Transcript Behavior Support

www.laspdg.org
Culturally Responsive
PracticesFBA & BIP Training
Presented by Dr. Kim Sherman
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Roll Call
• At this time, EVERYONE please use your chat
pod and type your first and last name as well
as your district/LEA that you are representing
People First Language
“People First Language puts the person before the disability and
describes what a person has, not who a person is.”
Kathie Snow. (n.d.) A few words about People First Language. Disability is Natural. Retrieved
August 1, 2012 from http://www.disabilityisnatural.com/images/PDF/pfl-sh09.pdf
Where are we going today?
• Informal Needs Assessment
• Disproportionality & Cultural Competence
• PBIS across the Tiers
• Developing & Monitoring FBAs & BIPs
Your Turn to Vote
The most common serious type of behavior
concern in our school(s) is:
1. Leaving class or assigned area
2. Physical Fighting
3. Inappropriate language (cursing, insults)
4. Sleeping or resting head for extended
periods
Your Turn to Vote
The most common response to these
behaviors in our school(s) is:
1. Parent Conference
2. Out of School Suspension
3. Implement Positive Intervention
4. Detention
Your Turn to Vote:
How’s it working?
1. Problem solved!
2. Not so well. Some problems are
persisting.
3. Poorly. Problems are increasing.
Addressing Disproportionality
Over-Representation
Students of color, especially Black male
students, are over-represented in:
• Office Discipline Referrals
• Exclusionary, punitive consequences
• SpEd Referrals for Emotional/Behavioral
concerns
Over-Representation
• Nationally, Black students were 3.5 times as
likely as White peers to be suspended or
expelled during the 2009-10 year.
http://ocrdata.ed.gov
• In Louisiana, 64% of suspensions went to
Black students and 34% to White students.
http://ocrdata.ed.gov/StateNationalEstimations/projections_2006
East Baton Rouge – Discipline Data by
Race/Ethnicity
http://ocrdata.ed.gov/Page?t=d&eid=26776&syk=5&pid=119
Dispelling Common Myths
• Disparities remain after controlling for income
• Research does NOT support a racial
discrepancy in school behavior violations
• Discrepancies are not limited to
administrative response
• Some research indicates Black students get
referred for less serious and more subjective
violations than White students
(Skiba, Michael, Nardo, & Peterson, 2000)
LA
’09-10
Emotional
Disturbance
Cases
70
60
General Education
ED Classifications
50
40
30
20
10
0
% Black
% White
% Black
% White
Louisiana Department of Education 2009-10 State Special Education Data Profile
http://www.doe.state.la.us/divisions/specialp/special_data_reports.html
Targets for Action
• Over-reliance on exclusionary discipline
• Training in culturally competent, positive,
classroom management and behavior
modification practices
– Improve climate and relationships
– Teach and motivate expected behaviors
– Understand communication styles
– Build stereotype awareness
• Engaging families and communities
(Skiba, Michael, Nardo, & Peterson, 2000)
Within a PBIS Framework,
What is Tier III?
• Customized, intensive services
• For students experiencing high risk (5%)
• For those whose needs are not met at Tier I or II
• Functional Behavior Assessment
• Customized Behavior Intervention Plan
How do we typically identify a
need for an FBA/BIP?
• Tier I class/school wide PBIS is in place
• Discipline and/or screening data indicate risk
• Tier II
– Progress Data indicates limited response and
– Integrity Checks reveal strong (80%) integrity
OR
• Student’s IAP/IEP requires customized behavior
support services
Tier 3
Tier III
What is an FBA?
• Assessment that identifies function (purpose)
problem behavior serves for a person
• Identifies antecedents
– What happens before the behavior? Context?
• Identifies maintaining consequences
– What happens after the behavior of concern?
• Used to inform Behavior Intervention Plan
FBAs help us learn…
• What the student gets out of this behavior
– i.e., the function
• How we might help the student
achieve that same function
without problematic behavior
FBA Components 1508
FBA Checklist
Define Target Behavior
• in specific
• measurable
• observable terms
Defining Target Behavior
Ask yourself:
• Can I count this behavior? Y
• Would a stranger know what to look for? Y
• Can I break it down into more specific
behavioral components? N
Your Turn to Vote:
Which is a specific, measurable,
observable behavior?
1. Hostility
2. Outbursts
3. Walks out of class
4. Disrespect
Consider Asking …
• What does that behavior look like?
• What does it sound like?
• Can you show me by role playing?
Interview Data
• Team-members are interviewed to:
– Define target behavior and estimate current
frequency, intensity, duration, and/or duration
– Understand staff goals
• Reduce frequency, intensity, or duration to ____
• Increase [appropriate behavior] to _________
– Gather data on antecedents, consequences, and
student preferences
– Identify potential skill needs
Quantify Baseline Levels of
Target & Desired Behaviors
1.
2.
3.
4.
Frequency – how often it occurs
Intensity – severity level (e.g., how loud)
Duration – how long it lasts
Latency – time lapse between directive and
follow-through
Additional FBA Interview Data
• Collect info. about history, antecedents, &
consequences, such as:
– How long has behavior been occurring?
– When (times, subjects, activities, circumstances)
– Where (classroom, halls, home, cafeteria, bus)
– With whom (specific peers, adults)
– Other environmental conditions (crowds, heat)
– Consequences (peer attention, sent to office, etc.)
– Health and Home-based factors
• Sample interview form
Direct Observation Procedures
Direct Observation & Perceptual
Data Collection Scales
• A-B-C narrative
• Low Frequency Example
• Behavior Rating (Perceptual) Scale
What is a
Preference Assessment?
Procedure used to identify preferred items/activities that
are likely to reinforce desired behaviors
• There are three general ways to gather
information about preferences.
•Observing
•Asking
•Trial-based
Asking
• Interview the student *
• Have student fill out a survey*
*Or another person who knows the student well.
Observation
• Observe the activities the student engages in
during free time.
– Give them unrestricted access to multiple
activities/items.
• Record the amount of time the student
engages with each activity/stimuli.
– Good for students who can't or won't participate
in an interview or survey format.
Minutes Jay engaged in activities
during 1 hour free time observation
Activity
Mon
Wed
Fri
Total
Sand play
20
30
25
75
Play with
40
cars
Look at
----Fish
Minutes
60
Observed
25
35
100
5
-----
60
60
5
180
Contrived
• Items/activities that may be of interest are
brought in especially for the observation
– Introduce the student to all items, at least
briefly, prior to observation.
Ways of Observing
Trial-based methods
• Present stimuli to the student and record the
student’s response.
 Type of Response:
 Approach- any detectable movement towards the
stimulus (even eye gaze.)
 Contact (touch)
 Length of Response:
 Engagement (time spent interacting with the object)
Single Stimulus
• Present a single stimulus and note the
response.
Forced Choice
• Present two stimuli and record which one the
person chooses/responds to.
Multiple Choice
• Present an array of stimuli and ask the
participant which s/he wants most.
Remember….
• Document results of preference assessments.
• Keep with other components of the FBA.
What is……
• Your favorite food?
What if…..
• You had to eat it everyday for a month?
Preference Assessments
• http://cecp.air.org/fba/problembehavior3/ap
pendixc.htm
• http://www.jimwrightonline.com/php/jackpot
/jackpot.php
• http://www.ed.utah.edu/set/SPED%205260_l
ogan%20and%20Gast.pdf
Functions & Hypotheses
Escape
• Non-preferred activity,
place, person
When to hypothesize:
• Data show problem
behavior preceded by
non-preferred situation
and followed by removal
escape from situation
or
Functions & Hypotheses
Attention
• Positive or negative
peer or adult response
When to hypothesize:
• Behavior occurs when attention is diverted from
student and/or behavior is frequently followed by
teacher or peer attention
– Reprimand, Redirection, Laughter, Argument
Functions & Hypotheses
Tangible
• Access to preferred item
When to hypothesize:
• Data show problem behavior preceded by
restricted access to preferred item and/or
followed by access to preferred item
Functions & Hypotheses
Automatic
• Behavior produces own reinforcement
– Scratching bug bites relieves itchiness
– Thumb-sucking provides physical stimulation
When to hypothesize:
• Social hypotheses ruled out
– Behavior occurs when student is alone and could
provide stimulation / relief
Hypothesis Statement
• Summarizes relationship between the:
– Antecedent
– Behavior
– Consequence
• Articulates the function (i.e., what the student gets through
the problem behavior)
Hypothesis Statement
When teacher attention is diverted from Sue,
she leaves her seat and talks out of turn,
which results in teacher attention in the form of
verbal redirection.
Hypothesis Statement
When Ben is told to begin his spelling work,
he tears up the paper, which results in
task termination (escape from non-preferred
activity).
Link FBA Data to Interventions
• Help student achieve same function problem
behavior serves
– If function is escape, team might teach student to
request a break appropriately
• Avoid interventions that may worsen the
problem behavior
– Do not pull a student aside for a conference in
response to attention-maintained behavior
Intervention Options:
Alter the ABCs
• Change Antecedent to PREVENT problem
• TEACH desired Behavior
• Alter Consequence to REINFORCE desired
behavior
Review Hypothesis Statement
When teacher attention is diverted from Sue,
she leaves her seat and talks out of turn,
which results in teacher attention in the form of
verbal redirection.
Replacement Behaviors
• Adaptive behaviors identified to take the
place of the target behavior
• Should help student achieve same function
• Need plan for teaching and/or motivating
student to perform them
• Need to quantify baseline and goal levels
Teach a New Behavior
When teacher attention is diverted from Sue,
she will raise her hand and say, “Excuse me
…” and adults will provide attention.
Next steps:
• Identify who will teach this skill
• Plan and run lessons to teach this skill
• Develop and train all relevant teachers in the
implementation protocol
• Implement protocol
• Monitor Progress
Change Antecedent
During independent work, adults will provide
attention to Sue every five minutes.
Alter Consequences
When attention is diverted from Sue and she
talks out of turn, teachers will ignore
her talking.
Task Analyze Each Intervention
• Specify WHO will do WHAT and WHEN
• Specify steps of each intervention
• Train staff and provide integrity feedback
ENVIRONMENTAL SUPPORTS
&
VISUAL TOOLS
Preventive Strategies
When to Consider …



If aspects of the physical environment, schedule, or
specific tasks/routines trigger problem behavior
If unknown or unpredictable
events trigger anxiety or problem behavior
If visuals boost attention, comprehension, or
retention
Types of Environmental Supports

Boundary Identification – designate work space or area
for materials/belongings

Environmental Arrangements – seat arrangements,
proximity to teacher/peers/noise
Types of Environmental Supports

Activity Completion Signals – visual or auditory cues for
work completion, time to complete, and/or quantity

Transition Routines – structured, predictable, pre-taught
sequence for moving from a task/location to the next
Visual Tools

Schedules and Calendars – Provide structure and
predictability and prep student for unexpected events

Choice Boards – Promote engagement, decision-making, and
communication skills


People Locator – Decreases anxiety by showing others’ locations
Task Analysis or Mini-Schedule – Provides visuals for
each activity. Promotes independence and skill acquisition.


Cue Cards – Prompt targeted behaviors.
Video Models – Show the desired behaviors in action
http://www.youtube.com/watch?v=SKET3S2qvMA
Visual Tool Examples


http://www.online-stopwatch.com/countdown-timer/
Choice Board
Intervention Task Analysis Example:
Prevent
Strategy
Environmental
Support
Specific Strategy steps
A wait card with a picture of a boy waiting quietly will be placed on
Bob’s desk to assist him in remembering to wait his turn.
1. Prior to the turn-taking activity, point to the card and tell
Bob, “Remember, when it is someone else’s turn, you sit
quietly and watch that person take a turn.”
2. When it is someone else’s turn, point to his card to remind
him what to do.
Dunlap, G., Iovannone, R., Kincaid, D., Wilson, K., Christiansen, K., Strain, P., & English C. (2010). PreventTeach-Reinforce: A school-based model of positive behavior support. Baltimore, MD: Brookes.
INTERVENTION OPTION
Preventive Strategy:
PROVIDING CHOICES
Prior to beginning the intervention…



Review situation(s) in which the problem occurs
Determine situations/activities where student
will be allowed to make choices
Identify and agree on appropriate, available, and
reasonable choices to offer during those times
Sample Task Analysis – “Wendy”






Wendy enters ELA
Ms. Burger tells Wendy that during journal writing
today, she can sit at her desk or on a carpet square
Wendy chooses to sit on the carpet
Ms. Burger provides the carpet
Ms. Burger says, “Nice job making a choice today.”
At the end of the activity, Ms. Burger says, “I am
glad to see that you got your journal done, Wendy.”
INTERVENTION OPTION
Reinforce Strategy:
Differential Reinforcement
Differential Reinforcement

Process of providing reinforcement for certain
appropriate behaviors at a higher rate than for a
target behavior (problem behavior).
Differential Reinforcement of
Other Behavior
DRO interventions can decrease frequency of a
problem behavior by:
 removing
the reinforcer associated with its occurrence
 providing reinforcement contingent on
non-occurrence of then problem behavior
Steps to completing DRO
 Find
Baseline levels of behavior
 Establish a schedule for providing rewards
 Find a method of signaling the end of a particular
period (timer, vibrating alarm, etc.)
 Provide reward contingent on nonoccurrence of
behavior at the end of every specified period (as
signaled by timing device)
Tips to Completing DRO
1. Ensure initial time interval is more frequent than
behavior was occurring at baseline
- If problem behavior occurred every 20 mins. ,
consider a 15-minute interval
2. Make sure reinforcement is sufficiently strong to
overcome reinforcement typically available
INTERVENTION OPTION
Instructional Intervention:
Social Skills
How to Teach Social Skills

Identify students and social skills to teach
 Review screening, assessment, & discipline data
 Identify
students experiencing risk
 Choose
skills that students do not yet demonstrate
 Choose
skills important for success in current
contexts
What about Won’t Do skills?


Don’t teach skills that a student
already performs some of the time
Provide motivational as opposed to
instructional interventions
Increase
reinforcement of desired skills
Teaching Social Skills
Tell – Introduce skill & discuss importance
 Show – Model the skill steps
 Do / Practice – Student Role Plays
 Generalize
 Monitor Progress

3/28
3/29
3/30
3/31
4/1
4/4
4/5
4/6
4/7
4/8
4/11
4/12
4/13
4/14
4/15
4/18
4/19
4/20
4/21
4/22
4/25
4/26
4/27
4/28
4/29
5/2
5/3
5/4
5/5
5/6
5/9
5/10
5/11
5/12
5/13
5/16
5/17
5/18
5/19
5/20
5/23
5/24
5/25
5/26
5/27
Graphed Results:
Percent of Points Earned on a DBRC
110
105
100
95
90
85
80
75
70
55
50
Goal 2 = 70%
65
60
Goal 1 = 50%
45
40
35
30
25
20
15
10
5
0
Behavior Education Program 2010
Behavior Rating Scale
• Behavior Rating Scale Data
Family Engagement:
Practical Tips for Sharing Progress
• Systematic, Customized, Feasible Plan
– Routine communication, not just negative reports
• Review & agree on system/materials in advance
• Allow for Two-Way Communication
• Does running to the copy machine at the end of
the day work for you and your colleagues?
– If no, avoid it.
Progress Monitoring & Integrity


Need documentation of implementation and student
progress
Acceptable integrity = 80%


8/10 steps implemented as designed
Monitor same behaviors identified on FBA, BIP, & IEP
The IEP should not necessarily “drive” the BIP, if current FBA
data is inconsistent with the IEP
 Amend IEPs, if needed to ensure consistency and a good fit
with current student needs

How to Measure Integrity

Direct Observation
 Check
off steps observed using intervention protocol
 Note Missed Steps
 Calculate percent of steps observed


Permanent Product Paper Trail (e.g., percent of
blanks completed on a form)
Self-Report Checklist
 Implementer
checks off steps he or she performed
Then What??

Provide constructive feedback to the
interventionist(s) as soon as possible

Provide training, modeling, or materials, as needed.

Assist in making minor adjustments to boost integrity

Repeat until 80% integrity achieved. Show team
link between integrity and student progress data.
Progress Monitoring Resources
• http://www.interventioncentral.org/index.ph
p/tools/197-behavior-report-card-generator
• http://www.jimwrightonline.com/pdfdocs/tbr
c/tbrcmanual.pdf
• http://www.specialconnections.ku.edu/cgibin/cgiwrap/specconn/main.php?cat=assessm
ent&section=main&subsection=ddm/graphing
Family Engagement Resources
Modules to enhance schools’ family
engagement practices for IEPs, communication,
and academic and behavior support strategies:
• http://fsp.unl.edu/ncseam_guidelines.html
Family PBIS Satisfaction Surveys:
• http://www.pbis.org/evaluation/evaluation_tools.aspx
Additional Interview Example:
• http://www.pbis.org/pbis_resource_detail_page.aspx?Type=
4&PBIS_ResourceID=246
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The contents of this PowerPoint presentation were developed under a grant from the US Department of
Education, #H323A110003. However those contents do not necessarily represent the policy of the US
Department of Education, and you should not assume endorsement by the Federal Government.
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