KISN Newsletter - The Functional Behavioral Assessment Has Been ...
ONLINE NEWSLETTER
MARCH 2012
NOVEMBER 2011
The Functional Behavioral Assessment Has Been Conducted. Now What? Using the Compe.ng Behavior Model to Iden.fy Effec.ve Interven.ons.
by Kim Meyer, Ed.S., Regional Autism Consultant, KISN Children with autism spectrum disorder often experience behavioral dif@iculties in the school setting when they lack the skills needed to navigate through academic, communication and social challenges. The competing behavior model helps the classroom teacher easily identify needed skills to teach and other interventions for children on the spectrum by organizing information collected in the functional behavior assessment into a visual format. The competing behavior model is based on the principle that we must teach children positive alternative behaviors to replace problem behavior, not just attempt to reduce the problem behavior (O’Neill, Horner, Albin, Sprague, Storey, & Newton, 1997). Different behaviors, regardless of whether being viewed as positive or negative can result in the same effect on the environment (i.e., serve the same function). A positive alternative behavior can replace a problem behavior in a child’s repertoire if the positive alternative behavior produces the same environmental consequence (O’Neill et al., 1997). By strategically selecting alternative behavior to teach, teachers can reduce problem behaviors. The classroom teacher can easily construct the competing behavior model by creating a diagram with these components: (See diagram.) Setting events*: Environmental event(s) or condition(s) that “set the occasion” for the problem behavior. Antecedents*: Environmental event(s) that immediately precede the problem behavior. Problem behavior*: The speci@ic, problem behavior targeted for intervention. Maintaining consequence for problem behavior*: Environmental event(s) that has immediately followed the problem lorem ipsum dolor met behavior. What has been the set outcome for engaging in this behavior? Desired b ehavior: T he b ehavior we want to observe in the place of the problem behavior. What we want the child to do. quam nunc parum Maintaining consequence for desired behavior: Environmental event(s) that immediately follows the desired behavior. The desired behavior usually leads to a different consequence than the consequence produced by the problem behavior. Positive alternative behavior: An appropriate replacement behavior that produces the same environmental consequence as the problem behavior.
2009
*These components form the functional behavior assessment summary statement or “hypothesis” that describes why the behavior is occurring.
Example:
The Kansas Instructional Support Network is partially funded through Part B funds administered by the Kansas State Department of Education's Special Education Services. KISN does not discriminate on the basis of race, color, national origin, sex, disability, or age in its programs and activities. The following person has been designated to handle inquiries regarding the non-discrimination policies: Deputy Director, Keystone Learning Services, 500 E. Sunflower, Ozawkie, KS 66070, 785-876-2214.
www.KansasASD.com
ONLINE NEWSLETTER NOVEMBER 2011
Ferhoncus de plub Omare foremne Lemacord Promwn
MARCH 2012 Trenz Pruca Aliquam de Mantis
Urna Semper Chauncey de Billuptus
Cras Maecenas Curabitur Leo
Leo Praesen Mauris Vitaequam
Orci Aliquam Vivamus Nunc
Tortor Rasellus Quisque Porta
Diam Nobis Senmaris Calla Ipsum
Nobis Eget Sed accumsan Libero
Urna Sodales Aliquam Mattis Felis
Eget Toque Aliquam de Manti
Fermen Pede Vestibulum Bibendum
Veli Ligula Morbi congue Magna
Fringilla Viverr Uam Scelerisque The Functional Behavioral Assessment Has Been Conducted. Now What? Seargente de Fermentum Maecenas Interdum
Using the Compe.ng Behavior Model to Iden.fy Effec.ve Interven.ons. Cont’d.
When selecting a positive alternative behavior, keep in mind that the alternative behavior must be more ef@icient in producing the desired consequence than the problem behavior it is replacing (O’Neill et al., 1997). Educators may have to manipulate environmental events to ensure that the alternative behavior produces the desired outcome. The alternative behavior must also be a behavior that can be easily taught or is already performed by the child. If the alternative behavior does not quickly, easily and effectively produce the same result as the problem behavior, it will not successfully compete with the problem behavior. Additional interventions need to be generated at all other points of the competing behavior model. Setting event and antecedent interventions should work to remove these triggers or minimize and attenuate their effects. Other interventions should target the consequence by reducing the likelihood that the problem behavior produces the desired outcome (i.e., withholding reinforcement) or by making the maintaining consequence less reinforcing (O’Neill et al., 1997). Once the competing behavior model is complete, interventions can easily be transferred to a positive behavior support plan. Example with Interventions:
Often, intervention teams complete the competing behavior model by drawing the diagram and listing interventions on a 8lip chart.
Odio Pede Eget Purus
CALENDAR APRIL 10, 3:30-4:15PM Webinar Series - Using the Competing Behavior Model to Solve Challenging Behavior Presented by Kim Meyer Online APRIL 12, 3:30-4:15PM EI Webinar Series - Oral Aversion & Feeding Difficulties Discussion - Presented by Cathy Fox & KUMC Feeding Team - Online APRIL 13, 8:00-3:30PM Training Series - “More than Rock, Paper, Scissors!...”Presented by Louann Rinner, KUMC - SItes throughout Kansas APRIL 16 & 17, 8:00-3:30 2 Day Regional TTAP Training Presented by Mary Woodworth, Winfield, Kansas APRIL 26TH, 1-4, 27TH, 8:30-3:30PM SPECIAL INVITE ONLY - Autism Specialist Summit, Kansas APRIL 30, 8:30-3:30PM SPECIAL INVITE ONLY - FBA & Data Collection Training, Kansas For more information, please visit our Training Calendar, found on our website www.KansasASD.com
The Kansas Instructional Support Network is partially funded through Part B funds administered by the Kansas State Department of Education's Special Education Services. KISN does not discriminate on the basis of race, color, national origin, sex, disability, or age in its programs and activities. The following person has been designated to handle inquiries regarding the non-discrimination policies: Deputy Director, Keystone Learning Services, 500 E. Sunflower, Ozawkie, KS 66070, 785-876-2214.
www.KansasASD.com
MARCH 2012
NOVEMBER 2011
The Functional Behavioral Assessment Has Been Conducted. Now What? Using the Compe.ng Behavior Model to Iden.fy Effec.ve Interven.ons.
by Kim Meyer, Ed.S., Regional Autism Consultant, KISN Children with autism spectrum disorder often experience behavioral dif@iculties in the school setting when they lack the skills needed to navigate through academic, communication and social challenges. The competing behavior model helps the classroom teacher easily identify needed skills to teach and other interventions for children on the spectrum by organizing information collected in the functional behavior assessment into a visual format. The competing behavior model is based on the principle that we must teach children positive alternative behaviors to replace problem behavior, not just attempt to reduce the problem behavior (O’Neill, Horner, Albin, Sprague, Storey, & Newton, 1997). Different behaviors, regardless of whether being viewed as positive or negative can result in the same effect on the environment (i.e., serve the same function). A positive alternative behavior can replace a problem behavior in a child’s repertoire if the positive alternative behavior produces the same environmental consequence (O’Neill et al., 1997). By strategically selecting alternative behavior to teach, teachers can reduce problem behaviors. The classroom teacher can easily construct the competing behavior model by creating a diagram with these components: (See diagram.) Setting events*: Environmental event(s) or condition(s) that “set the occasion” for the problem behavior. Antecedents*: Environmental event(s) that immediately precede the problem behavior. Problem behavior*: The speci@ic, problem behavior targeted for intervention. Maintaining consequence for problem behavior*: Environmental event(s) that has immediately followed the problem lorem ipsum dolor met behavior. What has been the set outcome for engaging in this behavior? Desired b ehavior: T he b ehavior we want to observe in the place of the problem behavior. What we want the child to do. quam nunc parum Maintaining consequence for desired behavior: Environmental event(s) that immediately follows the desired behavior. The desired behavior usually leads to a different consequence than the consequence produced by the problem behavior. Positive alternative behavior: An appropriate replacement behavior that produces the same environmental consequence as the problem behavior.
2009
*These components form the functional behavior assessment summary statement or “hypothesis” that describes why the behavior is occurring.
Example:
The Kansas Instructional Support Network is partially funded through Part B funds administered by the Kansas State Department of Education's Special Education Services. KISN does not discriminate on the basis of race, color, national origin, sex, disability, or age in its programs and activities. The following person has been designated to handle inquiries regarding the non-discrimination policies: Deputy Director, Keystone Learning Services, 500 E. Sunflower, Ozawkie, KS 66070, 785-876-2214.
www.KansasASD.com
ONLINE NEWSLETTER NOVEMBER 2011
Ferhoncus de plub Omare foremne Lemacord Promwn
MARCH 2012 Trenz Pruca Aliquam de Mantis
Urna Semper Chauncey de Billuptus
Cras Maecenas Curabitur Leo
Leo Praesen Mauris Vitaequam
Orci Aliquam Vivamus Nunc
Tortor Rasellus Quisque Porta
Diam Nobis Senmaris Calla Ipsum
Nobis Eget Sed accumsan Libero
Urna Sodales Aliquam Mattis Felis
Eget Toque Aliquam de Manti
Fermen Pede Vestibulum Bibendum
Veli Ligula Morbi congue Magna
Fringilla Viverr Uam Scelerisque The Functional Behavioral Assessment Has Been Conducted. Now What? Seargente de Fermentum Maecenas Interdum
Using the Compe.ng Behavior Model to Iden.fy Effec.ve Interven.ons. Cont’d.
When selecting a positive alternative behavior, keep in mind that the alternative behavior must be more ef@icient in producing the desired consequence than the problem behavior it is replacing (O’Neill et al., 1997). Educators may have to manipulate environmental events to ensure that the alternative behavior produces the desired outcome. The alternative behavior must also be a behavior that can be easily taught or is already performed by the child. If the alternative behavior does not quickly, easily and effectively produce the same result as the problem behavior, it will not successfully compete with the problem behavior. Additional interventions need to be generated at all other points of the competing behavior model. Setting event and antecedent interventions should work to remove these triggers or minimize and attenuate their effects. Other interventions should target the consequence by reducing the likelihood that the problem behavior produces the desired outcome (i.e., withholding reinforcement) or by making the maintaining consequence less reinforcing (O’Neill et al., 1997). Once the competing behavior model is complete, interventions can easily be transferred to a positive behavior support plan. Example with Interventions:
Often, intervention teams complete the competing behavior model by drawing the diagram and listing interventions on a 8lip chart.
Odio Pede Eget Purus
CALENDAR APRIL 10, 3:30-4:15PM Webinar Series - Using the Competing Behavior Model to Solve Challenging Behavior Presented by Kim Meyer Online APRIL 12, 3:30-4:15PM EI Webinar Series - Oral Aversion & Feeding Difficulties Discussion - Presented by Cathy Fox & KUMC Feeding Team - Online APRIL 13, 8:00-3:30PM Training Series - “More than Rock, Paper, Scissors!...”Presented by Louann Rinner, KUMC - SItes throughout Kansas APRIL 16 & 17, 8:00-3:30 2 Day Regional TTAP Training Presented by Mary Woodworth, Winfield, Kansas APRIL 26TH, 1-4, 27TH, 8:30-3:30PM SPECIAL INVITE ONLY - Autism Specialist Summit, Kansas APRIL 30, 8:30-3:30PM SPECIAL INVITE ONLY - FBA & Data Collection Training, Kansas For more information, please visit our Training Calendar, found on our website www.KansasASD.com
The Kansas Instructional Support Network is partially funded through Part B funds administered by the Kansas State Department of Education's Special Education Services. KISN does not discriminate on the basis of race, color, national origin, sex, disability, or age in its programs and activities. The following person has been designated to handle inquiries regarding the non-discrimination policies: Deputy Director, Keystone Learning Services, 500 E. Sunflower, Ozawkie, KS 66070, 785-876-2214.
www.KansasASD.com
