Transcript Tier 2/Secondary Series Training S300i: Tier 2/Secondary

S300
Screening &
Brief Functional
Behavior
Assessment
The Wisconsin PBIS Network (CFDA #84.027) acknowledges the support of the Wisconsin Department of
Public Instruction in the development of this presentation and for the continued support of this
federally-funded grant program. There are no copyright restrictions on this document; however, please
credit the Wisconsin DPI and support of federal funds when copying all or part of this material.
Introductions and
Acknowledgments
Review group norms and prepare to introduce your team
• School
• Roles of people here today
• Successes/experiences with tier 2 up to this point as well as
experiences with FBA/BIP
Remember to think in terms of data, systems, practices!
Agenda
1. Review selected system
using the MATT
assessment tool
2. Screening
3. Understanding Brief
Functional Behavior
Assessment
4. Brief FBA walkthrough
and planning
5. Technical assistance
Review Selected
System Using
the MATT
School-Wide Systems for Student Success
Academic Systems
Behavioral Systems
Tier 3/Intensive Interventions
1-5%
1-5%
•Individual students
•Assessment-based
•High intensity
Tier 2/Selected Interventions
•Individual students
•Assessment-based
•Intense, durable procedures
5-15%
•Some students (at-risk)
•High efficiency
•Rapid response
•Small group interventions
• Some individualizing
Tier 1/Universal Interventions 80-90%
•All students
•Preventive, proactive
Tier 3/Intensive Interventions
5-15%
Tier 2/Selected Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
•Small group interventions
•Some individualizing
80-90% Tier 1/Universal Interventions
•All settings, all students
•Preventive, proactive
Illinois PBIS Network, Revised May 15,
2008. Adapted from “What is schoolwide PBS?” OSEP Technical Assistance
Center on Positive Behavioral
Interventions and Supports. Accessed
at http://pbis.org/schoolwide.htm
Data-Based Decision Making
Numbers to Keep in Mind
• 15-20%: Percent of total population expected to need and be
supported by tier II interventions
• 1-5%: Percent of total population expected to need and be
supported by tier III interventions
• 70%: Percent of youth (receiving intervention “X”) that should be
responding to intervention
• Data-based decision rules for “determining response” must be
defined
Data sources defining response are efficient
e.g., Daily Progress Report (DPR) cards: Student maintains an
80% average on DPR for 2-4 weeks of scheduled school
attendance.
Tier 1/Universal
School-Wide Assessment
School-Wide Prevention Systems
ODRs, Attendance,
“Tardies,” Grades,
DIBELS, etc.
Tier 2/
Selected
Daily Progress Report
Competing Behavior Pathway,
Functional Assessment
Interview, Scatter Plots, etc.
Tier 3/
Intensive
SIMEO Tools: HSC-T, RD-T, EI-T
Illinois PBIS Network, Revised May 2009
Adapted from T. Scott, 2004
Tier 1/Universal
School-Wide Assessment
School-Wide Prevention Systems
Tier 2/
Selected
Tier 3/
Intensive
Check-in/check-out
CICO
Social/Academic
Instructional Groups SAIG
Individualized Check-In/
Check-Out, Groups, Mentoring
Brief Functional Behavioral
Assessment/Behavior Intervention
Planning Brief FBA/BIP
Complex FBA/BIP
Wraparound or RENEW
Illinois PBIS Network, Revised May 2009
Adapted from T. Scott, 2004
Wisconsin Conversation Chart
Wisconsin Conversation Chart Tier 1 and Tier 2
Tier I System
Tier II System Conversation – Review intervention fidelity
FBA/BIP
SAIG
Data
Rule/RFA
(3 Bs)
Universal Screening
Data
Meeting
screening data
rule starts CICO
or other
appropriate tier
2 intervention.
Follow district
policy for
consent.
Problem Solving Team
Data
CICO
Mentor
CICO
Data
with
Ind.
Features
iCICO +
social
skills if
FBA
reveals
that
there is a
skill
deficit.
iCICO +
mentor if
FBA
reveals it
is a
perform
issue.
Mentoring
focuses on
increased
attention
and
reinforce
of desired
behavior
NOTE: Basic CICO can be modified through structural system changes and not be considered an individualized CICO. This may include
use of visual prompts on DPR, location where CICO happens, etc.
Teaming at Tier 2/Selected
Selected Systems Planning Conversation/Team
Includes FBA/BIP intervention coordinator
• Brings overall student intervention
and implementation data to team
• Oversee intervention implementation
with staff/students/families
Creates and supports interventions from data-demonstrated need
Supports students and staff with interventions
Uses process data from CICO, SAIG, brief FBA/BIP interventions to:
• Determine overall intervention effectiveness
• Improve integrity, fidelity, procedures, etc.
• Create interventions missing from continuum
Teaming at Tier 2/Selected
Selected Problem Solving Conversation/Team
Develop plans for one student at a time with information from
systems team (most schools already have this type of meeting).
Consists of a standing team plus:
• teacher who knows student well, and
• plan for including family member/guardian of the student
• (i.e., administrator, staff member with behavioral expertise, Brief
FBA facilitator, and pertinent staff members).
Monitoring Advanced Tiers Tool
Complete sections A, B, and C specific to current systems,
that you did not previously evaluate in day 2 (SAIG,
mentoring, and iCICO)
Coaches – use interview questions to guide conversation.
In your workbook enter consensus response.
Plan a time for one person to enter your results online.
(pbisapps.org you must have a MATT window open to enter results)
If all team members not present, use time to read
over and plan when to do as a team
Break
MATT Report
Screening Process
Universal Screening Rationale
President’s Commission on Excellence in Special Education (2001)
and No Child Left Behind (2001) and ESEA Reauthorization
recommend academic AND behavioral screening
Greater likelihood of altering negative life trajectory associated with
early intervention (Patterson, Reid, & Dishion, 1992)
Approximately one out of 10 school-age children and youth are atrisk for developing externalizing (i.e., acting out) or internalizing
(i.e., markedly withdrawn or sad) behaviors
Additional Benefits of
Gated Screening
Cost-efficient
Less expensive than ongoing reactive
approaches and special education
evaluations
Proactive
Identify students who can benefit from
extra supports (best practice)
Objective
Help address disproportionality in
discipline and special education issues
by engaging students early in preventive
and supportive manner
Mental Health and School-age Children
Great Smoky Mountains Study: Age Between First Symptom and Initial Diagnosis
Source: O’Connell, Boat, & Warner, 2009
Teacher Rank Ordering for
Universal Behavior
Screening
Internalizing Behavior
• Anxious, nervous
• Introverted (e.g., often seen alone)
• Rarely/doesn’t speak to peers
• Overly sensitive (e.g., cries easily, has
difficulty standing up to others
• Bullied by other students
Adapted from Walker and Severson 1992
Teacher Rank Ordering for
Universal Behavior Screening
Internalizing Behavior
Step 1
Step 2
Internalizers: Students
regularly display at least one
of the listed behaviors
1.
2.
3.
4.
5.
6.
7.
Internalizers: Top three
students of concern,
regularly displaying at least
one of the listed behaviors
Adapted from Walker and Severson , 1992
1.
2.
3.
Screening Process
Multiple Gating Procedure
(Adapted from Walker & Severson, 1992)
Gate 1
Teachers rank order then select top
3 students on each dimension
(externalizing and internalizing)
Pass Gate 1
Gate 2
Tier 2
Intervention &
Monitoring
Teachers rate top 3 students in each
dimension (externalizing and
internalizing) using evidence-based
instrument (e.g., SSBD, BASC-2/BESS)
Pass Gate 2
Tier 2
Intervention &
Monitoring
School Year
Suggested Timeline for
Screening
Beginning of October after expectations have
been taught and retaught to fluency (ideal is both
internal and externalizing – in support by
Halloween)
Late winter (February) – optional, but better
(internalizing only)
Late spring (early May) – optional, but better
(internalizing only)
Pre-Screening Logistics
• Educate staff on difference
between externalizing and
internalizing behaviors.
– Prep with session in staff meeting
followed up by written
communication by team and/or
principal with examples
• Notify parents of universal
screening in handbook and
with communication home
with opt-out provision
Screening Logistics
•
Provide time in
staff meeting to
complete gates
(ranking and
screening)
•
Submit screening
tool to identified
person
Post-Screening Logistics
• Students meeting criteria of tool may then have selfand home-screening done (optional)
• Screening facilitator then “hands off” student to Tier
2/Selected Systems Team to begin intervention after
parent is informed.
• Intervention continues and is monitored according to
data rules.
TEAM TIME - Screening Process
Short-term Plan
Long-term Plan
• What is currently in place to
identify students with
internalizing behavior?
• Is there a place for formal
behavioral screening in your
district?
• How will you systematically
begin identifying students with
internalizing behaviors?
• Who are the people that
would make that decision?
• Do you have the capacity to
provide basic tier II
interventions to additional
students? How will you
expand this capacity?
• What information to they
need?
• Who will begin or participate
in that discussion from this
team?
Understanding
Brief FBA
Problem Solving Team
What are you doing now?
• What happens when a student with a behavioral
concern is referred to your problem
solving/consultation team?
• Do people implement the interventions?
How do you know? Are there instances
when they are not implemented?
• Do the interventions “work”?
How do you know?
• Are there instances when
interventions are not implemented?
Why Do People Behave??
Modeling? Accident? Instinct? Condition?
Why Do People Continue Behaving?
IT WORKS!
T. Scott; University of Louisville, 2012
Building FBA Capacity
Teachers
Staff
Informal
FBA
Level I:
Brief FBA
Level II:
Complex FBA
Level III:
Functional
Analysis
School
Specialist
District
Specialist
Behavior
Analysts
X
X
X
X
X
X
X
X
X
Horner & Anderson, 2007
X
Outcomes of Brief FBA
• Operationally defined problem behavior(s): who, what,
where, & when
• Identified routines in which the problem behavior is most and
least likely to occur
• Defined antecedent events (triggers; setting events) that predict
when the problem behavior is most likely
• Defined consequence (one) that contributes most to maintaining
the problem behavior in that routine
• Summary statement of findings
Based on Research and
Practical Experience
Many BIPs are not aligned with the FBA because they:
• Focus only on rewarding youth for appropriate behavior
• Do not teach replacement behaviors
• Don’t change settings that trigger behaviors
• Omit supports that make appropriate behavior more
likely
• Continue practices which reinforce the function of the
problem behavior
Changing our Thinking
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. But it is an active and evolving document!
Teaming at Tier 2/Selected
Selected Systems Planning Team
FBA/BIP intervention coordinator?
(Bring overall student intervention & implementation data to team,
oversee intervention implementation with staff/students/families)
From data-demonstrated need, create and support interventions
Support students & staff with interventions
Use process data from CICO, SAIG, brief FBA/BIP interventions to:
• determine intervention effectiveness
• improve integrity, fidelity, procedures
• Create missing interventions
Teaming at Tier 2/Selected
Selected Problem Solving Team
• With info from systems team (FBA
facilitator & teacher), develop plans
for one group or student at a time
(facilitator, teacher, and problem
solving team develop BIP)
• Most schools already have this type
of meeting
• Standing team plus teachers and
family of the student
Problem-Solving Team Roles
FBA/BIP Facilitator
Gather information from data and interviews,
generate brief FBA, illustrate FBA through the
Competing Behavior Pathway
• Problem behavior along with triggers and
hypothesized function and maintaining consequence
Share data sources and process used
• Interviews
Lead the team in creating a BIP
• Ensure all stakeholders give input and agree with
aspects of the plan that require their action and that
they understand and can carry out those actions
Problem Solving Team Roles
Other Team Members
Ask questions for clarification on FBA
• Come to consensus on hypothesized function
• briefly brainstorm alternative function
Work with FBA/BIP Facilitator to create
the BIP
• Contribute as an “implementer” for parts of
BIP where needed
Team Time
1. Who is your brief FBA/BIP coordinator?
2. Who will be the FBA/BIP facilitators?
3. How will time to do this be arranged (e.g., shift of duties,
compensation?)
4. When/how will brief FBA/BIP findings be presented to staff
and by whom?
Identifying Who
Needs Brief FBA/BIP
When: Lower-level (simple selected)
interventions do not result in adequate
progress as determined by data rules
Data identifies student as in need (e.g.,
# of ODRs, suspensions, absences)
Exception: Adult perceives youth as
being in urgent need (lower-level
support not seen as adequate or
appropriate)
Brief FBA/BIP
Complex FBA
Single behavioral
cycle/cluster
Multiple behavioral
cycles/clusters
Single environment/routine
Multiple
environments/routines
Testing behavior but not
ongoing aggression
Ongoing aggressive behavior
Basic tier 2/selected
interventions not having
predicted success
Adults actively in opposition
to one another
1. Selected systems team identifies
youth needing tier II/selected
FBA/BIP level of support and refers
to individual problem solving team
meeting.
During
BRIEF
FBA/BIP
Process
2. FBA/BIP facilitator (i.e., social
worker, counselor, psychologist
other trained staff) takes lead in
organizing data and using tools to
conduct the brief FBA.
3. Brief FBA/BIP facilitator generates
brief FBA/competing behavior
pathway (based on data). Share
with problem-solving team.
4. Problem-solving team
develops and implements BIP
(with stakeholders).
During
BRIEF
FBA/BIP
Process
5. FBA/BIP fidelity tool is used to
make sure all parts of BIP have
been implemented as
designed
6. Follow-up meeting scheduled
(in 4-6 weeks) for all
stakeholders to review
progress of BIP.
During
BRIEF
FBA/BIP
Process
7. Data monitored
weekly by FBA/BIP
facilitator.
www.wisconsinpbisnetwork.org  Resources
Brief FBA
Walkthrough
Starting the
Brief FBA
Process
The FACTS is simply one tool you can use to gather the info…
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Just the FACTS:
The
Functional
Assessment
Checklist for
Teachers and
Staff
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FACTS Step 1 & 2:
Identify Student & Strengths
• Identify at least three
strengths or
contributions that the
student brings to
school
• Important for
developing an
effective support plan
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FACTS Step #3:
Identify Problem Behavior
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Define the Problem
Observable and Measurable
Be so clear in your definition that when
you’re done anyone could act out the
problem and it would look/sound just like
it does in reality
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FACTS Step # 4:
Routines Analysis
• Routines to identify
• Context in which the problem behavior
does and does not occur
• Identifying routines
• Obtain student schedule and rating of
frequency of problem behavior
• Look for similarities in context across
similar activities
Remember, the routines need
to have been TAUGHT!
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In teams of 2-3, complete FACTS part A #1-4
one person = facilitator
one person = teacher
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FACTS Step 5:
Routines
• Identify the routines in
order of PRIORITY for
behavior support (rating of
5-6 on the FACTS)
• FACTS Part B will be used for
each routine or behavior
you list in step 5. (This may
be done during same
meeting with teacher or at a
later meeting with teacher)
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FACTS Step 6: (Part B)
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FACTS Step 7:
Make sure you can see the behavior!
Complete for each behavior
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Defining Problem Behavior
Observable and Measurable
Non-Examples
Examples
Hyperactive
Out of seat 55% of the time
during independent work time
Aggressive
Delinquent
Psychotic
Irresponsible
Hits with hands and kicks peers
Steals valuable items from peers
Reports seeing monsters
Arrives late to class 75% of the
time
This step narrows down the behavior first noted into the priority
setting. It is not redundant rather it is a revision and clarifying step.
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FACTS part B Steps 6-7 in groups of 2-3
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FACTS Step 8:
Identifying Antecedents/Triggers
Thinking of only one behavior
What are the events that predict when the behavior
will occur?
Identify general triggers
3 basic questions
Form helps you narrow
checklist
Identify specific features
chart
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FACTS Step 8: Identifying Antecedents & Triggers
Having Trouble
Identifying a
Trigger?
Let’s bet! – when do you think
the student will make noises?
Also, what do you think will
likely happen when he does?
OR
If I wanted to set the kid off,
what would I need to do?
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Setting Events
“Setting event, plus
discriminative stimulus,
set the occasion for a
response that is maintained
by a reinforcer.”
Or you could say…
“Setting events make
triggers more likely to cause
problem behavior.”
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Environmental Setting Events
(things that impact student behavior but may not be directly
under control of school)
•
•
•
•
•
•
Neighborhood
Quality of life
Interactions/reactions
Home environment
Level of curriculum
Instructional
arrangements
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Behavioral Learning Styles as
Setting Events
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Preferred activities
Length of task
Modality
Multiple intelligence
Choice making
Skill level
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Personal Factors as Setting Events
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•
•
Medications
Sleep
Chronic illness
Nutrition
Arousal
Sensory sensitivity
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FACTS Step 9:
Identifying Setting Events
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Team Time
FACTS section B steps 8-9 in groups of 2-3
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FACTS Step 10:
Identifying Consequence and Function
• What happens immediately after the problem
behavior? (consequence)
– How do adults respond?
– How do peers respond?
– What does the student start or stop doing?
• How the behavior is paying off; why is the student
doing this? (function)
– What does the student gain or escape after he/she
exhibits the behavior?
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Consequence
The one thing that
happens immediately
after a behavior that
makes the behavior
more likely to
happen again.
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Function of Behavior
What is the student getting or avoiding?
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Misbehavior
Avoid
Get
Sensory
Stimulation
Social
Tangible
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Legitimate Functions
• Get something (attention, tangible, event, sensory, etc.)
• Avoid something (attention, event, person, sensory, etc.)
Non-Legitimate functions
• Power (not specific - all behavior is for power)
• Control (not specific - all behavior is for control)
• Didn’t take meds (antecedent - not a function)
• Parents (not a function)
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Obtained
Avoided
Adult attention
Hard task
Attention
Reprimand
Preferred activity
Peer negatives
Money/things
Physical movement
Attention
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Antecedent
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Behavior
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Consequence Obtain/escape
what?
FACTS step 10: Identifying Consequences and Functions
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Complete Section 10
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Break
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FACTS Step 11:
ummary Statement
Infrequent
events that
affect value of
maintaining
conseq.
Preceding
events or
occasion
that trigger
Generally
expected
behavior
Grades,
teacher
praise
Behavior of
concern
Following
event that
maintains
behaviors
Set of related
behaviors
that are more
desirable
Following event
that maintains
behaviors
Get,
Avoid, etc
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Fill in Behavior Pathway (Step 11)
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Mixed Team Time
Partner team
• Find a partner group from a different team
• Present your FACTS and pathway (no identifying info)
Receiving group: listen for clarity and precision,
give feedback
• Are antecedents occurring immediately prior to the behavior?
• Are the consequences addressing BEHAVIORAL consequences,
not just a discipline response?
• Is behavior specific and measurable?
• Does function make sense, based on information provided?
Role Reversal - Repeat!
Student-Directed
Functional Assessment Interview
Define the behaviors of concern.
“What are the things you do that get you in trouble or
are a problem?”
(Prompts: Late to class? Talk out in class? Don’t get work done?
Fighting?)
Look at the student schedule.
Use the “Student Daily Schedule” or the routines section from
the FACTS to identify the times and classes in which the student
performs problem behavior. Focus the interview on those times
that are most likely to result in problem behavior.
Family-Directed
Functional Assessment Interview
1) What are the things that ______________ does that tend to get
him/her into trouble at school?
Specifically, what would you say is the problem behavior at
school?
2) What do you think is happening at school that leads
_____________into getting into trouble/having difficulty?
What happens before, makes him/her upset or makes the
problem more likely to happen?
3) In general, do you have any thoughts as to why/how this is
happening?
a) Is_________ trying to get something or avoid something?
b) Is he/she being triggered or set off by something at school?
Discuss the process with your team
• How will you orient your staff?
• Think about the facilitators you identified to lead this
process…any changes?
• Think about your problem solving team(s); what is the most
appropriate team membership to use this process with?
Review intervention MATT Section C to make sure access to FBA
will align with existing interventions.
Technical
Assistance
Day 4
Linking brief FBA to interventions,
behavior intervention plans, and
advanced supports
When you return: have FACTS filled out from an actual
meeting with a staff member(s), specific to a student and
data on the student OR the FACTS filled out from today
on the students you focused on today and submitted to
TAC/trainer for feedback prior to day 4.
Questions?
Open technical assistance as time allows.
Evaluation Survey
Please use the following link to complete the
evaluation survey
http://goo.gl/j8TJ0S