Transcript An Evaluation of a Practical Functional Behavioral

Evidence for Effective
Practical FBA & BSP Trainings for
School Personnel
Sheldon Loman, PhD
9th Annual Conference on Positive Behavior Support
March 15th, 2012
Contact: [email protected]; www.practicalfba.pbworks.com
Who’s here?
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o
o
o
o
o
Administrators?
Teachers?
Paraprofessionals?
Behavior Specialists?
Higher Education Members?
Other related services?
Others?
Special thanks to:
Kristy Lee Park, Chris Borgmeier,
Kathleen Strickland-Cohen, &
Rob Horner
Concern
Basic Message:
As schools adopt Tier 2 and Tier 3 supports,
the behavior specialists in the district are
Any time you feel overwhelmed the
often overwhelmed with requests to
answer
is
likely
to
include
investing
in
the
conduct functional behavioral assessments
of others.
and buildingtraining
behavior
support plans.
Goals
• Propose an approach for making FBA/BSP a practical part of
behavior support in all schools.
• Define how to teach typical school personnel to conduct
“Practical FBAs and BSPs”
• Present documentation that basic FBAs are valid for use in
building behavior support plans.
• Present preliminary data on the efficacy of a practical training
of function-based interventions
• Present How Schools are Using these Practical Approaches
A primary goal of FBA is to….
• guide the development of effective positive
interventions based on the function of the
behavior (e.g. tangible, escape, attention,
automatic; Horner, 1994).
FBA is….
• an empirically supported practice that has
been demonstrated to improve both the
effectiveness & efficiency of behavioral
interventions in schools
• Blair, Umbreit, & Bos, 1999; Carr et al., 1999; Ingram, Lewis-Palmer, & Sugai,
2005; Lee, Sugai, & Horner, 1999; Newcomer & Lewis, 2004.
Filter & Horner, 2009
Ingram, Lewis-Palmer & Sugai, 2005
Newcomer
& Lewis,
2004
Challenges schools face
today are not finding what
works, but implementing
what works.
Fixsen, Naoom, Blase, Friedman, & Wallace, 2005
• Since 1997 FBA has not been implemented widely in schools.
• Not due to lack of knowledge, but to practicality of use
District Behavior
Support Specialist
Train and
coach PBIS
at all three
tiers
Support
Teams
building
behavior
support
plans from
Assessment
information
Train 1-2
people per
school to
conduct
“basic”
FBA & BSP
“Logical Flaws” of FBA use in
public schools
(Scott et al., 2005)
•
FBA is used mainly as a reactionary approach.
• opportunity is lost to utilize FBA technology to develop
interventions that address minor behaviors that usually
precede more serious problems.
• FBA is restricted to set of procedures used by “experts”
• The rich supply of information from people with whom the
student interacts with the most is lost.
• FBA is restricted to rigorous procedures that are unrealistic for
public school settings.
• Disincentive for using FBA technology.
• Cynicism as to the practicality of FBA .
“Scaling Down to Scale up”
• Scott, Alter, & McQuillan (2010)
• In order for FBA to be applied in typical
classrooms we need to simplify the
practices associated with effective FBA
• It is essential to use straightforward
language, rationale, and examples of how
FBA can be applied in the context of
classroom
14
Proactive…Parsimonious…Practical FBA
in schools
• Proactive parsimonious procedures required to create
an effective behavior support plan.
• Given the time & resource constraints in schools, we
must encourage schools to “work smarter” to develop
capacity to implement technology to effectively
support more students.
• Use Practical FBA procedures to develop capacity
within a school to utilize FBA technology.
Practical FBA Logic Model
Individualized
Supports
5% of
Students
Secondary
Group
Supports
10-15% of
Students
School-wide Positive Behavioral
Supports
80% of Students
Overwhelmed
Behavior Specialist
AKA: “Fire-fighter”
Personnel with “flexible” roles conduct
proactive Practical FBA to expand the
scope of FBA, prevent intensive problem
behaviors, & decrease reliance on
specialist.
Current Issues and Needs in
Your District…
• Do people already know how to do FBA in your schools?
• Can a district leader teach FBA procedures in a reasonable amount
of time?
• Are the basic FBAs developed by school personnel valid for building
behavior support plans?
• Do our school teams understand the CRITICAL FEATURES of
function-based interventions ?
• Do we have materials that are practical and effective for use by
district specialists?
Training Series
• 4 training sessions on conducting functional behavioral assessments (FBA)
for students with mild to moderate behavioral problems in schools.
• The training series teaches participants to conduct interviews and
observations in such a way as to precisely determine the relationship
between student problem behavior and the context:
– What the problem behaviors are.
– When, Where, & Why a student’s problem behaviors occur.
• A summary of this information will help an individual student team
develop effective behavioral supports that:
-prevent problem behaviors from occurring
-teach alternative behaviors
-& effectively respond when problem behaviors occur.
Practical FBA process
D.A.S.H.
Session #1
Define behavior in observable & measurable terms
Session #2
Ask about behavior by interviewing staff & student
-specify routines where & when behaviors occur
-summarize where, when, & why behaviors occur
See the behavior
Session #3
-observe the behavior during routines specified
-observe to verify summary from interviews
Hypothesize: a final summary of where, when &
why behaviors occur
Session #4
19
Format of
Practical FBA Training Sessions
Objectives
Checks for
Understanding
Review
Comments/
Questions
Activities
Tasks
Key Points
Practical FBA vs
Comprehensive FBA
Focus of this
training series
Practical FBA
Comprehensive FBA
For:
Students with mild to
moderate problem
behaviors (behaviors that
are NOT dangerous or
occurring in many settings)
Students with moderate to
severe behavioral
problems; may be
dangerous and/or
occurring in many settings
What:
Relatively simple and
efficient process to guide
behavior support planning
Time-intensive process
that also involves archival
records review, familycentered planning, and
collaboration with agencies
outside of school
Conducted by whom:
School-based personnel
(e.g., teachers, counselors,
administrators)
Professionals trained to
conduct functional
assessments with students
with severe problem behaviors
(e.g., school psychologists,
behavior specialists)
21
www.pbis.org
www.practicalfba.pbworks.com
Session #1:
Defining & Understanding Behavior
• Overview of the Practical FBA training series and introduces
concepts, examples, and practice opportunities for participants to
learn how to:
(a) Define behavior (WHAT),
(b) Identify events that predict WHEN & WHERE the specific
behavior occurs
(c) Identify the function of behavior (WHY), and
(d) Construct functional behavioral summary statements
TASK: Find someone at their site whom they may conduct a practice
interview with next week.
Always start with the Behavior
1- Once you have defined the behaviors (the What)
2- & know the Where & When the behaviors
occur #2 (Routine & Antecedents)
3- Then want to find out WHY (the outCome of
the behavior…what happens right afterwards)
2
1
3
Antecedent/Trigger:
Behavior:
Consequence/OutCome
When _____ happens….
the student does (what)__
..because (why) ______
24
Rules for Defining Behavior
• Definitions of behaviors need to be:
• Observable: The behavior is an action that can be
seen.
• Measurable: The behavior can be counted or timed.
• Defined so clearly that a person
unfamiliar with the student could
recognize the behavior without any
doubts!
25
What
is the pay-off
of the
problem behavior?
Functions
that
behaviors
serve
Problem
Behavior
Escape/
Avoid
Something
Obtain/Get
Something
Stimulation/
Sensory
Tangible/
Activity
Social
Adult
Peer
26
Create a Hypothesis Statement for
Johnny’s Behavior
After interviewing Mr. Smith and conducting several observations of Johnny in
the third grade classroom, the team determined that during less structured
class time (free time, cooperative group art projects, etc.), Johnny tears up
his paper and stomps his feet. After Johnny engages in this behavior his
peers laugh at him.
Third grade classroom
Routine: During __(some routine e.g.: _______________
Antecedent/Trigger:
“When ..”
Less structured
class time
Behavior:
“Student does..”
Tears up paper &
stomps feet
Consequence/OutCome:
“Because..”
Peers laugh at him
Therefore, the function of
the behavior is to:
get/avoid
Peer Attention
27
Session #2:
Investigating Behavior
• Review content from the first session
• Instruction, modeling, and practice opportunities in
conducting FACTS interviews with staff and students
(modified from Borgmeier, 2005)
• Practice constructing behavioral summary statements from
each interview.
TASK: Complete a practice FACTS interview with a staff
member at school site.
4 terms of
Hypothesis/Summary Statement
Setting Events/
“Set ups”
Antecedent/
Trigger
Infrequent
events that
affect value
of outcome
Preceding
events that
trigger
Problem
Behavior
Observable
behaviors of
concern
Consequence/
Outcome
Following
events that
maintain
behaviors of
concern
Select #1
Ranked
Answers to
Insert into
Summary
Have
Teacher
Rate the
Statement
Follow-up
Make sure to ask follow-up questions in the right column of Antecedents &
Consequences section
ANTECEDENT(s): Rank Order the strongest triggers/predictors of problem behavior in the
routine above. Then ask corresponding follow-up question(s) to get a detailed understanding
of triggers ranked #1 & 2.
Environmental Features (Rank order strongest 2)
Follow Up Questions – Get as Specific as possible
1 X a. task too hard
If a,b,c,d or e - describe task/demand in detail __writing sentences,
paragraphs, letters, journals, etc. student cannot write because they
don’t know how to read or spell fluently______________________
If f - describe purpose of correction, voice tone, volume etc.
_________________________________________________
If g, h, I, j or k - describe setting/activity/content in detail
____Independent work involving writing or reading; works better
in small groups if he doesn’t have to read or write____________
_________________________________________________
If l – what peers?
___ g. large group instruction
___ b. task too easy
___ h. small group work
_X_ c. bored w/ task
___ i. unstructured time
_X_ d. task too long
___ j. transitions
___ e. physical demand 2_X k. independent work
3_X f. correction/reprimand ___ l. with peers
___ m. Other, describe ______________________
_______________________________________
Session #3:
Observing & Summarizing Behavior
• Review content from previous training sessions & practice
interviews from week before
• Instruction & practice opportunities (using videos) for
participants to conduct ABC observations of students within
routines identified as settings in which the problem behavior
occurs most frequently (based upon the staff FACTS interviews).
• Participants practice constructing summary statements based
upon data from their observations to verify or modify summary
statements derived from their FACTS interviews.
TASK: Complete a practice ABC observation at school site.
Videos used in training available from Sopris
West:
Scott, T. M., Liaupsin, C., & Nelson, C. M.
(2005). Team-based Functional Assessment
and Intervention Planning: A Simplified
Teaming Process. Longmont, CO: Sopris West.
Practical FBA
ABC FAQ
• How many times should I observe the student
in the routine?
• Observe until you are convinced (about 5
to10 occurrences of behavior OR 3 to 1 ratio
verifying FACTS summary).
• You may have to go in on more than one day
or period….but make sure you are going
during identified routine.
• Need to be convinced your observation data
are accurately representing situation
Session #4:
Function-based Behavior
Support Planning
• Review of concepts, skills from first three sessions
• Review practice ABC observations & summarizing results
• Provide opportunities for participants to practice the
skills that they have learned in conducting interviews,
observations, and constructing behavioral summary
statements
• Introduce the Competing Behavior Pathway and ideas for
helping individual student support teams in designing
function-based behavioral supports.
Competing Behavior Summary
Summary of Behavior
Setting
Event
Antecedent
Desired
Behavior
Typical
Consequence
Problem
Behavior
Maintaining
Consequence
Alternate
Behavior
COMPETING PATHWAYS
BEHAVIOR SUPPORT
PLANNING
Neutralize/
eliminate
setting
events
Add relevant
& remove
irrelevant
triggers
Teach
alternative
that is more
efficient
Add effective &
& remove
ineffective
reinforcers
Summary of Behavior - Shane
Setting Event Antecedent
Behavior
Consequence
Teacher/Staff Interview Summary Statement
Academic Failure in
previous class that
day
Difficult tasks, any
word problems &
most math
operations
Work refusal,
doodling, not follow
directives, yells at
teacher, disruptive
Avoid math task,
doodling, work
refusal, sent to office
ABC Observation Summary Statement
Negative
relationship w/
teacher???
Teacher
confrontation
Work refusal,
doodling, yells at
teacher, disruptive
Avoid teacher
confrontation, avoid
math task, to office
Final Summary of Behavior (move to Behavior Plan)
Negative
relationship w/
teacher & previous
academic failure
1.
2.
Teacher
confrontation
Math task
Work refusal,
doodling, yells at
teacher, disruptive
Avoid math task &
teacher confrontation
Examination of Efficacy of
Practical FBA
• To determine if staff with flexible roles in schools (e.g., counselors,
administrators) can be trained to conduct FBA for students with mild
to moderate behavior problems (i.e., students with recurring
problems that do not involve physical aggression or violent
behaviors).
• To determine the efficacy and acceptability of Practical FBA methods
and tools with school personnel.
Methods: 3 Phases of the Study
Phase 1- Practical FBA training on FBA tools & methods provided
to 12 school professionals.
-Pre- & Post-Tests of FBA knowledge
Phase 2- 10 of the 12 Trained participants conducted an FBA
according to procedures they were taught for one student
within their school.
-Using Practical FBA tools: interviewed, observed, and
hypothesized summary of student behavior.
Phase 3- Functional analyses conducted by researcher to test
each participant’s hypothesis/summary statement
-Experimental manipulations to determine the efficacy of
the Practical FBA training .
Results: Phase 1
Pre/Post Training FBA Knowledge
100
97%
96%
93%
87%
80
60
Pre
39%
Post
40
20
0
Cohort 1
99% Inter-rater Total
Agreement on 25% of
tests.
Cohort 2
Cohort 3
Overall
N=12
Overall Pretest M= 39.50% (SD=18.82%)
Overall Posttest M= 92.55% (SD=7.22%)
Results: Phase 2
Acceptability Ratings
Strongly
Agree
6
5.6
5.5
5.7
5.5
5.6
5.3
5.5
Agree
5.7
5.4
5
5
4
3
2
1
Equipped me
Strongly
disagree
Will Use Again
Suggest to
Others
Tools Easy to
Use
Teacher FACTS Student FACTS
N=10
ABC Form
Confident
Inform
Intervention
Time
Reasonable
Overall Benefit
Results: Phase 3
Comparison of Summary Statements
Generated from Interviews
• 9 out of 10 of the summary statements hypothesized by
the FACTS interviews with teachers were verified by results
of experimental functional analysis.
• The one FACTS summary statement that was not verified
by FA actually resulted in further clarification from the
direct observation.
• The school participant decided to use the results from the
direct observation which resulted in a function that was
verified by experimental functional analysis.
Participant 2
Hypothesis: Access Adult Attention
All 10 of the FAs
confirmed the Hypothesis
Statements
Percentage of Intervals with Occurrence of Problem Behaviors
100%
90%
80%
70%
Control Condition
60%
Escape Condition
50%
Attention Condition
IOA
40%
30%
20%
10%
0%
1
2
3
Sessions
4
5
Contributions of Study
• Use of Basic FBA v. Comprehensive FBA
• Proactive, Parsimonious, Practical
• School personnel can conduct “valid” FBAs for students with
mild to moderate behavioral problems.
• Usefulness & acceptability of training/tools
• Utility of FACTS interview tool, but implications of essential
direct observation validation
• Ideas on how to organize personnel within a school/district to
implement best practices
How has
Practical FBA been used?
• Designed to be used by someone well-versed in FBA and
behavioral principles (e.g., behavior specialist, school
psychologist) to train school personnel.
• Springfield Public Schools trained instructional assistants,
teachers, principals, vice principals, counselors, and
specialists from elementary, middle, and high schools (over
40 in attendance).
• Rural Virginia K-8 School District (20 teachers and staff)
Different Formats Used
• Middle and High School Administrators and Counselors
• 4 sessions, 1.5 hours, 2 weeks apart
• K-12 educators – general education teachers, special education
teachers, title reading teachers, classified employees
• 5 sessions, 2 hours, 2 weeks apart
• Elementary teams – principals, counselors, school psychologists,
special education teachers
• 3 sessions, 1 half day followed by 2 sessions, 1. 5 hours, 1 week apart
District in Virginia
2011 – 2012
Plan for District-Wide
Behavior Support
1.
2.
Provide Practical FBA Training for all teachers within the district
From teacher self-nominations, provide coaching and feedback to
complete function-based interventions
Practical FBA Training
Day 1
• Part 1: Defining Behaviors
• Part 2: Assessments
• Part 3: Summarizing Behavior Information
3-hour
Practical FBA Training Results
100%
86%
90%
80%
70%
60%
50%
Pre
40%
Post
30%
20%
16%
10%
0%
n=18 Teachers
Beyond Training to
Professional Development
• Teacher self nominations
• FBA support
• Walked through DASH assessment procedures
• Provide feedback on data assessment
• 1-3 hours of direct coaching
From Practical FBA to
Practical Training on
Function-based Interventions
• The most important purpose of conducting FBA
is to inform the development of Behavior
Support Plans that directly address the
FUNCTION of student behavior
What the Research says
• BSP’s in schools are not function-based, they are
rarely related to the function of behavior
identified in FBA
Blood & Neel, 2007; Etscheidt, 2006; Scott, et al., 2005; Van
Acker, et al., 2005
• We need to continue to examine how we train
school personnel and their ability to develop
function-based interventions with fidelity
Blood and Neil, 2007; Scott, & Kamps, 2007
Steps in Behavior Support
Planning
• Step 1: Develop Competing Behavior
Pathway
• Step 2: Develop Behavior Support Plan
• Step 3: Implementation Plan
• Step 4: Evaluation Plan
• Step 5: Follow-up Meetings to Review
Progress
Practical BSP Training:
Identifying Function-Based
Interventions
Borgmeier & Loman, in preparation
In One Hour Can We Train You
to Identify Effective
Behavioral Interventions for
Challenging Students?
• Borgmeier & Loman,
NWPBIS conferences in Oregon & Washington
59
Participants (n=361)
• NorthWest PBIS Conference Attendees
• Oregon (n=150 & n=51)
• Washington (n=46)
• Vancouver, British Columbia Training
(n=22)
• School District in Washington (n=20)
• Portland State University Students (n=72)
Participant Experience w/
FBA/BSP
% of Participants
29%
27%
15%
3%
4%
10%
Pre-Test/
Post-Test
Design
1 hour
training +
15 min
for Pre &
Post-test
Training format
• Identify function-based interventions for:
• Alternate Behavior
• Antecedent-Behavior-Consequence Interventions
• Training Sequence
• Provide Rationale
• Present Critical Features of Intervention
• Model selection of Best intervention option w/ think-aloud
applying critical features
• Practice w/ Partner & Review
• Test (Forms Counterbalanced between groups)
Example Training
Slides
Behavior Support Planning
Identify a
range of
interventions
that address
prevention (A),
teaching (B) &
consequences
(C)
You may not
use them all,
but it is good to
identify
multiple
interventions
options across
A, B & C
Start w/ Summary of Behavior
from FBA
Targeted Routine
Antecedent
Problem
Behavior
Maintaining
Consequence
& Function
FBA: Summary of Behavior
Targeted Routine
Antecedent
Problem
Behavior
Maintaining
Consequence
& Function
FUNCTION
FUNCTION is where student behavior
intersects with the environment
Function = Learning
Student learns…. When (A), if I (B), then (C)…
Function = how I benefit so I keep doing B
Function Based Interventions
When generating interventions we use Function to develop ideas
to change A, B & C
Targeted Routine
Antecedent
Problem
Behavior
FUNCTION
Function
should guide
selection of
alternative/
replacement
behaviors
Maintaining
Consequence
& Function
Develop the Competing
Behavior Pathway
Targeted Routine
Antecedent
Desired
Behavior
Natural
Consequence
Problem
Behavior
Maintaining
Consequence
& Function
Alternate
Behavior
Start by identifying the Alternate Behavior
… and then the Desired Behavior
Why the Alternate Behavior?
Why can’t we go right to the Desired Behavior?
4. The student is going to
need to gain the math
skills before being able to
do this like peers
1. This is
what we’re
asking the
student to do.
None
identified
Given
double
digit addn
problems
3. Look how
different this is
from what’s
happening now
Complete
math
problem
Success,
another
problem
Throws a
Tantrum
Sent back to
table
(escape task)
Raise hand
& ask for
break
5. So… in the
meantime we use
the alternate
behavior
2. This is what
the student
wants now.
Critical Features of a
Replacement / Alternate Behavior
• An appropriate Replacement Behavior:
• Serves the same function as the problem behavior
• Is easier to do & more efficient than the problem
behavior
• Alternate Behaviors require less physical effort &
provide quicker, more reliable access to desired
outcome/response than problem behavior
• Is Socially acceptable
Which of the Following are Appropriate
Replacement Behaviors?
• Leslie is 12, has severe intellectual disabilities,
does not use words, and hits her head. Head
hitting is maintained by adult attention during
work periods.
• Which is the best Replacement Behavior
1. Serve
same
Function?
Does it
provide
adult
attn?
•
•
•
•
•
Start w/ the
Function
hide under her desk and be ignored
2. Is
sign for “more” to another student
Behavior
easier to
take completed work up to show the teacher
do than
move to sit by another student
problem
behavior?
Use picture communication system to request teacher
help
3. Is Behavior socially
acceptable?
Then, must explicitly TEACH
alternative behavior & desired
behaviors
Then, move to preventing the problem
behavior & prompt alternative
Antecedent
Interventions
Prevent & Prompt
Antecedent Interventions
When generating interventions we use Function to develop ideas
to change A, B & C
Targeted Routine
Antecedent
Problem
Behavior
FUNCTION
Function
should guide
selection of
prevention
strategies
Function
should guide
selection of
alternative/
replacement
behaviors
Maintaining
Consequence
& Function
Antecedent Interventions
Critical features
of Antecedent
Interventions to
prevent the
Problem
Behavior?
Does the intervention
directly address:
a) the antecedent?
b) the Function of
the problem
behavior?
Yes or No?
Why?
Behavior Support Planning
Function Based Interventions
When generating interventions we use Function to develop ideas to
change A, B & C
Targeted Routine
Antecedent
Problem
Behavior
Maintaining
Consequence
& Function
FUNCTION
Function
should guide
selection of
prevention
strategies
Function
should guide
selection of
alternative/
replacement
behaviors
Function
should guide
selection of
consequences:
(+) and (-)
Consequence Intervention:
Reinforcing Positive Behavior
Steps in
Identifying
Reinforcers?
1. Identify an
intervention to
Reinforce the
Alternate
Behavior
2. Identify an
intervention to
Reinforce the
Desired
Behavior
Critical features
of Reinforcers?
a)
Is reinforcer
valued? (start
w/ function of
behavior)
b) Are
expectations
& timeframes
reasonable for
the student?
Yes or No?
Why?
Consequence Intervention
Responding to Problem Behavior
Steps in
Identifying
Responses to
Problem
Behavior?
1. Prompt the
Alternate
Behavior at
earliest signs of
problem behavior
2. Identify a response
to problem
behavior that
does not
reinforce the
Problem
Behavior
Yes or No?
Why?
Morgan’s Function-Based Intervention
Results
Overall Mean Increase by 30%
90%
85%
80%
70%
60%
55%
50%
40%
30%
20%
10%
0%
Pre
Post
n=361
Percent Correct Pre v Post
By Function
100%
86%
90%
84%
80%
70%
60%
54%
57%
50%
Pre
40%
Post
30%
20%
10%
0%
Escape
Attention
Escape Maintained
Percent Correct By Intervention Element
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
89%
84%
93%
89%
86%
77%
74%
65%
61%
57%
36%
26%
83%
56%
Pre
Post
Attention Maintained Percent Correct By Intervention
Element
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
88%
78%
83%
96%
85%
95%
73%
68%
61%
53%
38%
75%
52%
42%
Pre
Post
Mean % Correct By Position
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
85%
83%
86%
87%
84%
86%
64%
55%
50%
56%
53%
54%
88%
57%
86%
84%
64%
52%
84%
58%
Pre
Post
Implications
• We can improve the ability of school personnel to select functionbased interventions from a list of interventions using a vignette
• Previous to training, participants had the most difficult time:
• Identifying Alternative Behaviors
• Teaching Alternative Behaviors
• Reinforcing Alternative Behaviors
• Both Before and After Training participants had difficulty with:
• Interventions for Responding to Attention Maintained Behavior
Limitations
• Continue to develop the assessment tools
• Reliability & Validity testing
• Validity study: Experts indicating logic for identifying functionbased interventions.
• Continue to explore features of Function-based interventions
Next Steps
• Expand training to be more comprehensive (not confined to 1
hour)
• Train beyond choice selection
• Assess maintenance of skills
• Assess generalization of skills to real cases
• Move beyond choice selection to intervention identification
• Kathleen Strickland-Cohen Dissertation
• Efficacy of Training School Personnel to Build Behavioral
Interventions from Functional Assessment Information
Four 1-Hour Training Sessions
• Session #1: Using FBA data to build competing
behavior pathways
• Session #2: Identifying and selecting functionbased prevention, teaching, and
consequence strategies
• Session #3: Contextual fit, implementation and
evaluation planning
• Session #4: Leading a BSP team
Methods by Phase
• Phase 1: From “Practical FBA” to BSP training series –
13 BSP Team Leaders
• Pretest of behavioral knowledge
• Pre- & Post-tests of BSP development knowledge
• Preliminary Results: From 62% to 88%
• Phase 2: Nine participants from Phase I lead behavior
support teams in development of BSP for 1 student
• BSPs assessed for technical adequacy and contextual fit
• Phase 3: Seven Student BSPs implemented
• Direct observation data to assess:
• Impact on student behavior
• Fidelity of Implementation
Initial Results
References
• Blood, E., & Neel, R. S. (2007). From FBA to Implementation: A Look at What
Is Actually Being Delivered. Education and Treatment of Children, 30(4), 6780.
• Etscheidt, S. (2006). Behavioral Intervention Plans: Pedagogical and Legal
Analysis of Issues. Behavioral Disorders, 31(2), 223-243.
• Scott, T. M., & Kamps, D. M. (2007). The Future of Functional Behavioral
Assessment in School Settings. Behavioral Disorders, 32(3), 146-157.
• Scott, T. M., McIntyre, J., Liaupsin, C., Nelson, C., Conroy, M., & Payne, L.
(2005). An Examination of the Relation between Functional Behavior
Assessment and Selected Intervention Strategies with School-Based Teams.
Journal of Positive Behavior Interventions, 7(4), 205-215.
• Van Acker, R., Boreson, L., Gable, R. A., & Potterton, T. (2005). Are We on the
Right Course? Lessons Learned about Current FBA/BIP Practices in Schools.
Journal of Behavioral Education, 14(1), 35-56.
Slides are available on-line at:
www.practicalfba.pbworks.com
Questions? Contact:
[email protected]