: * The Link Between Functional Behavioral Assessments (FBAs) and Behavioral Interventi... Page | of 4 and GiF TED EDUCATION The Link Between Functional Behavioral Assessments (FBAs) and Behavioral Intervention Plans (BIPs) The Council for Exceptional Children 1110 N. Glebe Rd. Arlington, VA 22201-5704 Toll Free: 1.800.328.0272 E-mail: ericec@cec.sped.org Internet: hitp://ericec.org ERIC EC Digest #E592 Authors: Kristine Jolivette, Terrance M. Scott, and C. Michael Nelson January 2000 The 1997 Amendments to the Individuals with Disabilities Education Act (IDEA) require functional behavioral assessments (FBAs) and behavioral intervention plans (BIPs) to be conducted prior to a change in placement or suspension for more than 10 days based on inappropriate behavior(s) for students with disabilities. When an FBA and a BIP are developed, written, and implemented, both become part of the student's IEP records. Most research efforts have focused on procedures for conducting an FBA. Fitzsimmons (1998) summarized the typical processes of conducting FBAs, which include five core steps: (1) verify the seriousness of the problem; (2) define the problem behavior in concrete terms; (3) collect data on possible causes of problem behavior; (4) analyze the data; and (5) formulate and test a hypothesis. However, individuals who conduct FBAs do not necessarily incorporate these data into the student's BIP. Link Between Assessment and Intervention Research has demonstrated that FBAs can lead to the development of effective, proactive BIPs (Gable, Hendrickson, & Sasso, 1995). Depending on the hypotheses resulting from the FBA, the BIP might include changing the variables that precede the inappropriate behavior(s), teaching alternative forms of appropriate behavior, and providing reinforcement for appropriate behavior (Flannery, O'Neill, & Horner, 1995). Thus, BIPs tied to the FBA data are child-, behavior-, and setting-specific (lwata, Vollmer, & Zarcone, 1990; Rutherford & Nelson, 1995) and therefore enhance the likelihood that the expected behavioral change will occur. Also, an FBA can aid in the early identification (Feil, Severson, & Walker, 1995) and understanding future behavior problems (lwata et al., 1990). Scott and Nelson (1999) have proposed a ten-step process to help school personnel infuse the FBA data into the BIP: 1. Determine the function of the undesired behavior. Based on data from the FBA, understanding thé purpose the behavior serves for the student is requisite to the BIP process. Common functions for school-based behavioral problems include gaining teacher or peer attention, escaping or avoiding specific tasks or persons, or gaining access to specific items. 2. Determine an appropriate replacement behavior. After the inappropriate behavior has been objectively defined and its function has been identified, an alternative, appropriate http://ericec.org/digests/e592.html 9/16/2005 ‘ The Link Between Functional Behavioral Assessments (FBAs) and Behavioral Interventi... Page 2 of 4 replacement behavior is selected. A replacement behavior should be readily acceptable to others in the environment (socially valid) and serve the same function as the inappropriate behavior. For example, if a student's inappropriate behavior is reinforced by teacher attention, then the replacement behavior also should result in teacher attention. It is important that school personnel agree on what constitutes an appropriate replacement behavior given the specific data (e.g., persons, settings, conditions) gleaned from the FBA. O'Neill et al. (1997) suggest that in some cases, a primary (i.e., long-term) replacement behavior needs to be identified along with several short-term replacement behaviors. These short-term behaviors are taught, modeled, and reinforced to assist the student in achieving the replacement behavior and the written behavioral goal and objective. 3. Determine when the replacement behavior should occur. Once a replacement behavior is identified, we must teach the student to use the new skill. This is accomplished by determining the conditions under which that behavior will serve the same function. A student who uses a replacement behavior when reinforcement is unavailable is less likely to attempt the replacement behavior again, even when reinforcement is likely. Thus, we must clearly define and teach the specific conditions under which the replacement behavior should be used. The student must be taught to discriminate the conditions in which to use the replacement behavior in order to achieve the desired outcome for it. At the same time, the conditions under which reinforcement is unlikely to occur for the replacement behavior should be identified and taught as non-examples. 4. Design a teaching sequence. As with academic instruction, social and behavioral skills need to be taught through a planned sequence of instruction within ongoing school routines. After steps 1-3 are completed, a plan for teaching the replacement behavior is implemented by providing the student with examples and non-examples of when, where, and with whom to display the replacement behavior, what he/she will gain by exhibiting the new behavior, and the circumstances in which the replacement behavior is not likely to be reinforced. Actually reinforcing the replacement behavior during the examples may make its outcomes clearer. 5. Manipulate the environment to increase the probability of success. Based on the FBA data (e.g., specific settings, people, times, tasks), the student's environment should be arranged so that reinforcing each instance of the replacement behavior is likely. However, reinforcement will not be possible if the student does not use the replacement behavior. This step involves procedures to increase the likelihood that the replacement behavior will be used at the appropriate time so that reinforcement can be delivered. Prompts, cues, and precorrection strategies may be used to increase the likelihood of replacement behaviors. As a general rule, we should use the least intrusive prompts necessary to predict success. 6. Manipulate the environment to decrease the probability of failure. The environment is also analyzed to identify and remove barriers that might prevent the replacement behavior from being demonstrated under the appropriate conditions. For example, if we know that a student is unlikely to engage in a replacement behavior when seated next to a particular peer, then we also know that reinforcement will be unlikely. We can increase the likelihood of success by removing the predictors of failure. That is, we can separate the student from the peer during initial stages of intervention so that the student can receive reinforcement for appropriate replacement behavior. 7. Determine how positive behavior will be reinforced. The goal of this step is to provide natural (functionally equivalent and naturally occurring) reinforcement for replacement behaviors. Initially, reinforcement must be immediate and consistent. But over time, reinforcement will be delivered on a more natural schedule by the natural environment. A plan is needed to assist school personnel and researchers to naturally reinforce instances of the replacement behavior. At this step, reinforcement for displays of the replacement behavior will vary in terms of type (e.g., verbal or tangible reinforcement) and schedule (e.g., reinforcement every second display of the replacement behavior). 8. Determine consequences for instances of problem behavior. Even the most appropriate BIP will not immediately negate the student's history of reinforcement for prior inappropriate http://ericec.org/digests/e592.html 9/16/2005 ~ The Link Between Functional Behavioral Assessments (FBAs) and Behavioral Interventi... Page 3 of 4 behavior. Therefore, the BIP should include consequences for inappropriate behavior and strategies for their use. This step clearly establishes a distinction between outcomes for the replacement behavior as opposed to the consequences of inappropriate behavior. Such a clear distinction increases the chances that the replacement behavior will be used more often, since the function of that behavior is being reinforced. 9. Develop a data collection system. In order to ascertain whether the replacement behavior has been effective in decreasing the frequency, duration, or intensity of the targeted inappropriate behavior, data must be collected. Data should be collected on the targeted behavior before intervention to provide a baseline and during intervention. Comparing baseline and intervention data facilitates evaluation of intervention effectiveness. School personnel and researchers should carefully select a data collection method that best matches the settings in which the BIP will be implemented. 10. Develop behavioral goals and objectives. To assess overall effectiveness and positive changes in the student's behavior, school personnel and researchers should write measurable behavioral goals and objectives related to the replacement behavior. These student-specific behavioral goals and objectives provide standards for evaluating whether changes in the frequency, duration, and/or intensity of the target and replacement behaviors have met objective criteria. O'Neill and colleagues (1997) provide examples of measurable and objective behavioral goals. Viewing FBAs and BIPs as a Unit Overall, it may be more appropriate to view the IDEA mandates on FBAs and BIPs as a single, continuous process rather as a separate process and a subsequent product. Such a view may ensure that (a) the FBA is not interpreted to be "an intervention in itself" (Nelson, Roberts, Mathur, & Rutherford, 1999), (b) the FBA does not occur without the intention of developing a BIP, (c) the FBA data are incorporated into an actual BIP, and (d) both the FBA data and the BIP become integral components of the student's IEP (stressing both academic and behavioral instruction and goals). BIPs tied to the function maintaining the student's behavior (as identified through the FBA), which are consistently implemented and continuously monitored, may not only increase the student's repertoire of appropriate behaviors, but also may have positive effects on the student's educational outcomes. References Feil, E.G., Severson, H.H., Walker, H.M. (1995). Identification of critical factors in the assessment of preschool behavior problems. Education and Treatment of Children, 18, 261-271. Fitzsimmons, M.K. (1998). Functional behavior assessment and behavior intervention plans. (ERIC EC Digest E571). Reston, VA: Council for Exceptional Children. (ntto://ericec.org/digests/e571.htm). Flannery, K.B., O'Neill, R.E., & Horner, R.H. (1995). Including predictability in functional assessment and individual program development. Education and Treatment of Children, 18, 499-509. Gable, R., Hendrickson, J.M., & Sasso, G.M. (1995). Toward a more functional analysis of aggression. Education and Treatment of Children, 18, 226-242. Iwata, B.A., Pace, G., Kilter, M., Cowdery, G., & Cattalo, M. (1990). Experimental analysis and extinction of self-injurious escape behavior. Journal of Applied Behavior Analysis, 23, 11-27. lwata, B.A., Vollmer, T.R., & Zarcone, J.R. (1990). The experimental (functional) analysis of behavior disorders: Methodology, applications, and initiations. In A.C. Repp & N.N. Singh (Eds. ) Perspectives on the use of nonaversive and aversive interventions for persons with developmental disabilities (pp. 301-330). Sycamore Press: Sycamore, IL. http://ericec.org/digests/e592.html 9/16/2005 ~ The Link Between Functional Behavioral Assessments (FBAs) and Behavioral Interventi... Page 4 of 4 Nelson, J.R., Roberts, M.L., Mathur, S.R., & Rutherford, R.B. (1999). Has public policy exceeded our knowledge base? A review of the functional behavioral assessment literature. Behavioral Disorders, 24, 169-179. O'Neill, R.E., Horner, R.H., Albin, R.W., Sprague, J.R., Storey, K., & Newton, J.S. (1997). Functional assessment and program development for problem behavior (2nd Edition). Pacific Grove, CA: Brooks/Cole Publishing Company. Rutherford, R.B., & Nelson, C.M. (1995). Management of aggressive and violent behavior in schools. Focus on Exceptional Children, 26, 1-16. Scott, T.M., & Nelson, C.M. (1999). Using functional behavioral assessment to develop effective behavioral intervention plans: A ten step process. Submitted for Publication. University of Kentucky, Lexington, KY. ERIC Digests are in the public domain and may be freely reproduced and disseminated, but please acknowledge your source. This publication was prepared with funding from the U.S. Department of Education, Office of Educational Research and Improvement, under Contract No. ED-99-CO-0026. The opinions expressed in this report do not necessarily reflect the positions or policies of OERI or the Department of Education. Top of Page Back to ERIC Menu Back to CEC Home Page Copyright ©2000 ERIC Clearinghouse on Disabilities and Gifted Education http://ericec.org http://ericec.org/digests/e592.htm! 9/16/2005 ‘ Behavioral Disorders: Focus on Change CA a @ 7 Page | of 4 Council for cxceprional Children prea and GIFTED ; Meenas Behavioral Disorders: Focus on Change The ERICi Gieatnehiouise on < Disabilities ; ind Gifted Education (ERIC EC) The Council for Exceptional Children 1110 N. Glebe Rd. Arlington, VA 22201-5704 Toll Free: 1.800.328.0272 E-mail: ericec@cec.sped.org Internet: htto://ericec.c.0fg ERIC EC Digest #E518 4 June 1993 focus on ) Belgien That Need to Ge othdneed Students who are referred to as having "conduct disorders" and students who are referred to as having "emotional disabilities," "behavioral disorders," "serious emotional disturbances," or “emotional and behavioral disorders" have two common elements that are instructionally relevant: (1) they demonstrate behavior that is noticeably different from that expected in school or the community and (2) they are in need of remediation. In each instance, the student is exhibiting some form of behavior that is judged to be different from that which is expected in the classroom. The best way to approach a student with a "conduct disorder" and a student with a "behavioral disorder" is to operationally define exactly what it is that each student does that is discrepant with the expected standard. Once it has been expressed in terms of behaviors that can be directly observed, the task of remediation becomes clearer. A student's verbally abusive behavior can be addressed, whereas it is difficult to directly identify or remediate a student's "conduct disorder," since that term may refer to a variety of behaviors of widely different magnitudes. The most effective and efficient approach is to pinpoint the specific behavioral problem and apply data-based instruction to remediate it. (Lewis, Heflin, & DiGangi, 1991, p.9) Identify New Behaviors to Be Developed Two questions need to be addressed in developing any behavior change procedure regardless of the student's current behavioral difficulty: "What do | want the student to do instead?" and "What is the most effective and efficient means to help the student reach his or her goals?" Regardless of whether the student is withdrawn or aggressive, the objective is to exhibit a response instead of the current behavior. We may want the student to play with peers on the playground instead of playing alone. We may want the student to play appropriately with peers on the playground instead of hitting peers during games. For both behavior patterns, we have identified what we want them to do instead of the current problem behavior. (Lewis, Heflin, & DiGangi, 1991, p.14) Using effective teaching strategies will promote student academic and social behavioral success. Teachers should avoid focusing on students’ inappropriate behavior and, instead, focus on desirable replacement behaviors. Focusing behavior management systems on positive, prosocial replacement responses will provide students with the opportunity to practice and be reinforced for appropriate behaviors. Above all else, have fun with students! Humor in the classroom lets students view school and learning as fun. Humor can also be used to avoid escalating behaviors by removing the http://ericec.org/digests/e518.html 9/16/2005 - Behavioral Disorders: Focus on Change Page 2 of 4 negative focus from the problem. (Lewis, Heflin, & DiGangi, 1991, p.26). Provide Opportunities to Practice New Behaviors If we expect students to learn appropriate social skills we must structure the learning environment so that these skills can be addressed and practiced. We need to increase the opportunity for students to interact within the school environment so that prosocial skills can be learned. If alla student does is perform as a passive participant in the classroom, then little growth in social skill acquisition can be expected. Just as students improve in reading when they are given the opportunity to read, they get better at interacting when given the opportunity to initiate or respond to others’ interactions. It is necessary to target specific prosocial behaviors for appropriate instruction and assessment to occur. Prosocial behavior includes such things as Taking turns, working with partner, following directions. Working in group or with others. Displaying appropriate behavior toward peers and adults. Increasing positive relationships. Demonstrating positive verbal and nonverbal relationships. Showing interest and caring. Settling conflicts without fighting. Displaying appropriate affect. (Algozzine, Ruhl, & Ramsey, 1991, pp. 22-23) Treat Social Skills Deficits as Errors in Learning Social skills deficits or problems can be viewed as errors in learning; therefore, the appropriate skills need to be taught directly and actively. It is important to base all social skill instructional decisions on individual student needs. In developing a social skill curriculum it is important to follow a systematic behavior change plan. During assessment of a student's present level of functioning, two factors should be addressed. First, the teacher must determine whether the social skill problem is due to a skill deficit or a performance deficit. The teacher can test the student by directly asking what he or she would do or can have the student role play responses in several social situations (e.g., "A peer on the bus calls you a name. What should you do?"). Ifthe student can give the correct response but does not display the behavior outside the testing situation, the social skill problem is probably due to a performance deficit. e Ifthe student cannot produce the socially correct response, the social skill problem may be due to a skill deficit. e More direct may simply appropriate the student instruction may be required to overcome the skill deficits, while a performance deficit require increasing positive contingencies to increase the rate of displaying the social response. During assessment, it is important to identify critical skill areas in which is having problems. Once assessment is complete, the student should be provided with direct social skill instruction. At this point, the teacher has the option of using a prepared social skill curriculum or developing one independently. It is important to remember that since no single published curriculum will meet the needs of all students, it should be supplemented with teacher-developed or teacher-modified lessons. should include Social skill lessons are best implemented in groups of 3 to 5 students and optimally focus on should lesson group skill socially competent peers to serve as models. The first social three things: http://ericec.org/digests/e5 18.html 9/16/2005 pe oe - Behavioral Disorders: Focus on Change Page 3 of 4 an explanation of why the group is meeting, a definition of what social skills are, and an explanation of what is expected of each student during the group. It may also be helpful to implement behavior management procedures for the group (i.e., contingencies for for compliance and non-compliance). It is important to prompt the students to use newly learned skills throughout the day and across settings to promote maintenance and generalization. It is also important to reinforce the students when they use new skills. (Lewis, Heflin, & DiGangi, 1991, pp.17-18) Teach Students to Take Responsibility for Their Own Learning Often overlooked is the need to increase student independence in learning. Students with BD may be particularly uninvolved in their learning due to problems with self-concept, lack of a feeling of belonging to the school, and repeated failures in school. Instructional strategies involving selfcontrol, self-reinforcement, self-monitoring, self-management, problem solving, cognitive behavior modification, and metacognitive skills focus primarily on teaching students the skills necessary for taking responsibility and showing initiative in making decisions regarding their own instruction. These strategies, typically used in combination or in a "package format" that incorporates extrinsic reinforcement, have shown promise for enhancing student learning and independence. (Gable, Laycock, Maroney, & Smith, 1991, p.24) Focus on Functional Skills That Will Have Broad Applications Essential in a curriculum for students with behavioral problems are skills that can directly improve the ultimate functioning of the student and the quality of his or her life. The concept of functional skills is not limited to the areas of self-help or community mobility, but also include skills such as those required to seek and access assistance, be life-long independent learners, respond to changes in the environment, succeed in employment, be adequately functioning adults and parents, and achieve satisfying and productive lives. The concepts of the functional curriculum approach, the criterion of ultimate functioning, and participation to the highest degree possible in life must be extended to students with BD, many of whom will otherwise fail to fulfill their potential. (Gable, Laycock, Maroney, & Smith, 1991, p.28) This digest was developed from selected portions of three 1991 ERIC publications listed below. These books are part of a nine-book series, "Working with Behavioral Disorders." Stock No. P346. References Algozzine, B., Ruhl, K., & Ramsey, R. (1991). "Behaviorally disordered? Assessment for identification and instruction." Reston, VA: The Council for Exceptional Children. (ED No. 333660). Stock No. P339. Gable, R. A., Laycock, V. K., Maroney, S. A., & Smith, C. R. (1991). "Preparing to integrate students with behavioral disorders." Reston, VA: The Council for Exceptional Children. (ED No. 333658). Stock No. P340. Lewis, T. J., Heflin, J., & DiGangi, S. A. (1991). "Teaching students with behavioral disorders: Basic questions and answers." Reston, VA: The Council for Exceptional Children. (ED No. 333659). Stock No. P337. Other Resources Brolin, D. E. (1992). "Life centered career education: Personal-social skills." Reston, VA: The Council for Exceptional Children. Stock No. P368. Evans, W. H., Evans, S. S., & Shmid, R. E. (1989). "Behavior and instructional management: An http://ericec.org/digests/e518.html 9/16/2005 " Behavioral Disorders: Focus on Change Page 4 of 4 ecological approach." Boston: Allyn and Bacon. Mcintyre, T. (1989). "The behavior management handbook: Setting up effective behavior management systems." Boston: Allyn and Bacon. Meyen, E. L., Vergason, G. L., & Whelan, R. J. (Eds.) (1988). "Effective instructional strategies for exceptional children." Denver, CO: Love Publishing. Morgan, D. P., & Jenson, W. R. (1988). "Teaching behaviorally disordered students: Preferred practices." Columbus, OH: Merrill. Morgan, S. R., & Reinhart, J. A. (1991). "Interventions for students with emotional disorders." Austin, TAD Proc. Rockwell, S. (1993). "Tough to reach, Tough to teach: Students with behavior problems." Reston, VA: The Council for Exceptional Children. Stock No. P387. ERIC Digests are in the public domain and may be freely reproduced and disseminated, but please acknowledge your source. This publication was prepared with funding from the U.S. Department of Education, Office of Educational Research and Improvement, under contract no. RI88062207. The opinions expressed in this report do not necessarily reflect the positions or policies of OERI or the Department of Education. Topof Page Back to ERIC Menu Back to CEC Home Page Copyright ©1996 ERIC Clearinghouse on Disabilities and Gifted Education http://ericec.org http://ericec.org/digests/e5 18.html 9/16/2005 A Positive Behavior Support and Functional Assessment Lm | Page | of 4 cAceprional ENTER ON ~~ id GIFTED EDUCATION RR nai Positive Behavior Support and Functional Assessment The ERIC Clearinghouse on Disabilities and Gifted Education (ERIC EC) The Council for Exceptional Children 1110 N. Glebe Rad. Arlington, VA 22201-5704 Toll Free: 1.800.328.0272 E-mail: ericec@cec.sped.org Internet: http://ericec.org ERIC/OSEP Digest #E580 Author: Cynthia Warger September 1999 Fighting, biting, hitting, scratching, kicking, screaming—as well as extreme withdrawal—are behaviors that challenge even the best educators and families. For years, researchers and practitioners alike have asked the question: Why does a particular child act that way? Unlike traditional behavioral management, which views the individual as the problem and seeks to "fix" him or her by quickly eliminating the challenging behavior, positive behavioral support (PBS) and functional analysis (FA) view systems, settings, and lack of skill as parts of the "problem" and work to change those. As such, these approaches are characterized as long-term strategies to reduce inappropriate behavior, teach more appropriate behavior, and provide contextual supports necessary for successful outcomes. PBS and FA can help practitioners and parents understand why the challenging behavior occurs— its function or purpose for the individual. In addition to helping practitioners and families understand the individual with the challenging behavior, PBS and FA also help them understand the physical and social contexts of the behavior. Moreover, PBS and FA provide a framework for helping the child to change challenging behaviors. The 1997 reauthorization of the Individuals with Disabilities Education Act (IDEA) requires the IEP team to consider using PBS to address behavior that impedes the child's learning and/or the learning of others [Section 614 (d)(3)(B)]. In addition, IDEA requires that a functional behavioral assessment be conducted for a student either before or not later than 10 days after a disciplinary action [Section 615 (k)(1)(B)(I)]. A functional behavioral assessment ensures that the student's behavioral intervention plan is designed to meet that child's unique needs. Research—much of it supported by the U.S. Office of Special Education Programs (OSEP)—as demonstrated that PBS and FA are effective in assisting students with challenging behaviors. The following sections describe some of this research. What Do We Know About Positive Behavioral Support? A synthesis of more than 100 research articles that involved individuals with various cognitive disabilities found that e e PBS is widely applicable to individuals with serious challenging behaviors. Research in PBS is rapidly contributing to our knowledge of how to use the results of http://ericec.org/digests/e580.htm! 9/16/2005 Positive Behavior Support and Functional Assessment e e Page 2 of 4 assessments and how to correct environmental deficiencies. PBS is effective in reducing problem behavior by 80 percent in two-thirds of the cases. Success rates are higher when intervention is based on prior functional assessment (Carr, as reported by the Beach Center on Families and Disability, 1998). Many teachers already take the following actions, which have been identified by research as supporting positive behaviors: e Respond to individual needs. PBS requires that services and programs are responsive to the preferences, strengths, and needs of individuals with challenging behavior. For example, some school systems may need to add self-determination skills to their curriculum. e Alter environments. If something in the individual's environment influences the challenging behavior, it is important to organize the environment for success. For example, clearly defined work paces and quiet work areas may assist a child who is noise-sensitive. e Explicitly teach new skills to the individual with challenging behavior and members of his or her social network. Individuals frequently need to learn alternative, appropriate responses that serve the same purpose as the challenging behavior. e Genuinely appreciate positive behaviors. It is important to reinforce and acknowledge all positive behaviors consistently. School-wide Positive Behavioral Support Research studies have demonstrated that when PBS strategies are implemented school-wide, children with and without disabilities benefit by having an environment that is conducive to learning. They learn more about their own behavior, learn to work together, and support each other as a community of learners. One PBS model, Effective Behavioral Support (Sugai, 1996), emphasizes a school-wide system that defines, teaches, and encourages appropriate behavior in children in elementary and middle schools. This model is based on the fact that about 85 percent of students have the social skills to do quite well if placed in a reasonable environment. To address the behavioral support needs of all students within a school context, this model considers support from four major perspectives: e School-wide support—procedures and processes that are intended for all students, all staff, and all settings. The most important element of support is a building-wide team that oversees all development, implementation, modification, and evaluation activities. e Specific setting support—a team-based mechanism for monitoring specific settings that exist within the school environment. In settings where problem behaviors occur, teams should develop strategies that prevent or minimize their occurrence. e Classroom support—processes and procedures of the individual classrooms where teachers structure learning opportunities. Classroom support should parallel the PBS features and procedures that are used school-wide. e Individual student support—immediate, relevant, effective, and efficient responses to those students who present the most significant behavioral challenges. There must be processes and procedures for high-intensity, specially designed and individualized interventions for the estimated 3-7 percent of students who present the most challenging behavior. Strategies for the school-wide, specific setting, and classroom levels include having: e Aclearly stated, positive purpose. e Aset of positively stated expectations for behavior. e Procedures for teaching school-wide expectations. http://ericec.org/digests/e580.html 9/16/2005 Positive Behavior Support and Functional Assessment Page 3 of 4 e Acontinuum of procedures for encouraging students to display expected behaviors. e Acontinuum of procedures for discouraging violations of school-wide expectations. e A method for monitoring implementation and effectiveness. At the student level, procedures include functional assessment strategies, social skills instruction, self-management training, and direct instruction. For implementation of the procedures at the individual student level to be effective, the school-wide PBS system must be in place and functioning efficiently. Fern Ridge Middle School in Elmira, Oregon, experienced a 42 percent drop in office referrals in one year's time after implementing Effective Behavioral Support (see Taylor-Greene et al., 1997). Three levels of PBS were implemented: e Level 1: This preventive level provided the necessary supports to 80-90 percent of the student population. Staff defined their expectations for student behavior-called "High Five." At the beginning of the year, staff directly taught the skills underlying these expectations. Students then practiced the appropriate behaviors with reinforcement and feedback. A school-wide token economy system was put into place to reinforce students throughout the year. e Level 2: Some students needed more structure to help them solve problems and set goals. These students attended daily morning check-in and afternoon check-out sessions with counseling staff. Students carried a point card on which teachers awarded points when the youngster demonstrated the High Five expectations. The card is brought to the counselor at the end of each day and sent home to families. An individualized behavioral education plan (BEP) also was developed for these students. e Level 3: Intensive support and additional structure were provided to students who were not succeeding. To support these students, a more intensive BEP was developed. Using Functional Assessment with Young Children Research on the use of functional assessment with young children includes case studies of efforts to improve the social and behavioral performance of young children identified as having behavior risks in Head Start and kindergarten classrooms (Kamps et al., 1995). The functional assessment of environmental events allowed researchers to prescribe appropriate interventions. The results of the case studies were encouraging: Children's behaviors improved over time as a result of environmental manipulations including: e e e Increased teacher praise and reinforcement for appropriate behavior and peer interaction. Decreased teacher attention for inappropriate behavior. More structure in classroom routines and rule following. Kamps recommends that practitioners consider incorporating the following positive supports when addressing challenging behaviors: Direct instruction of appropriate behavior and social rules. Use of behaviorally appropriate role models. Use of concrete, visual examples of positive interaction and play. Consistent, frequent reinforcement of prosocial behaviors. Incidental teaching and reinforcement of appropriate behaviors; redirection of antisocial behaviors. Resources Beach Center on Families and Disability (1998). What research says: Understanding challenging behavior. University of Kansas, Lawrence, KS: author. http://ericec.org/digests/e580. htm! 9/16/2005 af Positive Behavior Support and Functional Assessment Page 4 of 4 Dadson, S., & Horner, R. (1993). Manipulating setting events to decrease problem behaviors. TEACHING Exceptional Children, 25, 53-55. ERIC/OSEP Special Project (Fall 1997). School-wide behavioral management systems. Research Connections in Special Education, Number 7, 1-8. Fitzsimmons, M. (November 1998). Functional behavioral assessment and behavior intervention plans. ERIC/OSEP Digest E571. Reston, VA: ERIC Clearinghouse on Disabilities and Gifted Education. http://ericec.org/digests/e571.ntm. Kamps, D.M., Ellis, C., Mancina, C., Wyble, J., Greene, L., & Harvey, D. (1995). Case studies using functional analysis for young children with behavior risks. Education and Treatment of Children, 18, 243-260. Taylor-Greene, S., Brown, D., Nelson, L., Longton, J., Gassman, T., Cohen, J., Swartz, J., Horner, R., Sugai, G., & Hall, S. (1997). School-wide behavioral support: Starting the year off right. Journal of Behavioral Education, 7, 99-112. Sugai, G. 1996). Providing effective behavior support to all students: Procedures and processes. SAIL, 11(1), 1-4. Turnbull, A.P., & Ruef, M. (1997). Family perspectives on inclusive lifestyle issues for individuals with problem behavior. Exceptional Children, 63, 211-227. Based on Research Connections in Special Education, Number 4, Cynthia Warger, Winter 1999 ERIC/OSEP Digests are in the public domain and may be freely reproduced and disseminated, but please acknowledge your source. This digest was prepared with funding from the Office of Special Education Programs (OSEP), U.S. Department of Education, under Contract No. ED-99-CO-0026. The opinions expressed in this publication do not necessarily reflect the positions or policies of OSEP or the Department of Education. Top of Page Back to ERIC Menu Back to CEC Home Page Copyright © 1999 ERIC Clearinghouse on Disabilities and Gifted Education http://ericec.org http://ericec.org/digests/e580.html 9/16/2005 Passive Aggressive Behavior... preventing and dealing with challenging behavior This Intervention Tip Sheet has been developed to assist teachers and parents in providing the best possible educational opportunities to students with emotional and behavioral disorders. This Tip Sheet was published by the Institute on Community Integration, College of Education, University of Minnesota, Minneapolis and was authored by Kareen Smith of the Institute. Introduction Of all the particular types of behavior profiles which exist in students, passive-aggressive behavior is one which has most certainly led many teachers to their wit’s end. This tip sheet looks at the characteristics of the passiveaggressive student, breaks down the process of how and why passive-aggressive behavior escalates, and offers suggestions for dealing effectively with passive-aggressive behavior. What characterizes the passive-aggressive student? Most teachers could, no doubt, describe the characteristics of a passive-aggressive student who has driven them to distraction. The first time a teacher encounters a passive-aggressive student, he or she often does not understand why the student frustrates him or her so much. However, once the teacher starts to recognize the manipulative behavior of the student, it will be possible to begin to effectively help the student to change his or her behavior. Passive-aggressive students deal with their anger and frustration by eliciting these feelings in others, thereby appearing to be the victim of the other's irrational behavior. Typical characteristics of the passive-aggressive student are: * passive listening: hearing only what they want ¢ slow-motion: moving very slowly when asked to go somewhere or complete a task ¢ purposeful forgetting * "accidental" destruction ¢ frequently out of seat ¢ frequent behavior which is either inappropriate or exhibited at the wrong time ¢ cruel cut-downs ¢ constant complaining * incomplete work if not constantly nagged How do these behaviors compare between passive-aggressive and other students? The passive-aggressive student exhibits these behaviors generally for two reasons: attention or expressing anger. During the student's development, he or she was either not given attention for appropriate behavior or was not taught ways of gaining attention through appropriate behavior or expressing anger effectively. Therefore, the student learned that attention could be effectively gained by annoying and provoking others in indirect ways "while appearing to be proper, polite, sorry, and confused by the teacher's behavior" (Berres & Long, 1979). While the student's behavior at first glance may appear to be an attempt to avoid and escape tasks or activities, a closer examination of the behavior will reveal that it is the conflict resulting from the behavior which drives the student. It is that attention received from teachers and peers which reinforces the student's behavior, not the prospect of avoiding or escaping a disliked activity. Why does the student seek attention in this manner? As previously stated, the student has likely learned, over the course of his or her life, that he or she can quickly gain attention through this behavior. He or she was probably not reinforced for appropriate behavior and likely lacks the skills necessary to elicit positive attention. Another reason students exhibit this behavior is that they lack self-esteem. They underestimate their potential, as do their teachers and peers. This negative perception is reinforced every time they behave in this manner. This leads to more negative perception by self and others, which continues the downward spiral. Furthermore, passive-aggressive students may feel that it is not okay for them to express feelings of frustration and anger, which leads them to vent these feelings by manipulating and controlling other's emotions (something which they may very well have learned from someone else). These students "do not accept their own aggressive feelings, yet have a need to 'best' authority figures" (Beck, 1985). What triggers passive-aggressive behavior and how does it escalate into conflict? Student frustration triggers passive-aggressive behavior. Whether it is frustration with others or self, the student will begin to express this emotion indirectly by swearing, fidgeting, ripping up assignments, making noises, etc. The student wants the feeling to go away but does not know how to elicit positive attention, and, therefore, gets attention the quickest way that he or she knows how. The student has now succeeded in gaining the attention of the teacher by annoying him or her. The teacher instinctively responds by reprimanding the student or asking him or her to cease the behavior which the student is using to gain attention. This leads to the next phase of the cycle: student defensiveness. Although the student has gained attention he or she still feels pretty lousy and is not only frustrated but also angry. The student begins to lose control and verbally lashes out at the teacher, usually assuming the role of the victim: "You always pick on me," "Leave me alone," "I didn't do anything." At this point, the teacher is probably angry, confused, and wants to re-establish that "the teacher is in control and will be listened to and obeyed at all costs." Through his or her "passive" acts, the student has succeeded in getting the teacher to aggress. The student will now begin to exhibit more passive-aggressive behaviors until the teacher "lays down the law," which, although it is what ultimately ends the cycle, is what reinforces the student's belief that he or she is the victim and that adults unfairly take their anger out on students. The student and teacher reestablish some modicum of self-control. The teacher is left with feelings of failure, defeat, and confusion, while his or her negative feelings toward the student are, if not understood, reinforced. This leads to the probability that the teacher will respond more quickly and angrily to the student in the future, reinforcing the student's passiveaggressive behavior and leading to further deterioration of both student and teacher self-esteem. How do I intervene with a passive- aggressive student? Identify those behaviors which are inappropriate and perform a functional assessment. The functional assessment should indicate that the behavior is being reinforced by the delivery of attention to the student by others. /f the functional assessment does not indicate attention as being the motivating factor, you need to reevaluate whether the student is really passive-aggressive. After this, you need to look at your behavior. Specifically, examine how you have been dealing with the behavior, and evaluate whether your actions have contributed to the conflict and whether anything has seemed to de-escalate situations. One good reflection of what works and does not work are your feelings after a conflict. If you end up feeling helpless, powerless, angry, and confused, your methods have not worked and you should change them. If you end up feeling calm, the student has regained composure and you believe that they may have learned something to help improve behavior, your methods are an effective way of dealing with the student. In short, drop what is not working and identify methods which are working. Next, make a list of those student behaviors which annoy you the most. Target the top three to five first. Along with this list, make another which outlines alternative behaviors which you would find acceptable. For example, if the functional assessment reveals that the student throws paper clips and taps her pencil after 10 or 15 minutes during which you have not interacted with her, you may list coming up to your desk or raising her hand as being a behavior you would find acceptable. You also need to find a way to keep yourself emotionally calm and to protect yourself from being manipulated by the student when he or she begins to display these behaviors. Decide on several proactive interventions to use in teaching the student to change his or her behavior. It can also be helpful to hold a conference with the student and, if possible, with the student's parents. Let the student know what is and is not acceptable and how you will help him or her to learn to behave appropriately. Stick to and periodically evaluate your intervention. Keep in mind that it took the student a long time to learn these behaviors and it will likely take a long time to replace them with others. Do not let yourself fall into old patterns of reacting angrily. Let the student know you care about him or her. Make it a point to give the student some brief friendly attention each day. Give the student the opportunity to talk about his or her feelings and provide reinforcement. Give the student special responsibilities and ensure that he or she knows what the expectations are by asking how the task will be completed. For example, if you ask the student to bring the roll call to the office ask, "How long do you think this should take you?", "Is it necessary to stop anywhere along the way (1.e., bathroom, other classrooms)?" This helps define and organize the task for the student, promoting success. Finally, reinforce all appropriate and thoughtful behavior, all appropriate bids for attention, and all acceptable expressions of anger and frustration. It is important that the student learn that it is okay to feel frustrated and angry and that there are acceptable ways of expressing feelings. Furthermore, it is important to build the student's self-esteem by reinforcing him or her and encouraging the student to reinforce him or herself. What proactive interventions are effective in changing passive-aggressive behavior? Positive reinforcement is very important in improving the student's self-esteem and changing his or her selfperception. Modeling helps the student learn new behavior. Token economies can also be useful in motivating the student to change behavior. Cooperative learning gives student's the opportunity to learn from their peers. Self-monitoring can help a student assume more responsibility for his or her behavior. (See tip sheets with respective titles.) How do I avoid being drawn into a conflict or get out of it once I recognize it? Remember, these tactics are only to help you avoid or get out of a conflict cycle. They alone will not ultimately change the student's behavior. In order to do this, it is imperative that you perform a functional assessment and implement a long-term, proactive intervention plan, including techniques such as those listed earlier. First, you must learn to not allow yourself to be manipulated emotionally. Once you have been emotionally drawn in by the passive-aggressive student, it is very difficult to regain composure. Use self-talk to tell yourself, “I know what the student is doing and why. It is not a personal attack against me, and | will remain calm while trying to help the student." When you recognize the student displaying annoying, attention-seeking behavior, remember that this stems from frustration. The student needs support. If a student is working on a math assignment, you might approach the student by saying, "Ripping up math papers is not acceptable, John. Let's get you another and I'll sit down with you and we can work on it together." In this way, you are letting the student know that you do not accept his or her behavior but you are not nagging. You are also letting the student know that you care and want to help. If the cycle has not been stopped at the frustration stage, you will have to deal with the next stage: defensiveness. At this point the teacher will need to set limits for the student. For example, if John refused to cooperate in getting another math paper and accepting assistance by stating, "Leave me alone, I don't need your help," the teacher might state, "Your math work needs to be completed. You may do it with or without me, but you need to get your math sheets, sit down, and work on them quietly. If you reach something you don't understand, you will raise your hand and ask me for help." In this case, you have defined the limits and left the decision up to the student as to whether he will or will not follow your instructions. You have also stepped out of a conflict cycle by remaining calm. If the student persists and becomes passive-aggressive, the teacher needs to provide control. For example, if John gets a stack of math papers and proceeds to sit at his desk and loudly scribble on them, you might calmly say, "John, come with me," leave the room, and wait for him to follow. Do not give him the opportunity to argue with you and gain peer attention by waiting in the room. When you are alone, you could tell him, "Your behavior is unacceptable. You can either come and sit quietly in the class or you can sit here in the hall until you are able to control yourself. Either way, I need to attend to the other students in the class. We will talk about this after you show that you are in control by either sitting quietly here or in the classroom until I am ready to speak with you." The interaction is brief and should not reinforce the student's inappropriate behavior. It lets the student know that attention will be given for appropriate behavior. How will I know that progress is being made to change the student's behavior? The ultimate measure is the degree to which the student's behavior is maintained and generalized. The student may begin to behave acceptably in your classroom, but is he or she improving in other classrooms/situations? More often than not, passive-aggressive students see authority figures as the enemy. This can be confronted by having a private conference with the student. You may begin by talking about all the progress and positive change you have seen. Let him or her know that you see that he or she can continue to have more and more success, but that this will be difficult if teachers, etc., are seen as enemies and treated suspiciously. Engage the student in a conversation about what generally happens to students (or people in general) who do and do not cooperate with teachers and other authority figures and rules. Remain calm and courteous so that you display that you do care and that you do want the student to succeed. Finally, let the student know that it is up to him or her to decide which way they will deal with this final step. Do not expect the student to make a decision then and there. It may take time, so continue to be caring and courteous, modeling a friendly authority figure. Not every student will make that final leap and it is, indeed, something which the student must decide for him or herself. Continue to be consistent with the student and do not hold yourself responsible for the student's decisions, Remember that there are many other areas in the student's life (home, friendships, etc.) which exert great influence over the student and over which you have no control. One thing you can continue to do, no matter what, is to continue working with the student to build his or her self-esteem. This may help the student to choose to see authority figures as people who can help and to see him or herself as worthy and entitled to this help. Positive reinforcement, being given special responsibilities in the classroom, and tutoring peers (see tip sheet entitled "Peer Tutoring") are all ways to help build student selfesteem. References Beck, M. (1985). Understanding and managing the acting-out child. The Pointer, 29, 27-29. Berres, M., & Long, N. (1979). The passive-aggressive child. The Pointer, 24, 27-31. Hardt, J. (1988). How passive-aggressive behavior in emotionally disturbed children affects peer interactions in a classroom setting. ED297518 Medick, J.M. (1982). The Loving Teacher's Guide to Discipline. Instructor, 92, 66-68, 70. Medick, J.M. (1979). Effective classroom management for three problem behaviors: Hostile-aggressive, passive-aggressive, and withdrawn failure-image. East Lansing, MI: Institute for Research on Teaching, Michigan State University. ED186835 Redl, F. (1980). The concept of the life space interview. In N. Long, W. Morse, & R. Newman (Eds.), Conflict in the classroom (pp. 257-271). Belmont, CA: Wadsworth Publishing Co. This publication was supported by Grant #H029K20171, Special Project to Provide Technical Assistance, Inservice Training and Site Development for Positive Behavioral Support Strategies for Students with Disabilities from the U.S. Department of Education. 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