Behavior Resources

ALL BEHAVIOR SERVES A PURPOSE

The primary idea of function-based behavior support is that it serves an essential purpose for the individual. The reason for the behavior is referred to as the function. Despite what it looks like, all behavior can be broken down into a small group of common functions.

BEHAVIOR GOES WHERE REINFORCEMENT FLOWS

Problem behavior is learned and can be predictable. Whether we intend to or not, if problem behavior occurs regularly, it is reinforced by something in the environment.

Behavior is maintained through consequences, or what occurs after its demonstration. Research shows that lasting behavioral change is more likely with positive rather than punitive techniques.

BEHAVIOR IS EFFICIENT

Which is the fastest, most effective way for the student to get what they want? Is it via problem behavior or appropriate behavior? When developing Positive Behavior Support Plans, it is critical that the team modify the environment so that the student can more efficiently meet their need (function) with appropriate behavior, rather than problem behavior.

Access/Obtain

Avoid/Escape

A behavioral intervention has two primary goals: to reduce problem behavior and increase appropriate behavior. There are at least three ways to achieve these goals:

1. Make the problem behavior irrelevant. Decrease or eliminate the need to engage in the problem behavior.

2. Make the problem behavior inefficient. Teach the individual a replacement behavior that serves the same function as the inappropriate behavior.

3. Make the problem behavior ineffective. Prevent the individual from obtaining what they want through inappropriate behavior.

Crone, D. & Horner, R. (2003). Building Positive Behavior Support Systems in Schools: Functional Behavior Assessment

Follow this link for a list and downloads of resources and tools that can be used to complete a high-quality functional behavioral assessment (FBA).  

Kent ISD recommends that staff minimally complete an open-ended family interview, an open-ended interview with at least one staff member, a quantifiable assessment with all staff involved, and utilize a team to collect ABC data for at least 5 occurrences of the problem behavior during the FBA.

Follow this link for forms and processes that help support teams in developing the Positive Behavior Support Plan (PBSP).  Starting with the PBSP Rubric, which outlines promising practices, Kent ISD recommends staff identify the behaviors to teach (replacement and desired), as well as function-based antecedent strategies, reinforcement strategies, and redirect/minimizing strategies. 

In addition, teams should create plans collaboratively and consider the contextual fit of intervention strategies. Finally, a progress monitoring system via data collection should be established and follow-up meetings scheduled to review the effectiveness of the plan.

Universal Supports Self Assessment & Fidelity Tool (PDF)

Universal Supports Data Collection Tool (PDF)

• Classroom acknowledgment system in place (Positive to Corrective Feedback Ratio?)
• Continuum of staff response to problem behavior
• Active supervision by staff
• Relationship building
• Opportunities for student response
• Classroom routines and procedures taught and reinforced
• Good curricular match
• Classroom expectations defined and consistently implemented

ABC data collection is the way we collect information during the Functional Behavior Assessment in order to hypothesize the function of the student's problem behavior. ABC data is only collected during the assessment portion of the behavior planning process.

By observing what naturally happens before the behavior (the antecedent) and what naturally happens immediately after the behavior (the consequence), we can begin to evaluate patterns. These patterns are correlational and often help us determine why a student is engaging in problem behavior (the function).

For more complex problem behavior, teams may need to systematically arrange variables in the environment in order to collect accurate information about the function. Consider using this model if initial ABC data and information gained through the interviews do not align. Information collected in this way is causational.

Regardless of the model used, remember to indicate if the consequence actually turned the problem behavior off when collecting ABC data. Consequences that stop problem behavior are indicative of function.

ABC Data Collection Tool

ABC Data Analysis Tutorial

ABC Data Graphing Tutorial

BASELINE DATA & PROGRESS MONITORING

Baseline Data includes relevant information about the problem behavior (frequency, severity, duration) prior to the implementation of an intervention. This information is reported as part of the Functional Behavior Assessment.

Progress Monitoring Data is the relevant information about the problem behavior (frequency, severity, duration) that is collected after the implementation of the intervention (Positive Behavior Support Plan). This information is reported as Progress Data in each revision of the Positive Behavior Support Plan.

In order to determine if the initial version of the plan is working, we must compare the current data (Progress Monitoring Data) to our Baseline Data from the FBA. To determine if subsequent versions of the plan are working, we must compare our current data (Progress Monitoring Data) to the Progress Data reported in previous versions.

In order to do this effectively, the way we collect information must be the same -- we must compare apples to apples. This is an important conversation to have with your team at the start of the FBA process. Discuss what type of data collection is sustainable for your implementers so that you have the information you need to determine progress.

IMPLEMENTATION FIDELITY DATA

Are we doing what we said we would do?

Even the best-designed function-based plans will not result in positive behavior change if they are not implemented effectively. Implementation fidelity data allows a team to determine if all interventions are in place and implemented by adults as intended. An Implementation Fidelity Checklist can prevent procedural drift, identify needs for additional resources or more staff training, or signal the need for additional brainstorming.

The Positive Behavior Support Plan includes a plan for assessing the fidelity of implementation and includes details on how the team will do so.

Regardless of the purpose of data, it is most helpful when we collect information that results in a number that represents the occurrence of the behavior on a given day. Documentation or narration about the behavior is generally not as helpful when determining progress or the success of Positive Behavior Support Plans.