FBA/BIP Highlights - Center for Community Engagement

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Transcript FBA/BIP Highlights - Center for Community Engagement

Expanding the Power of FBA for all Students Ami Flammini, LCSW [email protected]

Training Behavioral Expectations

EXPECTATION BE RESPONSIBLE BE RESPECTFUL BE PREPARED TRAINING SITE  Make yourself comfortable & take care of your needs  Address question/activity in group time before discussing “other” topics   Ask questions Turn cell phones , beepers, and pagers “off” or to “vibrate”  Contribute where possible  Save talking with your neighbor/s until team time .

 Follow up on tasks for next training day  Take (and Pass) notes (use Action Plan throughout day)


1. Understand where the process can fit within a PBIS framework 2. Understand the difference between brief and complex FBA/BIP 3. Review current challenges of implementation 4. Review and Understand the key components of FBA/BIP 5. Review tools to support FBA 6. Structures to Consider 7. Data

A few notes before we begin…

 Assumptions re: today  A way, not THE way  Action Plan at the End of each Activity  Keeper of the information from today

Grounding Activity

Where does FBA/BIP fit?

School-Wide Systems for Student Success: A Response to Intervention (RtI) Model

Academic Systems Tier 3/Tertiary Interventions

•Individual students •Assessment-based •High intensity

Tier 2/Secondary Interventions

•Some students (at-risk) •High efficiency •Rapid response •Small group interventions • Some individualizing

5-15% 1-5% Tier 1/Universal Interventions 80-90%

•All students •Preventive, proactive

1-5% 5-15% Behavioral Systems Tier 3/Tertiary Interventions

•Individual students •Assessment-based •Intense, durable procedures

Tier 2/Secondary Interventions

•Some students (at-risk) •High efficiency •Rapid response •Small group interventions •Some individualizing

80-90% Tier 1/Universal Interventions

•All settings, all students •Preventive, proactive

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/schoolwide.htm


What is meant by “layering” interventions?

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

Positive Behavior Interventions & Supports: A Response to Intervention (RtI) Model Tier 1/Universal

School-Wide Assessment School-Wide Prevention Systems

ODRs, Attendance, Tardies, Grades, DIBELS, etc.

Daily Progress Report (DPR) (Behavior and Academic Goals) Competing Behavior Pathway, Functional Assessment Interview, Scatter Plots, etc.

Illinois PBIS Network, Revised October 2009 Adapted from T. Scott, 2004 SIMEO Tools: HSC-T, RD-T, EI-T

Tier 2/ Secondary Tier 3/ Tertiary

Group Intervention with Individualized Feature (e.g., Check and Connect -CnC and Mentoring) Brief Functional Behavior Assessment/ Behavior Intervention Planning (FBA/BIP) Complex or Multiple-domain FBA/BIP Wraparound Check-in/ Check out (CICO) Social/Academic Instructional Groups (SAIG)

A Context for Positive Behavior Support

• • • A

redesign of environments

, not the redesign of individuals Plan describes what


will do differently Plan is based on identification of the

behavioral function

of problem behaviors and the

lifestyle goals

of an individual

What’s the difference between brief and complex FBA/BIP ?

Brief vs. Complex FBA/BIP

 Brief Generic Individual Problem solving Team Complex  Individualized FBA/BIP Team Youth   Meeting time/day usually already determined Plan developed quickly/easily  Meeting time/day decided by individualized team  Interventions are highly individualized

Brief vs. Complex FBA/BIP

Brief  Every school has this type of meeting Complex  May be a new type of meeting for schools.  Behavior intervention plans address only one behavior, typically only in one setting.

 Interventions/ strategies address multiple settings and/or behaviors

Brief vs. Complex FBA/BIP

Brief Complex  SWIS data, Daily Progress Report (DPR) points, Functional Assessment interviews  Effectiveness of system monitored by Secondary Systems Planning Team   SWIS data, Daily Progress Report (DPR) points, Functional Assessment interviews, SIMEO Data, direct observation data, additional tools as needed Effectiveness of system  Data reviewed at least every other week monitored by Tertiary Systems Planning Team  Data reviewed at least weekly

Brief FBA

Minimum Key Components: Teacher(s) Interview, Observable Problem Behavior and Summary Statement, Student Interview, Family Interview Continue data gathering until key components are in place.

• • • • • •

Additional Data Tools Used for Complex FBA/BIP

SIMEO  Educational Information Tool  Student Disposition Tool Problem-Behavior Questionnaire Forced-Choice Reinforcement Menu Complex FBA Family-Directed Interview Direct observation Setting-specific data (Scatter Plot, ABC chart)

Tier 3 Behavior Intervention Planning

• • All areas must be addressed:  Setting Events  Triggering Antecedents  Behavior or skills  Consequences All individuals must be involved:  Family  Non-teaching staff/bus drivers etc.

 Teachers/administrators


◦ ◦ ◦ ◦ ◦ ◦ ◦ ◦ ◦ There is a difference between FBA/BIP Only access if have an IEP Put in drawer Written without stakeholders Problem Statement Narrow view of setting event Using FBA/BIP when need higher level intervention Safety Plans aren’t really safety plans It’s about changing the environment around the student

Based on Research and Practical Experience…

• By the time youth access FBA/BIP intervention, they are already at high-risk of placement change • More youth need FBA/BIP sooner. • Many BIPs focus only on rewarding youth for appropriate behavior, omitting supports that make appropriate behavior more likely


 What other challenges have you faced  What solutions have you found

The Bottom Line

• Behavior intervention plans built from functional assessment are more effective.

• Research indicates clearly that an effective intervention is tied to function.

Activity: Reflecting on Current Practices…

• Do your current generic individual problem solving team meetings result in effective behavior support plans for kids?

• Do your current FBA/BIPs prevent problem behavior from occurring? Are youth responding to these supports?

• Do the interventions seem to be applied with integrity?

• Does special education eligibility affect which students have access to FBA/BIP?


Function is identified through structured interviews focusing on the problem behavior, antecedents, consequences, and setting events,


Problem Behavior Pos Reinf Obtain/Get Something Stimulation/ Sensory Social Escape/ Avoid Something Neg Reinf Tangible/ Activity Adult Peer

FBA/BIP Competing Behavior Pathway

Student Strengths 5 Desired Behavior 6 Current Consequence 4 Setting Event 2 Trigger/Antecedent 1 Problem Behavior(s) 3 Maintaining Consequence 8 Function 7 Replacement Behavior

Adapted from Sugai, G., Lewis-Palmer, T., & Hagan-Burke, S., 2000

Defining Problem Behavior

Observable and Measurable • Non-Examples Hyperactive • Aggressive • Delinquent • Psychotic • Irresponsible • • • • • Examples Out of seat and walking around the room touching other student’s things Hits with hands and kicks peers Steals valuable items from peers Reports seeing monsters Arrives to class late 75% of the time

Antecedent (fast trigger)

Non-Examples “ “ Sue wants control ” “ Student has low self-esteem and has missed 11 days so far this year ” Student refuses to listen ” Examples “ Request to do something, request to work on assignments ” “ Sitting in large group ” “ When corrected or redirected by staff ” “ There are no triggers ” “ Physical place, such as games like “ tag ” at recess ”

Maintaining Consequence

Setting Event

• “ Setting event, plus discriminative stimulus, set the occasion for a response that is maintained by a reinforcer ” Or you could say… • “ Setting events make triggers more likely to cause problem behavior ”

Setting Event (slow trigger)

Non-Examples “ History of academic failure ” Examples “ Academic frustration, build up of peer conflict (real or perceived) ” “ ADHD ” “ Parents divorce ” “ Unstructured times, such as the hall, special classes ” “ Premature ” “ Transitions ” “ Tardy to school ”

Desired Behavior

Current Consequence

Consider what most peers obtain from desired behavior Example: Desired Behavior: “ on task and complete homework ” Maintaining Consequence : “ passing grades, decreased office referral ”


Behavior(s) or


” Replacement behaviors must maintain the same function for the student with the same accuracy and efficiency problem behavior.

as the

Replacement Behaviors

Non Examples “ Sit quietly at desk ” “ Student will create and maintain relationships with peers and staff that do not result in conflict or negative actions (ODRs) ” “ Student will develop impulse control and behavioral self control ” Examples “ When teacher puts hand over mouth the student will raise hand and teacher will call on student next (function: attention) ” “Student will do 3 problems, then use a break card. (function: escape from classwork)”

What Skill(s) Does this Student Need?

• • • • What does he need/want/get inappropriate behavior?

from his How is the current behavior reinforced ?

What new behavior does he need to learn ?

How will the new/appropriate behavior be reinforced ?


Problem Behavior Pos Reinf Obtain/Get Something Stimulation/ Sensory Social Escape/ Avoid Something Neg Reinf Tangible/ Activity Adult Peer

Competing Behavior Pathway Reflection

1. Identify which box(s) on the pathway would be most challenging for you to explain to another staff member? Family member?

2. What questions would you need answered to better understand and explain that box?

3. Place questions on chart paper under appropriate heading(s).


Questionnaire, Interview (indirect) Tools

• • • • • • • • • FACTS Function Assessment Checklist for Teachers and Staff FBA Family-directed interview Student directed Interview Assessing activity routines Problem-behavior questionnaire Forced-choice reinforcement menu Setting event checklist SIMEO: SD-T (shortened version for FBA) SIMEO: EI-T

Observation (direct) Tools

Scatter plot

ABC chart

Functional Assessment Observation Form

DPR Card

Using the FACTS Functional Assessment Checklist for Teachers & Staff

• Structured interview questions used with teachers and staff.

• Guides interviewee to think specifically about components of the Competing Behavior Pathway.

Exploring the FACTs

1. Find FACTs interview in folder.

2. Each step will be described and then at your table brainstorm possible questions you would ask a teacher to gather information necessary to complete FBA.

Example: Step #2: Student’s Strengths “

What are the student’s strengths?

FACTS Step #2: Identify Strengths

• Identify at least three strengths or contributions that the student brings to school • Important for developing an effective support plan  Makes it more likely that youth will find strategies appropriate, and buy-in to the plan  Makes it more likely youth will be successful (i.e. learn replacement behavior quickly)  New behaviors more likely to be sustained

FACTS Step #3: Identify Problem Behavior

Referrals by Problem Behavior


Referrals per Prob Behavior

40 30 20 10 0 Lang Achol Arson Bomb Combs Defian Disrupt Dress Agg/fgt Theft Harass Prop D Skip Tardy Types of Problem Behavior Tobac Vand Weap

FACTS Step # 4: Routines Analysis

• Routines to identify  Context in which the problem behavior does and does not occur • Identifying routines  Obtain student schedule and rating of frequency of problem behavior  Look for similarities in context across similar activities

Referrals by Location

50 40 30 20 10 0 Bath R Bus A Bus Caf Class Comm Gym Hall School Locations Libr Play G Spec Other

Example: Student Daily Progress Report (from S/AIG) NAME:______________________ DATE:__________________ Teachers please indicate YES (2), SO-SO (1), or NO (0) regarding the student ’ s achievement to the following goals .

1 st block 2 nd block 3 rd block 4 th block EXPECTATIONS Be Safe Use your words Use deep breathing 2 1 0 2 1 0 2 1 0 2 1 0 Be Respectful Keep arm

s distance Use #2 voice level when upset Be Responsible Ask for breaks Self-monitor with DPR

Total Points

2 1 0 2 1 0

2 1 0 2 1 0 2 1 0 2 1 0 2 1 2 0 1 0 Teacher Initials

FACTS Step 5:

• List the Routines in order of Priority for Behavior Support • FACTS Part B will be used for each routine/behavior you list here (may be sooner or later)

FACTS Step 7: (Part B) Make Sure You Can See the Behavior!

FACTS Step #8: Identifying Antecedents/Triggers

• Response occurs


absence more often in presence then • What happens immediately before the behavior?

• Very specific: where, when, with whom the problem behavior occurs?

• Where, when, with whom desirable behavior is more likely to occur?

Referrals by Time of Day

Referrals by Time of Day

30 25 20 15 10 5 0 7:00 7:30 8:00 8:30 9:00 9:30 10:00 10:30 11:00 11:30 12:00 12:30 Time of Day 1:00 1:30 2:00 2:30 3:00 3:30

FACTS Step #8: Identifying Antecedents/Triggers (Cont.)

What events, contexts, demands, tasks, people reliably trigger/precede the behavior?

• Can you identify events you could change that would prevent the problem?

• Do you clearly understand what does and does not evoke the problem behavior?

• Probe question  If you were going to do one thing to make it REALLY likely the problem happened, what would it be?

 If I did _____________ ten times, how many times would problem behavior occur?

Step 9: Identifying Setting Events


Environmental Setting Events

• Neighborhood • Quality of Life • Interactions/Reactions • Home Environment • Level of Curriculum • Instructional Arrangements

Behavioral Learning Styles as Setting Events

• Preferred Activities • Length of Task • Modality • Multiple Intelligence • Choice Making • Skill Level • Level of Activity

Personal Factors as Setting Events

• Medications • Sleep • Chronic Illness • Nutrition • Arousal • Sensory Sensitivity

FACTS Step #10: Identifying Consequence & Function

• • • What happens immediately after the problem behavior?  How do adults respond?

 How do peers respond?

 What does the student start or stop doing?

Do I understand how the behavior is paying off/why the student is doing this?

Probes:  Think of the last 10 times this behavior happened; how many times did X follow?


Problem Behavior Pos Reinf Obtain/Get Something Stimulation/ Sensory Social Escape/ Avoid Something Neg Reinf Tangible/ Activity Adult Peer

FACTS Step 11: (Last Step) Summary Statement

Setting Events Infrequent events that affect value of maint. conseq.

Antecedent (Fast Trigger) Preceding events that trigger or occasion Challenging Behavior Set of related behaviors of concern Maintaining Consequences Following events that maintain behaviors of concern

Student-Directed Functional Assessment Interview

Define the behaviors of concern.

things you do that get you in trouble or are a problem?

” * “

What are the (Prompts: Late to class? Talk out in class? Don

t get work done? Fighting?)

Complete student schedule. Use the

Student Daily Schedule

matrix to identify the times and classes in which the student performs problem behavior. Focus the interview on those times that are most likely to result in problem behavior.

Family-Directed Functional Assessment Interview

a. What are the things that ______________ does that tend to get him/her into trouble at school? Specifically, what would you say is the

problem behavior

at school? b. What do you think is happening at school that leads _____________into getting into trouble/having difficulty? (What happens before, makes him/her upset or makes the problem more likely to happen?) c. In general, do you have any thoughts as to why/how this is happening? Is_________ trying to get something or avoid something? Is he/she being triggered or set off by something at school?

Reflection on FACTS

 What do you currently use?

 What do you like about it? Don’t like about it?

 What are your thoughts on using the FACTS? Student/Parent Interview?

Linking the FBA to Interventions: Behavior Intervention Plans

BIP includes:

• • • • • • • • Operational definition of problem behavior (or attached FBA that included the operational definition) Statement about the relation between FBA results and the BIP Statement that identifies at least 1 strategy for preventing the problem behavior At least 1 strategy for minimizing reinforcement of problem behavior At least 1strategy for reinforcing the use of the desired/ alternative behaviors Identifies a safety plan for preventing physical harm to self or others A formal and regular (at least twice a month) system for assessing the fidelity with which the plan of support is being implemented A formal and regular (at least twice a month) system for assessing the impact of the plan on student outcome.

Using FBA to Design Effective Support: The Simple BIP

• • • • • • • How can we


problem situations?

What should we


as a replacement behavior?

How to increase


of appropriate behavior?

How to

minimize reward

of problem behavior?


negative consequences

for problem behavior needed?



routines needed?



to collect?

 Are we doing the plan?

 Is the plan working?

Setting Event Manipulations Antecedent Manipulations Behavior Manipulations Consequence Manipulations

Setting Event Manipulations

Assess if math curriculum is at appropriate level Additional instruction in math 1:1 instruction in math

Antecedent Manipulations

Define expectations Divide one long recess into two short recesses that occur earlier Precorrect

Behavior Manipulations Consequence Manipulations

Teach expectations Teach about reward system Teach to ask for help through role playing Reward expectations Ignore inappropriate behavior Earn “attention tickets” Earn other tangibles-e.g., art supplies or time to work on art projects

Behavior Teaching Strategies


“Parents will work with school to help change her behaviors” Most plans do not have a specific teaching strategy.


“Student will read a social story with the social worker to teach him replacement behavior and expectations” “The counselor, parent, psychologist, and assistant principal spoke to the student about behavior plan” “Student participates in SAIG group” “Social worker will go into the classroom 3 days per week during the plan or centers time and will use a teach and model approach to encourage turn taking and appropriate play”

Replacement Behavior Needs:

• • • • • • • • •

Teach student how to communicate need for:

Help A break Interaction Attention Time alone Reduced demands Alternative assignment More time to finish Movement

Replacement Behaviors Must Be:

• • • Do-able Efficient Serve the same function • Socially appropriate These skills have to be directly taught

Strategies to Prevent Problem Behavior


“When student earns a total of 100 points he will receive rewards where he can spend alone time with his mom in order to gain adult approval” “


Precorrect for blurt outs” “Teacher will give student an option of which academic station he wants to start out at” “Token system” “Allow student more time to transition between activities” “Provide tasks nonverbally” “Create a laminated sub plan for each teacher to leave in sub folder”

Examples of Preventive Strategies

• Modify the curriculum (interest preferences, choice, sequence).

• Modify the demands (quantity, difficulty, input, output, groupings, alternative tasks).

• Cool Tools for entire class/grade/school focusing on prevention.

• Reorganize the physical & interactional setting (have supplies available, pair seats, independent seats).

Using Cool Tools (Direct Instruction) as Prevention Support

 Teach new routines & physical arrangements to support student • For example, teaching all students how to transition to class when arrive to school late.

 Cool Tools that target thinking process, beliefs, etc..

• For example, teaching all students that we all work at different speeds and that’s ok.

Consequence Strategies

• Must match maintaining consequence of problem behavior (function) • Reinforce and reward replacement behaviors and response to prevention strategies • Minimize reinforcement of problem behaviors • Include strategies that reinforce entire class/grade (larger population) for using skills taught through cool tools. This contributes to the more supportive environment.

Strategies for Minimizing Reinforcement of the Problem Behavior


“Minimize reinforcement of problem behavior by providing the opportunity to go to the computer lab before school and allowing him to be dismissed early from class to check out and help in early childhood”


“Limit attention” “Ignore problem behavior when there is no danger” Most Plans do NOT address this strategy


Safety Plan?


“If student becomes too disruptive the principal, assistant principal, psychologist, and/or social worker will be called to assist” “Student is removed” “In the event of physical aggression notify the office”

Safety Plan Example










Be aware of cues that student is upset.

Try to calm student. Separate student from peers if possible.

If problem gets worse, notify school principal.

School counselor will cover gym teacher’s class.

Gym teacher will come to talk with student and escort him to gym.

Student takes a 10 minute time-out outside of gym.

Student is verbally praised for calming himself and taking time-out appropriately.

The gym teacher reminds student of expectations upon return.

The gym teacher (or other adult) escorts student back to class.


Talk to your neighbor about the most recent safety plan you read in a BIP.

What was done well?

What needed improvement?

Ideas on how to bring about change?

Plan for implementing the BIP

Plan for Implementation of the BIP

• • Transform ideas for BIP elements into a formal plan for implementation  Who will do what, when, and how will we know?

Logistical arrangements  Who needs to know?

 What materials are needed?

 Who will tell the student?

 Plan for substitutes?

 Do you need a crisis plan?

Tasks • Math assessment and curriculum individualization • Role-play how to make appropriate requests for help • Allow Tom to earn “coupons” to trade in at school store or for 5 minutes of art time as a reward for appropriate behavior throughout the class period • Design behavior card and “coupons” to communicate to all relevant adults how the behavior card will be used • Explain behavior support plan to student Person Responsible • Math Resource teacher • School Psychologist • Teacher • School Psychologist • Teacher • 10/21 By When • Two weeks-11/1 Review Date • 2-3 weeks (11/8) • By 10/25 • 11/8 • Begin 10/22 • 11/8 • 10/21 • 11/8 • 11/8 Evaluation Decision • Monitor • Modify • Discontinue

Activity: Layering Interventions for Efficiency

• What interventions do you already have in place in your school that could be used as part of BIPs to address Setting Events – Consequence modifications?  Ex. CICO, After-school re-teaching of expectations, Classroom Cool Tools…

How can we help expand the power of this process?

Remember Strengths-Based Planning

What does the student like or enjoy?

What is the student interested in?

What does the student like to talk about?

Read about? Draw about? Write about? Play with?

• Identify where, when, with whom the student IS successful.


• • • Dual function  Focus on primary for brief FBA One function as maintaining consequence and another under function  Maintaining Consequence IS Function Control, Power, Revenge as Function  To obtain, to escape

Evaluation Plan

• A formal and regular (at least twice a month) system for assessing the fidelity with which the plan of support is being implemented.

• A formal and regular (at least twice a month) system for assessing the impact of the plan on student outcomes.

Structures to consider

Universal Team

Plans SW & Class-wide supports

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

Uses Process data; determines overall intervention effectiveness

Problem Solving Team

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

Tertiary Systems Team

Uses Process data; determines overall intervention effectiveness

Universal Support CICO SAIG Group w. individual feature Brief FBA/BIP

Sept. 1, 2009


Teaming at Tier 2

• • Secondary Systems Planning Team  Uses process data from CICO, S/AIG, Simple Individualized Secondary & Brief FBA/BIP supports to: a) determine overall intervention effectiveness for each, b) improve integrity, fidelity, procedures etc. for each, c) create interventions that are missing from continuum Secondary Problem Solving Team  Develops plans for one student at a time  Every school has this type of meeting  Teachers and family are part of student’s team

FBA/BIP Facilitator & Team Process

a) Illustrates FBA to the rest of the team through the Competing Behavior Pathway; including hypothesized function; and shares data sources and process used; including interviews that were done. b) Leads the team in

creating a BIP

that require their action.

; making sure all stakeholders give input and agree with aspects of the plan

Other team members/Stakeholders:

a) Ask questions for clarification on FBA & come to consensus on hypothesized function or briefly brainstorm alternative function together with FBA/BIP Facilitator.

b) Work with FBA/BIP Facilitator in creating the BIP; contributing as an ‘implementer’ for parts of BIP where needed (ex. SW may add student to group counseling, Special Education teacher may see youth for after-school tutoring, Counselor may add youth to CICO).


Data-Based Decision Rules: Tertiary Sample to Consider

Identification for Complex FBA/BIP:  Youth is identified by Secondary Problem Solving Team because not responding to Brief FBA/BIP Progress-monitoring:  Outcome data (i.e. ODRs, attendance) is reviewed by FBA Facilitator weekly.

 SIMEO data is collected & reviewed by each FBA/BIP team at least once a month. Exiting/transitioning:  Outcome data (i.e. ODRs etc.) shows improvement (aka response to intervention)  FBA/BIP team agrees interventions can be faded and team is no longer needed

Data Used to Identify Youth Ready for Exiting/Transitioning Out of Support • • • • • • • DPR (Daily Progress Report) points earned each day (data entered into Excel or SWIS) Office Discipline Referrals Suspensions Attendance Tardies Follow-up questionnaire for teachers, family member, or student who made referral Recommendation: SIMEO (Student Information Management of Educational Outcomes)

Example: Individual Student Daily Progress Report NAME:______________________ DATE:__________________ Teachers please indicate YES (2), SO SO (1), or NO (0) regarding the student’s achievement to the following goals .

EXPECTATIONS Be Safe Use your words Use deep breathing 1st block 2 1 0 2 n d block 2 1 0 3rd block 2 1 0 4th block 2 1 0 Be Respectful Keep arm’s distance Use #2 voice level when upset 2 1 0 Be Responsible Ask for breaks Self-monitor with DPR 2 1 0

2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 Total Points Teacher Initials

Replacement Behaviors Reflected in Daily Progress Report (DPR)

• Prompting of Replacement Behaviors • Facilitate transference and generalization of new skills being taught • To monitor progress • Reinforcement connected to use of new skills

Data Used for Ongoing Progress Monitoring

• • • • DPR points SWIS (ODRs, suspensions) Attendance Grades

Same data used to monitor lower level Secondary interventions

Sample: Assessing Implementation

Behavior Support Plan Weekly Assessment

Student:_________________________ Week: ______________________

To what level did we implement the plan we proposed

Low Moderate High 1 2 3 4 5 6

To what degree is the plan having a positive impact on the student?

Low Moderate High 1 2 3 4 5 6

Using Data to Drive Decision-Making

Tools for Complex FBA/BIP:

 Student Disposition Tool (SD-T)  Educational Information Tool (EI-T)

Additional Tool for Wraparound:

 Home, School, Community Tool (HSC-T)


• • • Terry Scott  University of Louisville Cindy Anderson  University of Oregon Rob Horner  University of Oregon