Transcript Shoulda … Woulda … Coulda The Functional Behavior Assessment/Behavior Intervention Plan Process Supporting Staff Behavior OUTCOMES Systems Data Practices Supporting Student Behavior Supporting Decision Making.

Shoulda … Woulda …
Coulda
The Functional Behavior
Assessment/Behavior
Intervention Plan Process
Supporting
Staff Behavior
OUTCOMES
Systems
Data
Practices
Supporting Student Behavior
Supporting
Decision Making
Objectives of this session
• Shoulda …
– Systems to support consistent
application of the law by staff
• Woulda …
– Practices including FBA to support
students with challenging behavior
• Coulda …
– Data to make decisions and monitor
progress
Designing Comprehensive Systems
CONTINUUM OF Positive Behavior Intervention & Support
(PBIS)
~5%
Secondary Prevention:
Specialized Group
Systems for Students with
At-Risk Behavior
Primary Prevention:
School-wide and
Classroom-wide Systems
for All Students,
Staff, & Settings
Tertiary Prevention:
Specialized
Individualized
Systems for Students with
High-Risk Behavior
~15%
~ 80% of Students
Adapted from the Center for Positive Behavior Interventions and Supports (2002)
Designing Comprehensive Systems
CONTINUUM OF Positive Behavior Intervention & Support
(PBIS)
Adapted from the Center for Positive Behavior Interventions and Supports (2002)
School Improvement
Academic
Whole School
Behavior
Effective
Classroom
Intensive, Individual Interventions
Intensive,
Individual Interventions
School
Culturally
•Tutoring
•Functional Behavior Assessment &
OrganizationPlans
•Academic Remediation
Responsive
Behavior Intervention Planning
•Specially Designed Instruction Instruction
Effective
Culturally
Targeted
Group Interventions
•Small Responsive
group instruction Instructional
•Focused
academic help Practices
Practices
sessions
Struggling Students
Targeted Group Interventions
Progress
•Social Skills Individuals
instruction
Monitoring
•Reinforcement
Consider-of specific skills
•Group
Behavioral
Strategies
EC
ation
for
Behavioral
•Classroom Coaching
Eligibility Related Specially
Group Strategies
Positive School Universal
Effective
Services Designed
Design/
Climate
Instructional Universal Interventions
Universal
Interventions
Instruction
Differentiated
Mental
Health
FBA/BIP
Behavior
Practices •School-wide
•Effective instructional
rules and
Assistance
Instruction
Interventions
practices
procedures
Mental
Effective
Staff
•Recognition of
•Systematic
Focused
Positive
Health Services
Development
academic
reinforcement
Research-based
Classroom
achievement
•Social Skills Instruction
Academic
Instruction
•Culturally responsive
•Culturally responsive
Management
Data
Based
practices
practices
Ongoing
•Data-based Decision
decision•Data-based
Classroom
Coaching decisionScreening
and
making
making
Making
and
Consultation
•Parent & Community
•Parent & Community
Assessment
Parent and
Partnerships
Partnerships
Community
Partnerships
How do PBIS & RtI match up?
Intensive
Intervention
5%
Strategic
Interventions
15%
Core
Curriculum
80%
Shoulda …
•Known IDEA 2004
–NC Policies Governing Services for
Children with Disabilities
–Shoulda had a SYSTEM
Authority of School Personnel
• School personnel may remove a student with a
disability from his/her current placement for up to 10
cumulative school days in one academic year for
any violation of school code of conduct.
• These removals may be to an appropriate interim
alternative educational setting, another setting, or
suspension (to the extent those alternatives are
applied to children without disabilities).
• Services are not required during the first ten
cumulative days of removal unless services are
provided to students without disabilities.
NC 1504-2.1 (b)(1)
Authority of School Personnel
• School personnel may also impose additional
removals of the child for not more than 10
consecutive school days in the same school
year for separate incidents of misconduct, as
long as those removals do not constitute a
change of placement (location of and access to
services).
NC1504-2.1 (b)(1)
“Change of Placement”
• Changing a student with a disability’s educational
placement (continuum of services) may only be made
by an IEP team.
• Removal of a child with a disability from the child’s
current educational placement (location of and
access to services) by school personnel may lead to
a disciplinary change of placement.
When does a disciplinary change in
placement occur?
Scenario 1:
A disciplinary change in placement occurs when a
student is removed for more than 10 consecutive
school days:
NC 1504-2.7 (a)(1)
When does a disciplinary change in
placement occur?
Scenario 2:
A disciplinary change in placement occurs if the child
has been subjected to a series of removals that
constitute a pattern –
• Because the series of removals total more than 10
school days in a school year;
• Because the child’s behavior is substantially similar to
the child’s behavior in previous incidents that resulted in
the series of removals; AND
• Because of such additional factors as the length of each
removal, the total amount of time the child has been
removed and the proximity of the removals to one
another.
NC 1504-2.7 (a)(2)
When does a disciplinary change in
placement occur?
Important Information:
•The LEA determines on a case by case basis
whether a pattern of removals constitutes a
change in placement
•This determination is subject to review through
due process and judicial proceedings.
NC 1504-2.7 (b)(1)(2)
When imposing discipline for a violation of the student
code of conduct after the “FAPE Free Zone” days (10
cumulative), school personnel must always be mindful of
the disciplinary history of the student and ask,
“Will this removal constitute a
change in placement?”
“Will this removal constitute a
change in placement?”
If the answer is “NO”:
• School personnel can proceed with the removal.
• Services must be provided.
• School personnel, in consultation with at least one of
the child’s teachers, determine what services will be
provided.
• A FBA (Functional Behavior Assessment) and BIP
(Behavioral Intervention Plan) must be either
developed to address the behavior or if a BIP has
already been developed, it must be reviewed and
modified, as necessary.
NC 1504-2.1(b)(2)(d)(1)
“Will this removal constitute a
change in placement?”
If the answer is “YES”:
• A manifestation meeting must occur within 10 school
days.
• On the day school personnel decide to remove the
student, they must issue the LEA disciplinary removal
form, Prior Written Notice (DEC 5a), and the Handbook
on Parents’ Rights.
• Services must be provided immediately upon removal.
• The student’s IEP team must determine these services.
NC 1504-2.1(b)(2)(d)(1)
• A FBA (Functional Behavior Assessment) and BIP
(Behavioral Intervention Plan) must be developed to
address the behavior or if one has already been
developed, it must be reviewed and modified, as
necessary.
NC 1504-2.1(b)(2)(d)(1)
“Will this removal constitute a
change in placement?”
If the answer is “YES”, can the student be removed
pending the manifestation determination meeting?
• The law is silent in this circumstance.
• However, it is clear that services during the removal
must be determined by the IEP team and be designed
so as to enable the child to continue to participate in
the general education curriculum, although in another
setting, and to progress toward meeting the annual
goals set out in the child’s IEP and receive a FBA and
BIP and modifications that are designed to address
the behavior violation so that it does not recur. If a
BIP already has been developed, it must be reviewed
and modified, as necessary, to address the behavior.
NC 1504-2.1(b)(2)(d)(1)(5)
Services-No Change in Placement
For subsequent suspensions of not more than 10 school days
that are not a change of placement, school personnel in
consultation with at least one of the child’s teachers
determine what services are needed so as to enable the child
to continue to participate in the general education curriculum,
although in another setting, and progress toward meeting the
goals set out in the child’s IEP, and receive a FBA, and BIP
and modifications that are designed to address the behavior
violation so that it does not recur. If a BIP already has been
developed, it must be reviewed and modified, as necessary, to
address the behavior.
NC 1504-2(d)(1)
Services-Change in Placement
If it is determined that a removal or series of
removals constitutes a change of placement, the
IEP team determines appropriate services.
If school personnel determine the
removal will constitute a change in
placement they must send home Prior
Written Notice (DEC 5a) and a
Handbook on Parents’ Rights with the
LEA disciplinary action form.
This notifies the parent a manifestation
meeting will occur.
REVIEW:
Removals Resulting in a Change in Placement
•
•
•
•
Parents must be notified and given full explanation of procedural
safeguards (LEA Disciplinary Action Form, DEC 5a & Handbook on
Parents Rights).
The DEC 5a serves as notice to attend the meeting.
The manifestation team (like that of the IEP team) must convene
within 10 school days to determine if the behavior was a
manifestation of the child’s disability.
If the student begins the removal (suspension) prior to the
manifestation determination, services must be determined by the
IEP team.
Woulda …
•Used Best Practice
–“Standards of good professional practice
dictate a problem solving approach to
managing behaviors in the school” (Crone &
Horner, 2003)
–Woulda utilized PRACTICES!
Functional Behavior Assessments
Functional Behavioral
Assessment
“A process for gathering information used to maximize the
effectiveness and efficiency of behavioral support” (O’Neill et al.,
1997)
–
–
–
–
–
Operational definition of behavior
Identification of events that are functionally related to behavior
Identification of consequences that maintain behavior
Hypothesis about function of behavior
Direct observation to confirm/support hypothesis
Four Basic Recommendations
• Never stop doing what is already working
• Always look for the smallest change that will produce the
largest effect
– Avoid defining a large number of goals
– Do a small number of things well
• Do not add something new without also defining what you will
stop doing to make the addition possible
• Collect and use data for decision making
Three Important Themes
• Create systems, not just programs, to support all
students
• Earlier rather than later
• Evidence, not opinion
Steps for Conducting a FBA and
Developing a BIP
1.
2.
3.
4.
5.
6.
7.
8.
Identify the strengths of the student.
Identify the problem behavior.
Gather Information.
Generate a hypothesis statement.
Build a “Competing Behavior Pathway” to identify
possible elements of a Behavior Intervention Plan.
Design & Evaluate a Behavioral Intervention Plan.
Plan for effective implementation of the Behavior
Intervention Plan.
Monitor regularly and modify based on observed
progress.
Adapted from Crone, D.A. and Horner,R.H., 2003
Diagram Behavior
(FBA Process)
Setting
Events
Triggering
Antecedents
Problem
Behavior
Maintaining
Consequences
Designing Functional Interventions:
Rasheed
• When Rasheed is left unattended by the
teacher for longer than 5 minutes (setting
event), and he is given independent or small
group work (antecedent) he leaves his
seat/area (behavior) to obtain adult attention
(function).
No
Teacher
Setting
contact
Eventsfor
5 minutes
Small
Triggering
group or
Antecedents
independent
work
Out-of-seat
Problem
Behavior
Off-task
Maintaining
Teacher
Consequences
Attention
Define Alternative or Competing
Behavior
Setting
Events
Triggering
Antecedents
Desired
Alternative
Maintaining
Consequences
Problem
Behavior
Maintaining
Consequences
Acceptable
Alternative
Desired
Behavior
On-task
Setting
Events
Triggering
Antecedents
No
Teacher
contact for
5 minutes
Small
group or
independent
Maintaining
Consequences
Work
Completion
& Grades
Problem
Behavior
Maintaining
Consequences
Out-of-seat
Off-task
Teacher
Attention
work
Acceptable
Alternative
Ask for help/
Recruit
feedback
DESIGNING FUNCTIONAL INTERVENTIONS
Setting
Events
Triggering
Antecedents
Desired
Alternative
Maintaining
Consequences
Problem
Behavior
Maintaining
Consequences
Acceptable
Alternative
Setting
Event
Manipulations
Antecedent
Manipulations
Behavior
Teaching
Consequence
Manipulations
Intervention & Support Strategies
Event
Manipulations
•Mentoring
Program
•Schedule
independent
or small
group work
after whole
group
activities involving
active
participation
and group
response
Antecedent
Manipulations
Behavior
Teaching
Consequences
Manipulations
• Check in frequently
with
Rasheed during
work periods.
• Re-teach class
rules and routines
that address ‘in
seat’ and ‘class
movement’
• Ignore out of
seat requests
for assistance
• Precorrect
Rasheed on
appropriate way to
ask for teacher
help/attention
• Design lessons to
provide more whole
group response/
active participation
• Teach Rasheed
how to request
teacher help /
attention
• Teach Rasheed
how to tolerate
delays in getting
attention
• Respond
immediately if
he asks
appropriately
for teacher
attention
What if we can’t figure out
what the function of the
behavior is?
Assessing Function
• Look for patterns of behavior, even
very diverse behaviors can serve the
same function
• Don’t see a pattern? May need more
data
• Utilize functional behavior checklists
So how does Functional
Behavior Assessment align
with the Tiers?
What does Tier 1 look like
for PBIS
• Is an FBA completed at this level?
What does Tier II look like
for PBIS?
• Chart behavior to determine function
and develop hypothesis
• Make contact with team that
manages Secondary PBIS practices
if any of those practices meet a
functional need
• Design a plan that incorporates
existing intervention options and
behavior remediation
Tier II Intervention
• Developed by teacher, parent, consultant
with some expertise in area of student
need
• Consider Tier I information
• Define/analyze/problem
• Develop hypothesis
• Collect baseline data
• Create/implement plan (measureable
Goal)
• Evaluate
• Decide next steps
– Continue/modify/discontinue plan
– Move to Tier III
What does Tier III look like for
PBIS?
• More complex team-implemented process
• Requires team member with behavioral
background
• Includes (peer-referenced) observations, and
record review
• BIP identifies set of replacement behaviors to
be taught
• BIP takes into account antecedent and
consequence strategies, as well as contextual
fit
• Evaluation planned several weeks after
implementation
Tier III Intervention
•
•
•
•
Team approach
Consider Tier I, II information
Define/analyze/problem
Develop Hypothesis/ Validate performance
with data collection
• Create/implement plan (Goal and
measurement strategy)
• Evaluate (amount of progress/discrepancy)
• Decide next steps
– Continue/modify/discontinue plan
– Move to Tier IV
What does Tier IV look like
for PBIS?
• NOT tied to special ed referral (but could be
part)
• Most intensive – still occurs as a tertiary
intervention
• Functional analysis requires in-depth and
lengthy data collection
• Includes direct observations & systematic
manipulation of the environment to confirm
hypothesis
What does Tier IV look like
for PBIS?
• Requires behavioral expertise
• School teams strongly encouraged to include
agencies and other community partners
involved with the family (Systems of Care, Child
& Family Team)
• BIP structured to intervene at each possible
level
What does Tier IV look like
for PBIS?
• BIP plans intensive teaching of replacement
behavior, generalization strategies and who will
teach
• BIP defines reinforcement & consequence
strategies
• Evaluation planned to determine success of BIP &
any modifications necessary to make it more
efficient or effective
• May require crisis plan to be put in place during
data collection and planning
Tier IV Intervention
• Re-initiate problem-solving
process
• Add/modify intervention
• Initiate referral to IEP team
Coulda …
•Utilized tools to collect data and
document progress
•Made a difference
–Coulda used DATA to make a
difference in the success of a
student with challenging behavior
PBIS Tools for Tier II
• Behavior Charting
• Data Collection:
– DBRs
– Checklists
• System of Secondary Interventions
Data Collection:
Checklists
• Motivation Assessment Scale
• Project FACILE
Data Collection: DBRs
• Daily Behavior Report = DBR
• The DBR involves a brief
rating of target behavior
over a specified period of time
• Example in toolkit
• Additional examples at
http://www.interventioncentral.org/htmdocs
/interventions/behavior/behrptcd.php
Secondary PBIS
Practices that could support this
student
• Mentoring
– Adult listener/buddy
• Check-in/Check-out
– Daily progress report with behavior
coaching
• Small Group Intensive Social Skills
Instruction
– Specific topics to fill in social skills gaps
Tools for Tier III
• Social Developmental History (RtI)
• Peer-Referenced Behavior Observation
Forms (RtI)
• Functional Assessment Checklist for
Teachers and Staff (FACTS – A & B)
Tier IV Tools
• Functional Interventions in Versatile
Environments Questionnaire (FIVE-Q)
• Functional Behavior Assessment Behavior
Support Plan (F-BSP) Protocol
Questions?
Answers?
Ideas?
References and Resources
•
•
•
•
www.ncpublicschools.org/positivebehavior/
www.pbis.org
www.apbs.org
Your PBIS regional Coordinator
http://www.ncpublicschools.org/positivebehavior/coordi
nator/
Presented by:
Dana Rusher,
[email protected]
Joe Simmons,
[email protected]