Developing a Behavior Skills Support Group

Transcript Developing a Behavior Skills Support Group

Function-Based Problem Solving for Students with Repeated Problem Behaviors at the Secondary Intervention Tier Day 1

The PBSIS Partnership

• PBSIS is a collaboration between the New Jersey Department of Education, Office of Special Education and the Boggs Center at UMDNJ to support a PBSIS state team for training and technical assistance to targeted districts.

Goal 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

Overview of Day 1

• Introduction to secondary interventions • Function Based Problem Solving at the Secondary Intervention Tier – Tools and process for determining function – Framework for developing interventions

Overview of Day 2

• Prevention Interventions – Addressing setting event needs in the school setting • Mentoring and social support • Check – in systems – Modifying antecedent triggers • Environmental arrangements & modifications • Instructional supports & accommodations

Overview of Day 3

• Enhancing social skill competence – Replacing behavior with social skills • Increasing Motivation – Social praise and incentive systems • Changing the Dynamic – Effective practices for responding to occurrences of behavior

Individualized Secondary Individualized assessment and intervention for students with disabilities Secondary interventions for students behaviorally at-risk

Universal

Source

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

Students who need supports beyond the universal intervention tier Five Main Components  Early identification of need  General Education screening process  Determination of function and behavior patterns  Selection and implementation of function-based interventions  Progress monitoring

Function-Based Problem Solving at the Secondary Intervention Tier

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 – A preventative approach rooted in understanding the reasons for behavior • Supported by an extensive body of evidence documenting effectiveness

Reoccurring Themes You Will Hear About in the Training

1. A continuum for understanding when and how to apply the function-based problem solving process at the secondary intervention level 2.

Use a ‘mapping out’ frame to guide discussions about behavior 3. Actively use strategies to promote staff buy-in

Reoccurring Themes You Will Hear About in the Training

4. Using combinations of interventions that match the function, intensity & scope of the behavior pattern 5.

Use a collaborative teaming process….

Overview of the Intervention Planning Process

Purpose of Secondary Behavior Interventions

• To provide support to students, including students with disabilities, to ameliorate the occurrence of problematic behaviors thereby: 1. circumventing the need for further disciplinary action 2. maintaining placement in general education programs 3. preventing referral to special education for behavior reasons

Foundation for Effective Intervention Implementation

• Administrative approval and support • A coordinated team process that includes: – Members with training in function based problem solving – An efficient meeting process • A systematic process for arriving at function-based interventions

How You Were Selected to Attend this Training

• Meetings were held over the summer with your principal • Options for how secondary implementation could be implemented were discussed • Your principal selected an option that was considered the best fit your building • Subsequently you were selected to attend the training

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

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

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 Obstacles

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

# 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

# 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

# 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

# 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

# 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

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 principals for selecting interventions

FBPS at the Secondary Tier: Determining the Planning Level

Teacher Consult

General & Special Education Intervention

•Most informal level of intervention planning •Typically with a single teacher but could also be with a teaching team (e.g., grade level or house) •Typically follows a teacher request for assistance or ideas Screening (I & RS)

General & Special Education Intervention

•Informal process but has an established structure for carrying out the screening IEP-CST (FBA)

For students who are classified or being evaluated for special education

•Formal process involving procedural safeguards •Typically occurring within the I &RS process •Referral could come from teacher(s), administrators or parents •Occurring within the context of an initial or re-evaluation; an additional assessment; or following a manifestation determination

Continuum of Student Need

Proactive for All Students: Intervene before the problem escalates Proactive for All Students: Circumvent : disciplinary action & referral to special education Proactive for Classified Students: Best Practice to prevent a restrictive program Reactive for Classified Students: Legally Required Teacher Consult Screening (I&RS) IEP - CST IEP - CST

Continuum of FBPS: Determining the Appropriate Planning Level

• When determining the best level of planning for reported behavior problems consider: – How the information will be used – The scope and severity of behavior issues – Potential environmental considerations – Potential program considerations

FBPS at the Secondary Tier Intended Purpose of Information

Teacher Consult

General & Special Education Intervention

•Determine the function of behavior Screening (I & RS)

General & Special Education Intervention

•Determine the function of behavior IEP-CST (FBA)

For students who are classified or being evaluated for special education

•Determine function of behavior •Develop function-based strategies and supports for the targeted situation •Develop function-based strategies & supports for target situations or systematic application across the student’s school day •Determine function based strategies & supports for systemic application across the student’s program •Determine eligibility for special education •Determine changes to IEP

Continuum of FBPS: Scope & Severity of Behavior

• Behaviors at the Teacher Consult Level: • New or emerging pattern of behavior • The behavior pattern is limited to one setting or routine • Persists at a low intensity but steady pattern over the course of several weeks • Typical class management strategies have been tried with mixed success

Continuum of FBPS: Scope & Severity of Behavior

• Behaviors at the general education screening (I & RS)Level: • • • • • Repeated or ongoing pattern of occurrence Typical class level strategies have been tried with mixed success Has resulted in removal from class -referral to the office Has resulted in repeated disciplinary action including at least one suspension Places the student at risk of future disciplinary action and removal from instructional routines

Considerations for Prioritizing Behaviors?

•

Sometimes lots of behaviors are identified but not all are a priority. Consider these questions to help with prioritizing:

– 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?

• •

FBPS at the Secondary Tier: Personnel Who Facilitate the Process

Teacher Consult

General & Special Education Intervention

Screening (I & RS)

General & Special Education Intervention

IEP-CST (FBA)

For students who are classified 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(s) General and special education personnel to support the implementation of the process

•

FBPS at the Secondary Tier: Parent Involvement

Teacher Consult

General & Special Education Intervention

Screening (I & RS)

General & Special Education Intervention

IEP-CST (FBA)

For students who are classified or being evaluated for special education

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

Applying the Function-Based Problem Solving Process for Situations at the Teacher Consult and Gen. Ed. Screening

Core Phases of FBPS

• Parent Involvement • Records Review • Information Gathering • Data Recording • Summarizing Information • Intervention Development • Progress Monitoring

Throughout the training we will look at how these core phases are applied at the secondary level

What We Learn Through FBPS

• The variables that contribute to ‘

the pattern

’ of behavior • The underlying reasons why the behavior pattern (i.e., the function of behavior) is occurring • A clear and focused direction for selecting interventions 41

A Bit of Backwards Design Let’s look at what we learned from applying FBPS in Abagail’s situation, a 9

grade student with an escalating behavior pattern

An Agreed Upon Definition of Behavior for Abigail

Off task • Asks to leave room (e.g., go to bathroom, locker) • Talks with peers when she should be working • Talks out/calls out in class • Gets out of her seat Verbal confrontations with staff • When redirected or confronted by teachers Abigail talks back, refuses to follow directions, turns away, ignores the teacher, makes comments teachers perceive as derogatory • Tries to have the last word Verbal confrontations with peers • Calls peers names; tells peers to “shut up” “mind their business” and other comments perceived as derogatory

Baseline Summary for Abigail

•

Total number of occurrences

: Over the course of the data collection period 35 incidents were recorded across 26 class periods.

•

Average per class

: An average of 1occurrence per class period (r=0-4)

  

The Variables Most Often Associated with Occurrences of Behavior Setting Events Antecedents Consequences That Establish a Context that Trigger Behavior How People Respond

Situations with adults who tend to be more authoritative / directive with her Presents as very confident, but in conversation appears to express a lot of self-doubt Difficulties managing a lot of material and information        Independent work (various types), particularly at the start Being unprepared with class materials Being confronted by a teacher; corrected; or given an ultimatum to follow When she has to take notes/the teacher is lecturing Transitions at the beginning of class or between activities Changes to routine / disappointed expectations Difficult work demands that challenge or push Abigail          Verbal redirection or correction Speaking with Abigail after class Calling home Social attention from peers, sometimes in the form of “commiserating” about the teacher Assistance to get started; get organized; find materials Loss of a privilege Taking away points on an assignment Send Abigail to the Dean Teacher assigned detention

The Function of Behavior for Abigail

Interpretation of Function :

In situations where Abigail feels insecure (e.g., feeling put on the spot when she doesn’t have her work or doesn’t know what to do) she diverts the focus from the situation that is making her “feel cornered” to a confrontation, that often results in her being removed from the classroom. By doing this, Abigail is able to avoid the problematic situation and generate a public image that she is “in charge.” Abigail gets a mix of both social validation (typically from peers who will commiserate with her) and avoidance of the problematic situation.

Questions to Focus Intervention Selection:

• How can we help Abigail to be prepared (with both materials and confidence) for academic situations, thus motivating her to participate in learning activities more productively?

• How can we build Abigail’s connectedness to school and teachers?

• How can we offer Abigail opportunities for positive social validation?

To Uncover the Pattern & Function, We Have to Ask the Right Questions

• To get a complete picture of what is happening, help the teacher walk through a process of mapping out typical scenarios: – Q1: What are the student’s strengths?

– Q2: What is the behavior of concern?

– Q3: What setting events increase the likelihood behavior will occur?

– Q4: What events trigger behavior? – Q5 : How do people respond to the behavior(s)?

Strategies for Asking Good Questions

• Start with broad open ended questions – “Tell me about a recent incident…” • After the teacher describes, go back and ask specific follow up questions – “At what point did you notice that she wasn’t working?” • Use contrast questions – “Is the behavior more likely or less likely to occur during work time or transition time?”

Question1: What are the student’s strengths?

•

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

– 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

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

Question 2B: Can You Group the 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.

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)

Video Sample of a Teacher Consult

Application Activity

• Let’s meet Tommy • Get into groups and review the background information provided for Tommy • Using the behavior summary map template, begin to fill in any informaion you have learned

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

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.

What Setting Events Are Influential?

• The inquiry process needs to ask questions specifically focused on uncovering problematic setting events

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 too 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

Setting events Antecedents Behavior Consequences

The Process of Gathering Information: Tools and Resources to Use

Reviewing Records

• 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

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

10/11 10/26 11/16 11/22 12/13 1/12 1/21 2/11 2/16 2/21 2/25

Infraction

Fighting 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)

Period / Location

2 nd to 3 rd Hallway 7 th 5 th 7 th Arrival 2 nd 1 st 5 th to 6th Hallway 4 th 1 st 3 rd

Administrative Decision

2 days OSS 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 Total Number of Days of ISS

3. Attendance and Grades :

•

5 excused absences, at risk of failing Language Arts and History.

FBPS at the Secondary Tier: Review of Records

Teacher Consult

General & Special Education Intervention

•Situation dependent (e.g. grades, attendance, product samples) Screening (I & RS)

General & Special Education Intervention

•Relevant records reviewed/ referenced (e.g., OCR, grades, attendance) IEP-CST (FBA)

For students who are classified or being evaluated for special education

•Complete review of all current records

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

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

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 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

Student Questionnaire Second Option Checklist Format

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: ____________________________________________________________

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 S-A-B-C chart with the new information learned from the parents, teachers and Kevin.

FBPS at the Secondary Tier Point of View Information

• • Teacher Consult

General & Special Education Intervention

Face to face discussion Consider use of the

F-BIT

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

General & Special Education Intervention

Face to face discussion Completion of the F-BIT by teachers where behavior is known to occur Consider the

Parent F BIT

* and

Student F-BIT Interview

Social Support Survey

* Consider the

Student Function-Based Interview Tool

and

the Social Support Survey

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

For students who are classified or being evaluated for special education

Completion of the

F-Bit

* (or equivalent tool) by all staff working with the student Parent

F-BIT

* completed Student

F-BIT Interview

* &

Social Support Survey

* and

the Social Support Survey

(or equivalent tools)

Application Activity

• Review the interview & survey information for Tommy • Using the behavior summary map template begin to fill in he columns with the information you are learning about Tommy and the circumstances associated with behavior occurrences

Methods and Tools to Conduct Observations and Determine a Baseline of Behavior

Baseline

• A quantitative record of behavior occurrences for a determined span of dates • Typically a frequency measure • Documented by someone typical to the setting (e.g., the teacher) • Example: – Between 10/20—10/25 work refusals in math occurred 8 times, typically at least once a math period.

Baseline

• Baseline is used to: 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 the simplest method possible for teachers – Basic tally count of how many times behavior occurred in that class period – Move paper clips from one pocket to another – Move rubber bands from one wrist to another – Keep a post it not tally in the lesson plan

Guidelines for Documenting a Baseline

• Provide prompts and reminders on data collection days – Email, text, phone call, drop in • Check in to see if there are any questions about what to record • Collect data ASAP

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

Frequency Data

Recording Method Information it Provides Why Select?

Frequency •How many times did the behavior/behavior group occur during the observation period •What is the average occurrence of behavior in a given period of time Essential to establishing a baseline, can provide a scatter plot across routines, days, or weeks

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 (or silly) bands 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

Basic Frequency Count Student: Teacher/Class:

Tommy Mr. Jones/World History For each target behavior, indicate with a tally mark the frequency of each behavior

Target Behavior Not working

: says no, put head down, puts books away //

Refusal to follow rule correction

: (wearing hat, cell phone, gum) ignores teacher, tells mind own business, rolls eyes, huffs & puffs, etc.

Date: 10/20

/ /

Date: 10/22

Date: 10/24

///

Date: 10/27

Date: 10/29

/ /

Total 8 4 97

Student: Abigail

Teacher Tally Data Recording Form

Thank you for your assistance in gathering baseline line 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.

Monday Tuesday Wednesday Thursday Friday 7 14

W. Hist: Little 2 PE: Spanio 1 Eng. 1: Beck 3 Total: 6

Alg: Rodriquez 1 Total: 1

29 1 8 2 9 3 10 4 11 15

Eng 1: Beck 2 Bio: O’Neill 2 Span: Murphy 1 Total 6

Bus 1: Kimble 1 W. His.: Little 2 Total 3

30 16

W. Hist: Little 3/R Bus 1: Kimble 2 Alg: Rodriquez - 1 PE: Spanio 1 Total 7/R

Stu. Hall: Boyle 0 Span: Murphy 0 Total 0

Span: Murphy 2 Eng. 1: Beck 2 Stu. Hall: Boyle 0 Total 4

Bio: O’Neill - 2 PE: Spanio - 0 Bus. 1: Kimble 1 Total 3

PE: Spanio 0 Stu. Hall: Boyle 1 Total 1

Alg: Rodriquez 1 Eng. 1: Beck 2 Bio: O’Neill 1 Total 4

Contact information:

If you can have any questions you can reach me at: Email: [email protected] Phone X3185

Scatterplot Forms

• An at a glance organizer of data across days and times • In the example tally data was provided by teaching staff. The case manager inserted the tally data into the scatterplot form to organize the big picture

Scatterplot Example for Tommy

Refusal to follow Rule Violation Correction

: ignores, says mind your own business, walks away, turns to peers, huffs & puffs, argues about fairness [use a / to record]

Follows rule violation correction

: cooperates with request first time asked [use a + to record]

Classes

World History Math

Mon

/ /

Tue

Wed

/ ok

Thu

Fri

+ /

Total Per Period

/ = 2 + = 1 Language Arts Science Phys Ed. Media Center

Total Per Day

/ + / = 3 + = 1 + ok / / = 2 + = 1 / / / = 3 ok + / / = 2 + = 1 ok / / = 2 + = 1 / = 4 Ok = 1 / = 2 + = 1 Ok = 2 / = 2 + = 1 + = 1 Ok = 1 / = 2 / = 12 + = 4 Ok = 4

Scatter Plot Form Activity

• Refer to the Scatterplot for Tommy • Review the data and calculate the totals and the average • What patterns are evident based on these data?

Observations

• Purpose is to get an objective point of view about what is happening in settings where behavior typically does and does not occur • Completed by a third party (i.e., someone not typical to the setting) • Should result in a detailed description of what was observed using the Se-A-B-C format to organize notes

102

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

103

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

Circumstances Occurring Prior to 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. Date: 3/29

What Kevin did

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

FBPS at the Secondary Tier Observations & Baseline

Teacher Consult

General & Special Education Intervention

• Consider teacher kept tally over the course of a week • Consider observation by the consulting staff Screening (I & RS)

General & Special Education Intervention

• Teacher kept tally in classes where • behavior is occurring • • Consider observation by an I&RS member IEP-CST (FBA)

For students who are classified or being evaluated for special education

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

Application Activity

• Add any new information learned to the behavior summary map for Tommy • Calculate a baseline using the data provided: – During the course of the week (# class periods where data were recorded): – # occurrences of rule violations – # occurrences of not following a rule violation correction – # occurrences of following a rule violation correction – # periods with no rule violations

107

Putting Secondary Interventions into Practice: Determine the Function of Behavior

108

Making Sense of All of the Information

• As you progress through the FBPS process patterns begin to emerge that suggest a function of behavior • Organizing the information in the Se-A-B-C pattern helps to make similarities and differences across situations more obvious

Organized Information is Turned into a Usable Summary

• Operational definition of behavior • A baseline of behavior • A list of: – Relevant setting events – Most common antecedent triggers – How adults and peers respond • A narrative interpretation that explains the function of behavior

110

Sample of What You Learn through the FBPS Process

• Let’s look at an example for Abigail, a 9 th grade student – Behavior definition – Baseline of behavior – Synthesis of all the relevant variables associated with behavior patterns – Summary and interpretation of function

An Agreed Upon Definition of Behavior for Abigail

Baseline Summary for Abigail

•

Total number of occurrences

: Over the course of the data collection period 35 incidents were recorded across 26 class periods.

•

Average per class

: An average of 1occurrence per class period (r=0-4)

  

The Variables Most Often Associated with Occurrences of Behavior Setting Events Antecedents Consequences That Establish a Context that Trigger Behavior How People Respond

Interpret the Pattern to Determine Function

• Once the data are summarized, we need to make sense of what they are telling us • The interpretation or

function

payoff

explains the (i.e. reinforcement) the student receives as a result of engaging in the problem behavior: – What does the student get?

– What does the student get out of?

All behavior is shaped through a series of interactions….

We learn how to act, what we can get away with and where the boundaries are based on how others respond to us

Task Demand (Antecedent Trigger) The Behavior disappears for the teacher The demand disappears for the student (Reinforcement) Teacher Redirects Sends to the Office (Adult response & outcome) Argues with Teacher (Student Behavior)

Interpret the Pattern to Determine Function

• The interpretation summary explains the: – function of behavior – conditions associated with the pattern – underlying reason or catalyst for the behavior • Let’s look at Abigail’s example

The Function of Behavior for Abigail

Interpretation of Function :

Questions to Focus Intervention Selection:

• How can we help Abigail to be prepared (with both materials and confidence) for academic situations, thus motivating her to participate in learning activities more productively?

• How can we build Abigail’s connectedness to school and teachers?

• How can we offer Abigail opportunities for positive social validation?

Value of the Summary and Interpretation Statement

• Does the summary give you a clear picture of what is happening with this student?

• Does the summary help you relate to the student’s issues?

• Are at least three possible strategies obvious when you review the interpretation summary?

120

FBPS at the Secondary Tier: Summary of Information

Teacher Consult

General & Special Education Intervention

Screening (I & RS)

General & Special Education Intervention

IEP-CST (FBA)

For students who are classified or being evaluated for special education

• Informal summary on the

Behavior Patterns Summary Map

* • Informal summary on the

Behavior Patterns Summary Map*

• Formal report* of the FBA including the Behavior Patterns Summary Map

Application Activity

• Using all of the information provided: – Determine what you believe is the function of Tommy’s behavior – In a couple of sentences try to synthesize and interpret what is going with Tommy based on your determined function 122

Key Points from Today: Function Based Problem Solving

• A process for gathering and interpreting information to understanding: – The typical behavior pattern – The circumstances associated with the behavior pattern – The function of behavior

Key Points from Today: Organize a Summary Map

Includes: • Operational definition of behavior • A baseline of behavior • A list of: – Relevant setting events – Most common antecedent triggers – How adults and peers respond • A narrative interpretation that explains the function of behavior

124

Tommy – 9

Grade Student

Behavior Definition:

•

Confrontational interactions with adults in response to rule violation corrections

: walks away from teacher, argues when told to do something, ignores directions, rolls eyes, shakes head, doesn’t take materials out, does not start his work.

Tommy – 9

Grade Student

Baseline

• During the course of the week (20 class periods where data were recorded): – 16 occurrences of rule violations • 12 occurrences of not following a rule violation correction • 4 occurrences of following a rule violation correction • 4 periods with no rule violations

   

Setting Events Problematic Adult & Peers

Difficulty with memory recall, organization of tasks and materials, auditory processing,

Antecedents Conditions Planning and Organization – often arrives without needed materials or Responses Adult responses

 Non verbal cues (e.g., look) task management Social status - sensitivity to

assignments incomplete

 Asked where work or materials are  Managing multiple steps or materials   Verbal redirection Provide a reminder of what is an isn't appropriate in maintaining a public image in class front of peers (e.g. ,being put on the spot in front of peers, )

Work Engagement – often loses focus

 Try to explain and discuss the issue Resiliency to stick with challenging tasks or overcome social pressures is vulnerable Power struggles - reacts approach interactions in with a ‘laid back’ friendly style & adults who establish relationships first

or attention, seems to get confused about what is expected

 Prompts to get started working  Tasks that are challenging either in   terms of content or endurance When he is not sure what to do cell phone) Directives or commands (particularly when given by a teacher he has had      Help get on task Student-teacher conference Move or re-assign seat Send to administrator Have take a break defensively when adults point him on the spot with directives or

Social Relations and Interactions –

commands. Has better  When he is called out in front of others relationships with adults who for a rule violation (arriving late, hat,

Student Responses

 Laugh or egg him on  Ignore him  previous conflict with) Receiving criticism

Function

: Gain the upper hand in social situations with adults & repair situations where he perceives his social status is at risk • When in situations where Tommy is confronted with (a) ultimatums or commands for rule violations (e.g.,, cell phone, and dress code), particularly in front of peers, Or (b) directives about academic work (e.g., getting started, question where materials are, asked why not paying attention, etc.) he responds confrontationally by looking away, walking away, rolling eyes, ignoring directions, arguing his point with the teacher , etc.

• These confrontations typically result in (a) teacher dropping the issue to avoid further confrontation or (b) continuing to confront him which often results in referral to the office (8 of 13 office conduct referrals were for rule violations, open defiance, or disruptive behaviors).

• Information gathered suggests that Tommy ‘s defensive response is an attempt to gain the upper hand in social situations with adults when he is confronted to follow a direction, especially in situations where he is put on the spot in front of peers or perceives that teachers are inconsistent from day to day or across teachers (e.g., some address rule violations like dress code and some do not) and thus are ‘just picking on him’ • The nature of relationship and approach to interaction is key to whether adults achieve a cooperative response of failure to comply with requests. Tommy wants to feel important/valued and tends to respond better with teachers that have a history of using less confrontational approaches to redirecting behavior. The adult response to rule violations is an important variable in Tommy’s perception of relationship with the teacher, trust with the teacher, and their fairness.