Assessing, Addressing and Supporting Students at TIER 3

Part 1: Functional Behavior Assessment and Data Collection Tools

E I L E E N M . B A K E R , E D . D .

C E N T E R F O R D I S A B I L I T I E S S T U D I E S U N I V E R S I T Y O F D E L A W A R E P O S I T I V E B E H A V I O R S U P P O R T P R O J E C T

Select role and take corresponding role card

 Specific roles for today:  Facilitator - Guides the meeting process; remains objective  Timekeeper - Keeps track of time spent on issue; prompts group when allotted time is up  Recorder/Note taker - Takes notes; keeps track of decisions made  Reporter - Uses recorder’s notes to share with the group as needed

Our Agenda

      

Looking at TIER 2 to TIER 3 system processes Overview of Functional Behavior Assessment Step by Step Process Guide of conducting FBAs Defining the behavior Conducting the Initial Line of Inquiry

 Slow Triggers, Fast Triggers   Function Consequences

Data collection



Tool sharing



Baseline data Role Play Facilitation of FBA Process

System Development is Key!

Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008 •

To scale up interventions we must first scale up implementation capacity

•

Building implementation capacity maximizing the use of Positive Behavior Support and other innovations is essential to

Adapted from the Illinois PBIS Network

SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT Primary Prevention: School-/Classroom Wide Systems for All Students, Staff, & Settings ~5% ~15% Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~80% of Students

Positive Behavior Supports

  Application and extension of basic elements of applied behavior analysis Three-Tiered Prevention Model:  Universal (all students in the environment)    3-5 positively stated rules that are actively taught – applies to all students in non-classroom areas Targeted (for students for which tier one was not adequate to address their behavior needs)  Group based supports, e.g., social skills instruction, check-in/check out  Goal to prevent student ’ s behavior from becoming disruptive to the learning environment Intensive (students whose behavior is chronic)    Functional behavior assessment maybe conducted Implement a function-based intervention May provide wrap around services

Tier 2 Overview

      Interventions are efficient  Continuously available so students can receive support quickly (optimally-within 2-3 days) Minimal time commitment required from classroom teachers Required skill sets needed by teachers easily learned Aligned with school-wide expectations Emphasis on intervention designed to support multiple students simultaneously (e.g. Check-In/Check-Out, Social Skills Groups, etc.)  Consistently implemented with most students, some flexibility Intervention selected matched to function of student behavior Adapted from Rose Iovannone, Brief PTR

Tier 3 Overview

          Team formed which include those who have knowledge of the student Systematic problem solving process is foundation Target behaviors identified and defined Antecedents (predictors) of problem behavior occurrence Consequences/responses of others following problem behavior Hypothesis generated by data Multi-component intervention plan built and linked with hypothesis Progress monitoring plan established Fidelity measurement of intervention implementation developed and scheduled Follow-up meeting to make data-based decisions

Reflecting on your school tiers

Data and Support Staff Tier 3/Tertiary Interventions

•_____________________ •_____________________ •_____________________

Tier 2/Secondary Interventions

•___________________________ •___________________________ •___________________________ •___________________________ •___________________________ •___________________________

Tier 1/Universal Interventions 80-90%

•________________________ •________________________ •________________________ •________________________

Adapted from Illinois PBIS Network, Revised May 15, 2008. Adapted from

“

What is school wide PBS?

”

OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at http://pbis.org/school-wide.htm

5-15% 1-5% 1-5% 5-15% Tiered Supports / Practices 80-90% Tier 3/Tertiary Interventions

•___________________________ •___________________________ •___________________________

Tier 2/Secondary Interventions

•____________________________ •____________________________ •____________________________ •____________________________ •____________________________ •____________________________

Tier 1/Universal Interventions

•____________________________ •____________________________ •____________________________ •____________________________ •____________________________

School-wide Team

Plans SW & Class-wide supports

3-Tiered System of Support Necessary Conversations (Teams) Tier 2 Systems Team

Uses Process data; determines overall intervention effectiveness

Problem Solving Team

Standing team; uses FBA/BIP process for one youth at a time

Tier 3 Systems Team

Uses Process data; determines overall intervention effectiveness

Universal Support through SW Program CICO Group intervention s Group w. individual feature Brief FBA/ BIP FBA/BSP WRAP

Adapted from the Illinois PBIS Network

Data-Based Decision-Making Outcome verses Process Data

Student outcome data is used to:  Identify youth in need of support and to identify appropriate interventions   Progress-monitor youth response to intervention Exit or transition youth off of interventions Intervention process data is used to:  Assess intervention fidelity   Monitor the effectiveness of the intervention itself Make decisions regarding the continuum/ interventions/supports menu of Adapted from the Illinois PBIS Network

Tier 2/Tier 3 Tracking Tool

Process Data

    Structured to follow all levels/types of interventions from Secondary through Tertiary Increases accountability  Teams have to count # of students in interventions   Data-based decision-rules are necessary (Identify, Progress-monitor, Exit) Must define “response” to each intervention type/level  Shows % of students who responded to each intervention Assesses the success rate, or effectiveness, of the interventions themselves Connects each level of intervention to the next level Adapted from the Illinois PBIS Network

Teaming at Tier 2

• •

Secondary Systems Planning “conversation”

 Monitors effectiveness of CICO, S/AIG, Mentoring, and Brief FBA/BIP supports  Review data to make decisions on improvements to the

interventions

 Individual students are NOT discussed

Problem Solving Team “conversation”

 Develops plans for one student at a time  Every school has this type of meeting  Teachers and family are typically invited Adapted from the Illinois PBIS Network

Tier 2 Systems Planning Team Meeting Agenda

   Number of students in tier 2 intervention ( record on Tracking Tool )  Number of students responding ( record on Tracking Tool ) * Send Reverse Request for Assistance to teachers of all youth not responding  Number of new students potentially entering the intervention (share # of Requests for Assistance or # of students who met the data-based decision-rule)?

Repeat for additional interventions or groups,

If less than 70% of students are responding to any of the interventions, the Tier 2 Systems team should review the fidelity of the intervention and make adjustments as needed.

Adapted from the Illinois PBIS Network

Evaluation of FBA and BSP as part of Tier 2/3 System

 What does your tier 3 system currently look like?

 What is your continuum of services beginning at tier 2?

 How do students move from TIER 2 to TIER 3?

 How do you progress monitor?

 How do you know the interventions are being implemented with fidelity?

Data Tracking Tool Activity

School Name: _____________________________ __ Total School Population as of October 1:________

Interventions Group Interventions Relationship Building (e.g.-Check-in Check-out) # Students Participating # Students Responding Group Interventions Skill Building (e.g.-Social Skills) # Students Participating # Students Responding FBA/BSP (Functional Behavior Assessment/Behavior Support Planning) # Students Participating # Students Responding July August September October November December January February March April May June

Data-based Decision-rules for defining “response to intervention”

: Please list below your data-based decision-rule/s to determine youth ‘response’ for each of the six levels of intervention. Ex. Students received 80% or better on Daily Progress Report for 4 consecutive weeks. Responding to Check-in Check-out (CICO): Responding to Social Skills Group: Responding to FBA/BSP: Tier 2/Tier 3 Tracking Tool Adapted from the Illinois PBIS Network Adapted from IL PBIS Network

Behavioral Rule Reminders

 Behavior is related to the context within which it occurs (Bambara & Knoster)  Behavior is learned and serves a specific purpose (Bandura)  All behavior has function and falls into two categories: To gain access to or to Escape from (Alberto & Troutman) www.behaviordoctor.org

Traditional Discipline Strategies

      Focus on eliminating/decreasing problem behavior Reactive in nature (occurs after the problem behavior) Focus on topography or form of behavior (rather than “ why ” the behavior occurred) Separation between instruction and behavioral issues

No attention or support to the development of appropriate behaviors

Oriented toward short-term changes (fix the immediate problem only)

Limitations of Punitive Strategies

     They do not teach replacement behaviors such as prosocial alternatives Their effects are short-term Inappropriate behavior is often unintentionally reinforced They do little to change the cognitions or feelings that underlie the student ’ s misbehavior They often harm the student-teacher relationship

Secondary Common Pitfalls

 Respond to serious behavior problems through a “ get tough ” response:   Repeating and restating consequences Increasing adversiveness of consequences   Creating a bottom line (zero tolerance) level Excluding students from privledges   OSS and Explusion Offering alternative ways of completing high school (i.e. alternative placement)  Where do these strategies teach new behaviors?

Borgmeier & Flannery, 2007; Sugai and Horner, 2002

How Do Behavioral Referrals, OSS, ISS Teach New Behaviors?

 You will need to teach replacement behaviors:  This child has learned that certain behaviors have a pay off  The child will have to be taught ways to release anger and frustration in socially appropriate ways.

 We cannot just tell them to something different.

“ be good.

” We have to actually give them techniques that will help them do  We need to make the replacement behavior have the same function as the problem behavior! (EASY, RIGHT?) Riffel, L.A. (2009) © - Permission to copy with no changes

“ If a child doesn ’ t know how to read, we teach.

” “ If a child doesn ’ t know how to swim, we teach.

” “ If a child doesn ’ t know how to multiply, we teach.

” “ If a child doesn ’ t know how to drive, we teach.

” “ If a child doesn ’ t know how to behave, we… teach? ... punish?

” “ Why can ’ t we finish the last sentence as automatically as we do the others?

” Tom Herner (NASDE President ) Counterpoint 1998, p.2

Behavioral Rule Reminders

 For every year a behavior has been in place, we need to expect one month of consistent and appropriate intervention to see a change (Atchison)  We can improve behavior by 80% just by pointing out what one person is doing correctly (Shores, Gunter, Jack) www.behaviordoctor.org

Typical Classroom Make-up

    You do know what you will get in your classroom, unlike Forrest Gump’s Box of chocolates: Sensory Integration 16% ADHD 10% Other Health Impaired 2.2% Speech and Language Impaired 20.5% Specific Learning Disabilities 20% Hard of Hearing 1.3% Intellectual Disabilities 11.6% Emotional Behavior Disorders 8.6% 90.2% of your classroom This is based on a classroom of 25 students and data from the most current sources: Center for Disease Control, LD online etc. www.behaviordoctor.org

Functional Behavioral Assessment (FBA)

 FBA is a process for gathering information to understand the function (purpose) of behavior in order to develop an effective intervention plan.

www.behaviordoctor.org

Special Education Requirements

Please work with your IEP teams and Special Education Supervisor to insure implementation of DE Special Education Regulations: http://regulations.delaware.gov/AdminCode/title14/900/ index.shtml

14 DE Admin Code § 925.24.2.1 – Consideration of special factors related to behavior 14 DE Admin Code § 926.30 - Discipline Procedures

Change of mindset

 Behavior targeted for change  Reflection of  Current terminology “problem behavior”  How are we teaching new behaviors  Look at targeted behaviors to increase and decrease  We are all responsible

Challenge current systems of belief

To Implement Secondary Interventions, High School Staff must understand:

a) b) c) d)

Social skill fluency and generalized use should not be assumed Peer social culture must be considered in any implementation effort Not all students enter high school with the capacity to take responsibility for their learning success or failure Not all adolescents “ know better ” and natural consequences are not sufficient to change behavior

e)

Students are not always self-motivated by academic and social success Borgmeier & Flannery, 2007

Challenge Current Systems of Belief

      Create a school climate where EVERYONE feels welcome, wanted, and important

Commitment to serve ALL students, even the most challenging students

Increase consistency across staff & student in understanding behavioral expectations Increase ratio of positive to negative interactions throughout the school

Decrease use of punitive & exclusionary discipline; focus on alternatives to suspension & expulsion Focus on the fact that we are just as responsible for teaching academics as we are for teaching behaviors !!!

Borgmeier & Flannery, 2007

Behavioral Rule Reminders

 We use positive behavior specific praise about 6.25% of the time (Haydon, et al.)  Your reaction determines whether a behavior will occur again. We have to change our behavior (Alberto & Troutman).

www.behaviordoctor.org

Evaluation of TIER 3 Supports: Common FBA Faults

    Behaviors not operationalized  Eg.-Student is defiant/oppositional/disruptive Strange functions (e.g., revenge/payback, anxiety, control)  Eg.- Function is to gain control over the environment Antecedents, consequences not identified Hypothesis not linked with FBA information Elfner-Childs & Kincaid , 2013

Evaluation of TIER 3 Supports: Common BSP Faults

     Interventions/strategies not linked with FBA Most often include menu list of many strategies/ recommendations   Eg. Give the child a choice Eg.- Child will be given a break when frustrated Many do not identify a replacement skill Functional equivalence missing Limited descriptions of follow-up  Supporting teacher  Data plan  Fidelity measures Elfner-Childs & Kincaid , 2013

Core Components of Technically Adequate FBAs/BSPs

       FBA Input sought from multiple sources Problem behavior that is focus of FBA identified and clearly defined Baseline data indicate target behavior is a problem Antecedents that predict problem behavior clearly identified/described Setting events considered and (if applicable) clearly identified/described Antecedents that predict absence of problem behavior clearly identified/described Slide adapted from Rose Iovannone presentation in Delaware 11/2011 and 4/2012

Core Components of Technically Adequate FBAs/BSPs

    FBA Consequences (responses of others) immediately after problem behavior identified and described Hypothesis developed from FBA data and includes antecedents, setting events (if applicable), behavior, and function Function is one recognized and identified by “ leaders ” field in the   Social reinforcement—e.g., obtain/get attention, tangibles, activities, sensory Negative reinforcement—e.g., escape/avoid/delay/terminate attention, tangibles, activities, sensory Slide adapted from Rose Iovannone presentation in Delaware 11/2011 and 4/2012

Core Components of Technically Adequate FBAs/BSPs

     BSP Developed relatively soon after FBA (e.g. within 30 days) FBA hypothesis is included or referenced on BSP Minimum of one antecedent strategy:    Included Linked to FBA hypothesis (when) Described in enough detail to pass “ stranger test ” Minimum of one teaching strategy:   Included Linked to FBA hypothesis (functional equivalence or incompatible behavior)  Described in enough detail to pass “ stranger test ” Slide adapted from Rose Iovannone presentation in Delaware 11/2011 and 4/2012

Core Components of Technically Adequate FBAs/BSPs

      BSP Minimum of one reinforcing strategy:   Included Linked to FBA hypothesis (functional equivalence provided)  Described in enough detail to pass “ stranger test ” Strategy included to no longer reinforce problem behavior (change maintaining responses) Need for crisis plan considered and described in detail (if applicable) and linked to hypothesis Evaluation plan described in detail Fidelity plan described in detail Slide adapted from Rose Iovannone presentation in Delaware 11/2011 and 4/2012

Avoid FBA/BSP Faults & Stick to the team process

  Utilize a TEAM to conduct FBA and BSP Common team members:   Student Family   Student’s teachers Student’s mentor   Guidance Counselor Administration  School Psychologist

Let the FORMS be your guide.

 Team Facilitator Step by Step FBS/BSP Process  Today’s forms (A-E) cover through Meeting 1

Step 1 – Facilitator meets with teacher

    Review behavioral referral (Form A-

p. 1)

Review increase and decrease targeted behaviors (Form B-p. 2) Give out PTR assessment forms

(Form C-p. 3-7)

  Teachers Family Create with teacher data sheet for teacher to keep preliminary data * Conduct student interview form/reinforcement inventory

Step 2 – Facilitator summarizes preliminary information and prepares for meeting

   Facilitator summarizes PTR assessment forms Facilitator drafts Initial Line of Inquiry

(Form D-p. 8-10)

Facilitator drafts hypothesis

Step 3: Meeting #1 with team

      Family Student General Ed Teacher Special Ed Teacher Administrator Facilitator (school psych/school counselor/interventionist)

Step 3: Meeting #1 with team

Agenda overview  Review student strengths    Agree upon behaviors to increase and behaviors to decrease Summarize PTR assessment information Agree upon slow triggers, fast triggers, consequences and possible functions of behaviors   Agree upon hypothesis Draft a data collection sheet (p.11)

Let’s put it into practice!

   Throughout the day we will reinforce our learning of process steps by discussing Robbie and practicing on your student case. Expectations –   Be on Task Be Respectful of team and staff supports There’s a method to our madness! 

Robbie - STRENGTHS

• •  Describe Robbie’s strengths. Give examples of when the child does not show the targeted behavior.

Try to reframe challenges (i.e. energetic in place of hyperactive; assertive in place of defiant)

Student Case – STRENGTHS

• •  Describe your student’s strengths. Give examples of when the child does not show the targeted behavior.

Try to reframe challenges (i.e. energetic in place of hyperactive; assertive in place of defiant)

Define the Target Behaviors

 Define the target behavior  What behaviors do you want to increase/decrease? (

Form B Page 2 )

 Operational terms  Defiance (what does that look like?)  Non compliant (what does that look like?)  Aggressive  Argumentative  Disruptive

Define the Target Behavior - Activity

See Target Behavior definition handout  Individually, define each behavior.  Come back to your team to compare and discuss:  Review your individual definitions  How much do your definitions differ?

 What is needed to operationalize the definition?

Tools to Define Target Behaviors

    PTR assessment forms (Form C - p. 3-7) Give out to teachers after you discuss behaviors to increase and decrease Interview with staff  What is most interfering with learning?

Observations

Robbie - TARGETED BEHAVIORS

   DEFINE the Targeted Behaviors Prioritize behaviors to DECREASE Prioritize behaviors to INCREASE

Student Case - TARGETED BEHAVIORS

   DEFINE the Targeted Behaviors Prioritize behaviors to DECREASE Prioritize behaviors to INCREASE

Functional Assessment Pathway

Setting Event Triggering Event or Antecedent Problem Behavior Maintaining Consequence The function: “ Get something ” “ Get away from something ”

Initial Line of Inquiry -- FBA



Slow triggers

 

Fast triggers Problem behaviors

 

Perceived function Actual consequences



Hypothesis (When this happens… Student does this…. In order to…)

(Form D-Pages 8-10 of FBA forms packet)

Slow Triggers (Global Information)        Background information about the child History Strengths, abilities, & skills Important relationships Skill needs (communication, social skills or academic areas) Daily routines and activities Medical issues or home concerns

Fast Triggers

(What Happens Right Before)     What’s happening before the behavior occurs?

What sets the behavior off?

What is happening in the environment? (People, activities, materials) When is the behavior less likely to occur?

Antecedents to Inappropriate Behavior

A.

B.

C.

D.

Frustration due to:  Response ignorance    Complex materials, lacking in appropriate adaptations Lack of functional vocabulary to communicate Goal of performance interruption Understimulation: Boredom     Being ignored Meaningless repetition beyond criterion Nonfunctional activity Pacing too slowly Overstimulation    Environment - for example, number of students, noise Rate of physical prompting or verbalizations Pace of activity Environmental expectation or models

Robbie – SLOW TRIGGERS

 What background information do we know about the student? (think globally)

Robbie – FAST TRIGGERS

  What’s happening before the behavior occurs?

What sets the behavior off?

Student Case – SLOW & FAST TRIGGERS

SLOW

 What background information do we know about the student? (think globally)

FAST

  What’s happening before the behavior occurs?

What sets the behavior off?

Understanding the

“

Why?

”

of Behavior

 There are two main functions of behavioral problems in schools:  To get something  To get away from something (escape)

To get/Obtain

 Attention  Adults  Peers  Access to:  Materials  Sensory

To escape/Avoid

     Work Adults Peers Sensory Overload Pain  Emotional  Physical Adapted from T. Scott, 1988

Functions Served by Behavior

A.

B.

C.

Gain Attention   Social from adult (parent, teacher, paraeducator, etc.) Social from peer Gain Tangible    Object Activity Event Gain Sensory Stimulation  Visual, Auditory, Olfactory, Gustatory, Kinesthetic, Proprioceptive

Functions Served by Behavior

D.

E.

F.

Escape Attention/Interactions   Social from adult Social from peer Escape Task   Demanding or boring task Setting, activity, or event Escape Internal Stimulation  Painful or discomfort (e.g., ear ache, etc.)

Perceived Function (Possible Motivations of Behavior)

     Obtain adult attention Obtain peer attention Obtain objects/items Obtain sensory stimulation Obtain control       Avoid tasks/activities Avoid work Avoid peers Avoid adults Avoid pain or discomfort Avoid punishment

Examples of Function in Schools

 Obtain  I shout out because it takes the attention off the task and onto me.

 I disagree with the teacher to get control.

 I wander because I am bored and I can stimulate myself somewhere else.

 Escape  I will take a walk around the room because someone will tell me to get to work and help me.

 I ask to go the nurse because I can get a break out of the class.

Motivational Assessment Scale

 Tool to provide possible motivation behind the behavior.

Robbie – FUNCTION

 What could be the function of the student’s behavior? (Gain/Escape?)  What “needs” are the behavior(s) meeting?

Student Case – FUNCTION

 What could be the function of the student’s behavior? (Gain/Escape?)  What “needs” are the behavior(s) meeting?

Actual Consequences

    What happens immediately after the problem occurs? What are the schoolwide consequences for the behavior?

What do you do when the behavior occurs?

What is the response from others?

 Peers  Adults

Robbie – CONSEQUENCES

  What are the consequences for your student?

What happens immediately after the problem occurs?

Student Case – CONSEQUENCES

  What are the consequences for your student?

What happens immediately after the problem occurs?

Hypothesis Development

 When ____________ (antecedent/triggers), the student will _____________ (problem behavior), as a result _________________ (consequence).  You need to have a hypothesis for both the inappropriate and appropriate behaviors (replacement behavior).

Example Hypothesis Statements

A.

B.

C.

When the teacher’s attention is withdrawn or focused on another child, Zoe makes noises; this results in the teacher scolding and moving closer to Zoe.

A.

B.

C.

** When all the student attention is on the teacher, Terry interrupts the class with comments; the students laugh at Terry’s comments.

** A.

B.

C.

When Kim finishes work before the rest of the class, Kim scribbles on the desk; this results in the teacher giving Kim some work to do.

Example:

Joey goes to the bathroom for up to 15 minutes during writing time. When he comes back to his desk, he talks to his neighbors until someone comes over to him and gets him started with his writing assignment .

Slow Trigger Fast Trigger

Fine motor issues Writing task

Behavior

Disruption

Function

Escape

Consequences

1:1 help

Inappropriate

Robbie – HYPOTHESIS

When… (A) Student will (B) As a result (C)

Appropriate

Student Case – HYPOTHESIS

When… (A) Student will (B) As a result (C)

Inappropriate Appropriate

Creating a “friendly” and valid data tool

 Collect data on the target behavior   Collecting baseline data ABC  Antecedent  Behavior  Consequence

DATA: What to use when?

     Event Recording – recording the number of times a behavior occurs Interval Recording – recording of whether a behavior occurs during intervals of specified time period Time Sampling – recording of whether a behavior occurs at the end of an interval during a specified time period Duration Recording – recording the length of time a behavior occurs Latency Recording – recording the amount of time it takes for a student to begin the targeted behavior.

Activity

 Review list of sample behaviors and as a group determine what the best data recording technique would be:  Event/Frequency   Duration Behavior rating scale  ABC chart  Interval/Time sampling  Whole  Partial  Momentary

We want to know the following:

measurable and observable terms?

same thing when collecting data.

Student: ____Scout______ Time Context/Activity Begin & End The student’s environmental surroundings (people, places, events) 8:30 8:39 9:00 9:22 12:15 12:27 3:15 3:30

A C I A

Key:A.Group Time B. Individual Time C. Reading D. Math E. Spelling F. Social Studies G. Science H. Free Choice Behavioral Intervention Program Antecedent, Behavior, Consequence Form Circle One: Mon Tue Wed Thurs Fri Page _____1____ Full day Absent Partial day: In _____ Out ______ Date: ____5/1/03_ Antecedent/ Setting Events Describe exactly what occurred in the environment just before targeted behavior was exhibited.

A E H A

Key:A. Transition B. Choice Given C. Redirection D. Instruction/Directive E. New Task F. Routine Task G. Physical Prompts H. Teacher attention to Identified Target Behaviors List types of behaviors displayed during incident

B C A B

Key:A. Throwing objects B. Disruptive outburst C. Physical Aggression D. E. F. G. H. Consequence/Outc ome What happened in the environment immediately after behavior was exhibited? Student Reaction How did the student react immediately following the initial consequence being delivered Staff Initials

B I C B

Key:A. Choice given B. Redirection

B A A B

Key:A. Stopped B. Continued C. Discussion of Beh. C. Intensified D. Personal space given D. Slept E. Changed Activity F. Peer Attention E. Yelled F. Cried G. Verbal reprimand H. Physical Prompt G. Other behavior H. Moved away LR TP LR TP

Baseline Data Collection

(Adapted from Laura Riffel) Date: ______IMPORTANT____________ Team Members: _____IMPORTANT________ Days of Data: __________10______________

For this example we have 10 days of data. You might have more or less.

Total Number of Incidents: ________32___________

Count the number of incidents for all the days of data collection.

Average Number of Incidents Daily: _____3.2______

Take total incidents divided by number of days you collected data

Average length of time engaged in target behavior____12 min.____.

Take total number of minutes of target behavior and divide by number of incidents.

379/32= % of day engaged in behavior:_____9%_________

Add up the total minutes of target behavior and divide by total number of available minutes for the data recording time.

379/4200 minutes *100=

Behavior Analysis by Time of Day

(Adapted from Laura Riffel)

Ratio % INVOLVED TIME OF DAY 8:00-8:29 8:30-8:59 9:00-9:29 9:30-9:59 10:00-10:29 10:30-10:59 11:00-11:29 11:30-11:59 12:00-12:29 12:30-12:59 1:00-1:29 1:30-1:59 2:00-2:29 2:30-2:59 3:00-3:30 Tally 111111 111111 1 11111 1 1111 1 11111111 0/32 6/32 6/32 0/32 1/32 0/32 0/32 0/32 5/32 1/32 4/32 0/32 1/32 0/32 8/32 0% 19% 19% 0% 3% 0% 0% 0% 16% 3% 13% 0% 3% 0% 25%

Behavior Analysis by Antecedent

(Adapted from Laura Riffel)

ANTECEDENTS Transition Choice Given Redirection Instruction/Directive New Task Routine Task Physical Prompts Teacher Attention to others Told “NO” Close Proximity Interaction Letter A B C D E F G H I J K Throwing Objects 11 (2) Disruptive Outbursts 111111111111 11 (14) 1 (1) 11111 (5) Physical Aggression 111(3) 1111111 (7)

Hitting Others 9:30-10:00 is Music 10:30-11:00 is PE Date None

Mo n s Tue We d Th urs Fri

1-5

Mo n s Tue We d Th urs

5 +

Fri

8:00 8:30 8:31 9:00 9:01 9:30 9:31 10:00 10:01 10:30 10:31 11:00 11:01 11:30 Frequent behaviors

Behavior Analysis by Consequence and Student Reaction

CONSEQUENCE Letter Choice Given Redirection A B Discussion Personal Space Given Changed Activity Peer Attention Verbal Reprimand Physical Prompt Time Out C D E F G H I Tally 111111 (6) 11111111 (8) 1111 (4) 11 (2) 11 (2) STUDENT REACTION Stopped Continued 11111 (5) 111 (3) 1 (1) 11111 (5) 11 (2) 1111111111 (10) 11111 (5) 11 (2) 11 (2) 11 (2) 11111 (5) % Effective 83% 38

%

50

%

0% 0

%

50

%

Self-Injurious behavior- pulling hair Time Setting What did the staff or students do in relation to the behaviour?

What did the student do as a result of what the adult or peers did in relation to the behaviour?

Notes about what happened

9:15-9:45 9:45 10:15 Work time Free choice Time Blocked with hand Kept pulling hair Ignored Stopped pulling hair Staff put hand on shoulder and used other hand to block hair pulling Staff ignored behaviors and student stopped

Behavior Rating Scale

 Behavior Rating Scale (cf., Kohler & Strain, 1992)      Direct Behavior Rating (DBR)—Hybrid assessment combining features of systematic direct observations and rating scales Efficient and feasible for teacher use Provides data for decisions Prioritized and defined behaviors measured Requires minimum of 1 appropriate and 1 inappropriate behavior Slide adapted from Rose Iovannone presentation in Delaware 11/2011 and 4/2012

Example: Behavior Rating Scale

Behavior

Putting head down on desk Completing items on checklist 50 or more per day 40-49 per day 30-39 times per day 20-29 times Less than 20 5 items 4 items 3 items 2 items 1 item 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1

Problem Behavior

6 0 c u r s e s 5 0 c u r s e s 4 0 c u r s e s 3 0 c u r s e s 2 0 o r l e s s 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 1 5 p o s i t i v e 1 0 p o s i t i v e 7 p o s i t i v e s 5 p o s i t i v e L e s s 5 p o s 5 4 3 2 1 5 4 3 2 1 L e s s t h a n 2 2 m i n u t e s 5 m i n u t e s 7 m i n u t e s 1 0 m i n u t e s 1 5 4 3 2 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 1 0 m i n u t e s 7 m i n u t e s 5 m i n u t e s 2 m i n u t e s L e s s t h a n 2 m i n u t e s 5 4 3 2 1 5 4 3 2 1 1 2 5 4 3 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1

A-B-C Data: Analysis Questions

     Is the behavior occurring within the context of the same activity, materials, instructor, or group of peers? Does the behavior consistently occur following particular antecedents? What percent of each antecedent appears in the data?

Following instances of the behavior, is there consistent consequence used by the teacher, peers, or other adults? What percent of each consequence appears in the data?

Does the student terminate the behavior following a particular consequence? In what percent of occurrence does the consequence result in the student ’ s terminating the behavior?

When a consequence is repeatedly followed by the termination of the behavior, is there an implied function?

Robbie – DATA Collection & Analysis

Data that is needed to measure the TARGETED BEHAVIOR

Angry Outbursts – any behavior defined as yelling, talking back, angry words directed at teacher – measured in times of occurrence per day Going to the nurse – times that Robbie requests to go to the nurse per day Stating feelings – anytime that Robbie expresses how he feels (i.e. nervous, scared, worried, anxious, angry, mad) either using picture cues or words. This is also measured in times per day.

Requesting a break – the number of times Robbie requests a break either by words or picture

Antecedent Behavior Consequence Form

  Form is completed on multiple days to collect data (a new form is used daily) Data is then compiled and analyzed

Analyzing the Data – Questions to keep in mind

     When is the behavior more likely to occur?

 Consider time of day, day of week Where is the target behavior more likely to occur?

 Consider location, subject, activity What is happening before the behavior occurs? (Antecedents) How often is the behavior occurring? (Behavior) What is happening after the behavior occurs? (Consequence)

Examining Time of Day

TIME OF DAY 8:15-8:24 8:25-9:14 Tally 1111 111111111 11111 9:15-9:19 9:20-9:24 9:25-10:19 10:20-10:24 10:25-11:14 111 11:15-11:19 11:20-11:59 111111111 12:00-12:04 12:05-1:24 1:25-1:59 2:00-2:29 2:30-2:33 2:34-2:30 111 111111 1 Ratio 4/39 13/39 3/39 9/39 3/39 6/39 1/39 % INVOLVED 10% 33% 8% 23% 8% 15% 3%

Is there a pattern based on the time of day?

Examining Time of Day

TIME OF DAY 8:15-8:24 8:25-9:14 9:15-9:19 9:20-9:24 9:25-10:19 10:20-10:24 Tally 1111 111111111 11111 111 10:25-11:14 11:15-11:19 11:20-11:59 111111111 12:00-12:04 12:05-1:24 1:25-1:59 2:00-2:29 2:30-2:33 2:34-2:30 111 111111 1 Ratio 4/39 13/39 3/39 9/39 3/39 6/39 1/39 % INVOLVED 10% 33% 8% 23% 8% 15% 3%

Is there a pattern based on the time of day?

Examining the Day

DAY OF WEEK

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Tally

7+9 4+5 3+3 6+2 10+7

AVERAGE INCIDENTS PER DAY

8 4.5

3 4 8.5

Tally total incidents per day and divide by the number of that day

For example:

by 2. we have data for two Mondays. On these two Mondays, 16 total incidents occurred. Divide 16

Examining the Day

DAY OF WEEK Tally

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY 7+9 4+5 3+3 6+2 10+7

AVERAGE INCIDENTS PER DAY

8 4.5

3 4 8.5

Is there a pattern based on day of the week?

Examining the Context

CONTEXT

Lunchroom Playground Hallway Homeroom Bus Art English Math History Science Letter a b c d e f g h j i Tally 111111111 111111 1 1111 111 111111111111 1 111 Ratio 9/39 6/39 1/39 4/39 3/39 13/39 3/39 % Involved 23% 15% 11% 11% 8% 33% 8%

Is there a pattern based on the context?

Examining the Context

CONTEXT

Lunchroom Playground Hallway Homeroom Bus Art English Math History Science Letter a b c d e f g h j i Tally 111111111 111111 1 1111 111 111111111111 1 111 Ratio 9/39 6/39 1/39 4/39 3/39 13/39 3/39 % Involved 23% 15% 11% 11% 8% 33% 8%

Is there a pattern based on the context?

Examining the Antecedents

ANTECEDENTS Down time Test Fine motor task Non-preferred task Told

“

no

”

Waiting Instruction/Directive Social interaction with peer Teasing from peer Large group work

Letter

A B C D E F G H

Tally

11 11111 1111111111111 11 111 11111111 I J 111111

Ratio

2/39 5/39 13/39 2/39 3/39 8/39 6/39

% INVOLVED

5% 13% 33% 5% 8% 21% 15% Is there a pattern?

Examining the Antecedents

ANTECEDENTS Down time Test Fine motor task Non-preferred task Told “no” Waiting Instruction/Directive Social interaction with peer Teasing from peer Large group work

Letter

A B C D E F G H

Tally

11 11111 1111111111111 11 111 11111111 I J 111111

Ratio

2/39 5/39 13/39 2/39 3/39 8/39 6/39

% INVOLVED

5% 13% 33% 5% 8% 21% 15% Is there a pattern?

Examining the Antecedents

For each behavior, tally the number of corresponding antecedents.

Let ’ s look at behavior A (angry outburst):

ANTECEDENTS Down time Test Fine motor task Non-preferred task Told

“

no

”

Waiting Instruction/Directive Social interaction with peer Teasing from peer Large group work

Letter

A B C H I J D E F G

Angry Outburst

111 1 1

Examining the Antecedents

ANTECEDENTS Down time Test Fine motor task Non-preferred task Told

“

no

”

Waiting Instruction/Directive Social interaction with peer Teasing from peer Large group work

Letter

A B C D E F G H I J

Angry Outburst

11 1 111 1 111 1111111 111111

Go to Nurse

1111 1111111111 1 1 Are antecedents related to particular behaviors?

Examining the Behavior

BEHAVIORS Angry outburst Go to nurse

Tally

11111 1111

Ratio

24/39 15/39

% INVOLVED

62% 38% Do we have enough information about each behavior?

Examining the Consequences

For each behavior, tally the number of corresponding consequences.

Let ’ s look at behavior A (angry outburst):

Consequences

Peer Attention Delayed/stopped activity Ignored Removal of materials Choice given Time-out Sent to office Verbal reprimand Redirection Personal Space Given

Letter

A B C D E F G H I J

Angry Outburst

1 11 1 1

Examining the Consequences

Consequences

Peer Attention Delayed/stopped activity Ignored Removal of materials Choice given Time-out Sent to office Verbal reprimand Redirection Personal Space Given

Letter

A B C D E F G H J I

Angry Outburst

111111111111111

Go to Nurse

1111111111111111 111 111 11 Are behaviors paired with certain consequences?

Examining the Consequences

CONSEQUENCE

Peer Attention Delayed/stopped activity Ignored Removal of materials Choice given Time-out Sent to office Verbal reprimand Redirection Personal Space Given

Letter

A B C D E F G H J I

Tally

15 16 3

STUDENT REACTION Stopped

2

Continued

13 16

% Effective

13% 0% 2 1 66% 3 2 3 2 0% 0%

Examining the Consequences

CONSEQUENCE

Peer Attention Delayed/stopped activity Ignored Removal of materials Choice given Time-out Sent to office Verbal reprimand Redirection Personal Space Given

Letter

A B C D E F G H J I

Tally

15 16 3 3 2

STUDENT REACTION Stopped

2

Continued

13 16

% Effective

13% 0% 2 1 66% 3 2 Are some consequences more effective than others?

0% 0%

Robbie - Summary of analysis

         What we learned from the data to help examine our hypothesis: Ignoring was the most meaningful consequence Peer attention maintains the angry outburst behavior When an activity is stopped, Robbie is most likely going to ask to go to the nurse Fine motor tasks are triggers for the behavior Tests are triggers for the behavior Morning and lunchtimes are the times that most likely will demonstrate targeted behaviors Lunchroom and English are problematic areas Mondays and Fridays are most problematic days

Robbie – Summary of Analysis

    Robbie can cope when told no Robbie does not engage in targeted behavior when doing an unpreferred task Robbie is successful during large group time Before lunch Robbie does not engage in targeted behaviors

Student Case – DATA COLLECTION

    Revisit your student’s target behavior.

What type of data collection will best measure that behavior?

Could the ABC Form or BRS Form work for your student? Make a collection plan  Who will collect the data?

 Who will summarize the data?

 What is the deadline for collection?

The FBA Team Process:

With an understanding of FBA components, how do we FACILITATE the process??

General Facilitator Roles

    Guide team to understand common goals Support goal achievement through collaboration, commitment, and consensus. Help people interact productively to make decisions & ensure everyone is heard Focus on subjects or topics of discussion to drive the meeting

Facilitator Preparation and Planning

     Consider techniques/tools, how decisions will be made, how all will have a voice Identify overall goal; review background information Determine essential participants, make certain of their attendance Determine appropriate time and place Consider group dynamics; potential problems

Establish Meeting Norms/Ground Rules

   A set of guidelines that a team establishes to shape the interaction of team members with each other and with staff outside the team.

Team norms can encompass as many topics as the team deems necessary for successful functioning.

Post norms and mission at meetings for review & reference

Involving the Student

      Prep the student for the meeting individually Have the student complete a student reinforcement inventory ahead of time Work with the student to come up with 3 strengths and 3 areas of need (and ideas to address needs) Highlight the student’s strengths If the student has difficulty participating, provide fixed choice questions If the student is apprehensive, have the student participate in parts of the meeting

Clear Agenda & Goals

      Have a reasonable agenda for the FBA meeting Provide a broad idea of the process Include introduction of all participants Establish goals of meeting Set positive tone Plan for a follow up meeting

Robbie - FBA Meeting Role Play

 Meet Robbie’s team.

FBA Time is Time Well Spent

 Handbook of interventions – useful?

   Match function to the interventions Without a good, valid hypothesis, your interventions may not serve the same function as the problem behavior! How can the replacement behavior serve the same function?

Where are we going next?

   Required: Developing Behavior Support Plans informed by strong FBAs.

Tuesday, January 28, 2014

9:00 – 3:30    Invitation: IEP Behavioral Goal Development & Data Collection

Wednesday, March 5, 2014

½ day morning session

HOMEWORK for 1.28.14

 For your student case,  Complete PTR interview forms from teacher(s), parent(s)  Consider Reinforcement Inventory & Motivation Assessment Scale  Conduct FBA meeting with team  Follow through on data collection plan  Bring materials back on 1/28/14

Action Planning Guide