NJ

PBSIS

Helping Schools Build Systems of Support

Introduction to Function-Based Problem Solving

NJ PBSIS is a collaboration between the

New Jersey Department of Education, Office of Special Education Programs

and

The Boggs Center

, Rutgers Robert Wood Johnson Medical School. NJ PBSIS is funded through the I.D.E.A. 2004, Part B Funds.

Rutgers, The State University of New Jersey

NJ

PBSIS

Helping Schools Build Systems of Support • The purpose of the NJ PBSIS initiative is to build capacity among school personnel to create proactive and positive school systems that a) increase available instructional time; b) encourage and support pro-social student behavior; c) use a continuum of function-based problem solving to address behavior and conduct issues; and d) create environments conducive to including students with disabilities and behavior support needs.

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NJ

PBSIS

Helping Schools Build Systems of Support • PBSIS is a collaboration between the New Jersey Department of Education, Office of Special Education Programs and the Boggs Center at Rutgers Robert Wood Johnson Medical School. State Training Team: • • • Sharon Lohrmann, Ph.D

Bill Davis, M.Ed

Scott McMahon, MSW • • • Kate Handville, Ed.S

Paula Raigoza, M.Ed

Blair Rosenthal, Ph.D

• NJ DOE – OSEP Coordinator: Perkie Cannon, M.Ed

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To encourage a respectful learning environment:

• Ask questions & make constructive comments • Participate in activities and discussions • Refrain from conversations while the presentation is occurring – If folks are talking in your area respectfully ask them to stop 4

www.njpbs.org

Please put me on silent!

Electronic devices are an integral part of our life.

We understand you need to attend some matters occurring back at the school.

Please make and take calls out in the lobby area.

Please respect the learning environment and put devices aside.

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Tertiary Intervention Tier Secondary Intervention Tier Universal Intervention Tier

Comprehensive individualized planning using function based problem solving to result in students being successful in general education programs Early intervention for at risk students: • Articulate at-risk indicators • Link Office conduct decisions & intervention planning • Use function based problem solving to guide intervention development All staff will: • Use consistent expectations • Increase giving positive feedback • Consistently apply the Office Conduct Referral procedures • Effectively redirect occurrences of behavior • Use function based problem solving to • Constructively reflect on behavior incidents • Independently problem solve to address emerging behavior issues

Intended Training Outcomes: Teacher Level Practices

1. The school institutes a systematized teacher level problem solving step into planning for students with behavior issues: – All teachers will receive training on how to map out emerging behavior issues with students in their class – All teachers will receive training on how to use the F-BIT, select and document interventions prior to I & RS referral 7

Intended Training Outcomes: School Level Practices

2. At the I & RS level: – A systemized function-based problem solving process is used to select and document interventions including: • • • Use the F-BIT and other key tools Facilitated behavior pattern mapping Documenting baseline and response to intervention – – Implementation of a Check-in Check-out system Use of Function-Based interventions to address social and behavior patterns 8

Shifting Our Practice Reactive to Proactive

• Fundamental Practice Change: – How can we prevent problem behavior and promote positive social behaviors INSTEAD of reacting when a behavior occurs

How Much time do We Lose?

Taken from the Maryland PBIS Initiative Student Instructional Time: • Number of referrals you have • Multiplied by the average number of minutes a student is out of class for the referral • =

Instructional Time Missed

Administrator Time • Number of referrals you have • Multiplied by the average number of minutes it takes an administrator to process a referral • =

Administrator Time Lost

Quickie Calculation

Taken from the Maryland PBIS Initiative Instruction Time Example • If your school has

2912 office conduct referrals

and on average students are out of class for

40 minutes

you are loosing

116,480 minutes of instructional time (1,941 hours, 323 days) Administrator Time Example

• 2912 x 15 minutes of AT = 43,725 minutes (728 hours, 121 days of administrator time)

NJ

PBSIS

Helping Schools Build Systems of Support

Behavior Patterns: The Foundation of Function-Based Problem Solving

12

Understanding Behavior Patterns

• Understanding how to map out behavior patterns

is the fundamental skill

for behavior intervention • This training will provide you with the language and process needed to understand how to map out behavior patterns • However,

fluency is only developed with practice

you have to apply the process to develop proficiency 13

Understanding Behavior Patterns

• All staff at your school need to receive 45(ish) minutes of training on mapping out behavior patterns and using the F-BIT – How to constructively talk about behavior and specific behavior incidents – How to ask the right questions – How to piece together information in a constructive framework – The role and importance of function • Your PBSIS liaison will help you to develop a plan for providing this training 14

Understanding Behavior Patterns

Most behaviors serve one of two functions: – To get something (obtain) • Such as: attention, objects, sensory regulation – To get out/ away from something (escape) • Such as: tasks, embarrassment, people • To be effective we need to use combinations of strategies that address each of the contributing variables & the function of behavior 16

Setting Events

: global life influences that undermine our ability to cope and self manage emotional responses • • • • • • Reinforcement history with people or settings Medical-physiological Issues Structure & organization of the environment Relationships & social support with adults Peer networks Social & cultural influences

Antecedent Trigger Behavior Immediate Response

What happens right before the behavior What the student says & does Verbs not adjectives

Delayed Response

What adults & peers say & do in the moment in response to the student’s behavior What adults & peers say & do as a result of the behavior at a temporally delayed time

Function

: what the student is trying to ‘get’ or ‘get out of’ and explains 17 why that outcome is important or relevant to the student

Questions for Mapping Out Behavior Patterns

•

Facilitation Questions to Guide Mapping Out Behavior Patterns

– Handout in your packet of specific examples of questions to ask for each of the behavior pattern parts

Questions for Mapping Out Behavior Patterns

•

What does the student say & do that is a concern?

– Discuss & record behaviors in observable and measurable terms using verbs (hits) instead of adjectives (aggressive) – Redirect or reframe team member subjective statements with actionable words – Ask team members to describe an example

Questions for Mapping Out Defining Behavior

•

Will the target be a single discrete behavior or group of related discrete behaviors?

• Ex: Not working is characterized by the following group of discrete behaviors: – drops materials (e.g., pencil) on floor; looks around or away from teacher; puts head on table; slides out of chair onto floor; crawls under table; or pushes materials away from her.

Questions for Mapping Out Defining Behavior

•

What is the escalation sequence of behavior?

– Pace of escalation: • Slow escalation (stewing over time) • Rapid escalation ( explosive response) – Pace of Recovery • Slow recovery (ready to reignite) • Rapid recovery (like it never happened)

Questions for Mapping Out Defining Behavior

Cooperative and Calm (accommodate and reinforce)

What does the student do and say when he/she is cooperative and calm?

Precursor Signals (prevent) Initial Occurrence (escalating) Persistent Occurrences (peak)

What changes in affect, disposition or body language suggest the student is having difficulty?

What does an initial, redirectable occurrence of behavior look like – what does the student say and do? What is the student saying and doing that is the considered the most intense the behavior gets?

Behavior Definition for Jason

These behaviors suggest Jason may have difficulties The pattern begins with Jason being off task The pattern escalates to Jason being disruptive

                 Look on his face Fidgets with objects Hugs binder Arrives late to class Puts on hoodie/refuses to work Stops working Puts head down Does not initiate following a prompt Waves at teacher Makes comments during instruction Cursing Rude comments Continually calling out Persistent with trying to have the last word Leaves assigned area/wander Blames others Confrontational when actions are addressed

Questions for Mapping Out Behavior Patterns

•

What typically happens right before an incident occurs

?

• Help team members recognize antecedents by “picking through” scenarios. – Use flip chart to map out scenarios and help team members recall potential antecedents – Have team members recount moment by moment what happened • Use pivotal questions such as: – If you had to guarantee that the behavior did or didn’t occur, what would you do?

Questions for Mapping Out Behavior Patterns

• •

What setting events may be influencing or underlying the occurrence of behavior?

Setting events

are global influences in our life that create a ‘life quality’ context and impact our behavior by : – Altering reinforcement value – Predisposing us to act in “atypical” ways – Reducing our ability to tolerate non preferred conditions – Increasing our anxiety

Questions for Mapping Out Behavior Patterns

• Examples of types or categories of setting events to ask about when conducting FBPS: – – – – – –

Effective Management of Class and Non Class Settings Relationships and social networks Emotional stressors and burdens Social and coping skill deficits Academic deficits and challenges Underlying medical or physiological conditions

Questions for Mapping Out Behavior Patterns

•

What do adults and peers say or do in response to occurrences of behavior?

• What do adults say and do in response to the behavior?

• What do other students say and do in response to the behavior?

• What is the chronological order of how people respond?

• What reinforcement might the student derive from the consequence?

– Does the student get something they want (e.g., attention)?

– Does the student get out of something they don’t want (e.g., work assignment)?

Example of a Behavior Occurrence ‘Mapped Out’

• Jason, 8 th Grade student • Mix of single teachers and co-teachers classes •

Off task

:

Stops working; puts head down; does not initiate following a prompt; waves at teacher; makes comments during instruction

•

Disruptive

:

Cursing; rude comments; calling out; persistent with trying to have the last word; leaves assigned area/wander; blames others; argues when actions are addressed

Setting Events

: •Poor Social skills •Large / unstructured settings (e.g. hallway, cafeteria) •End of day

Antecedent Trigger Behavior

Didn’t initiate work sat doing nothing •Time work

Behavior

Fidgeted with papers

Behavior

“

I don’t want to…I don’t care

…”

Behavior

Curses – makes rude comments Gets out of seat

Behavior

Walks out Punches door •Hard time letting go after incidents (let’s things brew/stew) •Peers do not want to work with him •Lost friends over the course of school year •Self-conscious •Inconsistent with medication

Immediate Response

Peer went and got his work for him

Immediate Response

Teacher “

why aren’t you working

?”

Immediate Response

Teacher “

why aren’t you working

?”

Immediate Response

Teacher “

why aren’t you working

?” Peers back teacher up

Immediate Response

Calls security Escorted to office

Delayed Response

Call parent 29 Assigned detention

FBPS Process

1. Teacher observes the student is not responding to typical class management strategies 2. The teacher documents a baseline, completes the F-BIT and uses the information in the F-BIT to select strategies to try 3. The teacher tries the strategies for 3 weeks* and documents response to intervention – if successful the teacher continues to implement the strategies. 4. If there is no change or behavior worsens the teacher requests to the next level of intervention: – House or team discussion

OR

I & RS request 30

Function-Based Information Tool (F-BIT)

• Short, easy to fill out checklist • Includes a place to document a baseline (tally count) of behavior occurrence • Helps organize their experiences with the student within the behavior mapping framework • Links to the intervention planner so the teacher can select strategies to try prior to I & RS request

X X X X

(1)

Review the list of behavior priorities and indicate with an ‘X’ those behaviors that are consistently a problem and you would like to see improve.

(2)

For the behaviors you indicated are consistently a problem keep a tally count of how many times they occur for at least 5 class periods over the next two weeks. If you have selected many of the behaviors, try to prioritize to the most import 2-3 to focus on initially.

Tally for Tally for Tally for Tally for Tally for Tally for Tally for

Total

date: 10/7 date: 10/9 date: 10/10 date: 10/14 date: 10/15 date: date: Talks or calls out during instruction or work times Talks back, debates or argues Uses rude language // / // // 7 Walks away when teacher is talking Makes inappropriate gestures Makes noises Gets out of seat Does not follow directions or does the opposite of what they were told to do / Repeats behaviors previously told not to do Proceeds doing something despite being told to stop Displays or uses prohibited electronics (iPod, phone, etc.) Unprepared for class Out of dress code Teases or makes fun of other students Intimidates or threatens Bosses around peers Takes things from other students Puts head down Withdraws or is non responsive in conversations Intentionally physical: throwing objects, pushes, shoves, hits, kicks, trips Unintentionally physical: doesn’t mind space, bumps into other students when standing or walking Horseplay: standing on furniture , wrestling, arm wrestling, etc. Other: Other: / / / / / / / / / 2 4 3 Other: 1. Review the list of behavior expectations and select the behaviors that typically problematic for the student 2. Over 2 weeks document the number of times the behaviors occur

Guidelines for Documenting a Baseline

• Baseline: a quantified summary of behavior that reflects the average pattern of occurrence.

1. To make objective and factual decisions about the function of behavior 2. To develop reasonable incremental criteria for improvement 3. To make decisions about interventions and intervention schedules

Documenting a Baseline

• Document a baseline over a two week period • Teacher has a to develop an operationalized definition of behavior • Easy strategies for tracking frequency tallies during class: –Move paperclips from pocket to pocket –Rubber bands (silly bands, bangle bracelets, etc.) from one wrist to another –Tally on a post it note or pad of paper –Stick a post it on the desk for each occurrence • Keep track of the daily tallies on the tally form

Guidelines for Documenting a Baseline

• Vary data collection across routines, activities, locations, time of day, and days of the week – Behavior is context related so different settings may have different sets of variables – Behavior can vary day to day – Time of day may be an influential factor – A brief snapshot may be misleading and guide the team to make inaccurate decisions

Problematic Antecedent Triggers:

Review the list of antecedent triggers below. Select those items that are most commonly associated with occurrences of behavior. If you are not sure, over the next couple of days take notice of the conditions present just before the behavior occurs. Then return to completing this list. Once you have selected triggers, consider the possible function: (A) Does the behavior enable the student to escape or delay the situation? (B) Does the behavior gain the student social attention? (C) Does the behavior gain the student social control over the situation or perceived image?

Behavior typically occurs when… Check if applicable X Participating in Instruction & Work Routine Locate Strategies on Pages

X X … whole group instruction is happening (listening, waiting turn, note taking) … it is time to start an assignment (attending to directions, getting materials, starting the task) … work is challenging (e.g., above reading or math level, missing background knowledge, perceptual reasoning, processing, working memory, written X expression, etc.) … sustained effort or attention is needed to complete X tasks (e.g., working for • Review the list and check those antecedents that … participating in cooperative groups (see transition most typically trigger behavior … it is time for a test or quiz (see planning and organization items)

Consequences

: Review the list of typical consequences / responses to behavior. For each response strategy that you use, Indicate in the right hand columns the type of outcome you think the student experiences (i.e., escape, attention, social control) as a result of the response / consequence.

Check if applicable X

X

In response to behavior do you….

…give a non verbal cue (e.g., look at student) X …provide a verbal redirection (e.g., “

It is time to start work”

) X …provide a reprimand (e.g., “

This is not appropriate in class”

) …use humor to defuse the situation …ignore (or try to ignore) what the student did • Review the list of consequences • Select the responses and the column that represents how you and other students most often respond to occurrences of behavior

Pulling the Information Together

: Based on the information you selected above, develop a working WHEN, WHAT, IN ORDER TO statement that explains the pattern of behavior that will help you to select targeted interventions:

When

(under these antecedent conditions):

it is time to do work and the task is challenging or Abigail doesn’t know what to do

What

(the student engages in this behavior):

In Order to

(achieve this outcome): •

Abigail rolls eyes, talks with peers, ignores direction, makes ‘under her breath’ comments Escape out of work (even if this means getting a reduced grade on the assignment)

•

Adult/peer attention (even if this is not always positive attention)

Synthesize the information you checked off into a

when/what/in order to

statement This gives you a short, straight forward way to sum up what is going on with the student

Function

: In light of your reflections about conditions most typically associated with behavior occurrences (antecedent triggers and consequences) what do you think the student is trying to achieve by acting out (i.e., the function of behavior)? Select those items that most consistently reflect your understanding of why the behavior is occurring. X

X

The student is engaging in behavior to escape or delay the situation because the student…

… gets overwhelmed in the situation and doesn’t know how to get out of it

X

…gets frustrated when work is difficult or challenging

X

…may be embarrassed that they cannot do the work

X

…doesn’t know how to do the activities / assignments …has difficulty getting started with tasks …may be socially uncomfortable X

X

X

The student is engaging in behavior to gain attention because the student…

…is in need of developing friends …is going through a difficult time (e.g., illness in the family) …appears disenfranchised from the peer group …may lack self confidence and is looking to others to validate their sense of social status …seems to need a lot of adult attention and interaction …is trying to access adult assistance for academics or other reasons

X

The student is engaging in behavior to gain social control because the student may…

… be trying to save face in front of peers …want more predictability or sense of control over the situation Given your when/what/in …be trying to establish their social status or social importance …perceive the behaviors being displayed are a means to gain respect do you think the student …does not want to make a change in routine or activity (e.g., transition from gym to math) is engaging in problem behavior?

Classroom Environment Reflection Checklist

• Checklist with key indicators of a respectful classroom environment • Can help identify class level triggers for problem behavior – Possible use # 1: teacher(s) to complete along with the F BIT – Possible use # 2: complete as part of observing the student – Possible use # 3: Have all teachers complete as part of a school-wide intervention effort 40

Class Climate Indicators Class and Activity Start Up In Place To Work On Classroom Indicators

Students are welcomed to class At the start of class and activities (e.g., transition to group or independent work) a review of behavior expectations and how to access help is provided including examples and nonexamples of what to do Rules/expectations are positively stated and action oriented Rules/expectations are posted and easy to see for all students Consistent signals are used to gain student attention prior to activity directions Instructions are delivered in an organized format easily followed Follow up to group delivered instructions is provided for students who need personalized instructions Instructions for multi step tasks/projects are provided in a layered format and in writing Students have personal space to place belongings Materials in the classroom are easily accessed by all students

Transitions In Place To Work On Classroom Indicators

Consistent signals are used to gain student attention prior to transition directions Transition time and sequence are well organized and minimize movement and use of time Clear instructions/Precorrection are used to circumvent anticipated problems Routines to guide transitions and class activities are clearly defined and consistently used Organization of the room allows for easy student movement 41

NJ

PBSIS

Helping Schools Build Systems of Support

Using the Intervention Planner to Select Strategies

42

Instruction routines: Student engages in problem behaviors when working on a challenging assignment Coach the use

of startup routine Assign the class the task/activity Provide a private re-cap of the instructions to the student Give the student a couple of minutes (e.g., walking around to assist others) to review the task / activity for questions or problems/words, etc they are unsure Go back to the student to clarify questions or confusion Provide social praise & encouragement

Enhance attentiveness

to instructions by:

Sample

Securing the class’ attention before delivering instructions Using a consistent signal (e.g., rhythmic clapping, music cue etc.) to signal stop and listen Using explicit language that is action oriented Breaking instructions into chunks or discrete steps Pairing verbal directions with posted (e.g., written or projected on board) Checking for understanding by having students explaining back what they heard

Adjust work level

to reflect task requirements consistent with the student’s current performance level Reduce length or quantity of work (e.g., number of pages or problems, length of passages, etc.) Chunk information and present chunks at one at a time Reduce the amount of information provided to the student Enlarge font Provide additional time on tests and quizzes for written responses Provide calculator, multiplication table, etc.

Reduce the amount of writing required in a response (e.g., create a list versus sentences; underline or highlight as opposed to writing words) Provide story starters or scaffolds to help the student construct their ideas Have student submit typed responses (instead of hand written) 43

All resources and tools can be obtained at:

www.njpbs.org

• Click on the resources tab • Select individual student planning at the top of the page • Scroll down – all tools, samples, and resources are posted 44