Sessions: -ee Po"erPoint for gra+hs of Bran!onAs -essions. $iscussion of *esults: &+er%ent %onfigure! on <C10 sessions' Alone Bit self Bit thera+ist -%rat%he! self -%rat%he! thera+ist /it self /it thera+ist 0> 0> 0> 0> 0> 0> -o%ial Disa++roval 0> 0> 0> 0> 0> 0> A%a!e)i% De)an! 0> 10> 10> 20> 10> 10> @nstru%ture! Pla0 0> 0> 20> 10> 0> 0>
Amount of %ime &ngaged in %arget Behaviors $uring Session:
7F
Alone Bit self Bit thera+ist -%rat%he! self -%rat%he! thera+ist /it self /it thera+ist 0CF000 se%. 0CF000 se%. 0CF000 se%. 0CF000 se%. 0CF000 se%. 0CF000 se%.
-o%ial Disa++roval 0CF000 se%. 0CF000 se%. 0CF000 se%. 0CF000 se%. 0CF000 se%. 0CF000 se%.
A%a!e)i% De)an! 0CF000 se%. :CF000 se%. :CF000 se%. PCF000 se%. :CF000 se%. :CF000 se%.
@nstru%ture! Pla0 0CF000 se%. 0CF000 se%. 1CF000 se%. (:CF000 se%. 0CF000 se%. 0CF000 se%.
Percentage of %ime &ngaged in %arget Behaviors $uring Session: Alone Bit self Bit thera+ist -%rat%he! self -%rat%he! thera+ist /it self /it thera+ist 0> 0> 0> 0> 0> 0> -o%ial Disa++roval 0> 0> 0> 0> 0> 0> A%a!e)i% De)an! 0> .000=> .000=> .001:> .000=> .000=> @nstru%ture! Pla0 0> 0> .000:> .007:> 0> 0>
Alone: o !eter)ine if Bran!on "as re%eiving sensor0 sti)ulation fro) loo*ing in the t"o-"a0 )irror !uring the alone sessions, a session "ith the )irror %overe! u+ "as +erfor)e!, also resulting in no #ehaviors. he Alone sessions "ere !esigne! to test evi!en%e that tantru)s )ight #e )otivate! through self-+ro!u%e! reinfor%e)ent of a sensor0 nature. Social $isapproval: he -o%ial Disa++roval sessions "ere !esigne! to !eter)ine if state)ents of %on%ern an! so%ial !isa++roval +aire! "ith +h0si%al %onta%t "ere )aintaining targete! tantru) #ehavior via the ina!vertent !eliver0 of +ositive reinfor%e)ent. Academic $emand: PP.P7 > of the ti)e in the A%a!e)i% De)an! sessions Bran!on e<hi#ite! no target #ehaviors. hese sessions "ere !esigne! to assess "hether or not tantru)s "ere )aintaine! through negative reinfor%e)ent as a result of es%a+ing or avoi!ing !e)an! situations. !nstructured Pla": PP.P=> of the session ti)e, Bran!on "as engage! in no target #ehaviors !uring @nstru%ture! Pla0. hese sessions "ere !esigne! to #e the %ontrol +ro%e!ure for the Writing Behavioral Intervention Plans Laura A. Riffel, Ph.D. 77
+resen%e of an e<+eri)enter, the availa#ilit0 of +otentiall0 sti)ulating )aterials, the a#sen%e of !e)an!s, the !eliver0 of so%ial a++roval for a++ro+riate #ehavior, an! the la%* of a++roval for tantru)s. It "as a!!itionall0 !esigne! to serve the fun%tion of an enri%he! environ)ent in "hi%h relativel0 fe" tantru)s )ight #e e<+e%te! to o%%ur. 0ccurrence of %arget Behaviors in Session b" %ime of $a":
Time of Day Alone Social Disa##roval
Academic $emand
!nstructured Pla"
?:,--?:C?:C--,*:*,*:*--,*:=,*:=--,*:-* ,*:-*-,,:@* ,,:@*-,,:C,,:C--,@:,,@:,--,@:C,@:C--,:** ,:**-,:=* ,:=*-,:-* ,:-*-@:,* @:,*-@:=* @:=*-@:C@:C--=:**
1-s 1-t 1-s
1/s,1-s, 1Bt,1/t,1-t 1-t
8e": -t- -%rat%hing thera+ist -s- -%rat%hing self /t- /itting thera+ist /s- /itting self Bt- Biting thera+ist Bs- Biting self
Loo*ing at the ti)e of !a0 for sessions +rove! to #e in%on%lusive #ehaviors onl0 o%%urre! on t"o !a0s !uring the sa)e ti)e #lo%*s. Data %olle%te! fro) environ)ental o#servations is )ore %on%lusive %on%erning ti)e of !a0 "ith #ehavioral in%i!ents.
7=
Summar": Bran!on e<hi#ite! the )ost target #ehaviors !uring a%a!e)i% !e)an!. /e ha! t"o sessions "ith no #ehaviors an! %onsistentl0 one or t"o #ehaviors !uring the other sessions. his "oul! in!i%ate that so)e of Bran!onAs #ehavior serves as a fun%tion of es%a+e. 4n four sessions of unstru%ture! +la0, Bran!on e<hi#ite! no #ehaviors an! the other sessions he e<hi#ite! ( or fe"er #ehaviors. his "oul! in!i%ate that so)e of Bran!onAs #ehavior !oes fun%tion for attention. Informal Assessment Dail0 logs of Ante%e!ent, Behavior, an! 3onse.uen%e &AB3' for target #ehaviors "ere %olle%te!. he results are )ore in!i%ative of !ail0 life an! +ossi#l0 give )ore insight into the fun%tions of Bran!onAs #ehaviors than the for)al sessions. In +lotting the ti)e of !a0 that Bran!onAs target #ehaviors o%%ur, the follo"ing !ata are gra+he! for ti)e of !a0?
i)e of Da0 for arget Behaviors 1:0
otal Length of i)e
100 :0 0
P? 1: -P ?( 10 : ?0 :10 ?1 10 : ?: 011 ?2 11 0 ?( :12 ?1 : 12 ?( :1? 00 1? 10 -1 ?: 0 2? 10 -2 ?1 0 2? (: -1 ?0 0
i)e
Data "ere %olle%te! fro) ;ove)#er 1=, 2002 through De%e)#er 17, 2002 for the +ur+oses of this re+ort. Bran!on "as a#sent one !a0 !uring this ti)e fra)e, "hi%h gives hi) a total ti)e in s%hool of F,210 )inutes.
7P
o #rea* this !o"n in +er%entages, #ehaviors o%%urre!?

Time of Day Activity Total :inutes
?:,--?:C?:C--,*:*,*:*--,*:=,*:=--,*:-* ,*:-*-,,:@* ,,:@*-,,:C,,:C--,@:,,@:,--,@:C,@:C--,:** ,:**-,:=* ,:=*-,:-*
Arrival/$rea#fast P5CS training/oral motor &ntervention/1assage %herapy "estroom $rea# Sensory room 5Dpressive Arts/1usic 3unch 6ideo/Social 3earning/oral motor "estroom $rea# &ntervention/1assage %herapy .utside Play/2ree Play 1usic %ime/relaDation therapy P5CS training Snac# "estroom/Clean-up
%otal *atio &in )inutes' (umber of %antrums (0C:(0 C* 2

@= @* @-
Percentage
7> F> :> 0> :> 0> 22> F> 0> => 7> 10> F> 0> 0>
2 1 0 2 0 : 1 0 1 2 2 2 0 0
21C1F0 2:C:(0 0C270 2:C:(0 0C(:0 120C:(0 10C:(0 0C270 (:C:(0 2:C1F0 1:C1F0 22C1F0 0C270 0C270
* ,@* =* * C@-
,:-*-@:,* @:,*-@:=* @:=*-@:C@:C--=:**
=@@ * *
$iscussion of %ime of $a": he highest +er%entage for target #ehaviors o%%urre! !uring the 11?(:-12?1: ti)e fra)e, "hi%h %oin%i!es "ith lun%h. Delving into a !ivision of "hat +re-e)+te! the target #ehaviors !uring lun%h, it "as !is%overe! that there "ere = tantru)s aroun! foo! issues in 1= !a0s? antru)s aroun! foo! issues o ( of these "ere !enial of !esire! foo! &e<a)+le? "ante! !essert first' o 1 stuffe! nose- una#le to #reathe an! eat at the sa)e ti)e o 1 ti)e lun%h "as late !ue to !ela0s in the *it%hen o 1 ti)e he "as hungr0 #efore it "as lun%h ti)e o 1 ti)e he "as still hungr0 after lun%h "as %o)+lete- he "as given )ore foo!
=0
In su))ar0, the target #ehaviors that "ere re%or!e! in this !ata sa)+le are at si)ilar levels in all a%tivities a%ross the !a0 "ith the e<%e+tion of the three restroo) #rea*s, sna%*, an! +re+aration for ho)e. Ante%e!ents "ill #e !is%usse! in a follo"ing se%tion. -onclusion of %ime of $a": A %o))uni%ation s0ste) for Bran!on to e<+ress an! i!entif0 his "ants an! nee!s shoul! #e the first intervention e)+lo0e! to re+la%e target #ehaviors !uring )eal an! sna%* ti)es. $a" of the Wee1: In %onsi!ering environ)ental varia#les, the tea) evaluate! the !a0 of the "ee* in "hi%h target #ehaviors o%%urre! to !is%ern if an0 +atterns !evelo+e!. A stu!0 of availa#le !ata reveale! the follo"ing?
$a" of the Wee1
8on!a0 ues!a0 We!nes!a0 hurs!a0 ,ri!a0
(umber of %antrums per da" of +ee1 1 ( : : :
(umber of %otal ,inutes 70 71 :2 (7 110
(umber of $a"s of the Wee1 Present : 8on!a0s U 172: )inutes ( ues!a0sU 11=0 )inutes 1 We!nes!a0s U 101: )inutes 1 hurs!a0s U 101: )inutes 1 ,ri!a0sU 101: )inutes
Percentage
(> :> :> 1> 10>
-onclusion of $a" of the Wee1: With the e<%e+tion of a ,ri!a0 tantru) that laste! for one hour an! fifteen )inutes, all #ehaviors o%%urre! evenl0 a%ross this !ata sa)+le for !a0s of the "ee*. he ,ri!a0 tantru) is %onsi!ere! an outlier as it "as the onl0 one of its *in!. Data %olle%tion "ill %ontinue to !eter)ine if there is an0 +attern for this fa%tor.
=1
Antecedents
Hno! n Antecedents to %arget $ehavior > /um9er of .ccurrences O C = @ , * gas ! et transition demand food issues denied food
Antecedents
$iscussion of Antecedents: In loo*ing at ante%e!ents for target #ehaviors, the t"o highest areas "ere restroo) issues an! foo! issues. ,urther e<a)ination of the restroo) issues in!i%ate there is no set +attern for "hen toileting issues have o%%urre! in this !ata sa)+le session. here "ere F target #ehaviors that o%%urre! "hen Bran!on ha! a "et +ull-u+. here "ere ( target #ehaviors "hen he e<hi#ite! flatulen%e at the sa)e ti)e as the target #ehavior. -taff has o#serve! rigi! )us%le tension, hol!ing his sto)a%h area, fa%ial !istortion, an! %r0ing "hile +assing gas, +rior to an! !uring e<hi#ition of target #ehaviors. -onclusion of Antecedents: Bran!on nee!s a !ail0 routine for toileting that in%lu!es s+e%ifi% %o))uni%ation o++ortunities, %on%ise e<+e%tations, %onsistent +ra%ti%es, an! +raise for %o)+letion of a%tivities. Data "ill %ontinue to #e %olle%te!. .ocation $iscussion and -onclusion of .ocation: -in%e Bran!on %urrentl0 s+en!s the )aHorit0 of his !a0 in the %lassroo), this !ata !oes not su#stantiate a +ri)ar0 lo%ation for the o%%urren%e of target #ehaviors at this ti)e. Data "ill %ontinue to #e %olle%te!.
=2
0bserved Behaviors Bran!on e<hi#ite! 22 tantru)s !uring an 1=-!a0 o#servation. -everal ne" #ehaviors "ere o#serve! !uring infor)al o#servations of tantru) #ehaviors that "ere not i!entifie! #0 +revious intervie"s, nor !uring the for)al sessions. herefore, a ne" !efinition of tantru)s "as esta#lishe! as %onsisting of three or )ore of the follo"ing #ehaviors +resente! at one ti)e? #iting self #iting thera+ist s%rat%hing self s%rat%hing thera+ist hitting self hitting thera+ist %r0ing !ro++ing on the floor +a%ing Hu)+ing u+ an! !o"n %la++ing in a fast, angr0 )anner $iscussion of 0bserved Behaviors: Prior to a tantru), Bran!on so)eti)es e<hi#its +outing #ehavior or #egins ro%*ing #a%* an! forth2 "hi%h is not %onsi!ere! a tantru) #ehavior. 8an0 ti)es a tantru) %an #e averte! "hen the staff noti%es this +revie" #ehavior an! assists Bran!on to %o))uni%ate "hat is u+setting hi). If tantru) #ehavior su#si!es for a +erio! of ten )inutes then that tantru) is %onsi!ere! over. -onclusion of 0bserved Behaviors: -taff nee!s to #e a"are of Bran!onAs +revie" #ehaviors an! atte)+t to fa%ilitate %o))uni%ation "ith hi) for i!entif0ing his "ants an! nee!s. Assisting Bran!on in i!entif0ing feelings su%h as )a!, +ain, ha++0, an! hungr0 "ill hel+ hi) in his a#ilit0 to %o))uni%ate. -onseAuences 8ore than one %onse.uen%e %an o%%ur for ea%h target #ehavior, for instan%e Bran!on %oul! #e tal*e! to %al)l0 an! the thera+ists %oul! #lo%* aggressive atte)+ts. herefore the nu)#ers of %onse.uen%es total )ore than the 22 tantru)s re+orte!. $iscussion and -onclusion of -onseAuences: It is i)+erative that an0one "ho "or*s "ith Bran!on not ta*e an0 atte)+ts at aggression +ersonall0. It is ver0 i)+ortant that all tantru)s are !ealt "ith in the sa)e )anner. Loi%es shoul! al"a0s re)ain %al) an! lo", atte)+ts to #ite2 s%rat%h, *i%*, or hit shoul! Writing Behavioral Intervention Plans Laura A. Riffel, Ph.D. =1
#e #lo%*e! using vali!ate! )etho!s that )ini)i5e an0 %han%e of an0one getting hurt. -taff uses -0ste)ati% /an!ling e%hni.ues "hen +h0si%al intervention is re.uire!.
Informal Assessment Summar" $iscussion: It is )ore i)+ortant for the tea) to !evelo+ at least one vali! intervention for ea%h fun%tion of the #ehavior, rather than for ea%h target #ehavior. 4n%e the target #ehavior is %hange! through intervention, the #ehavioral goals of a #ehavior intervention +lan "ill #e a%hieve! "ithout s0)+to) su#stitution as is fre.uentl0 seen in interventions that are e<%lusivel0 #ehavioral. he goals are )erel0 for )easuring the effe%tiveness of an intervention on a fun%tion. It is the fun%tion of the #ehavior, not its stru%ture that lea!s to intervention sele%tion. he #ehavior su++ort +lan "ill #e #ase! on this fun%tional anal0sis, %onsistent "ith the fun!a)ental +rin%i+les of #ehavior an! fit the %onte<t of Bran!onAs life. If onl0 the +ro<i)al es%a+e or a%.uisition fun%tions of #ehavior are e<a)ine! errors %oul! #e )a!e in not i!entif0ing the fun%tion of the #ehavior. he ulti)ate goal of the fun%tional anal0sis is to !eter)ine "h0 the %hil! #ehaves the "a0 the0 !o. 3are nee!s to #e ta*en not to re+la%e Bran!onAs %urrent #ehaviors "ith %ounter-%ontrol situations that "ill !evelo+ in later stages of !evelo+)ent as Bran!on learns ho" to )ani+ulate his environ)ent using the s*ills taught to hi), if onl0 es%a+e an! a%.uisition are %onsi!ere! in the real) of #ehavior )o!ifi%ation. ,or this reason, a )ulti)o!al fun%tional #ehavior assess)ent "ill %ontinue that i!entifies the fun%tions of Bran!onAs #ehavior. $s%a+e an! a%.uisition are inter)e!iar0 !es%ri+tions of #ehavior in ter)s of assess)ent or intervention. $)otional fun%tions of his #ehavior )ust #e %onsi!ere!. Wh0 !oes Bran!on nee! to es%a+e or a%.uire ite)sB he interventions for these issues re.uire )ore than %olle%ting !ata. Bran!onAs !efi%its nee! to #e a!!resse! in%lu!ing s*ill an! +erfor)an%e !efi%it infor)ation. In )ost %ases there is )ore than one %ause of #ehavioral +ro#le)s. After "or*ing "ith Bran!on, this tea) has %o)e to the %on%lusion that Bran!on has four varia#les fee!ing his +ro#le) #ehavior? 1' ina#ilit0 to %o))uni%ate his "ants an! nee!s, 2' %hroni% sinus infe%tions, 1' fe" su%%esses in his environ)ent, an! (' frustration "ith *no"ing )ore than he is %a+a#le of re+orting. Regar!less of the )is#ehavior that Bran!on +resents, there are !ifferent %auses for the sa)e t0+e of #ehavior. @sing the %auses of the #ehavior an! the to+ogra+hi%al infor)ation gaine! in the fun%tional anal0sis a +lan %an #e !esigne! to sha+e his #ehavior through a++ro+riate interventions an! )onitoring.
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*ecommended I&P 0bCectives: he I$P goals an! o#He%tives "ill #e !evelo+e! !uring the u+%o)ing I$P )eeting #ase! on the !is%ussions %ontri#ute! #0 all tea) )e)#ers. he follo"ing to+i%s "ill #e in%lu!e! in those !is%ussions as "ell as others generate! #0 the tea). 4ral sti)ulation ,ee!ing -ensor0 !iet Re%reational thera+0 $<+ressive thera+0 -ensor0 roo) -elf-hel+ s*ills A%a!e)i% s*ills 3o)+uter s*ills -urrent Accomplishments: Bran!on has the sa)e )usi% thera+ist as he !i! at his +revious s%hool. /e note! that he is sho"ing i)+rove)ent. /e state! that he is )u%h )ore attentive, fo%use!, an! ver#al than +reviousl0. ea%hers "ho "or*e! "ith Bran!on at su))er s%hool have %o))ente! on his %hange in !e)eanor. he0 have noti%e! his res+onse to !e)an!s, his %al) a++earan%e, an! his general ha++iness. Bran!on has the sa)e s+ee%h thera+ist as he !i! at his +revious s%hool. /e is ver0 ha++0 "ith the +rogress that Bran!on is )a*ing "ith oral thera+0, ver#ali5ations, an! attentiveness !uring thera+0 sessions. Bran!on is atte)+ting to i)itate vo%ali5ations, soun!s, an! gestures. /e %an #lo" on his foo! #0 +ursing his li+s, he %an %lu%* his tongue, an! is atte)+ting to use so)e sign language along "ith his P$3- s0ste). Bran!on has the sa)e o%%u+ational thera+ist as he !i! at his +revious s%hool. /e is ver0 ha++0 "ith the +rogress that Bran!on is )a*ing "ith fee!ing &using a +ier%ing )etho! "ith his for* an! hol!ing his !ish "ith his other han!'. Bran!on is also )a*ing )u%h +rogress in self-hel+ s*ills in toileting. %eam Based $ecisions he #ehavior intervention +lan &BIP' "as !eter)ine! through a tea)-#ase! !e%ision using the !ata !erive! a#ove. he #ean#ag +ro%e!ure an! )ulti-ele)ent #ehavior intervention +lan follo"?
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,igure $- *ean *ag !hair (rocedure When Bran!on #egins to sho" signs of #eginning a tantru) instru%t Bran!on to go to his #ean#ag %hair to %al) !o"n. @se a %al) voi%e -ho" hi) the P$3- +i%ture of a )a! +erson I!entif0 that Bran!on is feeling )a! Praise Bran!on for sitting in his #ean #ag to %al) !o"n "hen he is )a! Eee+ +ointing out that he is )a! an! that he is %al)ing !o"n in his #ean #ag If Bran!on gets u+ fro) the #ean #ag #efore he has %al)e! !o"n he "ill #e as*e! to sit #a%* !o"n until he is %al) If Bran!on !oes not sit #a%* !o"n give hi) a tou%h %ue &han! on shoul!er' to re)in! hi) to sit !o"n Eee+ +raising Bran!on for %al)ing !o"n "hile sitting on his #ean#ag %hair. Bran!on %an use his #ean#ag %hair an0ti)e !uring the !a0 or night. It is not )eant to #e a +unish)ent, #ut rather a %o)forta#le +la%e to sit an! thin*. An0ti)e Bran!on goes to the #ean #ag "hen he a++ears to #e u+set a#out the loss of a +rivilege, ite), or foo! he shoul! #e +raise! for %hoosing to go there on his o"n to %al) !o"n. When it a++ears that Bran!on has %al)e! !o"n, tell hi) in a %al) voi%e that he %an %o)e #a%* to the +revious area "hen he feels li*e heAs rea!0.
In the event that Bran!on still has aggressive #ehavior fro) the #ean#ag %hair? Blo%* Bran!onAs aggressive #ehavior fro) hi)self or others #ut *ee+ hi) in the #ean #ag Eee+ tal*ing to Bran!on in a %al) voi%e I!entif0 to Bran!on that he is )a!. If so)eone else is near, have the) sho" Bran!on the +i%ture of the )a! +erson fro) the P$3- s0ste) As soon as Bran!onAs #o!0 rela<es, tell hi) 0ou are going to )ove a"a0 an! that he nee!s to sta0 in his #ean #ag until he is %al) Be sure to +raise hi) for rela<ing his #o!0 an! for sta0ing in his #ean #ag to %al) !o"n When Bran!on is %o)+letel0 %al) an! has %o)e #a%* to the +revious area %o)+li)ent hi) for %al)ing !o"n #0 sitting in his #ean #ag %hair &no )atter ho" long it too* hi) to %al) !o"n'
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Behavior Intervention Plan: he intervention +lan for Bran!on "as #ase! on a ,un%tional Anal0sis an! a ,un%tional Assess)ent of his targete! #ehaviors. In or!er to re!u%e +ro#le) #ehaviors the tea) )ust !is%ern the reason for the #ehaviors. Base! on the fin!ings of the fun%tional #ehavior anal0sis the follo"ing )ulti-ele)ent +lan has #een !evelo+e!. he tea) "ill !is%uss this +lan an! a!! to it at the I$P )eeting. he results of the for)al an! infor)al anal0ses are !is%usse! in a later se%tion. &lement 0ne: -alming Abilities (Alternative Behavior and -risis ,anagement) It is this e<a)inerAs o+inion that Bran!onAs %ognitive fun%tioning is higher than his e<+ressive fun%tioning. When he #e%o)es frustrate! he is even less li*el0 to #e a#le to %o))uni%ate his "ants an! nee!s. ,irst "e nee! to give Bran!on a "a0 to %al) !o"n #efore his #ehavior es%alates into a tantru). B0 +rovi!ing Bran!on "ith a %al)ing e<er%ise "e are a#le to hel+ hi) use his %ognitive a#ilities to %o))uni%ate his "ants an! nee!s "ith us. he tea) has !esigne! a )etho! for %al)ing Bran!on !uring the #eginning stages of a tantru). Bran!on is +ro)+te! to sit in his #ean#ag %hair &a safe environ)ent'. -ee #ean#ag !ire%tions &figure 1'. B0 giving Bran!on the a#ilit0 to %al) !o"n the tea) is a#le to hel+ Bran!on "ith the se%on! ele)ent of his #ehavior +lan. Beginning trials for this %al)ing a%tivit0 in!i%ate that this is lo%ali5ing his #ehavior to the area of the #ean #ag rather than Hu)+ing an! +a%ing, "hi%h have #een o#serve! to es%alate his #ehavior. When +la%e! in the #ean#ag, Bran!on ro%*s "hi%h see)s to #e a self-%al)ing a%tivit0. If Bran!on atte)+ts to )ove fro) the #ean#ag he %an #e easil0 re!ire%te! to return. &lement %+o: -ommunication (Antecedent ,odification and Alternative Behavior) While Bran!on has sho"n signs of %o))uni%ating ver#all0, it is still not at a fun%tional level nor %onsistent for hi). While #uil!ing on his %urrent vo%ali5ations, the tea) "ill +air an alternative %o))uni%ation s0ste). he tea) has a!o+te! the (icture '.change !ommunication /ystem &P$3-' to use "ith Bran!on. -ee figure 2 for further e<+lanation of the P$3- s0ste). 4n%e Bran!on is %al), he "ill #e a#le to use the P$3- s0ste) to %o))uni%ate his "ants an! nee!s )ore effe%tivel0 to the staff an! his fa)il0. 4utsi!e of the training sessions, Bran!on has #egun to retrieve +i%tures that are +oste! on the "all to in!i%ate his "ants an! nee!s to staff su%h as Hui%e, restroo), an! %ra%*ers. /e also has !e)onstrate! an un!erstan!ing of nee!ing to tra!e so)ething to o#tain the !esire! ite). /e trie! to tra!e a "ash%loth for so)e 4reo %oo*ies on t"o o%%asions,
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"hi%h in!i%ates he is #eginning to un!erstan! the re%i+ro%al nature of %o))uni%ation. Bran!on is %urrentl0 in +hase t"o of the P$3- training. &lement %hree: .abeling (-onseAuence) Bran!on e<hi#its )an0 +ositive #ehaviors. In a t0+i%al %lassroo) setting there )a0 not #e ti)e or staff to o#serve %orre%t #ehavior in or!er to give hi) fee!#a%* on a %onsistent #asis. In Bran!onAs %urrent setting, the tea) is a#le to %onsistentl0 la#el those #ehaviors that Bran!on e<hi#its %orre%tl02 su%h as, "al*ing !o"n the hall"a0 %al)l0, sitting u+ straight, loo*ing at an a!ult "ho is s+ea*ing. hese #ehavior la#els "ill hel+ Bran!on %onne%t "hat is e<+e%te! of hi) "ith the ver#ali5e! !es%ri+tors. his also gives hi) reinfor%ing attention in a )ost so%iall0 a%%e+ta#le )anner. &lement Four: Eisual Schedule (Antecedent ,odification) Bran!on has !e)onstrate! an un!erstan!ing of the %o)+uteri5e! visuals for P$3therefore, using these sa)e visuals to re+resent Bran!onAs !ail0 s%he!ule "ill offer hi) in%rease! +re!i%ta#ilit0 an! !e%rease! an<iet0 a#out "hat is o%%urring in his environ)ent. hese +i%tures "ill #e su#stitute! "ith a%tual +hotogra+hs as he learns to un!erstan! the fun%tion of the visual s%he!ule. &lement Five: Po+erPoint *elationship narrative (Antecedent ,odification) Bran!on "ill #e +resente! "ith relationshi+ narratives using !igital +i%tures, te%hnolog0, soun!s, an! high rate re+etition in or!er for hi) to learn %hanges in routine, s*ill ste+s, an! so%ial e<+e%tations "ith a!ults an! +eers. his +rogra) %an #e )o!ifie! .ui%*l0 shoul! the nee! arise. &lement Si': Palm Pilot +ith Eisual Assistant Program (Antecedent ,odification) Bran!on "ill use a Pal) Pilot loa!e! "ith the Lisual Assistant Progra) fro) A#leLin* e%hnologies &Denver, 3olora!o' to learn tas*s +erfor)e! in a se.uen%e. his unit ena#les the +rogra))er to loa! a%tual visual an! au!itor0 +ro)+ts in a se.uen%e for the user. he user %an !ire%t the +a%e "ith "hi%h the0 atte)+t the tas*, listen to !ire%tions re+eate!l0, an! vie" a +i%ture of the %o)+lete! tas*. his "ill ena#le Bran!on to self)onitor his +rogress an! assist hi) in #eing in!e+en!ent at a given tas*. &lement Seven: ;ome %raining Dr. 8ar0 Pooler is the #ehavior s+e%ialist +rovi!ing ho)e training. -he has visite! Bran!on at the BIP 3enter an! )et "ith Bran!onAs )other an! the BIP tea). -he has +arti%i+ate! in the interventions an! a%tivities !esigne! for ho)e use. Dr. Pooler "ill #e )eeting "ith Bran!onAs )other on Danuar0 =th in the ho)e. An i!enti%al #ean#ag %hair has #een +rovi!e! for ho)e use to assist "ith %al)ing a%tivities. ,irst re+orts fro) 8rs. 8%Einle0 in!i%ate that this has #een useful in !issi+ating the es%alation of )ost tantru)s.
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A P$3- training vi!eo, an! a P$3- note#oo* "ith la)inate! an! Lel%ro +i%tures "ere given to 8rs. 8%Einle0 along "ith a short training an! o#servation so that she %an #egin to use P$3- at ho)e. Bran!onAs )other "as given a 3D of Bran!onAs favorite )usi% that he li*es to listen to "hen heAs %al)ing !o"n an! having )usi% thera+0. It "as suggeste! at the Hoint )eeting "ith BIP staff an! Dr. 8ar0 Pooler that Bran!onAs )other use the 8%Donal!As or Burger Eing +la0 lan! as a sensor0 area for Bran!on es+e%iall0 !uring "inter va%ation. It is ver0 si)ilar to the sensor0 roo). Dr. Pooler is going to assist 8rs. 8%Einle0 to set u+ the visual s%he!ule for ho)e. he BIP tea) sent ho)e a n0lon +o%*et %hart for 8rs. 8%Einle0 to use. Dr. Pooler "ill ta*e +i%tures an! hel+ 8rs. 8%Einle0 get the %hart set u+. Dr. Riffel "ill %reate Po"erPoint relationshi+ narratives for ho)e using the +i%tures +rovi!e! #0 Dr. PoolerAs visit. -he "ill train 8rs. 8%Einle0 ho" to %hange the se.uen%e an! +i%tures then +rovi!e her "ith a Po"erPoint +rogra) for her ho)e %o)+uter. 8rs. 8%Einle0 is %olle%ting !ata in the ho)e an! %o))unit0 environ)ents on Bran!onAs tantru) #ehavior. Dr. Riffel "ill use this infor)ation to "or* "ith Dr. Pooler on the su%%ess an! a!a+ta#ilit0 of ho)e interventions.
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,esources &nformation gathered for this !or#9oo# !as o9tained from a !ide range of sources over the yearsB %he follo!ing 9i9liography represents a sampling of articles that have contri9uted to the compilation of this !or#: ;%hese titles are not in APA format< Anderson, CB1B ;@***, Spring<B .ositive Su##ort: (!#anding the A##lication of A##lied Behavior Analysis. The Beh#vior An#$' tB Artesani, SB, & 1allar, 3B ;,??) 59 021B Asmus, SB 1B, 6ollmer, %B "B, & $orrero, SB C ;@**@-?*B $roo#s, AB, et alB ;@**=< 1se of functional assessment and a selfGmanagement system to increase academic engagement and wor" com#letion B Jo!rn#$ o"o itive Beh#vior Intervention > S!**er /775 v3 i5 %299081 B Conroy, 1B, & 4avis, CB ;@***, Summer 99 091B Crone, 4B, & 'orner, "B ;,???-@*** < 051B Cunningham, 5B, & .P/eill, "B5B ;@***, 4ecem9er 53 091> 976@929 B 4unlap, B ;,??O&. The (ffects of :ultiG-om#onent< Assessment Based -urricular :odifications on the -lassroom Behavior of -hildren with (motional and Behavioral DisordersB Jo!rn#$ o- Beh#vior#$ Ed!c#tion> 6 091B 4unlap, B, 6aughn, $B & .P/eill ;,??) A4> W#rren S4 A Reich$e> J4 0ed 414 Tr#n ition in "re$in&!i tic Co**!nic#tion4 B#$ti*ore> "#!$ H4 BrooBe "!)$i hin& Gro!%B 4unlap, B etal ;,??-&. :odifying Activities To .roduce 7unctional +utcomes BJASH> (o$ /7> No49C /9<@/3 / 0/1B 2erro, SB, 2oster-Sohnson, 3B, & 4unlap, B ;,??O 272 0/1 B a9le, "B AB & et alB ;@**,& :aintaining the Integrity of 7BAGbased Interventions in Schools< in (ducation and Treatment of -hildren , @C;=<, ppB @C)-@O*B 0/1B
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resham, 2B, Watson, SB, & S#inner, CB ;@**, 57 0/1B unter, PB ;,??C, /ovem9er&. A -ase Study of the (ffects of Altering Instructional Interactions on the Disru#tive Behavior of a -hild Identified with Severe Behavior DisordersB Ed!c#tion #nd Tre#t*ent o- Chi$dren> 2= 051 B 'arro!er, SB, 2oD, 3B, 4unlap, B & Hincaid, 4B ;,???-@*** < 051B 'astings, "B, & $ro!n, %B ;@*** /3 091B 'endric#son, SB, & a9le, "B ;,???&. Behavioral .roblems in Schools: 0ays to (ncourage 7unctional Behavior Assessment I(lectronic versionJ B Ed!c#tion A Tre#t*ent o- Chi$dren> // 051B 'orner, "B, & Carr, 5B ;,??> 52 021B 'orner, "B, 4ay, 1B, & 4ay, SB ;,??> 57B 'orner, "B, Sugai, B, %odd, AB, & 3e!is-Palmer, %B ;,???-@*** < 051B 'orner, "B ;,??* 23 0/1B &!ata, $B ;@***, Summer /B Sohnston, SBSB, & .P/eill, "B5B ;@**,, Winter<B Searching for (ffectiveness and (fficiency in -onducting 7unctional Assessments: A review and .ro#osed .rocess for Teachers and +ther .ractitioners I(lectronic versionJ B Foc! on A!ti * #nd Other Deve$o%*ent#$ Di #)i$itie > 26 091> /73@/29 B Solivette, HB, $arton, SB, & %errance, SB ;@*** /5 051 B Hennedy, CB ;@**,, 2all<B 7acilitating Feneral (ducation .artici#ation for Students with Behavior .roblems by 5in"ing .ositive Behavior Su##orts and .ersonG-entered .lanning I(lectronic versionJ B Jo!rn#$ o- E*otion#$ #nd Beh#vior#$ Di order B Hern, 3B, & 6orndran, CB ;@***&. 7unctional Assessment and Intervention for Transition Difficulties I(lectronic versionJ B JASH> /3 091B Hnoster, %B ;@*** /3 091B 1eyer, HB ;,??? 5/B
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.G/eill, "B, 'orner, "B, .G$rien, 1B, & 'uc#step, SB ;,??, 5 021 B .P/eill, "B5B & Sohnson, SBWB ;@*** /3 091B "eid, 4B ;@*** /3 091B "eed, 'B, %homas, 5B, Sprague, SB, & 'orner, "B ;,??> = 021B Scott, %B & 59er, 3B ;@**=< 7unctional assessment and wra#around as systemic school #rocesses: #rimary< secondary< and tertiary systems e!am#les. Jo!rn#$ o- "o itive Beh#vior Intervention > S!**er /775 v3 i5 %2520251 B Scott, %B, & /elson, CB1B ;,???, 1ay /9 051B Scott, %B1B, /elson, CB 1B, & Va9ala, SB ;@**=<B 7unctional behavior assessment training in #ublic schools: 7acilitating systemic change B Sournal of Positive $ehavior &nterventions, - ;C<, @,O-@@-B Schill, 1B, Hratoch!ill, %B, & 5lliot, SB ;,??) &. 7unctional Assessment in Behavioral -onsultation: A Treatment 1tility Study.B Schoo$ " 'cho$o&' E!#rter$'> 25 0/1 Steege, 1B, & /orthup, SB ;,??) 2 021B Sugai, B, 'orner, "B'B, 4unlap, B, 'ieneman, 1B, 3e!is, %BSB, et alB ;@*** / 051 B Sugai, B, 'orner, "B 'B, & Sprague, SB ;,??? /9> //5@//=B Scout, SB, & Carr, 5B ;,??@, Suly 26 051B %urn9ull, 'B"B ;,??? A4 A Horner> R4 H4 0ed 414 F!nction#$ #n#$' i o- %ro)$e* )eh#viorC Fro* e--ective # e *ent to e--ective !%%ort4 Be$*ont> CA4 W#d Dorth B %urn9ull, 'B"B & WilcoD, $B ;,??? G4 A FeDi > T4 J4 0ed 414 Re ton> (AC Co!nci$ -or E?ce%tion#$ Chi$dren IDEA 8= #nd FBA:"BISC "o$ic' #nd i*%$e*ent#tion &!ide$ine 4 6aughn, $B, & 'orner, "B ;,??> 574
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Writing Behavioral Intervention Plans (BIP) based on Functional Behavior Assessments (FBA): Making Data Based Decisions to Change

Behavior By Laura A. Riffel, Ph.D. www.behaviordoctor.org caughtyoubeinggood g!ail.co!

Writing Behavioral Intervention Plans

Laura A. Riffel, Ph.D. 2007

Writing Behavioral Intervention Plans

Laura A. Riffel, Ph.D. 2007

Writing Behavioral Intervention Plans

Laura A. Riffel, Ph.D. 2007

C./%&/001 .2 SC'..3-W&45 &/S%"0C%&./A3 & P.S&%&65 $5'A6&." S0PP."%

Writing Behavioral Intervention Plans

Laura A. Riffel, Ph.D. 2007

What is Positive Behavioral Support?

Functional Behavioral Assessment (FBA)

Writing Behavioral Intervention Plans

Laura A. Riffel, Ph.D. 2007

Writing Behavioral Intervention Plans

Laura A. Riffel, Ph.D. 2007

$escriptive/0bservational ,ethods: &'amples

7 A-B-3 Anal0sis 7 -%atter +lot 7 Interval or ti)e sa)+ling

Writing Behavioral Intervention Plans

Laura A. Riffel, Ph.D. 2007

i)e re.uire)ent In%rease! staff training 9 e<+erien%e )a0 #e ne%essar0

1ay not &4 function of infre8uent 9ehavior

Possible Functions Positive *einforcement: -o%ial attention or Access to )aterials

8e!i%al %on%erns A%tivit0 +atterns Relationshi+s "ith others Anal"4ing Patterns

Writing Behavioral Intervention Plans

Laura A. Riffel, Ph.D. 2007

Summar" Statement ,odel

Writing Behavioral Intervention Plans

Laura A. Riffel, Ph.D. 2007

Behavioral Intervention Plan ,odel Desire! Behavior Reinfor%e)ent

Reinfor%e)ent &Q RR'

Writing Behavioral Intervention Plans

A%%e+ta#le Reinfor%e)ent Alternative &,un%tion' Laura A. Riffel, Ph.D. 2007 - 10 -

Behavioral Intervention Plan ,odel for 6o7 @ses so%ial s*ills

NoO )a*es noises

Ignore #e%ause B< "as getting attention

@se 6hel+7 %ar!

ea%her attention 9 +raise

Laura A. Riffel, Ph.D. 2007

Behavioral Intervention Plan ,odel for %err"

A%%e+ts %h an ge s err0 thro"s )aterials

Pi%* u+ )aterials later

Laura A. Riffel, Ph.D. 2007

-%he!ule noting %hanges

ea%h err0 to as* .uestions

$arns %o)+uter ti)e

Writing Behavioral Intervention Plans

Laura A. Riffel, Ph.D. 2007

Writing Behavioral Intervention Plans

Laura A. Riffel, Ph.D. 2007

o Regular evaluation ena#les the tea) to )a*e i)+artial, !ata-#ase! !e%isions

Writing Behavioral Intervention Plans

Laura A. Riffel, Ph.D. 2007

ol! her to sto+. -ent her to ti)e out.

-he !i!nAt sto+. -he %rie!.

Writing Behavioral Intervention Plans

Laura A. Riffel, Ph.D. 2007

Begin : &nd of beh avio r

%he student5s environm ental surroundi ngs9 (people< places< events)

.ist t"pes of behaviors displa"ed during incident9

What happened in the environment immediatel" after behavior +as e'hibited9