Transcript Slide 1

T100i: Moving from Secondary
to Tertiary Levels of
Intervention: A Seamless
System of Support
October 6, 2011
Safe Schools Healthy Students
Champlain Valley Educational Center
Lucille Eber
Il PBIS Network
www.pbisillinois.org
T200fi: Individualized Student
Support via Complex FBA/BIP and
Wraparound for Students with
Tier 3/Tertiary Level Needs
T100fi Objectives
1. Create a Tertiary Intervention system, including team
creation and team members' roles and responsibilities
2. Design a process for effective communication and data
sharing between Secondary and Tertiary Team including
the use of Secondary data and other referral sources to
identify students in need of Tertiary Level Interventions
3. Learn how to use data for decision making and on-going
progress monitoring.
Action Plan: Teams will design their Tertiary System
T200 Assumptions and Objectives
• Assumptions
– Participants already conduct brief functional behavioral
assessment
– Participants are facilitating the Functional Behavior Assessment
process in their buildings and are working with teams to build
behavior support plans for individual students
• Objectives
– Brief overview of entire FBA/BIP process (from Brief to Complex) &
where it fits in the 3-Tiered continuum of supports
– Difference in role of Tier 2 versus Tier 3 FBA/BIP Facilitator
– Technical aspects of Complex FBA & BIP
– Review of more intensive FBA tools (FCRM, PBQ, scatter plots
etc.),
– Introduction of Wraparound
Agenda
8:30
10:00
10:15
11:30
12:15
12:45
1:45
2:00
2:30
2:45
Creating a Tertiary System
3-Tiered Continuum of Support & the
Complex FBA/BIP Teaming Process
Break
Overview of FBA/BIP process (Brief to
Complex) with example of layering
Lunch
Tier 3 FBA/BIP Tools for Data-based
Decision-making
Tier 3 FBA/BIP versus Wraparound
Break
Action Planning: Using the Tier 2/Tier 3
Guiding Questions
Report out on progress & next steps
Questions/Concerns/Technical Assistance
Introductions &
Acknowledgments
• Introduce your team
– District, school name, roles of people here
today, how would you characterize your
school and/or your team?
• What have been your successes/
experiences with FBA/BIP Data, Systems,
Practices?
– Do you have both Brief and Complex
versions?
– What’s your experience with using the
Competing Behavior Pathway?
3-Tiered System of Support
Necessary Conversations (Teams)
Universal
Team
Plans SW &
Class-wide
supports
Universal
Support
Secondary
Systems Team
Problem Solving
Team
Tertiary
Systems Team
Uses Process data;
determines overall
intervention
effectiveness
Standing team; uses
FBA/BIP process for
one youth at a time
Uses Process data;
determines overall
intervention
effectiveness
CICO
Brief
SAIG
Group w.
individual
feature
Brief
FBA/BIP
Sept. 1, 2009
FBA/
BIP
Complex
FBA/BIP
WRAP
Quick Reflection:
Using the Tracking Tool:
1) Discuss which Tertiary
intervention types exist in your
school
2) How many kids do you GUESS
are in each?
3) How do you know how many
are responding?
Systems-Response Tool
“Finding” Students in Need of Tertiary Supports
• Records the “system’s response” to youth
behavior/circumstance
• Administrators and team members need to find
the #s of youth that meet each criteria
– Using the tool IS engaging in a ‘systems-reflection’
– Prevents the hiding or mis-labeling of youth (ex. “We
don’t have any kids that need Wraparound”)
Systems-Response Tool
System Response Options
Total # of Students in Category for Time Period: List date at top
of column & total # of youth in each box
Date:
A. Students being monitored by Secondary Systems Team
(ex. CICO, CnC, FBA/BIP)
B. Students being monitored by Tertiary Systems Team (ex.
Complex FBA/BIP, Wraparound)
C. Students being considered for Special Education Testing
D. Students with Special Education process in progress
(being tested, placement being considered, etc.)
E. Students that were tested and did not qualify for Special
Education
F. Students suspended on one occasion
G. Students suspended on two or more separate occasions
H. Students placed (or at risk of placed) in separate setting
or “Safe School” (ex. Alternative to suspension program)
I. Students in Special Education setting, out-of-home school
J. Students in “short-term” restrictive placement in clinical
setting (hospitalization)
K. Students with expulsion hearing in progress
L. Students expelled
Date:
Date:
Date:
Date:
Date:
Brief Overview of the
Tier 3 FBA/BIP System
Focusing on Teaming
Teaming at Tier 3
• Tertiary Systems Planning ‘conversation’
– Monitors effectiveness of Complex FBA/BIP
& Wraparound supports
– Review data in aggregate to make decisions
on improvements to the interventions
themselves
– Students are NOT discussed
• Individual Student Teams
– FBA/BIP Team per student
– Wraparound Team per student
Student-Specific Teams
• Wraparound Team:
– Family of child and all relevant stakeholders invited
by family. Wrap facilitators are trained to effectively
engage families so that they will see that these
teams are created by and for the family, and
therefore will want to have a team and actively
participate. School staff involved are informed that
their presence is uniquely important for this youth
and invited to participate.
• Individual Youth FBA/BIP Team:
– Like the wraparound team, this team is uniquely
created for each individual child in need of
comprehensive planning and the families are critical
members of the team. All relevant individuals/staff
are invited.
Tertiary Systems Planning
Team
Meeting Agenda
• For Complex FBA/BIP and Wraparound:
• # of youth in interventions (record on TT)?
– Number of youth responding (record on TT)?
* Consider Wrap OR use of WIT for all youth not
responding
– Number of new youth potentially entering
intervention?
• If less than 70% of youth are responding to any
of the interventions, the Tertiary Systems Team
should review the integrity of the intervention
and make adjustments as needed.
Tertiary Systems Team
Roles
• Team Leader: responsible for agenda & overall
facilitation
• Intervention facilitators (Wrap, FBA/BIP) report
out on aggregate student data from
interventions they facilitate (ex. “10 youth w/
Wrap plans & 6 are responding”)
• Action Plan Recorder: a.k.a. note taker
• Time Keeper: help team to set time limits and
stay within allotted time for each agenda item
• Family Representative: brings family voice to
the conversation.
Guiding Questions Activity: Time - 30
mins
Create Tertiary Systems Team
• Team membership
– Administrator, leaders of Tertiary interventions
(who facilitates wrap & complex FBA/BIP etc.), SSW,
School Counselor, School Psychologist, Gen. & Sp.
Ed. representation, etc.
• Team leader & other roles
• Wrap Facilitator/s & FBA/BIP Facilitator/s may
be new roles to consider
• Meeting logistics:
– Schedule Regular Meeting Time
– Location of meeting
– Frequency of team meetings: at least monthly
Data-Based DecisionMaking
Student outcome data is used :
a) To identify youth in need of support and to
identify appropriate intervention
b) For on-going progress-monitoring of
response to intervention
c) To transition youth out of interventions at the
appropriate time
Data Used to Identify Youth in
Need of Tertiary Support
• Universal Data by Student (ODR’s, # of
absences, # of ISS or OSS)
• Universal Screening Data – SSBD, etc.
• Request by Family Member, Teacher or
Student
• Recommended: referral to Tertiary
Systems Team from Secondary Problem
Solving team after Brief FBA/BIP was not
successful
FBA/BIP
Desired Behavior
Competing Behavior
Pathway
Setting Events
(slow triggers)
4
Maintaining
Consequence
5
Antecedents
(fast triggers)
Challenging
Behavior
2
1
6
Maintaining
Consequence
3
Function:
Replacement
Behavior
7
Adapted from Sugai, G., Lewis-Palmer, T., & Hagan-Burke, S., 2000
School-Wide Systems for Student Success:
A Response to Intervention (RtI) Model
Academic Systems
Behavioral Systems
Tier 3/Tertiary Interventions
1-5%
1-5%
Tier 3/Tertiary Interventions
•Individual students
•Assessment-based
•High intensity
Tier 2/Secondary Interventions
•Individual students
•Assessment-based
•Intense, durable procedures
5-15%
5-15%
Tier 2/Secondary Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
•Small group interventions
•Some individualizing
•Some students (at-risk)
•High efficiency
•Rapid response
•Small group interventions
• Some individualizing
Tier 1/Universal Interventions 80-90%
•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
80-90%
Tier 1/Universal Interventions
•All settings, all students
•Preventive, proactive
SCHOOL-WIDE
POSITIVE BEHAVIOR
SUPPORT
~5%
~15%
Primary Prevention:
School-/ClassroomWide Systems for
All Students,
Staff, & Settings
~80% of Students
Tertiary Prevention:
Specialized
Individualized
Systems for Students
with High-Risk Behavior
Secondary Prevention:
Specialized Group
Systems for Students
with At-Risk Behavior
Positive Behavior Interventions & Supports:
A Response to Intervention (RtI) Model
Tier 1/Universal
School-Wide Assessment
School-Wide Prevention Systems
Tier 2/
Secondary
ODRs,
Attendance,
Tardies, Grades,
DIBELS, etc.
Check-in/
Check-out (CICO)
Social/Academic
Instructional Groups (SAIG)
Daily Progress
Report (DPR)
(Behavior and
Academic Goals)
Competing Behavior
Pathway, Functional
Assessment Interview,
Scatter Plots, etc.
Group Intervention with
Individualized Feature
(e.g., Check and Connect -CnC
and Mentoring)
Tier 3/
Tertiary
Brief Functional Behavior Assessment/
Behavior Intervention Planning (FBA/BIP)
Complex or Multiple-domain FBA/BIP
Illinois PBIS Network, Revised October 2009
Adapted from T. Scott, 2004
SIMEO Tools:
HSC-T, RD-T, EI-T
Wraparound
Team Development
Initiating Tier 3 FBA/BIP Process
 Prepare for team meetings through individual
conversations with core team members
(critical first step)
 The first contact/s with the family should feel
different than being invited to a
standing/generic meeting (ex. IEP mtg.)
 Gather information on youth strengths &
preferences (this will be valuable information
for action planning)
Team Development (cont.)
Tier 3 FBA/BIP Facilitator:
– Meets with family & stakeholders
– Gathers perspectives on strengths & needs
– Assesses safety
• Initiates creation of crisis/safety plan if safety is compromised
– Explains the Tier 3 FBA/BIP process
– Assists in identifying team members, invites
members & facilitates mtg.
– Summarizes interview information & data review
(FBA) into Competing Behavior Pathway and shares
with team
3-Tiered System of Support
Necessary Conversations (Teams)
Universal
Team
Plans SW &
Class-wide
supports
Universal
Support
Secondary
Systems Team
Problem Solving
Team
Tertiary
Systems Team
Uses Process data;
determines overall
intervention
effectiveness
Standing team; uses
FBA/BIP process for
one youth at a time
Uses Process data;
determines overall
intervention
effectiveness
CICO
Brief
SAIG
Group w.
individual
feature
Brief
FBA/BIP
Sept. 1, 2009
FBA/
BIP
Complex
FBA/BIP
WRAP
TEAMING: What modifications are
needed to your teaming process to
ensure both Tertiary Systems &
Practices are used effectively?
Break
Focus on Layering:
Differences between
Tier 2 & Tier 3 FBA/BIP
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.
• FBA/BIPs are often found in the “file” and viewed as a
document.
• Many BIPs focus only on consequences
(rewards/punishments), omitting supports that
make appropriate behavior more likely
Identifying Who Needs a
FBA/BIP
• Kids are referred to an individual problem solving team by the
Secondary Systems Team typically when lower-level, Simple
Secondary, interventions do not result in adequate progress.
– Any student not responding adequately to CICO, S/AIG
and/or Mentoring etc. (CnC etc.).
– Request for Assistance made:
• Data identifies student as in need (# of ODRs,
suspensions, absences, etc..).
• Exception to the system: Adult perceives youth as in
urgent need (lower-level support not seen as adequate)
Brief vs. Complex FBA/BIP
Brief
• Generic Individual
Problem solving
Team
•
•
Meeting time/day
usually already
determined
Plan developed
quickly/easily
Complex
• Individualized Youth
FBA/BIP Team
• 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
• SWIS data, Daily Progress
Report (DPR) points,
Functional Assessment
interviews, SIMEO Data,
direct observation data,
additional tools as needed
• Effectiveness of system
monitored by Secondary
Systems Planning Team
• Data reviewed at least
every other week
• Effectiveness of system
monitored by Tertiary
Systems Planning Team
• Data reviewed at
least weekly
Starting the Tier 2 FBA/BIP Process
• Secondary/Tier 2 systems team:
– Identifies youth needing FBA/BIP
– Refers to individual problem solving team
• FBA/BIP facilitator (i.e. SW, counselor, psychologist)
take lead in using tools & organizing data (FBA)
• FBA/BIP facilitator:
– generates FBA summary based on data
– shares with problem-solving team (stakeholders)
– guides team in developing BIP
Tools/Data Used for Brief FBA/BIP
Tools:
• Functional Assessment Interview (FACTS)
•
Student-Directed Functional Assessment
•
Family-Directed Functional Assessment
Data:
• CICO data graphs
•
SWIS individualized student report
•
Grades
Transitioning to Tier 3 FBA/BIP
• Problem-Solving Team reconvenes with
stakeholders 4-6 weeks after Brief BIP is
implemented
• If student did not respond well enough to
Brief BIP, the Tier 2 FBA/BIP Facilitator
refers youth to Tier 3 FBA/BIP Facilitator
or Wrap Facilitator to start Tertiary process
(may be same Tier 2 FBA/BIP Facilitator)
Tier 3 FBA/BIP Facilitator
a) Interviews all stakeholders & reviews data to generate FBA
(including previously implemented Brief FBA/BIP)
b) 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
c) Leads the team in creating a BIP; making sure all
stakeholders have chance to give input and agree with
aspects of the plan that require their action/support
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) Using youth’s strengths, helps 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)
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)
FBA/BIP
Desired Behavior
Competing Behavior
Pathway
Setting Events
(slow triggers)
Maintaining
Consequence
5
Antecedents
(fast triggers)
Challenging
Behavior
2
1
6
Maintaining
Consequence
4
3
Function:
Replacement
Behavior
7
Adapted from Sugai, G., Lewis-Palmer, T., & Hagan-Burke, S., 2000
Setting Event
Manipulations
Antecedent
Manipulations
Behavior
Manipulations
Consequence
Manipulations
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
Lunch
“Sam”
• Kindergartener
• Aggressive with peers, not participating in
activities or following routines, difficulty focusing
on any activity
• ECC program red flagged him due to behavior
and lack of academic progress
• DCFS involved
Summary Statement
Setting Events
Conflict at home:
mornings when
not organized for
school, not sure
who will take Sam
to school
Triggering
Antecedents
morning activity
when teacher
requests that he
sit on chair or
carpet for
structured
activity
Desired
Alternative
Typical
Consequence
Follow routines
Coupons,
praise
Problem
Behavior
Does not join
activity
walks around
the classroom,
poking and
pushing kids
Maintaining
Consequences
gives a time out
to calm down
misses activities
Function
Replacement
Behaviors
Walk to a designated
area of classroom
Setting Event
Manipulations
•Walk with
“responsible”
4th grade
cousin to
school.
•CICO
modified (new
adult and
more specific
goals)
Antecedent
Manipulations
•Re-teach
expected
behavior for all
classroom
settings
•Additional
rating periods
for
expectations
•Individualized
positive
greeting by
teacher in the
morning
Behavior
Manipulations
Consequence
Manipulations
•Teach how to
quietly walk to
a designated
area of the
room
•Points/
coupons
when quietly
goes to his
“area”
•Teach how to
sit and
complete tasks
for 5minutes up
to 10 minutes
•Points/
coupons
when
participates
in activities
•Does not
earn points if
puts hands
on students
Moving from Brief FBA/BIP to
Complex FBA/BIP
• Team developing plan became more
individualized
• Additional data tool used—Educational
Information Tool (SIMEO)
• BIP strategies applied in multiple settings (at
school)
Summary Statement
Setting Events
Conflict at
home: problem
behavior at
home before
school
Triggering
Antecedents
Structured
academic
tasks
Desired
Alternative
Typical
Consequence
Follow routines
Coupons,
praise
Problem
Behavior
Does not
complete work,
throws things,
laughs,
disturbing
others
Maintaining
Consequences
Teacher walks
over, talks to him
and helps him get
on task
Function
Replacement
Behaviors
Ask teacher for help
Setting Event
Manipulations
Cousin
involved in
CICO process
(more
encouragement, helping
to get DPR
home for
guardian to
see)
Antecedent
Manipulations
•More reteaching for
whole class,
how to quietly
work
•Higher rates
of praise
during
activities
•Use timer so
all kids could
see how
much time
they had for
activity
Behavior
Manipulations
• Teach how to
ask for help
•Teach how to
work in close
proximity to
peers --sharing
supplies and
asking for help
from peers
Consequence
Manipulations
•Points earn
extra playtime
of choice at
end of class
•Planned
ignoring of
problem
behavior
(teacher will
reward nearby
youth)
•Reward at
home when
earns DPR
points
Data-based Progress
Month
Average Daily Progress
Report points
Sept-November
(CICO and Mentoring)
32%
December-February
(Added Brief FBA/BIP)
63%
March-May
(Moved to Complex
FBA/BIP)
70%
Educational-Information Tool
Dibels Testing 2008/09
Letter Naming Fluency
Letter Sound Fluency
Beginning BenchmarksAt risk
Beginning BenchmarksAt risk
Ending BenchmarksEmerging
Ending BenchmarksEmerging
TEAMING: What modifications are
needed to your FBA/BIP System to
ensure practices are efficient and
effective at Tier 2 & Tier 3?
Positive
Behavior
Support
Social Competence &
Academic Achievement
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
PRACTICES
Adapted from “What is a systems
Approach in school-wide PBS?”
OSEP Technical Assistance on
Positive Behavioral Interventions and
Supports. Accessed at http://www.
Pbis.org/schoolwide.htm
‫٭‬
Supporting
Student Behavior
FBA/BIP Tools
1) Direct Observation
•
•
Formal (recorded)
Informal (anecdotal)
2) Interviews, checklists, surveys
•
•
Brief, simple, practical
Longer, more complex, use when
necessary
3) Archival records
•
Already exist
Additional Data Tools Used for
Complex FBA/BIP
•
•
•
•
Problem-Behavior Questionnaire
Forced-Choice Reinforcement Menu
Complex FBA Family-Directed Interview
Direct observation tools (scatter plot, ABC
chart)
• SIMEO
– Educational Information Tool
– Student Disposition Tool
Recommended Time-Frames for
Data Review
• Simple Secondary: (ex. Check-In/Check-Out,
Social/Academic Instructional Groups)
– Student data should be reviewed at least once a
month
• Individualized Simple Secondary: (ex. Check-nConnect, Brief FBA/BIP)
– Student data should be reviewed at least every 2
weeks
• Tertiary/Complex Individualized Interventions:
(ex. FBA/BIP & Wraparound)
– Student data should be reviewed at least weekly
TEAMING: What modifications are
needed to your tool menu to ensure
efficient and effective data use at Tier 3?
Break
When a Complex FBA/BIP
is Not Enough
• When setting events are too big
(challenging, confusing, multi-faceted)
• When placement is at-risk (home, school
&/or community)
• When adults are not getting along
• In these situations…Wraparound can help
Deciding Which Tertiary Level
Intervention is Most Appropriate
Complex FBA/BIP (T200):
• Brief FBA/BIP was not
successful
AND
• NONE of Wraparound
criteria are present
Wraparound (T300+):
• Youth with multiple needs
across home, school,
community & life domains
• Youth at-risk for change
of placement
• The adults in youth’s life
are not effectively
engaged in
comprehensive planning
(i.e. adults not getting
along well)
Function
Big Need
• The purpose/reason for
demonstrating a specific type of
behavior within a specific
context/routine.
• The underlying reason preventing
successful
experiences/interactions in multiple
settings/contexts/routines
• Specific behaviors have been
strengthened by consistent
reinforcement.
• When a big quality of life need is
unmet, it impacts
perception/judgment, often
resulting in chronic problem
behavior.
• Family voice is not necessary to
identify function of behavior in the
school setting.
• Once Function is correctly
identified, putting a plan in place
can produce rapid behavior
change. This can be accomplished
in a single meeting.
• Family voice is necessary to
identify the Big Need for the school
setting.
• Once Big Need is identified, it
takes a while to achieve and
involves action planning across
multiple life domains. Meeting the
big need always involves
multiple Child & Family
Team meetings.
Function
Big Need
• Function is identified through
structured interviews focusing on
the problem behavior,
antecedents, consequences, and
setting events
• Big needs are identified through
open-ended conversation and use
of SIMEO tools with those
engaged with the youth on a
regular basis.
• Focus is on developing functionbased support plan (replacement
behavior, antecedent,
consequence, and setting event
supports).
• Big Need statements motivate a
family to participate on the team
(know we are working on
something ‘bigger’ than specific
behaviors).
• When achieved, situations improve
for the youth or those engaged
with the youth on a regular basis
(e.g., the family, the teacher).
• If met, the need will improve quality
of life for the youth or those
engaged with the youth on a
regular basis (e.g., the family, the
teacher).
Big Need:
“Andy needs to feel like he belongs at school”
• School Behaviors: Aggressive with peers, excessive
absences/tardies, history of academic failure
• Other indicators: Family frequently relocated, lack of home
school communication, community support needs
Starting with FBA would not have been an effective
approach—why?
– Discussing problem behaviors would not have motivated family to
participate on team.
– Probably not the first time schools have approached family in this
manner (“let’s talk about behavior”)
– Open-ended conversation and use of SIMEO tools helped engage family
– Bigger needs to work on to improve quality of life for youth and family
Assess Current Tier 3 FBA/BIP:
Using the ISSET Checklist
FBA includes:
•
•
Operational definition of problem behavior(s) that is observable &
countable.
Statement about relation between events that precede (trigger) problem
behavior and/or events that follow and maintain the behavior
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.
Activity: FBA/BIP Systems
Using the Tier 2/Tier 3 Guiding Questions,
brainstorm on the following:
• Do you have a brief & a complex version
of FBA/BIP support?
• How many youth are receiving each?
(tracking tool)
• Are youth responding to these supports?
• Complete section Tertiary I: Complex
FBA/BIP
Report out: Wrap-up & Next Steps for
Action Planning
• What parts of your FBA/BIP system are
working best? Why?
• What needs to be added/changed
(systems, data, practices)?
• What info needs to be gathered?
• What are next steps?
• Who will take lead?
• Timeline?
References
Burchard, J.D., Bruns, E.J. & Burchard, S.N., (2002). The Wraparound approach. In B. Burns &
K. Hoagwood (Eds.). Community treatment for youth: Evidence-based interventions for
severe emotional and behavioral disorders. New York: Oxford University Press.
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