Transcript Targeted Behavioral Supports Through Data
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Intensive Behavioral Supports Through Data-Based Decision Making
Acknowledgements The material for this training day was developed with the efforts of… – Steve Goodman – Melissa Nantais – Jennifer Rollenhagen - Anna Harms - Amy Campbell Content was based on the work of… – Rob Horner, University of Oregon – Tim Lewis, University of Missouri – George Sugai, University of Connecticut – Anne Todd, University of Oregon – Cynthia Anderson, University of Oregon – Terrance Scott, University of Louisville
Setting Group Expectations
To make this day the best possible, we need your assistance and participation
• Be Responsible – Attend to the “ Come back together ” signal – Active participation…Please ask questions • Be Respectful – Please allow others to listen • Please turn off cell phones and pagers • Please limit sidebar conversations – Share “ air time ” – Please refrain from email and Internet browsing • Be Safe – Take care of your own needs
When you see this, it means. . .
This is an important idea!
1 Purpose The purpose of this training session is to introduce a team-based approach to developing and monitoring intensive behavior systems. Teams will be introduced to the role of an intensive behavior support team as well as the role of the leadership team in the intensive support process.
1 By the end of the day, teams will: • An understanding of the behavior support process.
• An understanding of the roles and responsibilities involved in providing intensive behavior support.
• A plan for sharing basic information (content and process) about intensive behavior support and getting feedback.
• A plan for the next steps that need to be taken to ensure that students with intensive behavior needs are being adequately supported.
1 Agenda • Winter Data Review • Foundations for Intensive Behavior Supports • Identifying Students for Intensive Behavior Supports • Introduction to Functional Behavioral Assessment and Function-Based Support Planning • Implementation Fidelity, Ongoing Monitoring & Decision Making • Next Steps
Who will do what? Facilitation of Today ’ s Work ✔ Notetaker ✔ Assessment Book “ Keeper ” ✔ Facilitator for discussions ✔ Timekeeper for discussions ALL: What are the big ideas we need to bring back to our whole staff?
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1.0 Winter Data Review
2 Data Reviews • Schoolwide Data Review should take place 3x per year (Fall, Winter, Spring) • Review
schoolwide
data, including Universal Screening Benchmark data, to develop goals, create an implementation plan and to check progress of plan towards meeting goals
Materials Needed for Data Review • Pink Assessment Binder • SWIS – Big 5 Reports – Average Referrals Per Day Per Month with National Median • Benchmarks for Advanced Tiers (BAT) – Begun at Targeted Behavior Supports Through Data-Based Decision Making
Quick Big 5 blends all of the Big 5 Reports together into a single report.
Average Referrals Per Day Per Month (National data lines)
Grade Range
K-6 SWIS summary 2010-11 (Majors Only) 4,634 schools; 2,394,591 students; 1,802,178 ODRs
Number of Schools Mean Enrollmen t per school Mean ODRs per 100 stud/ school day Median ODRs per 100 per school day 25 th Percentile ODR/100/ school day 75 th Percentile ODR/100/ school day
2979 456 .32 (.41) .21
.11
.39
6-9 9-12 889 390 626 818 .64 (.81) .86 (.89) .46
.62
.25
.34
.79
1.08
PreK-8 254 PreK-12 50 438 455 .50 (.49) .32
1.1 (3.0) .37
.19
.18
.65
.71
New this Year… Electronic Submission of BAT • Excel Spread Sheet created by Missouri PBIS project • Allows teams to complete the BAT in the Excel file • Provides graphic display of the school ’ s BAT data to assist with problem solving • The file can be emailed to expedite the data submission process
Type in the date here Type scores in the first column. Be sure to respond to all items will be automatically calculated as you fill in the scores above for each item
Data indicate a need to focus on Tier 2/ Tier 3, starting with Foundations
Sections B, C, & D are the lowest
Taking a Closer Look at the BAT Items
BAT Sections Items Focus 1-3 4-6 7-10 11-12 13-17 18-27 A. Implementation of Schoolwide PBIS B. Commitment C. Student Identification D. Monitoring and Evaluation E. Tier 2 Support Systems F. Main Tier 2 Strategy: Implementation 28-31 32-43 44-53 54-56 G. Main Tier 2 Strategy: Monitoring and Evaluation H. Tier 3: Intensive Support Systems I. Tier 3: Assessment and Plan Development J. Tier 3: Monitoring and Evaluation Completed Completed Completed Completed Completed In a few minutes In a few minutes Later Today Later Today Later Today
BAT INSTRUCTIONS:
• For each item, score a “ 2 ” if the team views this feature to be fully in place, a “ 1 ” if it is judged as in progress and a “ 0 ” if it is perceived as not yet started. • The
BAT Scoring Guide
describes what fully in place, in progress and not yet started looks like for each item.
3-4 Team Time • • •
Record your SWIS Data behind the behavior tab of your Pink Assessment Binder.
Review responses to items 1-17 on the Benchmarks for Advanced Tiers (BAT) and update your responses based on your accomplishments since the Fall. Complete items 18-31 on the BAT. Record ALL responses in the BAT Electronic Form.
Complete the analysis outlined in your participant workbook and update your plan based on your current data, as needed.
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Intensive Behavior Support
2.0 Foundation for Intensive Behavior Supports Cohort 7 Winter 2012
5 Considerations Our purpose as a leadership team is to further develop and sustain a system of supports for students with intensive needs through a focus on fidelity and durability . Realistically, we cannot develop competency as an expert in behavior analysis within a 6-hour training. Part of the team's job is to determine how to gain access to experts for their schools or to work with district/ISD to develop local competencies .
How Do We Sustain School Change Over Time?
“
…being on the dance floor and in the balcony in the same day.
” (Fullan, 2003)
5 Role of the School Leadership Team • Your job is not to go out and DO that we talk about today.
everything • Your job is to facilitate communication, manage the process and support implementation based on where your data indicates there is a need .
5 Three Important Themes • Create systems, not just programs, to support each and every student • Earlier, rather than later • Evidence, not opinion
5 Three Important Themes to support each and every student
When we try to pick out any behavior by itself, we find that it is hitched to everything else in the universe - John Muir
Remember the importance of “ firming up ” the Schoolwide and Strategic Behavior Support.
Students needing intensive/ individualized Interventions Students needing strategic/targeted interventions Students performing at desired levels Less problems allow for allocation of resources to appropriately meet needs are not at desired levels Too few performing at desired levels
5 SWPBIS and Behavior Support Plans Schools who are implementing SW PBIS create higher quality behavior support plans when compared with schools who are not implementing. ( Medley, Little, & Atkin-Little, 2008)
No
“
throw away
”
kids
6
Individual Student Behavior Support Process
Problem Behavior Ongoing Monitoring and Decision Making Functional Behavior Assessment Fidelity of Implementation Intervention and Support Plan
Individual Student Support Team - Focus on Individual Student Team – Focus Structure/System
7 Tier Two/Three Team ’ s Role in Intensive Supports • Establishing systems • Ensuring that students have access • Ensuring fidelity • Tracking effectiveness and making adjustments
7 Developing Capacity • There should be a
minimum of three
individuals in your school who can guide a team through a simple functional assessment and intervention plan • Develop local capacity through: – Insert Regional Focus Day Training Dates Here – Organized support from local individual(s) with behavioral expertise ( “ I do it, we do it, you do it ” )
7; 15-17 Team Time
Benchmarks for Advanced Tiers Complete items 32-43 on the BAT.
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Intensive Behavior Support
3.0 Identifying Students Who Need Intensive Behavior Support Cohort 7 Winter 2012
23 High
Level of Involvement with the Intensive Support Process
INDIVIDUAL STUDENT SUPPORT TEAM
• Someone experienced with functional behavior support • Someone familiar with the context • Those who know the student well
SYSTEMS/STRUCTURE TEAM
• Someone familiar with the context • Individuals with experienced with functional behavior support oii9o
SCHOOL LEADERSHIP TEAM
• Principal, coach(es) • It ’ s you!
SCHOOL STAFF
• teachers • paraprofessionals • aides • volunteers Low
23 Roles and Responsibilities
Responsibility School Staff School Leader ship Team System Team Individ ual Student Suppor t Team
X Document Behaviors with Accuracy (SWIS and other documentation systems) Develop, document, get feedback and monitor the referral process Understand the referral process and provide feedback on the efficiency and feasibility Process referrals (review forms, assigns a person with behavioral expertise to ensure FBA/BIP is completed.
Continue with the problem solving process after a referral has been received by the intensive support team X X X X X X X X X X
Individual Student Behavior Support Process
Problem Behavior Ongoing Monitoring and Decision Making Functional Behavior Assessment Fidelity of Implementation Intervention and Support Plan
24 Let ’ s Use our Data • By the time a student is being referred for intensive behavior support, we should already have some data that will help guide our next steps.
• Examples: – Office Discipline Referrals – Progress Monitoring Data from students receiving targeted interventions
Major Discipline Referrals by Student These students are identified for intensive individual interventions. Students with 6+ referrals
Identifying Students from Progress Monitoring Data
24 Identifying Students: Urgency and Priority • Any students with 6 or more major discipline referrals (at the end of this year, and/or already at the beginning of next) should have an FBA and behavior support plan by the end of October. • Students who have an intensive intervention in place at the end of the school year should have a plan in place for the beginning of the next school year.
• Emergency situations – student behavior is a danger to self or others
24 Tracking and Labeling vs. Providing Support • Goal is not to track students or label.
• Goal is to ensure that the student will be successful upon beginning the new academic year. • Support is dynamic; we adjust the level of support based on student data.
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25-30 Team Time
Documenting the Process
•
What is your process for ensuring access to Tier 3 supports? Review the example processes and flowcharts in your participant workbook and then create a written description (flow chart, step by step procedures, etc.) for your building. You are only focusing on accessing supports right now.
•
Be clear about who is responsible for each step (school staff, leadership team, systems team, individual student support team.).
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Intensive Behavior Supports
4.0 Introduction to Functional Behavior Assessment and Function-Based Support Planning Cohort 7 Winter 2012
Individual Student Behavior Support Process
Problem Behavior Ongoing Monitoring and Decision Making Functional Behavior Assessment Fidelity of Implementation Intervention and Support Plan
31
What is a Functional Behavior Assessment (FBA)?
A systematic process for determining: –Environmental behavior variables that impact the –The maintaining function of behavior (what need(s) is the behavior meeting?) Understanding these factors helps us to develop proactive and comprehensive behavior support plans.
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Functional Assessment Process
1. Describe the specific behavior.
2. Identify the variables impacting that behavior (e.g., antecedent, consequence).
3. Identify function of behavior.
4. Develop a “ best guess ” or hypothesis to summarize the behavior and relationship to the environment.
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A-B-C Defined
Antecedent When ___ happens… Behavior Consequence the student does (what) _________ … because
(why) _________
Partner Activity
•
Partner 2 tell Partner 1 the A-B-C
’
s of Behavior.
•
Partner 1 tell Partner 2 the sentence that goes with the A-B-C.
32
Always Start with the Behavior!
Antecedent Behavior Consequence
Despite the ABC concept, the behavior (B) is always our starting point!
32
Characteristics of Behavior
• Behaviors must be observable measurable .
and • Behaviors should be so clearly defined a person unfamiliar that with the student could recognize the behavior without any doubts!
32 • If a behavior is observable – see it, – hear it, – touch it, or – otherwise prove it exists you must be able to: • If a behavior is measurable you must be able to determine: – how many (count) – how long (duration) – how accurate (percentage), – how far (distance), – other measurements (weight, force, etc.) If my pet rock can do it, then it is not observable or measurable!
33
Practice
•
INDEPENDENTLY: Select one of the behaviors listed and provide an observable and measurable definition for one of the behaviors.
•
WITH YOUR PARTNER: Share your observable and measurable definition with your partner for feedback.
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Antecedents
• Find out the events before the behavior.
that occur right –Allows you to predict where and when the specific behavior occurs
Identifying Antecedents and Behaviors: Practice I do: • Joe throws his pencil and rips his paper during math whenever he is given double digit math problems.
Antecedent: Given double-digit math problems during math Behavior: Joe throws his pencil and rips his paper
Identifying Antecedents and Behaviors: Practice We do: • Nancy cries during reading time whenever she has to work by herself.
Antecedent: Nancy has to work by herself during reading Behavior: Nancy cries
34
Practice
•
INDEPENDENTLY: Select one of the scenarios listed and identify the behavior and antecedent.
•
WITH YOUR PARTNER: Share your response with your partner for feedback.
35 Consequences • Find out what happens after occurs – WHY ?
the behavior –Outcome or consequence to the behavior
Identifying Antecedents, Behaviors and Consequences: Practice I do: • Joe throws his pencil and rips his paper during math whenever he is given double digit math problems. This results in him getting sent to the office.
Antecedent: Given double digit math problems during math Behavior: Joe throws his pencil and rips his paper Consequence: Joe is sent to the office
Identifying Antecedents, Behaviors and Consequences: Practice We do: • Nancy cries during reading time whenever she has to work by herself. This results in the teacher sitting and reading with her.
Antecedent: Nancy has to work by herself during reading Behavior: Nancy cries Consequence: The teacher sits with Nancy and reads with her
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Practice
•
INDEPENDENTLY: Select one of the scenarios listed and identify the behavior, antecedent, and consequence.
•
WITH YOUR PARTNER: Share your response with your partner for feedback.
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Why Do People Behave?
Modeling? Accident?
Instinct?
Condition??
Why Do People Continue Behaving?
IT WORKS!
36 Behaviors are Learned We do know that our behaviors are learned and continue because they serve some purpose or function . That is, we engage in behavior because we have learned that certain desirable outcomes are likely .
Your Turn
We do know that our behaviors are ______ and continue because they serve some purpose or _______. That is, we engage in behavior because we have _______ that certain desirable outcomes are ______.
36 Behaviors serve one of two functions Problem Behavior Stimulation/ Sensory Obtain/Get Something Social Escape/ Avoid Something Tangible/ Activity Adult Peer
37
What about power, control, choice, revenge?
• These are large social constructs that
do not help in the design of specific behavior support
. • Each can be narrowed to “ what you get ” “ what you avoid.
” or • To make functional assessment functional the outcomes must be very specific and precise.
37 Most Common Functions of Behavior To Obtain/Get: • Peer attention • Adult attention • Desired activity • Desired object/items • Sensory stimulation To Escape/Avoid • Difficult Task • Boring Task • Easy Task • Non-preferred activity • Peer • Staff • Reprimands
School-wide Referrals by Motivation
37 Team Time
Referrals by Motivation
•
Examine your school
’
s
“
Referrals by Motivation
”
custom graph.
•
Is your staff accurately reporting the
“
probable motivation
”
?
•
Create a plan to provide training to staff on completing this portion of your office discipline referral form.
38 Functional Behavioral Assessment Misrules
1.
2.
3.
4.
5.
Only one way to collect FA information.
Must do everything every time.
Everyone has to know how to do FBA.
FBA is it.
FBA is only for students with disabilities.
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Responsibility
Roles and Responsibilities
Sch ool Staff School Leadershi p Team Systems Team Individua l Student Support Team
Understand the basic concepts around functional assessment Responsible for actually conducting the functional assessment and summarizing the results Keep track of the functional assessments completed and in progress Conduct Interviews and observations Provide information about the student at home and from a family perspective Provide information about the student at school from a classroom (and/or other specific setting) perspective Provide information about the student from a community (agency) perspective X X X X X X X X lead X family X Teacher/staff X Community partner/service provider
38
Team Time
Given that all of your staff needs to understand the basic concepts around Functional Behavioral Assessment (i.e., ABC
’
s), how will you ensure that your entire staff are familiar with these concepts?
39
Behavior Support Plan Simplified: We change the A
’
s and we change the C
’
s!
A B C
(ANTECEDENT) (CONSEQUENCE) (BEHAVIOR)
Conditions under which problem behavior is likely to occur Problem behavior Event that maintains the occurrence of problem behavior (reinforcement)
39 Designing Effective Behavior Intervention Plans… • Behavior support is NOT the redesign of the
individual.
It is the redesign of
environments
.
• Make the environment effective for this student by preventing problem behavior and making appropriate behavior more likely to occur.
• Behavior intervention plans describe what WE will do differently.
39 Access to Tier 1 and 2 Systems • Intensive behavior support does not replace tier 1 and 2 systems.
• Students should continue to access the universal program (teaching expectations, school-wide rewards).
• Students can continue to participate in targeted interventions, but they may need to be modified to fit the individual student ’ s needs.
39 Using Data to Build Behavior Support Plans • • • • •
Prevention:
How can we avoid the problem context?
– Who, When, Where.
– Schedule change, curriculum change, etc.
Teaching:
How can we define, teach, and monitor what we want?
– Teach appropriate behavior.
– Use problem behavior as negative example..
Recognition:
How can we build in systematic reward for desired behavior?
Extinction:
How can we prevent problem behavior from being rewarded?
Consequences:
What are efficient, consistent consequences for problem behavior?
40 Additional Components of a Comprehensive Plan The plan should clearly document the following: – Who • Will implement each component and be responsible for data collection – What • The specific components/strategies are • Type of data will be collected (process and outcomes) – Where • The plan will be implemented – When • Implementation will begin and how long it will continue for • Data will be collected and reviewed – Why • Each part of the plan is important (related to the function) – How • You will know if the plan is successful or needs adjustment (data decision rules)
Partner Share
In what ways can you ensure that individual behavior support plans are compatible with the rest of your schoolwide PBIS system (universal and targeted supports)?
Does the statement represent a functional approach to improve behavior?
suspended her for 2 more days.
His teacher decided to give Juan the option to help Latisha with her work after he complete his own. Y N James ’ teacher took his book away during history because he obviously wasn ’ t ready to learn.
Y N Scott ’ s reading skills are below grade level. He become defiant when asked to read his content material (social studies, science). His teacher pre teaches key vocabulary and prompts Scott to ask for help with difficult passages.
“
You want my attention?! I
’
ll show you attention,…let
’
s take a walk down to the office & have a little chat with the Principal.
”
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Responsibility
Roles and Responsibilities
Schoo l Staff School Leaders hip Team System s Team Individual Student Support Team
Understand the basic concepts behind function-based intervention planning.
Use the functional assessment data to develop a function-based intervention plan.
Assists with problem-solving through difficult cases Ensures that students who are on function based support plans also have access to Tier 1 and 2 support.
Provide preliminary feedback on the feasibility of implementing the behavior plan.
X X X X X X X X X X X
41 Team Time
Documenting the Process
•
Return to your flowchart/description of the behavior support process.
•
Add what happens related to Functional Behavior Assessment and function based support planning.
•
Be clear about who is responsible for each step (school staff, leadership team, intensive support team, ad-hoc support team, etc.).
41; 17 19 Team Time
Benchmarks for Advanced Tiers Complete items 44-53 on the BAT.
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Intensive Behavior Support
5.0 Implementation Fidelity, Ongoing Monitoring & Decision Making Cohort 7 Winter 2012
Individual Student Behavior Support Process
Problem Behavior Ongoing Monitoring and Decision Making Functional Behavior Assessment Fidelity of Implementation Intervention and Support Plan
Partner Share
Once a behavior support plan has been developed, can/should we assume that the plan is being implemented as designed?
41 Fidelity of Implementation • Fidelity of implementation is NOT an evaluation of an individual teacher or staff member • It is an evaluation of the systems • If fidelity is low, it is typically related to a problem with the systems, not the individual staff member
42 How can we increase the likelihood that a plan will be implemented with fidelity?
• Collaboration throughout development of the plan.
• Opportunities for feedback on the feasibility of implementing the plan.
• Ensure that the plan is well documented.
• Ensure that staff have the necessary skills to be able to implement the plan.
42
Responsibility
Roles and Responsibilities
Schoo l Staff School Leaders hip Team System s Team Individual Student Support Team
Ensures and supports the implementation the behavior support plan as intended.
X
43 Team Time
Documenting the Process
•
Return to your flowchart/description of the behavior support process.
•
Add what happens related to ensuring the plan is implemented with fidelity.
•
Be clear about who is responsible for each step (school staff, leadership team, systems team, individual student support team.)
43;19 Team Time
Benchmarks for Advanced Tiers Complete items 54-56 on the BAT.
44 Evaluation Process for Individual Students • Document data decision rules.
– Indicators that a student is responding.
– Indicators that a student is not responding.
• Review data weekly.
• Make decisions based on data. – Stay the course.
– Intensify/modify support.
– Fade.
• Ensure that changes and updates are well-documented and shared will everyone involved with providing support.
44 Individual Student Outcome Data • Assess the fidelity of implementation at least bi-weekly • Self-monitoring checklist • Direct observation • Review of permanent products (point cards completed, etc)
44 Individual Student Outcomes • Assess the effectiveness of the behavior support plan at least bi-weekly • Collect data
daily
– Points earned on a card – Teacher ratings – Office Discipline Referrals
44 Evaluating Tier 3 Support • The systems team should monitor the effectiveness of intensive behavior support systems • Record of the Numbers of Students involved in the Intensive Support Process • Process Data • Outcome Data
45 Tier 3 Systems/Process/Fidelity Data • Benchmarks for Advanced Tiers • Checklist for Individual Student Systems • Self-Assessment Survey • Individual Student Systems Evaluation Tool (I-SSET)
45 Tier 3 Outcome Data • Individual student outcome data in the form of progress-monitoring graphs • Tier 2/ Tier 3 Intervention Tracking Form: – Student Detail – Schoolwide Access
45
Responsibility
Roles and Responsibilities
Schoo l Staff School Leaders hip Team System s Team Individual Student Support Team
Evaluate the effectiveness of intensive behavior support as a whole through evaluation of systems/process (BAT) and outcome data (Tier 2/3 Intervention Tracking Form).
Evaluate the effectiveness of individual support plans through monitoring of implementation fidelity and student outcome data.
(X) X (X) X
46 Team Time
Documenting the Process
•
Return to your flowchart/description of the behavior support process.
•
Add what happens related to ongoing monitoring and decision-making.
•
Be clear about who is responsible for each step (school staff, leadership team, systems team, individual student support team)
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Intensive Behavior Support
6.0 Action Planning and Next Steps Cohort 6 Winter 2011
46 Team-Based Behavior Support Process
Problem Behavior Ongoing Monitoring and Decision Making Functional Behavior Assessment Fidelity of Implementation Intervention and Support Plan
47 High
Level of Involvement with the Intensive Support Process
INDIVIDUAL STUDENT SUPPORT TEAM
• Someone experienced with functional behavior support • Someone familiar with the context • Those who know the student well
SYSTEMS/STRUCTURE TEAM
• Someone familiar with the context • Individuals with experienced with functional behavior support
SCHOOL LEADERSHIP TEAM
• Principal, coach(es) • It ’ s you!
SCHOOL STAFF
• teachers • paraprofessionals • aides • volunteers Low
47 Team Time
Communication Plan
•
What do you need to share with each of these groups of people related to their roles and responsibilities within a team based behavior support process?
•
When and how will you share that information?
48 Team Time •
You have completed the BAT based on your current status in your building. Examine the results of the BAT along with the follow-up activities identified throughout the day.
•
Prioritize your action steps. What will you accomplish between now and the end of the 2011-2012 School Year.
•
Who will do what? By when? What resources do you need to accomplish the action steps? How will you know you have accomplished your action steps?
•
What will you have in place for the start of the 2012-2013 school year?
Putting it All Together… Integrating Academic and Behavior Supports: An Individual Example
Tier III Support Example: Eddie
• 3 rd Grade Student • Problem: Disruptive and argumentative *fictional student with fictional data for illustration of process
Functional Assessment of Behavior or Academic Problems • A process for identifying the conditions that reliably contribute to behavior and/or academic problem.
– Use of existing data • SWIS • DIBELS/AIMSWeb – Teacher Interview – Student Interview – Observation • This information is then linked to a support plan
Demonstration Behavior Data from School-Wide Information System: Eddie Problems in Classroom
Demonstration Behavior Data from School-Wide Information System: Eddie
Demonstration Behavior Data from School-Wide Information System: Eddie Avoid Adult Avoid Task
Demonstration Behavior Data from School-Wide Information System: Eddie Reading Social Studies
Demonstration Reading Data: DIBELS Class Progress Report Eddie
Demonstration Reading Data for Eddie: Low Accuracy/Low Rate I saw company pressed
It was a pretty good composition. I felt proud knowing it was the best one at my school. After I
I ’ I four tims important
I was impatient to start reading it out loud.
book doctor
I followed the book
’
s directions again. First I read the
company long some important
composition out loud without trying to sound impressive, just
that work
to hear what the words sounded like. I did that a couple of. 10 2 4 33 43 52 65 times. Then I moved over to my full-length mirror and read the composition out loud in front of it a few times. At first I just read it. Then I practiced looking up and making eye contact.
Of course I was making eye contact with myself, and that felt pretty silly, but that was what the book said to do.
78 92 103 115 126
Example: Individual Student Report for Eddie Deficit in Prerequisite Skills (below goal) Eddie Williams Phonemic Awareness Alphabetic Principal Vocabulary Deficit in Target Skills (below goal) Fluency and Comprehension 125
The Competing Pathways chart for our friend Eddie What we want
Desired Alternative
Do work successfully w/o complaints
Strengthened through Core Program
Typical Consequence
Told
“
good job
”
Grades
Consequences strengthened through Universal Supports
The Competing Pathways chart for our friend Eddie
Desired Alternative
Do work successfully w/o complaints
Typical Consequence
Told
“
good job
”
Grades
What we got
Setting Events
Reading curriculum that is at frustration level
Triggering Antecedents
Asked to complete reading assignment
Problem Behavior
Argues, threatens uses profanity
Maintaining Consequences
Remove from class
Function
Avoid task
The Competing Pathways chart for our friend Eddie
Desired Alternative
Do work successfully w/o complaints
Typical Consequence
Told
“
good job
”
Grades
Setting Events
Reading curriculum that is at frustration level
Triggering Antecedents
Asked to complete reading assignment
What we could put up with (for now)
Problem Behavior
Argues, threatens uses profanity
Acceptable Alternative
Ask for break, ask for help
Maintaining Consequences
Remove from class
Function
Avoid task
The Competing Pathways chart for our friend Eddie What we need to do
Setting Events
Reading curriculum that is at frustration level
Triggering Antecedents
Asked to complete reading assignment
Desired Alternative
Do work successfully w/o complaints
Academic Skill Development
Reading: decoding skills
Typical Consequence
Told
“
good job
”
Grades
Problem Behavior
Argues, threatens uses profanity
Acceptable Alternative
Ask for break, ask for help
Maintaining Consequences
Remove from class
Function
Avoid task
The Competing Pathways chart for our friend Eddie
Setting Events
Reading curriculum that is at frustration level
Triggering Antecedents
Asked to complete reading assignment
Desired Alternative
Do work successfully w/o complaints
Academic Skill Development
Reading: decoding skills
Typical Consequence
Told
“
good job
”
Grades
Problem Behavior
Argues, threatens uses profanity
Acceptable Alternative
Ask for break, ask for help
Maintaining Consequences
Remove from class
Function
Avoid task
Brainstorm Possible Interventions for Eddie
Setting Event Strategies
Assess if reading curriculum is at appropriate level place in appropriate level Use an intensive –evidence-based reading program (e.g. ,Reading Mastery, Corrective Reading) Remove peer audience during reading time
Antecedent Strategies
Prompt task completion Make task less difficult Do first activity together Provide different tasks Present
“
forced
”
choice of which reading items to complete on worksheet
Teaching Strategies Behavior Skills Strategies
Teach alternatives to problem behavior: 1. Ask for break 2. Ask for help
Consequence Strategies
Provide reward within 1 min. of starting task (3 min., 5 min., 10 minutes) Give break & help when requested
Academic Skills Strategies
Teach general academic skill development Teach problem solving skills Minimize rewards for problem behavior (don
’
t remove to a nicer area) Reward expectations
Narrowing down the strategies Consider: Likelihood of successful outcome Resources available? (cost, time, materials, staff) Smallest change to create the biggest change Likelihood of plan being implemented
1.
2.
3.
4.
5.
Action Plan for Intervention Strategies
Task
Reading assessment and curriculum individualization to develop decoding skills
Person Responsible
Reading resource teacher Provide explicit instruction in decoding skills Reading resource teacher Role-play how to make appropriate requests for help Design behavior card and “ coupon ” reinforcement/feedback system. Communicate to all relevant adults how the behavior card will be used Allow Eddie to earn “ coupons ” to trade in at school store or for 5 minutes of art time as a reward for appropriate behavior throughout a class period Social worker School psychologist Teacher
By When
Two weeks 3/16/10 Begin 3/28/10 By 3/10/10 By 3/21/10 Begin 3/28/10 6.
Explain support plan to student Teacher 3/21/10
Evaluation Plan
• Behavioral goal –Short term –Long Term • Evaluation procedures –Data to be collected • Review Date
Eddie ’ s Evaluation Procedures Data to be Collected Procedures for Data Collection Person responsible Daily report on whether or not behavior card goals during each class period Daily behavior report card. Make sure all staff (e.g., homeroom teacher, music teacher, etc.) understand purpose and use card consistently. Teacher responsible Report data to team on Behavior generated prior to each progress review period School psychologist initiates and monitors Major discipline Support Plan Chart.
Office secretary referrals entered into SWIS. Reports are enters SWIS data and generate reports Decoding Weekly progress monitoring on decoding probes Classroom teacher When Begin immediately; continue at least to first review period. SWIS entered on regular basis Weekly 1 minute assessments
Your Turn
Take a moment to discuss with a colleague What are your
“
Aha
’
s
”
and questions about an integrated behavior and academic support plan?
49 Next Steps • Follow your communication plan.
• Complete activities recorded on your follow-up activities worksheet.
• Be prepared to evaluate your Tier 2 and Tier 3 Behavior Support Systems and Outcomes by the Spring Data Review (May).
• Complete the Participant Evaluation for today ’ s training before you leave.
The work you are doing is so important. Thank you for being a part of our learning community and for all that you do for students! Safe travels!