Transcript PBIS Forum 2013 - basicfba2bsp [licensed for non

Basic FBA to BSP: Building Local Capacity for
Conducting Function-Based Assessment &
Individualized Behavior Support
Sheldon Loman, PhD
[email protected]
www.basicfba2bsp.pbworks.com
Who’s here?
o Administrators?
o Teachers?
o Behavior Specialists?
o Higher Education Members?
o Other related services?
o Others?
Instructional
Practices for
People w/
Significant
Disabilities
Positive
Behavior
Support
Educational Systems
Change
Goals/Outcomes
By the end of the day today you will be able to…
• Use Basic FBA to BSP Manual, Process, & Materials in order to conduct FBA and
train others to conduct FBA and design Function-based behavior supports.
• Specifically define behavior, identify variables that trigger problem behavior, and
determine the function/ pay-off of student problem behavior.
• Conduct a Functional Assessment Checklist for Teachers and Staff (FACTS) interview
• Observe using the Basic FBA to BSP ABC Recording Form
• Identify the critical features of a behavior support plan that will make student
problem behavior irrelevant, inefficient, and ineffective.
I hope you will learn to…
• Identify the research-base for the use of a practical approach to
training school personnel to conduct FBA/BSPs
• Identify the procedures and tools needed for school district behavior
support specialists to use in training school personnel to conduct
practical FBA/BSPs
• Identify a process for creating capacity in schools to support the
development and implementation of function-based interventions
Today’s Agenda
9:00-10:30
Introduction to Basic FBA to BSP
Defining Behavior (Module 1)
10:30-10:45 Break
10:45-12:00 Investigating Behavior (Module 2)
12:00-1:25
1:15-2:30
Lunch
Observing Behavior (Module 3)
2:30-2:45
2:45-4:00
Break
Critical Features of Behavior Support Planning
(Module 4)
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.
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
“Scaling Down to Scale up”
• Scott, Alter, & McQuillan (2010)
• In order for FBA to be applied in 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
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Concern
• Behavior specialists are often overwhelmed with requests to conduct
functional behavioral assessments
and building behavior support plans.
Basic Message:
Any time you feel overwhelmed the answer is likely to
include investing in the training of others.
Behavior Support Specialist
Train & coach
teachers on
classroom
management
Support Teams
building
behavior support
plans from
Assessment
information
Train 1-2 people
per school to
conduct “basic”
FBA & BSP
Current Issues and Needs in Your District…
• Do people already know how to do FBA in your
schools?
• Are the basic FBA/BSPs developed by school
personnel valid for improving student behavior?
• 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?
A Proactive Approach to Behavior Support
Planning
• Majority of problem behaviors that teams encounter
do not require comprehensive FBA-BSP
• Using simplified FBA-BSP procedures that “match” the
level and intensity of problem behavior
• Provide FBS at the first signs of persistent problem behavior
Basic FBA:
Complex FBA:
Behaviors and Maintaining Functions
are Easily Defined and Identified
Behaviors and Maintaining Functions
Vary, and are not Easily Defined
and/or Identified
“Work Smarter NOT Harder…”
By using the 4 “P”s
• Proactively build capacity- Train 1-2 school personnel in each school with a “flexible”
role to conduct FBA/BSPs for students with mild/moderate problem behaviors
• Parsimonious tools- Use simple tools and terminology that are relatable to school
personnel
• Practical Trainings- Provide short training sessions that teach “less more thoroughly”
based on established instructional practices
• Prioritized follow-up- Through use of quick in-training assessments to determine
those participants that will require more follow-up coaching
Basic FBA/BSP
Research in Schools
“Practical FBA” Training Series (Loman &
Borgmeier, 2010)
• Four 1-hour trainings designed to train staff with flexible roles in
schools (e.g., counselors, administrators) to conduct Basic FBA for
students with mild to moderate behavior problems
• Sessions:
•
•
•
•
Defining & Understanding Behavior
Investigating Behavior: FBA Interviewing
Observing & Summarizing Behavior
Function-based Behavior Support Planning
Examination of Efficacy of Practical FBA (Loman
& Horner, 2013)
• To determine the efficacy and acceptability of
Practical FBA methods and tools with school
personnel.
• Phase 1- Practical FBA training on FBA tools & methods
provided to 12 school professionals
• Phase 2- 10 of the 12 Trained participants conducted Basic
FBA for one student within their school
• Phase 3- Functional analyses conducted by researcher to
test each participant’s hypothesis/summary statement
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
Overall Pretest M= 39.50% (SD=18.82%)
Overall Posttest M= 92.55% (SD=7.22%)
N=12
Results: Phase 2
Acceptability Ratings
Strongly
Agree
6
5.6
5.5
5.7
5.5
5.6
5.3
Agree
5.5
5.7
5.4
5
5
4
3
2
1
Equipped me
Will Use Again
Strongly disagree
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
• 8 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
Basic FBA to BSP Training Series (StricklandCohen, Loman, & Borgmeier, 2012)
• Four 1-hour trainings developed to teach behavior support
professionals to lead a team in using FBA data to build efficient BSPs
for students with mild to moderate problem behaviors
• Sessions
•
•
•
•
Identifying Replacement Behaviors
Selecting Function-based Strategies
Implementation & Evaluation Planning
Leading a BSP team
From “Practical FBA” to BSP (Strickland-Cohen &
Horner, 2013)
• Phase 1: From “Practical FBA” to BSP training series – 13 BSP Team Leaders
• Assess change in knowledge (descriptive)
• Phase 2: Six team leaders guided behavior support teams in development of BSP
for 1 student
• BSPs assessed for technical adequacy and contextual fit (descriptive)
• Phase 3: Student BSPs implemented
• Direct observation data to assess:
• Impact on student behavior
• Fidelity of Implementation (experimental)
Pre/Post-Test Results: Assessment of BSP Knowledge
Pre Test
Participant
Post Test
Percent Change
1
63% (A)
96% (B)
+33%
2
67% (A)
84% (B)
+17%
3
69% (A)
94% (B)
+25%
4
65% (A)
86% (B)
+21%
5
60% (A)
88% (B)
+28%
6
63% (A)
90% (B)
+27%
7
43% (A)
82% (B)
+39%
8
61% (B)
92% (A)
+31%
9
63% (B)
82% (A)
+19%
10
45% (B)
80% (A)
+35%
11
67% (B)
90% (A)
+23%
12
61% (B)
86% (A)
+25%
13
80% (B)
94% (A)
+14%
Mean
62%
88%
+26%
Intervention
Baseline
100
Sebastian
75
Off-task
Problem
Behavior
50
Talk outs
Implementation Fidelity
25
0
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
2
21
2
2
2
100
25
2
27
Bailey
75
Off-task
50
Int w/ PB
Implementation Fidelity
25
0
% 10 sec intervals
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
2
21
2
2
2
100
25
2
27
Micah
75
Int with PB
50
Implementation
Fidelity
25
0
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
2
21
2
2
2
25
2
27
100
Charlie
75
Int with PB
50
Implementation Fidelity
25
0
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
2
21
2
2
2
25
2
27
100
Gareth
75
Int with PB
50
Implementation Fidelity
25
0
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
Sessions
16
17
18
19
2
21
2
2
2
25
2
27
Intervention
Baseline
100
Sebastian
75
Academic
Engagement
Implementation Fidelity
50
Engagement
25
0
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
2
21
2
2
2
25
100
2
27
Bailey
75
Implementation Fidelity
50
Engagement
25
0
% 10 sec intervals
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
2
21
2
2
2
25
100
2
27
Micah
75
Implementation
Fidelity
50
Engagement
25
0
100
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
2
21
2
2
2
25
2
27
Charlie
75
Implementation Fidelity
50
Engagement
25
0
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
2
21
2
2
2
25
2
27
100
75
Gareth
50
Implementation Fidelity
Engagement
25
0
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15 16
Sessions
17
18
19
2
21
2
2
2
25
2
27
To see most recent manuals/materials go
to:www.basicfba2bsp.pbworks.com
Format of
Basic FBA to BSP Training Sessions
Objectives
Checks for
Understanding
Review
Comments/
Questions
Activities
Tasks
Key Points
Basic FBA to BSP Training Series
•
•
•
•
•
•
•
Module 1- Defining & Understanding Behavior
Module 2- FBA: Practice Interviewing
Module 3- FBA: Practice Observing
Module 4- Critical Features of BSP
Module 5- Building BSP from FBA
Module 6- Implementation & Evaluation
Module 7- Leading a BSP Team
Basic vs. Complex FBA/BSP
Focus of this training
series
Basic
Complex
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 for behavior support planning
based on “practical” FBA data
Time-intensive process that involves emergency
planning, family-centered planning, and
collaboration with outside agencies
Developed by
whom:
Team of school-based professionals
(e.g., PBS team members whose job
responsibilities include FBA and
behavior support planning)
School-based team including professionals
trained to develop and implement intensive
interventions for students with severe problem
behaviors (e.g., behavior specialist)
34
Basic FBS/BSP Methods are designed to be used
with students who:
Exhibit problem behaviors that are NOT
dangerous (e.g., talking out, non-compliance,
not completing work, social withdrawal)
Exhibit problem behaviors in 1 to 2 school
routines (e.g., specific classroom activities,
lunch, recess)
Have received interventions that did not improve
problem behavior
Basic FBA/BSP Methods are NOT sufficient for use
with students who:
Exhibit dangerous behaviors (e.g., hitting,
throwing objects, property destruction)
Exhibit problem behaviors during 3 or more
school routines
Module 1 Objectives
*For All School Staff to Attend
By the end of this module you should be able to:
1. Define observable behavior (What).
2. Identify events that predict When & Where the specific behavior
occurs.
3. Identify Why a student engages in the specific behavior.
4. Construct hypothesis statements that summarize the What,
When, Where, & Why of a student’s behavior
36
Always Start by Defining the Problem Behavior
2
1
3
Antecedents/Triggers
Behavior:
Consequence/Function
the student does (what)__
..and as a result ______
When _____happens….
Once you have defined the problem behavior…
THEN: Where & When does the behavior occur?
– Routines
– Triggering Antecedents
2
1
Antecedents/Triggers
Behavior:
When _____happens….
the student does (what)__
Once you have defined the behavior (the What) &
know Where & When the behavior occurs…
Then: WHY does the behavior continue to occur (what happens right
afterwards)? Step #1: What is the CONSEQUENCE? Step #2: What is
the PAYOFF?
2
Routines/Antecedents/Setting
Events:
When _____happens….
1
3
Behavior:
Consequence/Outcome
the student does (what)__
..and as a result ______
Bobby’s Summary Statement
Routine: During ________________
Science
Antecedent/Trigger:
When ..
Asked to work with a partner
Behavior:
Student..
Tears assignment & stomps
feet
Consequence/Outcome:
and as a result...
Sent to his desk to complete the
assignment
Therefore, the function of the
behavior is to: get/avoid
Avoiding working with a partner is the payoff for the behavior!!
Working with a
partner
40
After we defined the behavior (the What) & know
Where & When & Why the behavior occurs…
Then: We ask: Are there any events that happen outside of the
routine that “SET UP” the behavior (make it more likely to
occur)?
4
2
1
Setting Events
Antecedents/ Triggers
Behavior
3
Consequence/ Outcome
Check #1 (page 1.12)
Define the ABC’s of understanding the function of behavior:
A____________________
B____________________
C____________________
• What should you always do first?
42
Task
• Over the next week…
1. Select a student in your school who has persistent problem behavior that
is not dangerous.
Identify:
• 1 appropriate behavior (a behavior you would like to see increase)
• 1 inappropriate behavior (that you would like to decrease)
2. Define both behaviors in observable and measurable terms, and identify
the antecedents that happen before and consequences that follow each
behavior.
43
Module 2 Objectives
Using the FACTS interviews with staff and students to specify:
1. The problem behaviors
2. Routines in which problem behaviors occur
3. Triggers or predictors of the problem behavior
4. Pay-off (Function) the behaviors have for student
5. Possible setting events
6.Summary of behavior
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 ______________________
_______________________________________
Select #1 Ranked
Answers to Insert
into Summary
Have Teacher Rate
the Statement
Task
• This week, conduct a FACTS interview with a staff member that
is very familiar with a student that requires individual
behavioral support.
• Give yourself 30-45 minutes to complete the interview
• PLEASE BRING TO NEXT SESSION
Module 3 Objectives
• Utilize information obtained from FACTS interview(s) to plan
for observations.
• Observe students within routines identified by the FACTS
interview(s)
• Observe to test the Summary of Behavior obtained from the
FACTS interview
• Practice using ABC Recording Form.
49
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.
Task
• This week, conduct an ABC Observation for the same student
that you completed the FACTS interview for last week.
• Give yourself 20-30 minutes to conduct the observation.
• Remember, you need to be convinced.
• PLEASE BRING TO NEXT SESSION
53
Module 4 Objectives
*For All School Staff to Attend
online version with pre & post-test at: www.functionbasedthinking.com
• Use a Competing Behavior Pathway to Identify Function-based
behavior supports that:
– Teach positive behaviors to replace problem behavior
– Use strategies to prevent problem behavior & prompt positive
behaviors
– Reinforce replacement & desired behaviors
– Effectively respond to problem behaviors by redirecting & minimizing
their pay-off
Competing Behavior Pathway
Completed from FBA
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 (-)
Critical Features of BSP
Replace problem behavior by Teaching a socially acceptable, efficient behavior that allows
student to obtain the pay-off/function
Prevent problem behaviors by directly addressing triggers & prompting replacement behaviors
based on the function of behavior
Reinforce replacement & desired behaviors based on function/pay off for the student
Redirect problem behaviors by quickly & effectively redirecting student to replacement
behavior
Minimize Reinforcement by ensuring that problem behaviors do NOT pay off for the
student (i.e. does not result in the function of behavior)
Activity 1: Identify the Replacement Behavior
1. Serve same
Function?
2. Is it Easier?
3. Is it Socially
Acceptable?
Yes or No?
Why?
Task
• School Team Participants…..
• Over the next week…
1. Complete the Competing Behavior Pathway & BSP Form (see
Appendix Form E) to identify function-based interventions for the
student for whom you conducted the FBA interviews and
observations.
Bring 2 copies to the next training
59
Results
Overall Mean Increase by 30%
90%
85%
80%
70%
60%
55%
50%
40%
30%
20%
10%
0%
Pre
Post
n=361
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
Be one of the first to complete our online
version of Module 4 at:
• www.functionbasedthinking.com
62
Module 5
Selecting Function-Based Interventions
Module 5 Objectives
By the end of this Module Team Leaders will be able to:
1. Explain the differences between the Alternative/Replacement Behavior and
the Desired Behavior
2. Describe the different types of behavior support strategies/ interventions that
must be included as part of the BSP
3. Discriminate between function-based and non-function-based teaching and
antecedent strategies
4. Identify function-based strategies for rewarding replacement/desired behavior
AND minimizing the payoff for problem behavior
5. Label missing and incorrect components, when provided with sample behavior
support plans
Example A.
Routine 1st Period Writing
Setting Event
Parent brings to
school (does not
interact with peers
on bus)
Desired Behavior
Consequence
Complete writing
assignment and turn in
work
Good grades, teacher
acknowledgement
Antecedent
Problem Behavior
Asked to finish
homework or
write in his
journal
independently
Out of seat (walking around
room), making noises, and
talking to peers
Consequence/Function
Access Peer Attention
Peers laugh and talk with him,
and talk about it after class
Replacement
Behavior
Ask to work with a peer
Setting Events
Manipulate Antecedent
Arrange time for positive
adult attention before writing
on days when student is
brought by parent
Remind student before
independent-work time that he
may choose to work quietly with
a peer
Allow student to sit with
preferred peer in 1st period
writing
Teach Behavior
Teach student to appropriately
ask to work with a peer
Explicitly teach what “on-task”
behavior looks like (and does not
look like) in writing class
Alter Consequences
Rewards
Student can work with peer when
asks appropriately
Student can earn 5 minutes of free
time with a peer, if stays on task
for 90% of period for 5
consecutive days
Response to Problem
When student starts to get out of
seat/engage in problem behavior,
remind him to ask appropriately to
work with a peer
Module 6
Implementation & Evaluation Planning
Objectives
By the end of this module you will be able to:
1. Explain the meaning and importance of “Contextual Fit”
2. Describe the essential components of implementation
plans
3. Define the necessary components of evaluation plans and
provide examples of appropriate short- and long-term
goals
4. Describe data collection procedures that would be used
to track implementation fidelity and student progress
when provided with a sample BSP
67
Considering Contextual Fit
• How can we revise the strategies while still preventing
problem behavior?
Consequence Strategies
Reinforce Desired Behavior
When on task for 15 min,
the student will be allowed
to go to back table play a
game with a student who
has completed work for 5
min.
Minimize Reward for
Problem Behavior
Student will stay after
school until math
assignments are completed
Consequence Strategies
Staff Concern:
Staff feel that
this reward will
be too disruptive
to the rest of the
class
Staff
Concern:
Staff agree
that this is
function-based
but is not
feasible
Reinforce Desired Behavior
When student has been
on task for 15 min, she
will be allowed to sit
quietly at her desk and
read or draw for 5 min
Minimize Reward for
Problem Behavior
Student will stay in from
recess to complete work
Implementation
Planning
What
Who When
69
Evaluation Planning: How Will We Measure
Progress??
The team identifies:
- Short-term goal
- Long-term goal
EVALUATION PLAN
Behavioral Goal (Use specific, observable, measurable descriptions of goal)
What is the short-term behavioral goal?
_________ Expected date
What is the long-term behavioral goal?
- Specific evaluation
procedures
- Date to meet and
evaluate the
effectiveness of the
plan
_________ Expected date
Evaluation Procedures
Procedures for Data Collection
Data to be Collected
Person
Responsible
Timeline
Is Plan Being
Implemented?
Is Plan Making a
Difference?
Plan date for review meeting (suggested within 2 weeks) ________________
Evaluation Planning: How Will We MEASURE
Progress?
• In addition to long- and short-term goals, the
evaluation plan includes the specific data that will be
collected to assess:
#1. Is the plan being implemented as designed?
#2. Is the plan making an impact on student behavior?
Example: Implementer Checklist
Questions
1. Was the tape outline on the carpet marking Sheldon’s spot?
2. Was Sheldon given a weighted vest at the beginning of circle time?
3. Did I remind Sheldon what appropriate sitting/raising hand looks like
at the beginning of circle time?
4. Did I provide stickers for hand raising, and staying in seat?
5. Did I minimize attention to problem behavior?
6. Did I provide frequent attention for appropriate behavior?
7. If Sheldon had to go to time-out, did I allow him to rejoin the group
within 2 minutes?
TOTALS
Yes
(every
Kind of
(2-3
No
(0 days
day this
week)
days this
week)
This
week)
Notables *
Module 7
Leading a BSP Team
Objectives
By the end of this module you will be able to:
1. Explain the role of BSP Team Leader and team
members in support plan development
2. Identify the specific activities that the team leader
will engage in before, during, and after the teambased BSP development process
3. Describe the process for conducting and products
that should result from a Plan Review Meeting
4. Lead a “team” of professionals through the process
of developing a sample BSP
74
Basic BSP Team Members
Basic BSP Team Leader
Staff member with:
a. Basic Behavioral Knowledge
b. Understanding of FBA
c. The Role of Leading BSP Teams
Team Members
Teachers & Staff who work w/ student
(Gen Ed & SPED staff as appropriate)
***For more challenging cases, make sure
to involve Behavior Specialist
Meeting Facilitator
Ensure Technical
Adequacy, Monitor
Progress
Implementer(s) w/
Knowledge of
Student & Context
Rate Contextual Fit
Behavioral Expertise/
Case Manager &
Facilitator
Completing the
Competing Behavior Pathway
Long-Term
Goal
Desired Behavior
Consequence
Complete writing
assignment and turn in
work
Good grades, teacher
acknowledgement
Routine Math Class
Setting Event
None Identified
Antecedent
Asked complete
long division
problems
Problem Behavior
Verbally refuses, tears
up worksheet
Consequence/Function
Reprimand and sent to hall
AVOIDS DIFFICULT TASK
Replacement
Behavior
Ask to work with a peer
1. Serves
same
Function?
2. Is it Easier?
3. Is it Socially
Acceptable?
Identifying Strategies: Questions for the
Team Setting
Antecedent
Teaching
Consequences
Event
Strategies
Strategies
Eliminate or
Neutralize Setting
Events
Prevent/Modify
“Triggers”/ Prompts
for Alt/Des
How can we
arrange the
environment to
Prevent problem
behavior?
How will we
prompt the
Replacemen
t behavior?
Strategies
Teach Alternate / Desired
Behavior
Strategies
Reinforce Alt/Des Behavior
How will we:
How will we
teach a
replacement
behavior?
What skills
can we teach
to move
toward the
desired
behavior?
-Reward the Alt
behavior?
-Maximize
payoff for
approximations
of desired
behavior?
Response to Problem
Behavior
How will we
Minimize the
Payoff for the
problem
behavior?
Example: Revising Strategies
• How can we revise the strategies while still preventing
problem behavior?
Manipulate Antecedent
Prevent problem behavior
Modified assignments:
Intersperse easy problems
with long division problems
Prompt Alternate/Desired
Behavior
Put visual reminder on desk
to prompt H to ask for a
break or easier task
Teacher Concern:
Teacher doesn’t
think it’s
necessary, instead
teach student
they can cross off
difficult problems
Teacher
Concern:
“Not age
appropriate,
would verbal or
gesture
reminders
work?”
Manipulate Antecedent
Prevent problem behavior
Teach student to cross
off difficult problems and
move on
Prompt Alternate/Desired
Behavior
Give verbal/gestural
reminders to take a break
Training Staff How to Implement the BSP
• The plan will not be implemented if:
• Staff don’t understand how to do it
• The plan will not work if:
• The intervention is being used incorrectly
• Plan times for Modeling/Roleplay and Feedback
• Think 20-30 min
• Roleplay with teacher/staff outside of problem context
• What actions will be taken, what words will be used, what materials are
needed and how will they be used?
• Plan for Observations and Follow-ups to provide feedback, help
problem solve, and ensure that intervention is being used as
designed
• Ex. E-mail “check-in”, along with periodic visits/observations
Example #2: Garret
• During large-group instruction in Math, when
students are asked to attend to the materials being
projected on the screen at the front of the class.
Garrett often turns around in his chair, gets out of
his seat and walks around the room, and makes
comments to or faces at peers. FBA data show that
his behavior is mostly likely maintained by peer
attention. Garrett is currently off-task approximately
85% of the time during large-group and he is turning
in less than 50% of his math assignments.
80
Basic Behavior Support at
the District Level
Bethel School District Demographics
• Bethel is a school district Eugene, Oregon that is home to approximately
5,700 students.
• 60% of students qualify for free & reduced lunches.
• 17% of students identified as having a special education eligibility.
• Five Elementary Schools
• Two K-8 Schools
• Two traditional middle schools
• One alternative high school (grades 10-12)
• One traditional high school
Basic FBA to BSP at the District Level
• Bethel School District, Eugene OR
• Trainers: Lisa Bateman & Kathleen Strickland-Cohen
• 3 two-hour sessions
• Session 1: Basic Behavioral Principles and FBA Interviewing
• Session 2: Observing & Summarizing Behavior and Selecting Replacement Behaviors
• Session 3: Selecting Function-based Interventions and Implementation & Evaluation
Planning
• Participants (n = 42) All participants K-8
• Special and General Education Teachers
• Counselors
• School Psychologists
• Administrators
Pre/Post Measure: BSP Knowledge
Assessment
• 50 item pretest
• Assessed ability to:
• List the critical features of behavior support plans
• Identify missing or incorrect items on sample plan
• Discriminate between Function-Based, Neutral, and Contraindicated
strategies
Jessica, a 7th grade student, was referred to the behavior support team for ‘disrespect’ by staff that
monitors the halls during passing periods. After interviewing the staff and conducting several
observations of Jessica’s behavior between classes, the team determined that when walking down the
hallways between classes, Jessica shouts curse words and intentionally bumps into peers. This behavior is
most likely to occur on the days that Jessica arrives late to school. Based on the data collected, the team
agreed that the function of Jessica’s behavior is to obtain adult attention.
Based on the information provided in the vignette, the team is considering the following interventions.
For each intervention, please indicate if you would rate it as a FB (function-based), N (neutral), or C
(contraindicated) in the spaces provided.
1. ____
C When problem behavior occurs in the hallway, provide a verbal reprimand and have the student go back to
her classroom and then walk down the hallway the ‘right way’.
2. ____
FB Appropriate hallway behavior will be added to Jessica’s daily point card, and before classes begin she will
‘check-in’ briefly with each of her teachers regarding her behavior.
FB On days that the student arrives late to school, she will be allowed to spend 5-10 minutes with the school
3. ____
counselor (a preferred adult) prior to going to class.
C When problem behavior occurs, take the student aside to explain why her behavior is inappropriate and how
4.____
she should behave in the hallway.
FB Teach student appropriate ways to gain attention from adults and peers in the hallway.
5. ____
C When problem behavior occurs, student will be immediately sent to the office to discuss the incident with
6. ____
the principal or counselor.
7. ____
N An announcement will be made over the PA system each morning reminding all students how to behave in
the hallways.
FB Provide frequent descriptive adult praise for appropriate hallway behavior.
8. ____
85
Basic FBA/BSP Pretest-Posttest Data
Participant #
Pretest
Posttest
% Change
1
38%
64%
26%
2
44%
67%
23%
3
54%
71%
17%
4
50%
72%
22%
5
58%
72%
14%
6
48%
73%
25%
7
52%
78%
26%
8
64%
78%
14%
9
62%
80%
18%
10
82%
80%
-2%
11
31%
84%
53%
12
41%
84%
43%
13
56%
84%
28%
14
58%
84%
26%
15
58%
84%
26%
16
60%
84%
24%
17
38%
86%
48%
18
42%
86%
44%
19
48%
86%
38%
20
58%
86%
28%
21
68%
92%
24%
22
80%
92%
12%
23
84%
92%
8%
24
56%
96%
40%
25
74%
96%
22%
26
80%
96%
16%
27
80%
96%
16%
AVG
AVG
58%
58%
83%
83%
Pretest Range = 31 to 84%
Posttest Range = 64 to 96%
25%
25%
86
Follow-up Staff Survey
• 3 months after Basic FBA to BSP trainings
• 58% of participants had completed at least 1 Basic FBA/BSP
• Average of 3 plans (range: 1 to 5)
• Reasons given for not completing a plan
• 47% “No student need during the past 3 months”
• 33% “No time in schedule dedicated to FBA/BSP”
• 6% “Current job responsibilities do not include FBA/BSP”
87
District Level Implementation: What do we
need to be effective?
• Investment and Commitment to School-Wide Prevention
• District Training for Personnel in Each School
• Follow up and on-site capacity building
• Data Systems
• Identifying students early
• Tracking student progress
• Team-Based Decision Making Model
• Regular meetings
• Representative teams
• Data for decision making
88