Transcript Functional Assessment Intervention System (FAIS)

Functional Assessment
Intervention System (FAIS)- Full
FAIS version
AVRSB Psychology
November 2007
A Learning Year
• This is a different approach to behavioral
programming.
• We are trying to get consistency across
the AVRSB – provincial initiative
• For this year, regardless of your familiarity
with the FAIS, we are asking that FAIS
LIGHTs and FULL FAISs are done with
psychology personnel.
Continuum of School-Wide
.Instructional and Positive
.Behaviour Support
5%TERTIARY PREVENTION
SECONDARY PREVENTION 15%
Yellow Zone
PRIMARY PREVENTION  80%
Green Zone
Red Zone
FAIS and PEBS
• Every behaviour has a function.
• Identify the function of the problem behaviour.
• Teach an alternative behaviour that serves the
same function.
• Adapt environment to promote use of alternative
behaviour.
“Behaviour is predictable, thus preventable”
What is predictable is preventable
FAIS-Light versus Full FAIS
Alien versus Predator?
FAIS-Light vs. FAIS
FAIS-Light
• Tool for initial problem
clarification
• Uses anecdotal
information
• Creates a plan with
strategies
• Can use it to start
planning, even for “red
zone” kids
FAIS
• Involves more precise
goal setting
• Involves data tracking
• Used when FAIS-Light
proves insufficient
• Usually for those with
significant history of
very aggressive
behavior (physically
assaultive behavior)
FAIS Light vs. FAIS
FAIS-Light
• 14 year old boy
habitually tells
teacher to “stuff it”
when told to finish
worksheet
FULL FAIS
• 14 year old boy
habitually picks up
chair and throws it at
the teacher when told
to finish worksheet.
The FAIS-light
strategies have not
changed this.
Analogy with Programming
FAIS Light = Adaptations
FULL FAIS = Individual Program Plan
FAIS - Program Planning Process
1. Identification of student with behaviours of
concern.
2. Exploration of classroom strategies by
teacher/Problem-Solving meeting at
school.
3. Referral to Program Planning Team
meeting to complete the FAIS Light
(parents, teachers, administrator,
Guidance, School Psychologist, other
Student Services staff as appropriate).
FAIS - Program Planning Process
(cont.)
4. Follow-up Program Planning Team
meetings to evaluate FAIS Light plan.
5. Next step: Monitor/Revise plan. The team
may decide to do a full FAIS.
6. Full FAIS conducted with the program
planning team
Who helps with Full FAIS planning?
• For the next two years, the FAIS would be
facilitated by a member of the Behavior
Intervention Team
• Eventually, the full FAIS will be facilitated
by school psychologists as well as the
Behavior Intervention Team
Flow Chart for Now
Problem-solving meeting at school
FAIS Light consult with School
Psychologist
Full FAIS with Behavior Intervention
Team
The importance of planning
Why Do Program Plans Flop?
•
•
•
•
Lack of knowledge/skill
Beliefs and attitudes
Lack of adequate resources and support
Lack of collaboration
FAIS system helps address these
DAY ONE
Social Competence Checklist
Section 1
• Identifying Priority Concern
• Identifying Context/Setting Conditions
• Identifying Consequences or Effects
• Identifying the Function of Behavior
• Identifying Competencies and Positive
Alternatives
• Develop a Summary Statement
DAY 1
Section 2
Indicate Desired Outcomes and Social
Validation Criteria
Establish the Goal
Define Benchmarks
DAY TWO
Section 3
Brainstorm Support Strategies
Specify Positive Support Plan
Section 4
Indicate Progress Monitoring Procedures
Complete Information on Goal Attainment Ratings
Record Benchmark Ratings on Goal Attainment
Chart
Record Other Progress-Monitoring Data on
Progress Rating Chart
DAY TWO
Section 5
Summarize Student’s Progress toward Goal
Analyze Progress
Plan Next Steps
Design New Strategies
Specify Final Team Recommendations and
Consensus Statement
Crisis Plan
How Does the FAIS work with EA
Allocation?
• Cindy Giffen and Holly Stephenson
DO THE FAIS
REGARDLESSOF WHETHER
A DIAGNOSIS EXISTS!
Bring into your Mind
... The child with the most challenging
behaviours you are working with now…
Insanity Ensues
Social Competence Performance
Checklist (SCPC)
• a.k.a. – Social Competency Scale or Social Competency Checklist
• Helpful first step in assessment & planning (FAIS- Light or FAISFull)
• Focuses team on student strengths – re-defines student as more
than “problem behaviour”
• Breaks-down problem behaviour(s) into manageable targets
• Identifies Priority Concern
• Can be used to evaluate progress
Keep it simple
Design of SPC Checklist
• 4 pt. rating scale based on frequency of occurrence
0 - rarely
1 - sometimes
2 - often
3 - mostly
(N – no opportunity to observe)
• 3 sections
A) Positive Behaviour Ratings (Pos+)
B) Challenging Behaviour Ratings (Neg-)
C) Intervention Planning Chart
4 Areas of Behaviour Observations
(for Pos+ and Neg- Behaviours)
A)
Pos+ Behaviors
B)
Neg- Behaviours
• Self-control
• Aggression
• Social Competence
• Distractibility
• Learning Behaviour
• Non-compliance
• Academic Performance
• Neg- Affect (mood)
• Other
• Other
C) Intervention Planning Chart
Positive Behaviours
Strength
(Rated 3)
Concern (Rated 0 or 1
and Checked
Self-control
Social Competence
Learning Behaviours
Academic Performance
Other Pos+ behaviours
Challenging Behaviours
Strength (Rated 0)
Concern (Rated 3 and
Checked)
Aggression
Distractibility
Non-compliance
Negative Affect
Priority Concern
How to complete SCP Checklist
Pos+ Behaviours
Neg- Behaviours
1. Rate frequency of Pos+
behaviours in each
observation area (0-3)
1. Rate frequency of Negbehaviours in each
observation area (0-3)
2. Check the 3 Pos+
behaviour items that
are most important to
address (only 3!)
2. Check the 3 Negbehaviour items that
are most important to
address (only 3!)
3. Write the item # of the
top 3 (checked) Pos+
behaviours
3. Write the item # of the
top 3 (checked) Negbehaviours
Complete Intervention Planning
Chart
Pos+ Behaviours
Neg- Behaviours
For each behaviour area -
For each behaviour area -
1) Identify STRENGTHS
1) Identify STRENGTHS
List items rated 3
List items rated 0
2) Identify CONCERNS
2) Identify CONCERNS
List items rated 0 or 1
List items rated 3
and checked
and checked
Complete Intervention Planning Chart
Positive Behaviours
Strength
(Rated 3)
Concern (Rated 0 or 1
and Checked
Self-control
Social Competence
Learning Behaviours
Academic Performance
Other Pos+ behaviours
Challenging Behaviours
Strength (Rated 0)
Concern (Rated 3 and
Checked)
Aggression
Distractibility
Non-compliance
Negative Affect
Priority Concern
Section 1: Identify Concern,
Function, and Positive
Alternative Behavior
A.
B.
C.
D.
E.
Identify Priority Concern
Identify Context/Setting Conditions
Identify Consequences or Effects
Identify the Function of the Behaviour
Identify Competencies and Positive
Alternatives
F. Develop Summary Statement
Section 1.
A. Identify the Priority Concern
What difficulty or problem is causing
the greatest concern?
Criteria for Identifying and Describing the
Priority Concern
• Have the classroom teacher identify the concern
that MOST interferes with the child’s productive
functioning and the learning environment.
• As a team, describe the concerns in concrete
and observable terms, when it happens, and
how it happens.
• Ensure there is consensus regarding the
behaviour description.
USE THE SOCIAL COMPETENCE CHECKLIST!
Examples of a Priority Concern:




Running off school property
Striking out physically at classmates
Destroying work materials/property
Verbal outbursts in class
BE SPECIFIC!
B. Identifying Context/Setting
Conditions
Describe distant or proximal situations
that contribute to the behaviour.
• Setting (e.g., hallways)
• Task/Activity (e.g., large group)
• Specific Triggers (e.g., adult request)
Check all context or setting conditions in which the student is
most likely to have difficulties.
Setting
Classroom
Special Class
Hallways
Cafeteria
Playground
Bus
Gym/Locker
room
Restroom
Home
Community
setting
Unstructured
setting
Unfamiliar setting
Crowded setting
Noisy setting
Other
Task/Activity
Large group
Small group
Partner task
Independent task
Difficult task
Uninteresting task
Specific task
Specific materials
Task transition
Location
transition
Unstructured
activity
Unexpected
activity
Interruption in
routine
Other
Specific Triggers
Not receiving
attention
Adult request
Negative
feedback
Positive feedback
Unclear
expectations
Sleepiness
Physical
discomfort
Sick, allergies
Over-stimulated
Under-Stimulated
Extreme Emotion
Denied something
Health issue
Home issue
Other
Time of Day
Arrival time
Dismissal time
Morning
Afternoon
Lunch
Recess
Non-specific
Other
Individuals
Involved
Particular adult(s)
Particular peer(s)
Authority figure
Support staff
Parents
Strangers
Other
Setting/Contexts
• Keep the team focused on the priority
concern!
• Do not check off everything – only the
MOST salient contexts
Does the school drive the child crazy?
C. Identify Consequences or
Effects
•
•
•
•
•
•
•
•
•
•
•
•
•
Behavior Ignored
Request/Task Removed
Reprimand/Warning
Time out
Loss of privileges
Negative social interaction
Peer encouragement
Teacher negotiation
Office referral
Home contact
In school suspension/punishment
Out of school suspension
TEACH A NEW BEHAVIOR?????
How effective were these
consequences?
•
•
•
•
•
Never
Rarely
Sometimes
Often
Not attempted
This section allows for notes
C. Identifying Consequences
Identifying what typically happens in
response to the behavior of concern
What have you tried already? and how
effective has this been IN REDUCING
THE BEHAVIOR?
D. Identifying the Function of the
Behaviour
• As a team, identify the apparent functions
(underlying reasons, intents, or pay-offs)
that cause the behaviour of concern.
C. Identify the Function of the Behavior Check all that
apply.
Escape
Avoid demand or
request
Avoid/Escape
activity or task
Escape classroom
or setting
Escape the school
Escape
consequences
Other:
Gain
Attention/Control
Get desired item
Gain adult attention
Gain peer attention
Control situation
Gain/Grab power
Gain acceptance
Other :
Other Functions
Communication
Affiliation/Affirm
ation
Self -expression
Gratification
Justice/Revenge
Self-stimulation
Other
Other Reasons
Does not have skills
Does not have
motivation
Does not know
expectations
Fears failure
Medical problem
Attentional problem
Substance abuse
Lack of security
Transitional issue
(e.g., divorce, home
conflict)
Other:
E. Identify Competencies and
Positive Alternatives
Similar to FAIS light, but can add student assets
and home/school assets.
USE SOCIAL COMPETENCE CHECKLIST!
Describe social or academic competencies that
may serve as a positive alternative to the
concern:
e.g., good oral reader – could get class attention
for this
Good guitar player – approach about playing
at a school function
F. Develop Summary Statement
The behavior of concern________occurs in
______setting(s) in situations
when________occurs.
The function(s)_________underlie the behavior.
The student has the following
competencies:__________.
Taking the function and the competencies into
consideration___________ will serve as the
positive alternative for the concern.
Summary Statement Example
The behavior of concern, verbal outbursts, occurs
during classtime, in situations when writing
activities occur.
The function(s) of peer attention-seeking underlies
the behavior.
The student has the following competencies: at
grade level in most subjects, responds to peer
redirection
Taking the function and the competencies into
consideration, giving him “points” for being quiet
in class, that he can give to classmates, will
serve as the positive alternative for the concern.
Section Two: Setting Goals and
Benchmarks
A. Indicate desired outcomes and social
validation criteria
B. Establish Goal
C. Define Benchmarks
A. Indicate Desired Outcomes and
Social Validation Criteria
What is the desired outcome of intervention?
– checklist of examples
• Completes work
• Complies with request
• Remains in the room.
What is the standard or social-comparison
criterion used to compare students
performance?
B. Establish Goal
• Statement of Goal
• Context for Goal performance
• Target date for goal attainment
– e.g., “Within 10 weeks, Lisa will comply with
adult requests to perform an activity with
classmates one or more times each day with
no teacher redirection or physical prompting”
What Kind of Goal?
Improve Positive Behavior
e.g.,
calm himself when upset
raise hand in class
make appropriate social overtures
Reduce Challenging Behavior
e.g.,
disturbs others
throwing of things in class
reduce length or intensity of outbursts
Choosing Intervention Goals
• Just one works best
• Target a specific behavior of high priority
• Goal should be linked to keystone
behaviors and outcomes
• Student must be capable of learning and
performing goal behavior
• What can s/he attain IN 10 WEEKS?
C. Define Benchmarks
• State what the student will do, at what
level, and with what type of support.
• Order the benchmarks according to the
scale provided (-3 to +3)
• “0” refers to the Status Quo, or baseline
functioning
Benchmarks continued
Think of a ladder to desired outcome
+3 :competent behavior often (goal reached)
+2 :competent behavior occurs sometimes
+1 :competent behavior occurs rarely, minimally
improved
0 : No apparent change or progress
-1 : behavior is minimally worse
-2 : behavior is somewhat worse
-3 : behavior is much worse
Benchmark Dimensions that can
be Altered
• Level of Support Needed
– e.g., No more than three/two/one teacher prompts
• Frequency of behavior
– e.g., At least one/two/three times per hour,
subject, day
• Severity of behavior
– e.g., Rough physical aggression, mild physical
aggression, only verbal aggression
• Difficulty of Task
– e.g., Addition of single digits/double digits/triple
digits
Benchmark Dimensions
continued
• Time needed to complete a task
– Complete journal entry in 30/20/10 minutes
• Amount of work completed
– Completes 25%, 50%, 75% of task
• Accuracy of work
– Completes math assignments with 50%,
70%, 90% accuracy
The Benchmark Planner
Appendix A in FAIS manual P. 132
Benchmark examples for each of the items
on the Social Competence Checklist.
Benchmark Examples
+3 Shares playground equipment 8 out of 10
recess periods per week
+2 shares 6-7 out of 10 recess periods
+1 shares 4-5 out of 10 recess periods
0 shares playground equipment 3 out of 10 recess
periods a week
-1 shares 2 out of 10 recess periods
-2 shares 1 out of 10
-3 refuses to share playground equipment
Benchmarks
+ 3 Uses appropriate words to express frustration
with work
+ 2 Uses words to express frustration with work
+1 Grumbles or growls to express frustration with
work
0 Grumbles about work pushing it off the table
-1 Grumbles about work and crumples it
-2 Destroys his work with verbal outburst
-3 Destroys his work with physical outburst
(upsetting desk)
Benchmark Examples continued
+3 Follows teacher directions after 1-2 requests, teacher at a
distance.
+2 follows teacher direction after 2-3 requests, teacher at a
distance
+1 follows teacher direction after 2-3 requests, requires teacher
proximity
0 follows teacher directions after 3-5 requests, requires teacher
proximity
-1 follows teacher directions after 3-5 requests, requires physical
guidance.
-2 refuses teacher directions. Verbal complaints after directive.
-3 Refuses to follow teacher directions. Physically aggressive
behavior erupts after directives
Section 3: Designing the Positive
Support Plan
A. Brainstorming Positive support strategies
for the goal (Consulting Chapter 4 of the
manual)
B. Specifying the Positive Support Plan
• Determining who
• Determining when and where
• Determining resources needed for plan
SPECIFY EA ROLE AND RESPONSIBILITIES!
Designing the Positive Support
Plan
• Environmental strategies
– Counter the influence of setting conditions or specific
triggers
• Teaching strategies
– Enhance or develop alternative behaviors that
achieve the same function
• Altered Response strategies
– Counter the functions or “pay offs” maintaining the
priority concern
Go to Page 56!
Table 4.1
Linking Potential Functions of Challenging
Behaviors to Evidence-Based Strategies
Table 4.2
Linking Concerns to Evidence-Based
Strategies
Environmental Strategies
• Environmental strategies prevent or
minimize the occurrence of the prioritized
concern by adjusting or modifying the
features of the classroom, school, or home
environment.
Types of Environmental
Strategies:
A. Problem Preventers
B. Modifying Classroom Arrangements
C. Optimizing Rules, Routines, and
Transitions
D. Techniques for Matching Instructional
Demand with Learning Capability
Modifying Seating Arrangement
Examples of Individualized Choices:
• Asperger’s High school student – very upset
by peer rule infractions – Sit in front row in all
classes
• ADHD Middle school student – socially
responsive - sit next to attentive buddy
• Anxiety Disordered Elementary Child –
overwhelmed by class but sometimes curious
– Sit in alternate “quiet spot” in view of the
board
B. Environmental Strategies:
Modifying Classroom
Environment
• Seating Arrangement
• Adult Presence
• Optimize Room Arrangement
C. Environmental Strategies:
Optimizing Rules, Routines, and
Transitions
• Clarify Directions and Expectations
• Provide Equivalent Choices
• Scaffold Prompts and Practice
Clarify Directions and
Expectations
• Use your PEBS matrix
• PEBS Matrix - Show respect for these
things across school environments (eg.
class, bus, assembly, etc)
– Self
– Others
– Learning
– Environment
PBIS COMPENDIUM
• Lesson Plan templates for each part of the
PEBs matrix
• Provides LESSONS that explicitly teach
expectations
• Key ingredients:
– Describe the expectation skill and critical
rule
– Demonstrate the expectation (role plays)
Website with Matrix Lesson Plans
Type “PBIS Compendium” at Google
Go to:
http://pbiscompendium.ssd.k12.mo.us/index.htm
Lesson Plan Example: Respect in
the Hallway
Skill and Critical Rule:
“Today we are going to talk about ways to BE RESPECTFUL of yourself in the
hallway.”
“What are some ways we can BE RESPECTFUL of ourselves in the hallway?”
Ask students to define what BEING RESPECTFUL means. Shape their
responses into observable behaviors (e.g. if they want to be nice, ask for
examples of being nice that equate to observable skills such as taking turns,
asking someone to play, etc.)
There are several ways to BE RESPECTFUL of ourselves. For example, we
can:
Walk down the hallway instead of running.
Move purposefully down the hallway toward your destination.
Move quietly down the hallway.
Review above key behaviors and any other skills the students identify.
Lesson Plan Continued
Demonstration and Role Play:
Demonstrations:
“I am going to show you some ways to BE RESPECTFUL of yourself
and some ways to BE disrespectful. I want you to watch me and
see if you can tell if I am BEING respectful of myself/yourself.”
After each example ask the students if you were BEING RESPECTFUL
of yourself. Ask what you might do instead during non-examples.
Role Play:
Walking with my hands all over the hallway displays.
Staying in line to the right.
Talking loudly when the teacher has asked you to remain quiet.
Stopping every few feet and pulling on hallway displays.
Clarify Expectations
• Provide practice opportunities
• “Show me” as response to minor rule
infractions
• REVIEW THROUGHOUT THE YEAR
C. Environmental Strategies:
Optimizing Rules, Routines, and
Transitions
• Schedules and Routines
• Consensus Classroom Rules
• Streamline Transitions
Demand and Learning
Environmental Strategies:
Techniques Capability
• Task-Skill Matching
• Class-Wide Peer Tutoring
Task-Skill Matching:
Differentiated Instruction
Lack of academic skills
Function: Escape
Acting out in class or work refusal/avoidance
Escape from academics
Differentiation Strategies
• Adaptations and Modifications (e.g., Cloze
procedures for writing work)
• Ability groupings
• Preteaching – teachers and EAs must
communicate!!!
• Prompt in-class scaffolding for the highest
needs students
• Tiered or Tic Tac Toe assignments
Novelty Teaching to Maximize
Involvement: Who answers in class?
• Koosh ball throwing
• Names from a hat
• Nominate students who call on other
students
• Contest to see who gets to answer
Teaching Strategies
• Designed to teach children positive
alternative behaviours that meet the same
need as the challenging behaviour.
e.g, How to…
• request assistance
• communicate a need,
• interact with a peer
• complete a classroom task.
Teaching Strategies
•
•
•
•
•
Fundamental
Peer Mediated
Self-monitoring
Teacher-mediated
Affect awareness and Anger Management
Missing in Action
SOCIAL SKILLS
Social Skills
The most common deficit underlying Yellow
and Red Zone students:
Not able to perform them!
Need to be taught them!
Social Skills Groups
• Generalization is the problem!
• THE SCHOOL must provide opportunities
for practice
• MUST BE REINFORCED IN THE
CLASSROOM!
Go to “SSD” under PBIS compendium
PBIS Compendium
A Directory of Social Skills
Explicit Lesson Plans to teach them
SOCIAL RELATIONSHIP SKILLS
3.0
Say thank you…
3.9
Introduce yourself
3.10
Introduce others.
311
Respect personal space
3.12
Recognize social limits (strangers, formal, familiar, family)
3.13
Touch appropriately
3.14
Begin a conversation
3.15
Maintain a conversation
3.16
End a conversation
3.17
Join in (gain attention appropriately)
3.18*
Interrupt appropriately
3.19*
Apologize
Social Skill Teaching
DEAL WITH DISAPPOINTMENT/LOSING 2.12
Goal: To improve skills for expressing feelings
Objective(s): The student will decide why an activity was not successful and whether to try the desired
activity again. (Mayo and Walto, 1986 p. 274)
Process Steps:
1. Say to yourself "Somebody has to lose" or "It's okay that I wasn't successful."
2. Think about your choices.
a. Ask for help.
b. Do an activity you like to do.
c. Do a relaxation exercise.
3. Act out your best choice.
4. Reward yourself for trying.
Discuss
Definition: Disappointment means to fail to meet your own or someone else's expectations.
Losing is a failure to win or gain.
Rationale: You learn to deal with disappointment or losing in a good way to decrease stress and
negative self thoughts.
Dealing with Disappointment
Continued
Role Play
• Your team comes in last place in the city baseball league.
• You lose a contest.
• Your team loses at soccer.
• You don't make the cheerleading squad after weeks of practice.
• You flunk a test you studied for.
• Your parents say you can't get an after-school job.
• You lose again at a game your brother always wins.
• Your best friend won't join an activity that's important to you.
• You are turned down for a date.
Application with Feedback
• Students write stories with main character who is disappointed by failure or loss.
• During daily discussion time, provide opportunity for students to share
disappointments and plans for trying activity again.
• Class writes/performs skit or play focused on a disappointment and how the main
character reacts. Can be performed for another class or parents.
• Ask parents to evaluate their child's use of the skill by using a provided role play or
by observing their child using the skill.
• Keep a home journal describing results and feelings for situations involving
disappointment of yourself and/or family members.
Anger/Anxiety Management
The Anxiety/Behavior Curve
The 5 Point Scale
A Simple Method for Teaching about Anger
and Anxiety
Student identifies his/her triggers
Student identifies options at each step
Teacher and student use a cueing technique
to communicate in class
A. Teaching and Competence
Strategies:
Peer-Mediated Strategies
•
•
•
•
Peer Proximity
Peer Prompting
Peer-Initiation
Guidelines for Using Peer-Prompting and
Peer Initiation
• Peer Buddies
B. Teaching and Competence
Strategies:
Teacher-Mediated Strategies
• Social Stories and Puppets
• Empowering Roles
• Structured Games or Play Groups
• Friendship Activities
Enthralling?
Altered Response Strategies
• Teacher’s response is altered
• Intention is to alter the payoffs or functions
of the behavior
They are just kids
Altered Response Strategies:
Proven Positive Responses
•
•
•
•
•
•
•
•
•
De-escalate and Resist Conflict
Promote Peace
Catch Being Good
Counter Conflict With Consequences for Caring
Negotiate Response Choices
Reframe with Empathy
Encourage Coping
Natural and Logical Consequences
Praise Effectively
PEBS Altered Response
Strategies
“Checkin”
• a response strategy to give students
attention
• Attention for positive behaviours
• RELATIONSHIP is KEY
PEBS Matrix-based Check-in
Your School
Name:
Week:
Respect for
Monday
Tuesday
Wednesday
Thursday
Friday
Self
012
012
012
012
012
Others
012
012
012
012
012
Learning
012
012
012
012
012
Environment
012
012
012
012
012
Total
Teacher signature
Home Signature
Student Goal for the Week
Total score for the Week:
Scores
0 = contributed negatively to classroom environment
1 = did not contribute positively or negatively to classroom environment
2 = contributed positively to classroom environment
Individualized Weekly Checkin
Your School
Name:
Goal for the week: Completing seatwork
Week:
Period
Monday
Tuesday
Wednesday
Thursday
Friday
Math
012
012
012
012
012
Gym
012
012
012
012
012
Recess
012
012
012
012
012
Daily Total
Teacher signature
Home signature
Student Goal for the Week
Scores
0 = did not attempt work
1 = attempted work
2 = completed work
Total score for the Week:
Individualized Daily Checkin
Your School
Name:
Week:
Period
Wear shoes
to class
Math
012
Gym
012
Recess
012
Daily Total
012
Comments – POSITIVE ONLY
Teacher signature
Home signature
Student Goal for the Week
Scores
0 = did not meet goal
1 = partially met goal
2 = met goal
Total score for the Week:
Individualized Daily Checkin
Your School
Name:
Week:
Period
Wear shoes
to class
Math
012
Gym
012
Recess
012
Daily Total
012
Comments – POSITIVE ONLY
Teacher signature
Home signature
Student Goal for the Week
Scores
0 = did not meet goal
1 = partially met goal
2 = met goal
Total score for the Week:
Individualized Daily Checkin
continued
Your Elementary School
Name:
Week:
Period
Wear shoes
to class
Stay
where
directed
Math
012
012
Gym
012
012
Recess
012
012
Comments
Daily Total
Teacher signature
Home signature
Student Goal for the Week
Scores
0 = did not meet goal
1 = partially met goal
2 = met goal
Total score for the Week:
Individualized Daily Checkin
continued
Your Elementary School
Name:
Week:
Period
Stay in seat
Keep hands to
self
Math
012
012
Gym
012
012
Recess
012
012
Comments
Daily Total
Teacher signature
Home signature
Student Goal for the Week
Scores
0 = did not meet goal
1 = partially met goal
2 = met goal
Total score for the
Week:
Time Out: Another Altered
Response
• Can be an appropriate consequence if the
function is ATTENTION
• NOT effective if the function is ESCAPE
TIME OUT
• 1 minute per year of Mental Age
• Graded Time-Out:
• 1. Seat in class
• 2. Seat in hallway (or other supervised locale)
• 3. Go to office
• IGNORE, IGNORE, IGNORE
Section 4: Implement Positive Support
Plan and Monitor Progress
A. Indicate Progress-Monitoring Procedures
B. Complete Information on Goal
Attainment Ratings
C. Record Benchmark Ratings on Goal
Attainment Rating Chart
D. Record other progress-monitoring data
on Progress Rating Chart
A. Indicate Progress-Monitoring
Procedures
A checklist to guide thinking on what data
will be used tracking?
How often will they be collected?
Who will collect them?
e.g., benchmark ratings
test scores
Social Competence Checklist scores
checkin scores
B. Complete Information on Goal
Attainment Ratings
Which goal are you recording in the chart
below?
Improving Positive Behavior
Reducing Challenging Behavior
Now it is Time to
Implement the Program
and Gather the Data!!
How much time do we try the
Program?
At least 10 weeks
Take into account startup time, breaks,
holidays, illnesses, etc.
Give the teacher a Weekly
Implementation Sheet for his or her
desk
Fidelity Issues
• Are staff doing what they said they would
do?
• Role plays outside of class
• Observation in class
• “booster” support 3 weeks after FAIS
meeting often required.
C. Record Benchmark Ratings
• Table is designed to take 20 observations
• If weekly, choose Tuesdays and
Thursdays
• For high-incidence behaviors, rate just one
class or session each date
• Indicate with an “x” in the appropriate
column/row
Weekly Implementation Tracking Scale
Rating
Concern
Week 1
Date:
Tuesday
+3
+2
+1
0
-1
-2
-3
Week 2
Date:
Thursday
Tuesday
Week 3
Date:
Thursday
Tuesday
Thursday
Examples of Benchmark Plotting
Rating
Concern
Week 1
Date:
Tuesday
+3
Aggression: 5 incidents a day
+2
Aggression: 6 incidents a day
+1
Aggression: 8 incidents a day
0
Aggression: 10 incidents a day
-1
Aggression: 12 incidents a day
-2
Aggression: 14 incidents a day
-3
Aggression: 16 incidents a day
Thursday
X
X
Plot in FAIS table
• Summarize benchmark scores in available
table in FAIS
• Watch for trends
• Over 10 weeks, are our interventions
working?
• Track any relevant factors (e.g., family
factors, illness) on graph
FAIS Plot: Connect the Dots!
+3
x x x x
+2
x x x x
+1
0
x
x
x
x
x
x
x x
x
-1
-2
-3
x
Step 5: Evaluate Outcomes and
Plan Next Steps
A.
B.
C.
D.
E.
Summarize student progress toward goal
Analyze Progress
Plan Next Steps
Design New Strategies
Specify Final Team Recommendations
and Consensus Statements
Specify next meeting date
A. Summarizing Progress
• Did the student make progress towards
the goal in 10 weeks of consistent
programing?
• Indicate Final Goal rating across raters
and across outcome measures
B. Analyze Progress
Describe current progress and goal
performance in words
Summarize what facilitated progress
Summarize what impeded progress
New strategies?
C. Plan Next Steps
Evaluate:
Was the intervention established with fidelity
and quality?
Was the monitoring of data sufficient?
Statement of Revised Goal if necessary
D. Design New Strategies
What else could we add or try?
Who will carry these out?
E. “Forgetaboutit”
American IDEA stuff on
the paper form – not
on our online version
F. Specify Final Team Recommendations
and Consensus Statement
In words, what is the team recommending?
Consensus Statement
• “The team agreed to implement the
functional assessment and intervention
plan specified in this document an reached
consensus on documented outcomes”
Or
• The team has not reached agreement on
the intervention plan or documented
outcomes and will reconvene on
_____date for the purpose of _________
Signatures
Team members sign
Crisis Plan
A plan to cope with students who escalate to
physical violence
Specify steps, response, and who will do
what
Consider PEBs matrix and NVCI tactics
Crisis Plan Template
• A Microsoft Word Table that has several
steps, from initial agitation through to
NVCI restraint
• Predictable escalation steps on left, staff
response on right of Table
The Anxiety/Behavior Curve
Crisis Plan Example
When the
Student
Staff will
Person
Responsible
1.Joe shows
evidence of
anxiety (e.g.,
shouts in
class,
slamming a
door, pacing)
Classroom teacher
will redirect to a safe
place in a supportive
tone (Joe, please
step out into the
hallway – I’ll be with
you in a minute)
Classroom
teacher
Crisis Plan Example
When the Staff will
Student
2. Joe
refuses to
go to safe
place
Person
Responsible
Teacher gives Joe a
Classroom
choice, stating the
teacher
expectation before
consequence (e.g., Joe
you have a choice, you
can go in the hallway or if
you refuse you will have
to go to the office). Allow
him time to process the
choice.
Crisis Plan Example
When the
Student
Staff will
Person
Responsible
3. Joe still
refuses to go
Send peer or
“red card” to
principal’s office
for assistance
Teacher
Peer
Administrator,
guidance or
resource or
designated staff
Office staff to page
responding staff
Crisis Plan Example
When the
Student
4. Joe pushes
a student
Staff will
Person
Responsible
Remove students
Teacher
from the classroom NVCI team
NVCI team to
assemble outside
the classroom
Crisis Plan Example
When the
Student
5. Joe throws
a chair at the
staff
Staff will
Person
Responsible
NVCI team restraint NVCI Team
as appropriate to
ensure safety
Crisis Plan Example
When the
Student
6. Joe calms
during
restraint
Staff will
NVCI team will talk
calmly to the
student,
reestablish
communication
with student
Person
Responsible
NVCI team
Crisis Plan Considerations
•
•
•
•
•
Do you have NVCI trained staff?
Can parents support?
RCMP?
Who are the best staff to respond?
Time-out?
What is the Right Approach?
• Think Like Spock
• Intervene Like Kirk