Slide 1

Transcript Slide 1

Function-Based Behavior Problem Solving for Students with IEPs Day 1

Goals of the PBSIS Initiative

• To support the inclusion of students with disabilities within general education programs by developing the capacity of schools to create environments that encourage and support pro-social student behavior at the school wide, classroom, and individual student levels using current, research validated practices in positive behavior support 2

PBSIS 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

Put your cell phones on silent or turn them off

Pls put me on silent

Thanks!

And Please……

• Ask questions anytime • Refrain from conversations while the presentation is occurring • Make constructive comments • Transition back from activities & breaks when given the cue 5

Intended Training Outcomes

Participants will incorporate the “mapping out” behavior pattern framework into their thinking process, discussions and framing of behavior support needs across a range of behavior support needs (i.e., from teacher consults to full FBAs).

2. Participants will incorporate the use of information collection tools and recording methods into their function-based problem solving process 6

Intended Training Outcomes

3. Participants will apply the process of linking function of behavior to intervention selection 4. Participants will develop intervention plans that use combinations of function based interventions to address the complexity of behavior patterns 7

Day 1 Topic Outline

• Foundation Positive Behavior Support & reoccurring themes – Buy-in strategies Part 1 • Function-Based Problem Solving – Understanding the continuum & levels of planning – Environmental, program, and severity considerations – Understanding behavior patterns & the mapping out framework • Process Tools – Reviewing records – Point of view information – Observations & documenting baseline

Day 2 Topic Outline

• Foundation – Buy-in strategies Part 2 – Summarizing data to interpret function – Principals of behavior intervention selection and planning • Intervention Application – Setting event and Antecedent Interventions – Replacement and Social skill Interventions

Day 3 Topic Outline

• Intervention Application – Social praise and incentive systems – Responding effectively to occurrences of behavior • Foundation – Buy-in strategies Part 3 – Differentiating the FBPS tools and process across levels of intervention need

Introduction to Positive Behavior Support and the Function-Based Problem Solving (FBPS) Process

Positive Behavior Support is:

• An adopted orientation to behavior intervention that is characterized by one’s adherence to: – A core set of values rooted in child-first philosophies – The principles of behavioral science – A willingness to be flexible and think outside of the box • Supported by an extensive body of evidence documenting effectiveness

New Jersey is Using the School-Wide PBSIS Model to Build Capacity

• A research based multi-tiered intervention: –

Universal interventions

and settings for all students, staff, –

Secondary Group interventions

with repeated behavior problems for students –

Individualized interventions

the most intensive needs for students with 13

Individualized Secondary Individualized assessment and intervention Individual and small group interventions

Universal

Source

: Walker, Horner, Sugai, Bullis, Sprague, & Bricker (1996) 14

Strong Starts: ‘Super’ Strategies for Promoting Consistent Participation & Implementation

Understand Your Implementation Needs

• • • As a team, generate a list of ‘needs’ you typically encounter when trying to implement planning for students with repeated behavior problems. Select your top 4 needs.

Using the chart on the next slide, determine the underlying issue associated with the need you are encountering 16

Planning for Implementation

• Given your school’s current process, generate a list the typical implementation ‘needs’ you typically encounter when planning interventions for students with repeated behavior problems. • Select your top 4 ‘needs’ • Using the chart, determine the underlying issue associated with the ‘needs’ you are encountering 17

Understand Your ‘Needs’

‘Needs’ You Have for Implementation What needs to be addressed in order to resolve the ‘needs’ you have identified

Admin.

Support.

Prof.

Dev.

Systems Issue Student Specific

Understand Your Implementation Needs

• As we proceed through the strategies begin to connect your needs & underlying issues with the strategies being presented 19

# 1: Meet with Your Building Principal

• Why: The building leader needs to establish direction and expectation with the staff • Strategies: – Explain the process to administrators – Inform administrators about the basics of behavior patterns – Showcase a success example – Request administrative support 20

# 1: Meet with Your Building Principal

• Between now and day 3 meet with your principal: – Provide the ‘

Principal Packet

’ (in your handout materials & on the website) – Provide an overview of the Se-A-B-C mapping out discussion frame – Provide an explanation of the link between function-based supports & positive outcomes 21

# 2: Model the Language and Process

• Why: if you expect people to adopt new practices, you need to be the model and the cheerleader –

if you don’t do it, who will

Strategies: – Always talk about behavior using the S-A-B-C framework – Map out incidents to illustrate patterns – Reframe negative statements – Be enthusiastic 22

# 3: Implement a Consistent Problem Solving Protocol

• Why: helps staff and parents to anticipate what will happen; provides a common framework for solving issues • Strategies: – Use visuals (e.g., flipcharts) to record conversations – Stay focused on the behavior pattern & function – Use a structured agenda for the meeting 23

# 4: Involve Everyone in the Process

• Why: Incorporating everyone’s input will encourage ownership over the interventions developed • Strategies: – Ask opinions – Negotiate “try-outs” – Involve in the discussion – Set a tone that empowers implementers

Considerations for Beginning the Function-Based Behavioral Problem Solving Process

Hallmarks of the Function-Based Problem Solving Process:

1. Solution-focused

problem solving approach 2. Information from a variety of sources over a period of time

Hallmarks of the Function-Based Problem Solving Process:

3. Information is interpreted to understand the reasons why behavior is occurring and the variables contributing to maintaining the pattern 4. Interventions and strategies are deliberately selected because of an understanding of function and the variables contributing to maintaining the pattern 27

Hallmarks of the Function-Based Problem Solving Process:

5. Accommodates the continuum of behavior planning need by establishing a basic framework from which we approach all intervention planning: – The questions we ask – The pattern we look for – The principles for selecting interventions

FBPS at the Individualized Tier Determining the Planning Level

Proactive for All Students:

Get going before the problem escalates

Proactive for All Students

: Circumvent : disciplinary action & referral to special education or program change

Proactive for Students with IEPs

: Best Practice

Reactive for Students with IEPs:

Legally Required Behavior Consult Screening (I&RS) FBA FBA

FBPS at the Individualized Tier: Determining the Planning Level

• When determining the best level of planning for reported behavior problems consider: – How the information will be used – Potential environmental explanations – Potential program design/implementation issues – The scope and severity of behavior issues • Typically, there will be a

simultaneous

need for professional development for staff and individual strategy planning for the student to occur

• •

FBPS for Students with IEPs Intended Purpose

Teacher Consult

General & Special Education Intervention

Determine the function of behavior Develop function based strategies and supports for the targeted situation • • Screening (I & RS)

General & Special Education Intervention

Determine the function of behavior Develop function based strategies & supports for target situations or systematic application across the student’s school day • • • • IEP-CST (FBA)

For students with IEPs or being evaluated for Special Education

Determine the function of behavior Determine function based strategies & supports for systemic application across the student’s program

Determine eligibility for special education Determine changes to IEP

Environmental Considerations

• Is the behavior perceived problematic because of a mismatch between cultural understandings?

• Is the behavior perceived problematic because of a misunderstanding or lack of understanding about the basics of behavior patterns and the use of positive interventions (as opposed to reliance on punitive consequences).

• Are environments where behaviors occurring effectively managed with clear routines, expectations, and consistent follow through?

Classroom Environment Checklist

• Checklist with key indicators of a respectful and responsive classroom environment • Can help identify classroom triggers for problem behavior • Completed by teacher or other 33

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 34

Environmental Considerations

• Problems related to environmental considerations typically suggest a need to address professional development either prior to or in conjunction with individual student planning: – Skill & knowledge acquisition – Reflection on practices – Coaching & problem solving

Program Implementation Considerations

• Are needed accommodations and supports present in environments where behavior is occurring?

• Are the current behavior intervention strategies or plan being implemented & working when implemented?

• Are currently defined accommodations and behavior interventions strategies sufficient and the most advantageous to meet the student’s needs?

Program Implementation Considerations

• Problems related to program implementation considerations typically suggest a need to address professional development either prior to or in conjunction with individual student planning: – Skill & knowledge acquisition – Implementation checklist – Progress monitoring meetings – Reflection on practices – Coaching & problem solving

Group Discussion Environmental & Program Implementation

• To what extent do you see students either (a) being identified as a ‘behavior problem’ or (b) actually having behavior issues because of environmental or program considerations? • What practices or options are in place now to address professional development issues related to environment or program implementation considerations?

Scope & Severity of Behavior Emerging Patterns

• The behavior concern is considered new or emerging pattern of behavior • The behavior pattern is limited to one setting or routine • The behavior persists at a low intensity but steady pattern over the course of several weeks • Typical class management strategies have been tried with mixed success

Scope & Severity of Behavior Persistent Patterns

• The behavior is a repeated or ongoing pattern of occurrence • Typical class level intervention strategies have been tried with mixed success • The behavior has result in removal from class or referral to the office • The behavior has resulted in repeated disciplinary action including at least one suspension • The behavior places the student at risk of future disciplinary action and removal from instructional routines

Scope & Severity of Behavior Intensive Patterns

• The behavior is persistent over time and across environments or routines • The behavior has resulted in a suspension or exclusion from class(es) • An increase in the frequency or intensity of behavior has been observed • The behavior interferes with the student's or other's learning or places the student or others at risk of harm • The behavior places the student at risk for a more restrictive program – including movement to a resource room, self-contained classroom or out of district placement • The student would have more opportunities to participate in general education programs if behavior issues were resolved

Scope & Severity of Behavior Planning Considerations

• When severity of behavior is an issue or the student is at risk of increasingly restrictive placements/disciplinary action an FBA-BIP would be appropriate to address program planning needs • Professional development for environmental and program implementation issues may be occurring simultaneous to individual student planning

Refer to the FBA Process Checklist in Your Packet

Core Phases of FBPS

• Invite parent involvement/consent • Records Review • Information Gathering • Data recording • Summarizing information • Intervention development • Progress monitoring Throughout the training we will look at how these core phases are differentiated across the continuum of planning levels

• •

FBPS for Students with IEPs: Personnel Who Facilitate the Process

Teacher Consult

General & Special Education Intervention

Screening (I & RS)

General & Special Education Intervention

IEP-CST (FBA)

For students with IEPs or being evaluated for Special Education

Designated general education personnel (e.g., school counselor, behavior specialist) • Child study team member General and special education personnel designated to participate on the I & RS team (e.g., teachers, child study team member, administrator, school counselor, etc.) • • Child study team member General and special education personnel to support implementation of the process

•

FBPS for Students with IEPs: Parent Involvement

Teacher Consult

General & Special Education Intervention

Screening (I & RS)

General & Special Education Intervention

IEP-CST (FBA)

For students with IEPs or being evaluated for Special Education

Communicate updates with parent • • • Invite participation Communicate updates with parents Active participation strongly encouraged • • • Written parent consent required Communicates updates with parents Active participation strongly encouraged

Student Name

Assessment Start Date

Facilitator Name: Completion Date: Reason for FBA

: _____ Initial Evaluation to determine eligibility _____ Re-evaluation _____ Additional Assessment for program development _____ Result of Disciplinary action

Check & Date Functional Behavior Assessment Process Steps All Tools and Templates referenced are available at www.njpbs.org

; select resources Obtain Parent Consent

Discuss the process with the student’s parents/guardian Obtain written parental consent to conduct an FBA

Pre-Meeting Preparation

Using the NJPBSIS Record Review Summary Form document and organize key information from a review of the student’s records (including CST evaluations, if any; report cards, office conduct referrals, IEP etc) Have staff members who are familiar with the student and problem situations complete the Function-Based Information Tool for Staff (F-BIT) (or an equivalent tool) Conduct an interview with the parent/guardian using the Function-Based Information Tool for Parents (or an equivalent tool) If appropriate, gather point of view information from the student (The two recommended options available are: Function-Based Information Tool for Students and the Student Social Support Survey) (or equivalent tools) Develop a facilitation strategy for the first meeting by familiarizing yourself with the information collected thus far and developing visuals & handouts for the meeting including:  An agenda to guide the meeting   Summary of information learned through surveys or interviews and the review of records A calendar to plan observations and baseline documentation (consider having a take away calendar for each teacher indicating the days and times they will be collecting their tallies)   List of the student’s strengths and preferences to display If needed you might also consider considering the use of proactive teaming strategies to promote a positive team environment (e.g., develop three agreed upon meeting norms)

Facilitate the Assessment Planning Meeting

Have the IEP team discuss student’s strengths and preferences Have the IEP team come to consensus on an operationalized definition of behavior(s) Have IEP team members walk through one or two scenarios, mapping out the discussion on flip chart using the S-A-B-C framework Review the summary of records and F-BIT information reflecting on the mapped out scenarios just discussed – ask clarifying questions as needed Develop a plan for baseline data collection (teacher tallies) and observations (CST) 47

Check & Date Functional Behavior Assessment Process Steps All Tools and Templates referenced are available at www.njpbs.org

; select resources Conducting Observations and Gathering Baseline Data

Conduct observations of the student that sufficiently represent typical routines where problem behavior is most and least likely to occur over the course of a 2-3 week period Provide a data collection reminder to teachers to ensure they are documenting their baseline tallies Prepare for the Behavior Intervention Planning Meeting Using the Behavior Pattern Summary Map, organize the data collected by function, into behavior pattern categories of setting events, antecedents, and consequences Once information is organized by function, develop a short summary that synthesizes the information collected and interprets the information to provide the reader with an explanation for the function of behavior Based on the function of behavior and the interpretation consider potential underlying reasons of why behavior is occurring and how that reason(s) might focus intervention selection:  Does the behavior function(s) reflect a need to build a stronger social network or better relationships?  Does the behavior function(s) reflect a need to develop social and communication skills to handle situations that trigger behavior?  Does the behavior function(s) reflect a need to support academic achievement and sense of competence?  Does the behavior function(s) reflect a need to develop a better sense of self or improved well-being Develop a preliminary list of intervention strategies to offer for discussion at the meeting

Develop the Behavior Intervention Plan

Reconvene the IEP team and additional staff/adults that are familiar with the student and problem situations to review the data and the proposed behavior pattern functions (note the team may need to meet again to continue strategy planning)  Review key data    Come to consensus about the function of behavior & behavior patterns Begin to plan interventions to address behavior patterns ensuring that strategies sufficiently address the setting event, antecedent, skill instruction, reinforcement, and response to behavior issues identified through the assessment Determine a progress monitoring plan Meet with staff not present at a strategy planning sessions seek input on strategies generated Implementation Fidelity and Behavior Progress Using the Behavior Intervention Planning Template, write up the strategies generated Using the NJPBSIS template, develop an Implementation Checklist that provides an at-a-glance of plan strategies to guide implementation Provide the teachers with the Implementation Checklist and determine what professional development (e.g., training, plan review, coaching) staff need to implement the plan By the end of the second week of implementation, check in with teachers to follow up on implementation (note: use the implementation checklist to guide discussion and stay focused on the how the implementation of strategies is going ):  Determine what professional development supports are needed  Provide support and encouragement  Determine if adjustments are needed to strategies Ongoing, continue to review progress monitoring data and implementation fidelity:  Ensure that progress monitoring procedures are being implemented    Provide celebration and encouragement Identify coaching or support needs Determine if adjustments are needed to plan strategies 48

Behavior Patterns: The Foundation of Function-Based Problem Solving

Understanding Behavior Patterns

Problem Behavior = Unmet Need = Function

• Behavior is a symptom – not the problem • To understand why behavior is occurring and what the ‘symptom’ reflects, we need to understand all the variables that contribute to the behavior’s occurrence

Behavior Serves a Function

• • • • • Setting Events Significant seizure activity Easily tired Vision impairment Sensory issues Feeling crowded • • • Antecedent Triggers Prompted to begin a difficult task Repeated rapid prompts Prompts that are highly directive • • • Behavioral Response Says no Pushes materials away Slides out of chair under desk • • • • Maintaining Consequence Repeated verbal redirections Physical redirections to get up Time away from task ‘Help’ from peers

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 54

• •

Interventions Should Compliment the Reason for Behavior

Neutralize Setting Events Keep work to 25 minutes or less to avoid fatigue • • Pair with a peers during work times • Modify Antecedent Triggers Break tasks into smaller parts Give a choice of two types of activities Back up and give time to self initiate • Teach a Replacement Behavior Request a break or help • • • Change How we Respond Penny board to earn reward Social praise during and at the end of tasks Use picture prompts to redirect

Question1: What are the student’s strengths?

•

Always begin a meeting by having team members describe the student in positive and respectful ways

– What does the student do well?

– What does the student like to talk about?

– In what learning or social conditions does the student excel?

– What strategies seem to work well?

Strengths

   Friendly Helpful Athletic   

Preferences

Football NASCAR geography

Learning Style

 Class outline  Bulleted directions 56

Video Sample of a Teacher Consult

Question 2A: What are the behaviors?

•

Make sure behaviors are discussed and recorded in observable and measurable terms

: – Verbs (hits) versus adjectives (aggressive) Unhappy Aggressive Disrespectful Disruptive Cries during class Hits classmates with objects Walks away when teacher is talking to her Runs around the classroom 58

Question 2B: Can you group behaviors?

•

Can you group behaviors that are “interchangeable” and seem to serve the same function?

Off Task Does not do the work task asked of her and instead: looks around or away from instructor; puts head on table; slides out of chair onto floor; crawls under table; or pushes materials away from her. 59

Video Sample of a Teacher Consult

Question 2C: What is the escalation sequence?

Cooperative and Calm (accommodate and reinforce)

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

Precursor Signals (prevent)

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

Initial Occurrence (escalating)

What does an initial, redirectable occurrence of behavior look like – what does the student say and do?

Persistent Occurrences (peak)

What is the student saying and doing that is the considered the most intense the behavior gets?

Phases of Escalation Considerations

• 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)

Question 2D: What behaviors a priority?

• •

Determine which behaviors are a priority for the functional behavioral assessment Apply “mini tests”:

– Disrupt the entire class?

– Interfere with access to meaningful instructional time?

– Place people at risk of harm?

– Interfere with the teacher’s ability to manage the area or activity?

Video Sample of a Teacher Consult

Question 3: What setting events are influential?

• Setting events are the catalyst for repeated behavior patterns • They 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 65

The Most Common Setting Event Problems Are Typically Related to:

• Relationships and social networks – Strained relationships with teachers, lack of adult social support, friends, etc.

• Emotional stressors and burdens – Poor self concept, emotional adjustment issues, etc.

• Social and coping skill deficits – Handling conflict, problem solving, etc.

• Academic deficits and challenges – Inconsistencies in prerequisites , organization and task management, etc. 66

Setting Event Questions to Ask:

• Are there underlying medical or physiological conditions that might be contributing to behavior patterns?

• Are there social pressures or emotional stressors that may reduce the student’s ability to cope in a particular situation?

Setting Event Questions to Ask:

• Has a negative relationship history been established with a particular environment, setting or routine?

– What is the social rapport between the student and teachers?

– Is the behavior perceived problematic because of a mismatch between cultural understandings?

– Is the behavior perceived problematic because of a lack of understanding about the basics of behavior patterns and the use of positive interventions (as opposed to reliance on punitive consequences).

Setting Event Questions to Ask:

• Are environments where behaviors occurring effectively managed with clear routines, expectations, and consistent follow through? – How well organized are routines and expectations?

– How consistent are routines and expectations? – How much structure does the setting provide?

– How effective are strategies to manage the environment?

Group Discussion

• Reflecting on the setting event questions posed: – To what extent does your existing process take into account setting event issues?

– What setting event issues tend to be most prevalent at your school?

– To what extent does your process result in interventions that address setting event issues?

Question 4: What antecedents trigger behavior?

• Events or triggers in the environment that

immediately

precede the problem behavior – May be inconsistent – May be unique to a situation – May build upon one another • An antecedent always precedes a behavior, but sometimes antecedents are hard to identify

Common Antecedent Triggers

Types Prompting Methods Task Related Problems Instructional Conditions Transition Problems Environmental Discomforts Social Conditions Examples of Common Triggers

Ambiguous request, distracting stimuli, too much information, re prompt to quickly, too many steps required, unfamiliar request Too complex, too much information, too long, requires independent initiation, too many directions, expectations not clear, too many materials to organize Oral directions, lecture, pacing too fast/slow, disorganized, boring, or confusing concept presentation, abstract discussion Preference transition, teacher/staff transitions, procedure/routine transitions, activity transitions, physical transitions Noise level, temperature, structure, physical arrangement, stimulation level, lighting Few opportunities for choice/decision making, too much personal assistance, poor quality social interactions, periods of no interaction

Defining Antecedents

• 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?

Question 5: What responses follow behaviors?

• Consequences are anything that happens in response to the behavior – What do people say and do?

– What is the chronological order of how people respond?

• Define consequences like any other behavior: – Objective & operational – Sequence and intensity • Consider the potential reinforcement the student derives from the consequence • Does the student get something?

• Does the student get out of something?

Summary of Questions

• Q1: What are the student’s strengths?

• Q2: What is the behavior of concern?

• Q3: What are the setting events?

• Q4: What are the antecedent triggers?

• Q5: What responses follow behavior?

Video Sample of a Teacher Consult

Video Activity Jason – 7

Grade Student

• Teacher referral: – Jason is routinely ‘

off task

’ and ‘

disruptive

’ in class. – She has tried talking to him, moving his seat, calling home, and loss of points.

1.Watch the video clip 2.As you watch the clip – map out the events that occur on the chart provided 3.After the clip, generate a list of follow up questions for each of the categories 78

Setting events Antecedents Behavior Consequences

FBPS Process Pre-Meeting Preparation

Pre-Meeting Preparation (Refer to the Checklist)

•

Purpose of the Pre Meeting Preparation

: To improve the efficiency and focus of team meeting discussions by gathering key information and developing a user friendly summary of that information in preparation for the initial meeting. •

Products

: – A concise summary of the student’s records including academics, social-emotional issues, medical/related services, and related disciplinary infractions.

– A summary of the information reported by staff on the Function Based Information Tool – A summary of the information provided by the parent/guardian – A preliminary behavior map that organizes the typical behavior pattern for the student 81

Pre-Meeting Preparation (Refer to the Checklist)

• Summary of the checklist steps: – Conduct a records review – Have staff members complete the

Function-Based Information Tool for Staff

(

F-BIT

) – Conduct an interview with the parent/guardian using the

Function Based Information Tool for Parents

– If appropriate, interview the student (The two recommended options available are:

Function-Based Information Tool for Students

OR have the student complete the

Student Social Support Survey

) – Develop a facilitation strategy for the first meeting by familiarizing yourself with the information collected thus far – Develop an agenda to guide the meeting 82

Review Existing Information

• Existing data from current reports, evaluations, and office discipline referrals, suspensions • Look for possible explanations or connections between the instructional environment and occurrences of problem behavior • Look for and document prior interventions used

NJPBSIS Records Review Note Taking Form

1.Summary of key information from the students records to consider in the function-based problem solving process

: • • •

Academic Information

: Specific Learning Disability (SLD) in math and reading, classified in the 5th grade ADHD: displays hyperactivity, impulsivity, restlessness, difficulty maintaining self-control, and challenges sustaining attention in school.

Low to below average scores for: perceptual reasoning, working memory, processing speed, comprehension and decoding, spelling, numerical operations, and mathematical reasoning • • •

Social – Emotional Information

: Struggles with low self-confidence / esteem and tends to overcompensate through his social mannerisms (e.g., is loud, aggressive tone, seeks out being center of attention). Has an average size peer network, but most have similar social/academic issues.

Experiences very strained relationships with most of his teachers.

•

Related Services/Medical Information

: Ritalin 2x daily 84 84

NJPBSIS Records Review Note Taking Form (con’t)

2.Summary of Office Conduct Referrals (OCR) and Suspensions

Infraction Date

10/11 Fighting

Period / Location

2 nd to 3 rd Hallway 7 th

Administrative Decision

2 days OSS 10/26 11/16 11/22 12/13 1/12 1/21 2/11 2/16 2/21 2/25 Insubordination (Classroom Disruption) Insubordination (Classroom Disruption) Insubordination (Classroom Disruption) Fighting Insubordination (Classroom Disruption) Insubordination (Classroom Disruption) Physical aggression Physical aggression Insubordination (Classroom Disruption) Insubordination (Classroom Disruption) 5 th 7 th Arrival 2 nd 1 st 5 th to 6th Hallway 4 th 1 st 3 rd Saturday detention Saturday detention Friday detention 3 days Friday detention Friday detention 2 days OSS 1 day ISS Saturday detention Friday detention 11

Total Number of Referrals

Total Number of OSS Assignments Total Number of Days of OSS

7 1

Total Number of ISS Assignments

3. Attendance and Grades : • 5 excused absences, at risk of failing Language Arts and History.

Total Number of Days of ISS

•

FBPS for Students with IEPs: Review of Records

Teacher Consult

General & Special Education Intervention

Screening (I & RS)

General & Special Education Intervention

IEP-CST (FBA)

For students with IEPs or being evaluated for Special Education

Situation dependent (e.g. grades, attendance, product samples) • Relevant records reviewed/referenc e(e.g., Office Conduct Referral, grades, attendance) • Complete review of all current records

Group Activity- Reviewing Records

• Review the social & educational background, the summary of OCRs, and the list of instructional conditions that work really well for Kevin. • • – For the educational tests where Kevin score borderline to below average – consider the day to day implications that would make learning difficult for Kevin and that might subsequently function as a setting event or antecedent trigger e.g., if Kevin has low working memory – what does that mean in terms of classroom performance, what would be difficult for him?

Based on all of this information begin to fill in the setting event antecedent- consequence chart for the categories setting events and antecedents.

PLEASE NOTE: ALTHOUGH DAD’S SCHEDULE AND MEDICATION MIGHT PLAY A ROLE; TRY TO STAY FOCUSED ON THE EDUCATION VARIABLES THAT YOU CAN CONTROL AND INFLUENCE

Collecting Survey and Interview Information

Function-Based Information Tool (F-BIT)

• Use to get information from people about the circumstances most common to behavior incidents • Distribute and summarize prior to the team meeting • Use information reported as a starting point for team discussions

Function-Based Information Tool (F-BIT)

• Focus is on gathering information about: strengths & preferences, events and circumstances related to behavior, & how people respond when behavior occurs – Staff version: Checklist format – Parent version: Interview format – Student: Interview format 90

3 2 1 0 10 9 5 4 8 7 6 F-BIT Graph from Excel Template

Problematic Conditions Conditions

F-BIT Graph from Survey Monkey

Student Social Support Survey

PBSIS Student Questionnaire Put an X or check in the box that reflects your agreement with the statement: I

have at least one adult in my life who…

Strongly Agree Agree Disagree Strongly Disagree

offers to help with schoolwork says something nice when I do something good pays attention to what is going on in my life gets on my case if I mess up or make a mistake helps me when I feel threatened or scared helps when there is an emergency takes my problems or concerns seriously gives advice about personal problems comforts me when I am really upset or mad (angry) connects with me and my interests X X X X X understands my point of view X

Put an X or a check next to the items that most reflect your response to the statement: I would describe myself as someone who…..

X makes decisions easily has lots of talents X I am really good at X has a hard time making decisions has a hard time identifying something X X X X is able to do my schoolwork is able to stick with a goal regardless of what gets in my way is comfortable with change or new situations is optimistic about the future and growing up takes action when I decide to do something is comfortable accepting help or advice has lots of friends is comfortable talking about how I feel trusts people easily Does what I think is right, even if my friends make fun of me X X X X X X X X X X struggles with schoolwork gives up on a goal when faced with obstacles has a hard time dealing with change or new situations worries about the future and growing up spends more time thinking about something than taking steps to do something about it is uncomfortable accepting help or advice would like to have more friends is uncomfortable talking about how I feel has a hard time trusting people Would rather go along with my friends to avoid being made fun of then to stand up for what I think is right

Put an X or a check in the box that most reflects how you would respond to the statement: When I am faced with a problem I am most likely to…

Go over in my mind what I will say or do Come up with a couple of different solutions to the problem Act without thinking it through first Talk to someone to get advice Try to see things from the other person’s point of view Try to get more information or all the facts before I react Go on as if nothing is happening Try to get someone else to solve the problem Wait to see what will happen before doing anything Avoid the situation or person Confront the person or situation head on Seek out adults who can help me Ask my friends to help me

Most Likely

Likely

X X

Not Likely

X X X x X X X X X X

How do you like to spend your out-of-school time? (check all that apply)

 Hanging out with friends: What do you do? Hang out at the mall_______________  Playing on a sports team: What type of sports? __________________________  Reading ____ magazines ____ novels/stories  Watching TV or movies  Staying at home  Listening to music  Playing an instrument: What instrument do you play? ______________________  Skateboarding/bike riding: ____ at the skate/bike park ____ around my neighborhood  Dancing  Going to parties  Volunteering/helping others  Shopping/going to the mall  Creating art: What type of art do you like to do? __________________________  Photography  Studying/learning something new  Exercising  Video games  Other: ____________________________________________________________  Other: ____________________________________________________________

• •

FBPS for Students with IEPs Survey & Interview Information

Teacher Consult

General & Special Education Intervention

Face to face discussion Consider use of the

Function-Based Information Tool

or equivalent tool to structure discussion and recall of information • • • • Screening (I & RS)

General & Special Education Intervention

Completion of the

Function-Based Information Tool

(or equivalent tool) by teachers where behavior is known to occur Face to face discussion Consider the

Parent Function-Based Interview Tool

(or equivalent tool) Consider the

Student Function-Based Interview Tool

and

the Social Support Survey

equivalent tools) (or • • • IEP-CST (FBA)

For students with IEPs or being evaluated for Special Education

Completion of the

Function-

Based Interview Tool ( or equivalent tool

)

by all staff working with the student Parent

Function-Based Interview Tool

(or equivalent tool) completed

Student Function-Based Interview Tool

and

the Social Support Survey

equivalent tools) (or

Group Activity – Using Information from the F-BIT

• Review the F-BIT summary graphs for the teachers and parent.

• Review the summary of Kevin’s interview.

• Continue to fill out the Se-A-B-C chart with the new information learned from the parents, teachers and Kevin.

Let’s Recap Where We are in the FBPS Process

• So far we have: – Obtained parent consent – Reviewed Records – Collected survey and interview information from staff, parents, and student • The

Next Steps

are to Prepare for and Hold the Initial Meeting 98

The Initial Meeting Will Cover (Refer to the Checklist)

• Have the IEP team discuss student’s strengths and preferences • Have the IEP team come to consensus on an operationalized definition of behavior(s) • Have IEP team members walk through one or two scenarios, mapping out the discussion on flip chart using the S-A-B-C framework • Review the summary of records and F-BIT information reflecting on the mapped out scenarios just discussed – ask clarifying questions as needed • Develop a plan for baseline data collection (teacher tallies) and observations (CST) 99

Develop a Meeting Facilitation Strategy

•

Preparing ahead of the meeting will increase the productivity, efficiency, & focus of the discussion:

– Increases efficiency of the meeting – Helps you anticipate potential conflicts – Helps you to be familiar with the information collected thus far – Enables you to prepare visuals and handouts that will help with discussion – Leads you to a clear plan of what information needs to be discussed 100

Meeting Facilitation Strategy (Refer to the Checklist)

• Develop a facilitation strategy for the first meeting by familiarizing yourself with the information collected thus far and developing visuals & handouts for the meeting including: – An agenda to guide the meeting – Summary of information learned through surveys or interviews and the review of records – A calendar to plan observations and baseline documentation (consider having a take away calendar for each teacher indicating the days and times they will be collecting their tallies) – List of the student’s strengths and preferences to display – If needed you might also consider considering the use of proactive teaming strategies to promote a positive team environment (e.g., develop three agreed upon meeting norms) 101

F-BIT Graph from Survey Monkey

Conducting Observations and Documenting Baseline

103

Observations and Baseline

•

Baseline

: typically tally data documented by someone natural to the setting •

Observations

: typically conducted by a third party (e.g., CST) and are detailed descriptions using the Se-A-B-C format to record data and notes 104

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

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

Guidelines for Documenting a Baseline

• Use peer and setting comparisons – Settings where behavior most/least typically occurs – How similar or disparate is behavior from peers in the same setting 107

Guidelines for Documenting a Baseline

• When using multiple observers calibrate recording procedures to ensure accuracy – Develop a definition list of variables and behaviors being observed – Provide training – Have a practice and compare setting 108

SAMPLE: Data Collection Definitions

Work task direction

Antecedents

Belinda is asked to begin some type of academic related task Adult direction Transition to leave area Transition within area Change in schedule No attention - peers No attention - adults Belinda is asked to follow an adult direction unrelated to work tasks Transitions that involve going from one location to another Transitions that involve moving her seat within a location Some part of the typical routine is different (e.g., teacher is absent) Peers in area, but not interacting with her Adults in the area but not interacting with her Social crowding Multiple peers or adults hovering around her and providing multiple verbal prompts Unclear expectations Social or instructional situations where Lea may be unsure of what is expected of her

Behaviors

Grabbing items, calling out Disruptive during lesson Refusal to follow a direction Physical Contact Sits or lays on floor, says no, walks away, turns away Touching peers Leaves area Hitting, kicking, spitting, pulling hair while frustrated or upset Hugging that turns into a bear hug, touches peer (e.g., on arm, swirls hair) during instructional situations Leaves instructional situations to use the bathroom Verbal redirection

Consequences

Any type of verbal interaction used to redirect, prompt, correct, or stop behavior – this could include showing her the picture schedule Any involvement of peers to redirect, prompt, or stop behavior Any time a request is change, adapted or removed Peer involvement Adapted or removed request Reminder or reinforcer Break Different adults Provided access to a desired item Ignoring Any verbal or visual prompt to remind Lea that if she behaves she will receive a reinforcer Any type of break (e.g., OT break) that occurs in response to behavior Anytime more than adult is involved in responding to behavior Anytime Belinda is provided with a preferred item or event as a result Delayed Escape Peer attention Adult attention Following behavior, no eye contact, verbal or gestural prompting – ignoring only occurs when no other response is provided

Function

Engagement in the task or direction is delayed for any period of time because of behavior – Belinda eventually engages in the request Ultimately Belinda does not engage in the request or direction Anytime a peer responds to an occurrence of problem behavior – either because an adults prompts them to or on their own Attention unrelated to task directions or requests

Frequency Tally Form Easy Way for Staff to Note Tallies

Suggestions for Teacher & Staff Frequency Tallies

• Pre-determine with the staff person the days/times for taking tallies of behavior occurrence • Give the staff person a form with the dates/times listed where they can document their tally • Have the staff person email the tally at the end of class or day • 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

Frequency Count Form

Individual: ____Mary Alice______________ Date: ___10/20-10/24____ Behavior Definition : Refusal: saying no, walking away, sitting with arms crossed

Monday Tuesday Wednesday Activity / Routine

Getting off the bus for school

Total Number of Incidents

/////// 7 ////// 6 //// 4 // 2

Thursday

Friday

112

Student: Cassie

Teacher Tally Data Recording Form

Teacher: Mrs. Smith

Thank you for your assistance in gathering baseline data. Please return this form

by email or hard copy in my mailbox by: November 30

Instructions: Please use the calendar below to record the number of times the target behavior occurred in your class. The behavior definition and clarifications for recording an occurrence are on the reverse of this form.

Mon

7 14 Math: 4x

Tue

1 8 15 Math: 3x

Wed

2 9 16 Math: 4x

Thurs

3 10 17 Math: 4x

Fri

4 11 18 Math: 3x 21 22 23 24 25 28 29 30

Scatterplot Form Excellent Tool for Organizing Tally Data Across Staff

Scatterplot Forms

• An at a glance organizer of data across days and times • Very helpful to organize data across multiple staff

Scatter Plot Form Activity

• Refer to the Scatterplot for Kevin • Tally data was provided by teaching staff. • The case manager inserted the tally data into the scatterplot form to organize the big picture • Review the data and calculate the totals and the average • What patterns are evident based on these data?

Period 1 2 3 4 5 6 7 8 3/21

Physical Ed.

/ Math //

Scatterplot Data for One Week (*R -

Removed from class)

3/22

Language Arts ///

3/23

History //// Math /// Environmental Science /

3/24

Math // Language Arts ///

3/25

Language Arts //// Math //// Language Arts ///*R Environmental Science // Lunch 0 History ////*R World Language //// Physical Ed.

// Lunch 0 Environmental Science // Language Arts /// Health /// Lunch 0 Math /// World Language /// History ////*R Lunch 0 Environmental Science / Environmental Science 0 Physical Ed.

/ Lunch 0 History //// Computers // Resource Center // Resource Center / History //// Art / Physical Ed.

0 Resource Center /// Resource Center /// Resource Center // Art //

Totals

117

ABC Frequency Recording Form Excellent Tool for Detailed Accounts of an Observation OR For Collecting Baseline Data

Date(s): Oct 16 Student

: Cassie

Antecedent-Behavior-Consequence Frequency Count Class / Activity:

Math (Data from one class using each row as a separate occurrence of behavior)

Setting Events / Antecedents Behavior Consequences/ Responses

Occurrence 1 Occurrence 2 Occurrence 3 Occurrence 4 / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

Date(s): Oct 18 Student

: Cassie

Antecedent-Behavior-Consequence Frequency Count Class / Activity:

Lunch and Recess

Setting Events / Antecedents Behavior Consequences/ Responses

Lunch 11:20 11:40 11:40 11:50 11:50 – 12:00 Recess 12:00 12:10 12:10 12:20 Totals / / / / / / // / ---- // / // /// /// / / / / 10 minutes and the frequency of behavior that occurred within that time block.

Date(s): Oct 16-Oct 30 Student

: Cassie

Antecedent-Behavior-Consequence Frequency Count Class / Activity:

Summary across classes

Setting Events / Antecedents Behavior Consequences/ Responses

Math Social Studies Speech PT OT Reading ///// //// //// ///// // ///// //// ///// //// ///// ///// ///// /// ///// ///// / ///// //// ///// / ///// //// /// /// ///// ///// // ///// ///// / ///// /// ///// ///// ///// ///// ///// // ///// // ///// /// ///// /// // // ///// / //// ///// ///// / //// ///// // / // Science Lunch/ Recess Arrival Departure Hallway ///// ///// / Totals 18 32 17 48 /// ///// ///// // ///// ///// 69 ///// // ///// 61 18 ///// ///// // / ///// /// ///// ///// ///// // ///// ///// 34 ///// // / 29 ////// ////// ////// ////// ////// ////// ////// //// ////// / ////// ////// ////// /// ////// /// /// /// /// 92 ////// ////// //// ////// ////// /// ////// // ////// / ////// ////// / ////// /// //// /// //// / /// // / / ////// ////// // ////// /// ////// //// ////// //// ////// /// 104 //// /// / ////// ////// /// 42 ////// // ////// // ////// // 36 // / 8 /// // //// / / 10 7 //// // // // // // ///// //// ///// ///// ///// 32 121

120 100 80 60 40 20 0

Summary of Cassie's A-B-C Frequency Count

Setting Events/Antecedents Consequence/Response

ABC Frequency Recording Video Practice Activity

• Two video activities to practice using the ABC Frequency Recording Form • Blanks in your handout are for use with the activities

ABC Recording Form Practice Activity 1

Matthew is working when:

•His body is oriented towards the task •He is focused on the activity •He is quiet •He is completing tasks associated with the activity

Matthew is not working when

: •His body is

not

oriented towards the task •He is calling out •He is engaging in activities other than the work task •He is playing with objects not related to the task •Sharpening •Defacing property •Calling out •Arguing

Antecedents

•Teacher prompts •Independent math work •Independent writing assignment •Transitions

Consequences

Redirection by the teacher Attention from peers Assistance to complete or work through the task Permission Response – i.e., he gets to do what he is requesting (e.g., go to bathroom, sharpen pencil)

Date(s): Student

Antecedent-Behavior-Consequence Frequency Count Class / Activity: Setting Events / Antecedents Behavior(s) Consequences/ Responses

1 2 3 4 5 6 7 8 9 10

ABC Recording Form Practice Activity 2

Adam is working (not being disruptive) when: Antecedents

•His body is oriented towards the task •He is focused on the activity •He is quiet •He is completing tasks associated with the activity •Teacher prompts •Independent math work •Independent writing assignment

Adam is being disruptive

Consequences

•He is engaging in unrelated conversations with peers or staff members •Redirection by the teacher •He is engaging in activities other than the work task (e.g., throwing paper, playing with bal, taking peer’s pencil, reading magazine, making and shooting darts) •He is having an inappropriate interaction with the teacher •Attention from teacher •Attention from peers •Assistance to complete or work through the task

Date(s): Student

Antecedent-Behavior-Consequence Frequency Count Class / Activity: Setting Events / Antecedents Behavior(s) Consequences/ Responses

1 2 3 4 5 6 7 8 9 10

Detailed Recording Strategies

Anecdotal Data Recording

• Best used for third party observations • Observation should be recorded using the Se-A-B-C format • Ensure that the language used to document is objective, operationalized, and action oriented – use accompanying 129

Anecdotal Recording Form

Behavior Note Taking Form Directions:

Document positive and problem examples of situations that occurred during the observations. Be detailed and use objective and action oriented language.

Class/Period: Date: Staff: Circumstances Occurring Prior to Behavior What the student did How people responded Considerations for Planning

Behavior Observation Note Taking Form Student: Kevin Date: 3/29

Circumstances Occurring Prior to What Kevin did Behavior

History of conflict with Mrs. P over rule following. Strained relationship between them Students were settling in their seats. The bell had rung and Mrs. P was giving directions to take out book and notebook. Kevin arrived just after the bell rang.

He was wearing a hat As he entered class he yelled “Yo! What’s up?” to another student Kevin did not acknowledge Mrs. P, he kept walking. When he arrived at his seat, he dropped his bag on the floor and leaned over and said something to the girl next to him.

Kevin made a noise, rolled his eyes, and shook his head Kevin left

How people responded

The student smiled and nodded an acknowledgement to Kevin Mrs. P asked Kevin why he was late and told him to take off his hat and put in on her desk Mrs. P walked over and told Kevin to give her his hat Mrs. P told him to get his stuff and go down to Mr. K’s office

Considerations for Planning

Strategies to get Kevin to class on time Have teacher say something positive when he arrives Addressing issues privately, Kevin seems to draw off of the other students watching what he will do

Running Log

• Abbreviated anecdotal recording • Captures in ‘short hand’ what happened but still needs language that is objective, operationalized, and action oriented • More cumbersome than the ABC Frequency Form 132

Running Log Sample

Date

1012 1013 10/13 10/14 1015

Location

Hallway Resource room Social Studies Hallway Resource Room

Time/Period

5 th (on the way to lunch) 3 6th 5 rd th (on the way to lunch) 3rd

Antecedent Behavior/Offense Consequence

Lots of students in the area, very noisy, and distracting Counting task that required writing Students were asked to complete a worksheet Shook her head “no” tried to get out of seat, pushed worksheet away Lots of students in the area, very noisy, and distracting Counting practice and writing numbers Leaned against the wall while walking, then slid down to the floor and laid on her back Knocked materials on the floor, put her head down Leaned against the wall while walking, then slid down to the floor and laid on her back Knocked materials on the floor, put her head down, crying Physical assistance to stand and keep walking took about 10 minutes Physical assistance to clean up the materials, took about 10 minutes Verbal prompts to be quiet and do the work, assistance to start the task, but did not finish Physical assistance to stand and keep walking a second person was needed to walk with us Physical assistance to clean up the materials, took about 7 minutes

FBPS for Students with IEPs: Observations & Baseline

Teacher Consult

General & Special Education Intervention

Screening (I & RS)

General & Special Education Intervention

• Consider teacher kept tally over the course of a week • Consider observation by the consulting staff • Teacher kept tally in classes where behavior is occurring • Consider observation by an I&RS member • • IEP-CST (FBA)

For students with IEPs or being evaluated for Special Education

Teacher kept tally in classes where behavior is known to occur Observation of the student by a CST member or designated personnel

Plan for Application

135

Plan for Application

• Select a student and follow procedural safeguards for setting up a meeting – Share the responsibility as a CST to develop a success example • Gather data using the tools presented • Summarize collected data in quantifiable terms 136

Plan for Application

• Market the process – Who do you need to give information to?

– What is the main message they need to hear?

– How will you explain the process to • Administrators • Teachers and parents 137

Plan for Application

• Consider supports or resources you will need, for example: – Release time for teachers to attend a meeting – Help gathering data – Statements at faculty meeting by the administrator in support of the process 138

Day 2 of the Training

1. Summarizing and interpreting data 2. Linking function to intervention selection 3. Guidelines for designing a behavior intervention plan 4. Applying intervention components – Setting event and antecedent interventions – Replacement and social skill instruction 139

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 140