BASIC FBA TO BSP - PART II - pbis. · PDF fileBASIC FBA TO BSP - PART II Developing &...

BASIC FBA TO BSP - PART II Developing & Implementing Function-Based Behavior Support Plans Chris Borgmeier, Portland State University [email protected] & Kathleen Strickland-Cohen, Texas Christian University [email protected]

Who’s here?

o Administrators? o Teachers? o Paraprofessionals? o Behavior Specialists? o Higher Education Members? o Other related services? o Others?

www.functionbasedthinking.com

Training Available On-Line

From Basic FBA to Practical Training on Function-based Interventions

• The most important purpose of conducting FBA is to inform the development of Behavior Support Plans that directly address the FUNCTION of student behavior

FBA-BSP in Schools: How are we doing?

• Growing body of research showing that FBA can be effectively conducted by typical school personnel

•  (Crone, Hawken, & Bergstrom, 2007; Dukes, Rosenberg, & Brady, 2007; Loman, 2010; Maag & Larson, 2004; Renshaw et al., 2008; Scott, Nelson, & Zabala, 2003)

•  However… schools continue to struggle to utilize FBA information to build and effectively implement BSPs

•  (Blood & Neel, 2007; Cook et al., 2007, 2012; Scott & Kamps, 2007; Scott, Liaupsin, Nelson, & McIntyre, 2005; Van Acker, Boreson, Gable, & Potterton, 2005)

Common Issues… • Lack of personnel with sufficient training to conduct FBA and use FBA information to identify function-based interventions

• Student plans built by “specialist” without input from/collaboration with plan implementers

• Plan implementers need a better understanding of behavioral function

District Behavior Support Specialist

Support Teams building behavior support

plans from Assessment information

Train 1-2 people per school to conduct “basic”

FBA/BSP

Train and coach PBIS at all three

tiers

Basic FBA: Behaviors and Maintaining Func3ons are Easily Defined and Iden3fied

A Con3nuum of Individualized Support… •  Many of problem behaviors that teams encounter do not require comprehensive FBA-‐BSP

•  Using simplified FBA-‐BSP procedures that “match” the level and intensity of problem behavior

• Provide FBS at the first signs of persistent problem behavior

Complex FBA: Behaviors and Maintaining Func3ons Vary, and are not Easily Defined and/or Iden3fied

10

Basic Complex For: Students with mild to

moderate problem behaviors (behaviors that are NOT dangerous or occurring in many settings)

Students with moderate to severe behavioral problems; may be dangerous and/or occurring in many settings

What: Relatively Simple and Efficient process for behavior support planning based on “practical” FBA data

Time-intensive process that involves emergency planning, family-centered planning, and collaboration with outside agencies

Developed by whom:

Team of school-based professionals (e.g., PBS team members whose job responsibilities include FBA and behavior support planning)

School-based team including professionals trained to develop and implement intensive interventions for students with severe problem behaviors (e.g., behavior specialist)

Basic vs. Complex FBA/BSP Focus of this training series

Building Capacity: Function-Based Thinking in Schools •  In addition to training 1-2 professionals per school to use Basic FBA/BSP…

• We want to provide all school personnel a function-based approach to addressing challenging behavior

Basic FBA to BSP Training • Module 1- Defining and Understanding Behavior***

• Module 2- FBA: Practice Interviewing • Module 3- FBA: Practice Observing • Module 4- Critical Features of BSP*** • Module 5- Building BSP from FBA • Module 6- Implementation Planning &

Leading a BSP Team • Module 7- Evaluation & BSP Review

***Designed for all school staff to complete

Basic FBA to BSP Using FBA to Develop Function-Based Support for Students with Mild to Moderate Problem Behavior

Module 4: Critical Features of BSP www.functionbasedthinking.com

• Borgmeier, C., Loman, S. L., Hara, M., & Rodriguez, B. J. (2015). Training School Personnel to Identify Interventions Based on Functional Behavioral Assessment. Journal Of Emotional And Behavioral Disorders, 23(2), 78-89.

•  Conducted 1 hour training to identify Function-Based Interventions •  Explicit instruction with examples and practice identifying function-based

interventions

Par3cipants (n=291)

Role

Conference

Workshop

Total

General Educa>on Teacher

52

5

57

Special Educa>on Teacher

14 16 31

School Psychologist 8 14 22 School Counselor 20 17 37 Administrator 15 7 22 Behavior Specialist 11 10 21 Non-‐specified or other

19 15 34

*Sixty-‐seven Special Educa3on Graduate Students par3cipated in university classes

Pre-‐Test/ Post-‐Test Design

1 hour

training + 15 min for Pre &

Post-‐test


Module 4: Critical Features of BSP www.functionbasedthinking.com

Par3cipant’s Guidebook

Objec3ves

Review Ac3vi3es

Checks for Understanding

Comments/ Ques3ons

Tasks

Key Points

1. Define the Problem Behavior

2. Conduct assessment for behavior support planning a. Functional Behavioral Assessment

• Defining behavior in observable & measureable terms • Ask staff and student about where, when, & why behavior occurs

• See the behavior during specified routines • Hypothesize a final summary of where, when, & why behavior occurs

3. Design an individualized behavior support plan (BSP) • Ensure technical adequacy • Ensure contextual fit

4. Ensure Fidelity of Implementation

5. Monitor Plan Impact on Student Behavior

Adapt BSP and implementation as needed

based on on-going monitoring

The Basic FBA to BSP Process

Adapted from Horner, Albin, Todd, Newton & Sprague, 2011

Objec3ves

•  Use a Compe3ng Behavior Pathway to Iden3fy Func3on-‐based behavior supports that: – Teach posi3ve behaviors to replace problem behavior

– Use strategies to prevent problem behavior & prompt posi3ve behaviors

– Reinforce replacement & desired behaviors – Effec3vely respond to problem behaviors by redirec3ng & minimizing their pay-‐off

An FBA is completed when… You have completed a(n):

1.  FACTS interview with the teacher (or other staff) 2.  ABC observa3on to verify the informa3on from

the FACTS. 3.  Summary of Behavior Table with a Final

Hypothesis/Summary of Behavior that you are convinced is accurate. -‐If not convinced, do more observa3ons and/or interview the student or other staff. -‐If s3ll not convinced…get help (behavior specialist)

Cri3cal Components of Behavior Support Plans

•  #1: Compe3ng Behavior Pathway •  #2: Func3on-‐Based Behavior Support Strategies

•  #3: Implementa3on Plan •  #4: Evalua3on Plan

Func3on-‐Based Interven3ons

•  Start with FBA results = Summary of Behavior

•  Summary of Behavior should include a detailed and specific descrip3on of: –  Targeted Rou3ne –  Antecedents triggering behavior

•  Selng events –  Problem Behavior –  Consequence/Outcome of Problem Behavior –  Func>on of Behavior

Analyzing the Summary of Behavior

•  Read over the Summary of Behavior, but pay special amen3on to the Func3on iden3fied for the problem behavior

–  The Func3on of Behavior will be central to iden3fying effec3ve interven3ons to address:

•  Antecedent •  Behaviors to Teach & •  Consequences

Start w/ Summary of Behavior from FBA

Maintaining Consequence & Function

Problem Behavior

Antecedent

Targeted Routine

Setting Events (Will be covered in next module)

Compe3ng Behavior Pathway

Compe3ng Behavior Pathway

Completed from FBA

Cri3cal Features of BSP

Replace problem behavior by Teaching a socially acceptable, efficient behavior that allows student to obtain the pay-‐off/func>on Prevent problem behaviors by directly addressing triggers & promp>ng replacement behaviors based on the func>on of behavior

Reinforce replacement & desired behaviors based on func>on/pay off for the student

Redirect problem behaviors by quickly & effec>vely redirec>ng student to replacement behavior Minimize Reinforcement by ensuring that problem behaviors do NOT pay off for the student (i.e. does not result in the func3on of behavior)

This is what we want…

Natural Consequence

Maintaining Consequence

Desired Behavior

Problem Behavior

Replacement Behavior

Antecedent

Targeted Rou>ne

But… start with the Replacement Behavior. Why can’t we go right to the Desired Behavior?

Why the Replacement Behavior?

Success, teacher acknowledgment

Sent to hall to ‘calm down’ Func>on: escape task

Complete math

assignment

Crying, pushing papers off

desk

Raise hand & ask for break

Given double-‐digit addi3on problems

Rou>ne: Language Arts

Why not go straight to the Desired Behavior?

1. This is what we’re asking the

student to do.

2. This is what the student is

currently obtaining.

3. Look how different this is from what’s

happening now 4. The student is going to need to gain writing skills before being able to do

this like peers

5. So… in the meantime we use the Replacement

behavior

Nadia

Func3on Based Interven3ons


Problem Behavior

Antecedent

FUNCTION

Function should guide selection of alternative/ replacement behaviors

When generating interventions we use Function to develop ideas to change A, B & C

Targeted Routine

Understanding Replacement Behaviors

•  Replacement Behaviors are: – an immediate amempt to reduce disrup3on & poten3ally dangerous behavior in the classroom

•  Take some of the pressure off the teacher

– designed to ac3vely begin breaking the student’s habit of using problem behavior to meet their needs, by replacing it with a more acceptable Replacement behavior

Essen3al Characteris3cs of a Replacement Behavior

•  An appropriate Replacement Behavior: – Serves the same func3on as the problem behavior

–  Is easier to do and more efficient than the problem behavior

•  Replacement Behaviors require less physical effort & provide quicker, more reliable access to desired outcome/response than problem behavior

–  Is socially acceptable

Which of the Following are Appropriate Replacement Behaviors?

•  Leslie is 12, has severe intellectual disabili3es, does not use words, and screams during independent work 3mes in the Life Skills classroom. Screaming is maintained by adult amen3on.

•  Which is the best Replacement Behavior •  Put head down on her desk and sit quietly •  Sign “more” to another student •  Take completed work up to show the teacher •  Move to sit by another student •  Use picture communica3on system to request teacher help

1. Serve same Function? Does it provide adult attn?

2. Is Behavior easier to do than problem behavior?

3. Is Behavior Socially Acceptable?

Ac3vity 1: Iden3fy the Replacement Behavior

Yes or No?

Why?

1. Serve same Func3on? 2. Is it Easier? 3. Is it Socially Acceptable?

Ac3vity 2: Jordan •  With a partner go through each of the Compe3ng Behavior Pathway Replacement Behavior op3ons in Example #2 à Yes or No & Why

Developing Func3on-‐Based Interven3ons

Cri3cal Components of Behavior Support Plans

•  #1: Compe3ng Behavior Pathway •  #2: Func3on-‐Based Behavior Support Strategies

•  #3: Implementa3on Plan •  #4: Evalua3on Plan

Behavior Support Planning

Identify a range of interventions that address prevention (A), teaching (B) & consequences (C)

You may not use them all, but it is good to identify multiple interventions options across A, B & C

Func3on Based Interven3ons


Problem Behavior

Antecedent

FUNCTION

Function should guide selection of prevention strategies

Function should guide selection of alternative/ replacement behaviors

When generating interventions we use Function to develop ideas to change A, B & C

Targeted Routine

Function should guide selection of consequences: (+) and (-)

Breaking Habits •  Responding to Problem Behavior should focus on 2

things:

1.   Redirect to the Replacement Behavior

2.   Minimize the pay-‐off the student has been receiving for the problem behavior

***If the problem behavior remains Func3onal, or con3nues to pay off, the individual is not likely to quit using it (Break the Habit)

Redirect Problem Behavior When Student engages in the problem behavior: Redirect or Prompt the student to use the Replacement Behavior….

A subtle gestural or verbal prompt to remind student to use the replacement behavior can effec3vely get the student on-‐track

e.g., Raising your hand to prompt hand-‐raising behavior (replacement-‐behavior) OR saying: “If you raise your hand you can

take a break.”

¨  When the student engages in the replacement behavior, quickly provide the student with an outcome that matches the func3on of the problem behavior –  This should also help to prevent escala3on

¨  E.g. if student raises hand to request an easier, subs3tute assignment; in order to escape difficult tasks à then quickly provide the student with the easier assignment

Minimize Pay Off of Problem Behavior

Minimize the Pay off of Problem Behavior by: ¨  Making sure the problem behavior no longer works

for the student… ¨  Iden3fying a response that does not result in the

desired pay/off or the func>on of the problem behavior

¨  E.g., if the func3on of problem behavior is to escape the task, make sure when the student engages in problem behavior they do not escape the task (e.g., must stay in for recess to complete the task) ¨  Time out may not be effec3ve if the func3on of student

behavior is to escape the task

Responding to Problem Behavior: Redirect & Minimize

__ Ignore student misbehavior to prevent escalation

__ Give student a warning that she will be sent to office if she doesn’t start writing

__ Have student stay in during recess to finish work with teacher help

__ After student gets disrespectful have him tell you the answers instead of writing

__ When student begins refusing remind student to ask for a break

Yes or No?

Why? Steps in Iden>fying Responses to Problem Behavior?

1. Prompt the Replacement Behavior at earliest signs of problem behavior

2. Iden3fy a response to problem behavior that does not reinforce the Problem Behavior

Replacement Behavior

Example: Redirect & Minimize

A è B è C We must refuse to (C) let Morgan avoid long wri3ng tasks by (B) engaging in disrespecuul behavior & Instead prompt her to raise

her hand and (C) reward her for (B) raising her hand & asking for a break (Replacement Behavior)

*By not providing Morgan w/ what she wants when she

engages in disrespecuul behavior we are making the problem behavior Ineffec>ve.

It is important that we work hard to Reinforce Morgan for

engaging in the replacement behavior, or she is likely to go back to & escalate the problem behavior

Ac3vity 6 With a partner go through each of the Redirect & Minimize

Intervention options in Example #2 à Yes or No & Why

Key Points from Module 4: Cri3cal Features of BSP

Replace problem behavior by teaching a socially acceptable, efficient behavior that allows student to obtain the pay-‐off/func>on Prevent problem behaviors by directly addressing triggers & promp>ng replacement behaviors based on the func>on of behavior



Task

•  School Team Par3cipants….. •  Before beginning the next module…

§ Complete the Compe3ng Behavior Pathway & BSP Form to iden3fy func3on-‐based interven3ons for the student for whom you conducted the FBA interviews and observa3ons.

TRAINING TEAM LEADERS

Using FBA information to Build Complete Function-Based Plans • Modules 5 -7 focus on training Basic BSP Team Leaders

to help staff create plans that are: •  Technically adequate •  Contextually relevant

• Module 5- Building BSP from FBA • Module 6- Implementation & Evaluation • Module 7- Leading a BSP Team

1. Define the Problem Behavior

2. Conduct assessment for behavior support planning a. Functional Behavioral Assessment

• Defining behavior in observable & measureable terms • Ask staff and student about where, when, & why behavior occurs

• See the behavior during specified routines • Hypothesize a final summary of where, when, & why behavior occurs

3. Design an individualized behavior support plan (BSP) • Ensure technical adequacy • Ensure contextual fit

4. Ensure Fidelity of Implementation

5. Monitor Plan Impact on Student Behavior

Adapt BSP and implementation as needed

based on on-going monitoring

The Basic FBA to BSP Process

Adapted from Horner, Albin, Todd, Newton & Sprague, 2011

Module 5 Objectives By the end of this Module Team Leaders will be able to: 1.   Explain Promp>ng as an Antecedent Interven>on and generate

promp>ng strategies.

2.   Describe and generate Se]ng Events interven>ons, including Elimina>on and Neutralizing Rou>nes

3.   Develop a Con>nuum of Successive Approxima>ons and strategies to encourage students to engage in increasing approxima>ons of the Desired Behavior a_er students have become fluent using the Replacement Behavior and have reduced problem behavior

4.   Iden>fy differences in func>on-‐based interven>ons for students whose func>on is to “Escape task or demands” and those who are seeking to “Obtain aden>on from adults or peers”

Genera3ng Func3on-‐Based Behavior Support Strategies

Function-Based Intervention Strategies

Func3on-‐Based strategies…

•  DIRECTLY address the func3on of the problem behavior by:

#1. Providing a way to access the maintaining reinforcer by engaging in appropriate behavior

or… #2. Preven3ng access to the reinforcer following problem behavior

Setting Event Strategies

Antecedent Strategies

Teaching Strategies

Consequences Strategies

Eliminate or Neutralize Setting Events

Prevent/Modify “Triggers”/ Prompts for Alt/Des

Teach Replacement / Desired Behavior

Reinforce Alt/Des Behavior

Response to Problem

Behavior/

Iden3fying Behavior Support Strategies

Team iden3fies a range of strategies/ interven3ons to address:

-‐  Preven3on -‐  Teaching -‐  Consequences

We consider the FUNCTION of the problem behavior when selec3ng these strategies.

Antecedent Strategies Prevent & Prompt

Prevent by directly

addressing triggers & func>on

Prompt the Replacement &

Desired behaviors

Func%on = Obtain A/en%on Prompt

•  During independent reading 3me in language arts, when several minutes have passed without teacher amen3on. Audrey makes noises, talks out, and walks around the room. The func3on of the student’s behavior is to get adult aden>on.

•  Choose the two best antecedent promp>ng strategies?

•  Have peers remind the student to stay in her seat •  Give student more 3me to finish her reading assignment •  Teacher will remind student she can earn a special lunch with the teacher if she reads quietly & needs 2 or less teacher talks

•  Remind Audrey at the beginning of Indep. Reading to raise her ‘teacher talk’ card quietly to signal the teacher to come talk

•  Provide student with readings on preferred topics

Addresses: 1.Antecedent?

Func>on?

Func3on-‐Based

Interven3on Guides by Func3on Escape/Avoid & Amen3on

Ac3vity 2

•  For the example below, iden3fy a Preven3on & Promp3ng strategy that addresses both the triggering antecedent and the func3on of the problem behavior?

When asked to read independently at his seat, Ronnie makes inappropriate noises and makes faces at peers. Based on the FBA data collected, the team agreed that the func3on of Ronnie’s behavior is to obtain peer aden>on.

Setting Event Strategies

These strategies are designed to:

-‐ Eliminate iden3fied

selng events Or

-‐ Build in a neutralizing rou:ne to defuse the effects of a selng event

Replacement Behavior: Ask for Break from Difficult Double Digit Tasks

Desired Behavior: Complete Multi-Digit Math Problems independently

Antecedent: Task too difficult

Asked to do mul3-‐digit mul3plica3on or division math worksheets

Func>on: Escape Difficult Math Tasks

Natural Consequence:

Success on problems, more math tasks

Approximation Step #1: Ask for break using only 3 break tokens per period

Approximation Step #3: Ask for teacher help

Dexter

Approximation Step #2: With permission student can cross off 40% of difficult items

Successive Approxima3ons toward Desired Behavior

Successive Approxima3ons toward Desired Behavior

Replacement Behavior: Ask for Break from Difficult Double Digit Tasks

Desired Behavior: Complete Multi-Digit Math Problems independently

Antecedent: Task too difficult

Asked to do mul3-‐digit mul3plica3on or division math worksheets

Func>on: Escape Difficult Math Tasks

Natural Consequence:

Success on problems, more math tasks

Approximation Step #1: Ask for break using only 3 break tokens per period

Approximation Step #3: Ask for teacher help

Dexter

Approximation Step #2: With permission student can cross off 40% of difficult items

Modifying the Task thru the progression to

match instruc>on/ skill level

Progressive Reinforcement Criterion to

encourage student to increasingly engage in desired behavior

Focused Skill Instruc>on

progressively building skills required to

perform mul>-‐digit mult & division

Interven3on & Supports

Ac3vity 4

•  Iden3fy a sequence of 3 approxima3ons from the Replacement Behavior to the Desired Behavior for Harrison’s Compe3ng Behavior Pathway


Module 6: Implementation Planning & Leading a BSP Team

Objec3ves

By the end of this module you will be able to:

1.  Describe the essen3al components of implementa3on plans 2.  Explain the meaning and importance of “Contextual Fit” 3.  Explain the role of BSP Team Leader and team members in

support plan development 4.  Iden3fy the specific ac3vi3es that the team leader will engage

in before, during, and ayer the team-‐based BSP development process

5.  Lead a “team” of professionals through the process of developing a sample BSP

73

74

Role of the Team Leader •  Primary role of the Team Leader is to Guide the team members in the development of a Func3on-‐based, Contextually Relevant plan

•  Specific tasks: •  Display/provide necessary informa3on for team members to see/use throughout the process

•  Guide team in selec3ng Func3on-‐Based preven3ve, teaching, and consequence strategies

•  Ensure that ALL team members par3cipate in the process and agree with outcomes (assess Contextual Fit of the plan)

•  Ensure that the BSP includes all necessary components, including Implementa3on and Evalua3on plans

* The process will take approximately 45 minutes to 1 hour to complete.

Basic BSP Team Members •  BSP Team Leader •  Administrator •  Staff members

–  Iden3fy staff who work with student in priori3zed rou3ne

–  Other support/ implemen3ng staff specific to plan

•  Parent/Guardian

75

SPED Teacher?

Math Teacher

What is Contextual Fit? Why is It Important?

•  Contextual fit refers to the extent to which support strategies “fit” with:

•  The skills and values of the implementers •  The available resources •  Administra3ve supports in place

•  In other words… How FEASIBLE are the strategies?

•  Strategies with good “fit” are more likely to be implemented with fidelity!!

Iden3fying Behavior Support Strategies

•  Use the completed intervention strategies form to guide a conversation with the team to finalize interventions for Implementation Pot’l

Interventions

to facilitate

Planning

Implementa>on Planning

78

What Who When

The strategies iden3fied above will help guide the process of finalizing interven3ons for Implementa3on

This page will become the ‘contract’, the final

plan, what we are committing to

implement

Finalizing the Implementa3on Plan

•  IMPORTANT!!! – Ac>vely involve implementers in determining final interven3ons for Implementa3on

– Specifically iden3fy if the interven3ons work for the implementers (Contextual Fit) •  If they DON’T… the interven3on will NOT be implemented

Implementa>on Planning

While finalizing BSP interven>ons;

Tell team members

you will meet again in 2 weeks to review the

plan & fidelity of implementa3on

80

Provide modified math task Mr Jones 2/1

Feb 15

Monitor; increase consistency

Considering Contextual Fit •  Revise interven3ons if there are staff concerns; but make sure it is func3on-‐based.

Consequence Strategies

Reinforce Desired Behavior When on task for 15 min, the student will be allowed to go to back table play a game with a student who has completed work for 5 min. Minimize Reward for Problem Behavior Student will stay after school until math assignments are completed

Task Who When

Reinforce Desired Behavior When student has been on task for 15 min, she will be allowed to sit quietly at her desk and read or draw for 5 min Minimize Reward for Problem Behavior Student will stay in from recess to complete work

Mrs. Rose Mr. Poole

10/21

10/21

Staff Concern: Staff feel that

this reward will be too disruptive to the rest of the

class

Staff Concern: Staff agree that this is

function-based but is not feasible

CONSIDER: Do the interventions match the function? & have good

contextual fit?

BSP Mee3ng Table Tent

82

Training Staff How to Implement the BSP

•  The plan will not be implemented if: –  Staff don’t understand how to do it

•  The plan will not work if: –  The interven3on is being used incorrectly

•  Plan 3mes for Modeling/Role play and Feedback

–  Think 10-‐15 min –  Role play with teacher/staff outside of problem context

•  What ac3ons will be taken, what words will be used, what materials are needed and how will they be used?

84

Planned Check-Ins


Module 7: Evaluation & BSP Review www.functionbasedthink.com

Objec3ves

By the end of this module you will be able to:

1.  Define the necessary components of evalua3on plans and provide examples of appropriate short-‐ and long-‐term goals

2.  Develop a point card to measure progress toward short-‐term goal and linked to incen3ve plan

3.  Describe data collec3on procedures that would be used to track implementa3on fidelity and student progress when provided with a sample BSP

4.  Describe the process for conduc3ng and products that should result from a Plan Review Mee3ng

86

Evalua3on Planning

•  Se]ng Goals –  Student Outcomes & Implementa3on Fidelity

•  Measurement Plan – Data Collec3on methods must be Feasible & Accurate

•  Regular Progress Monitoring & Decision Making

88

Evalua3on Planning

•  The team leader will ensure that the BSP includes an evalua3on plan with measures of:

– Student Outcomes • With a short-‐term goal and long-‐term goal

– Plan Implementa>on

•  And a specific date the team will next meet to review progress

Use Compe3ng Behavior Pathway to Guide Goal Development

Goal Framework

During <Rou3ne>, when <Antecedent> (CONDITION), (STUDENT) will (BEHAVIOR) at least <%> of the 3me (CRITERION) as measured by (MEASURE)

EVALUATION PLAN Behavioral Goal (Use specific, observable, measurable descriptions of goal)

What is the short-term behavioral goal? _________ Expected date What is the long-term behavioral goal? _________ Expected date

Data to be Collected

Procedures for Data Collection Person Responsible

Timeline

Is Plan Being Implemented?

Is Plan Making a Difference?

Plan date for review meeting (suggested within 2 weeks) ________________

The team identifies: -  Short-term goal -  Long-term goal -  Specific evaluation

procedures -  Date to meet and evaluate the effectiveness of the plan

BSP Evaluation Planning Form

Evaluation Procedures

<student> will <behavior> <criterion> as measured by <measurement plan>.

GOAL CONDITION & STUDENT During <rou>ne>, when <antecedent>…………………..,

Use Compe3ng Behavior Pathway to Guide Goal Development

Continue to next task

Escape difficult writing

task

Completes work

independently

Throwing materials &

cursing

Raise hand to request break or easier task

Difficult writing tasks

(multiple paragraph

essay)

No Setting Event

identified

Routine: WRITING

Short-term goal

Student: LEROY

LEROY WRITING, asked to write a mul>ple paragraph essay

Measurement Plan Feasible Data Collec3on

•  For efficiency and flexibility in the Basic FBA to BSP process we encourage use of a point card for data collec3on.

•  We will provide a generic point card, but if there is a point card in your school for Check-‐In/Check-‐Out we encourage you to align the Basic FBA to BSP point card template to the same format

#1 - Reduction in Problem Behavior

#2 - Use of Alt Beh or Reduction in Problem Behavior #3 - Desired Behavior or Approximations

Measuring the Short-term Goal Example Point Card

Rou3ne: __________________

Meeting to Review the Plan

•  The plan is a WORKING DOCUMENT!

•  Team members meet regularly to:

a) Monitor progress b) Modify the plan as needed to:

•  Make the plan more effec3ve or

•  Change mastery criteria and increase student independence

Review Meeting: Role of the Team Leader

Guide team in reviewing DATA for each component of the plan to document:

1. Is each strategy being implemented as designed? 2. Is the plan resul3ng in change in student behavior?

3. Do data indicate that the plan needs to be modified and how?

4. What is the date of the next Review Mee3ng?

78

The Implementa3on Plan is used to record:

: 3/21/11 1. The extent to which the plan is being implemented

and…

2. Team evalua3on decisions made, based on the data presented at the mee3ng

Add more mul3-‐digit problems

Monitor

Completed/ Discon3nue

Monitor

Key Points •  An EVALUATION PLAN for determining

A) if the plan is being implemented B) if the plan is making a difference in student behavior C) when team members will meet again to discuss progress

•  Both the Team Leader and Team Implementers collect Fidelity and Effec3veness data regularly.

•  The Behavior Support Plan is a Work in Progress!!!

•  Team members meet every two weeks to determine: –  Is the BSP being implemented as agreed on by the team? –  Is the student making progress? –  Do we need to modify the plan to:

•  Improve effec3veness •  Increase student independence?

–  When is the date of our next mee3ng?

Task

•  Over the next two weeks… Please meet with team members at your school to develop an

Evalua3on Plan based on FBA/BSP results…. And hold a BSP Review Mee3ng

Your role as Team Leader will be to guide the team through the

ques3ons on pages 101 and 102 in your workbook and to ensure that the BSP is: –  Complete (don’t forget about implementa3on and evalua3on plans!) –  Func3on-‐Based –  Contextually Relevant

99

ASSESSING BSP TEAM LEADER KNOWLEDGE

Assessing Knowledge of BSP Development

•  Team Leader Knowledge of BSP Development

• Assessment of BSP Knowledge Pre-Posttest •  50 item pretest •  Assesses ability to:

•  List the critical features of behavior support plans •  Identify missing or incorrect items on sample plan •  Discriminate between Function-Based, Neutral, and Contraindicated

strategies

•  In science, when asked to work with a partner or small group Jacob (6th grade) makes inappropriate comments, pushes materials off his desk and refuses to do his work. This is most likely on days when an alterca3on with a peer has occurred prior to science. Based on the data collected, the team agreed that the func>on of Jacob’s behavior is to avoid working with peers.

Func3on-‐Based (FB)? Neutral (N)? or Contraindicated (C)? 1. ____ Teach student to appropriately request a break from working with his partner(s).

2. ____ When problem behavior occurs, allow student to work alone.

3. ____ Develop a behavior contract with the student specifying that if he works successfully with peers for a specified part of lab 3me, he can spend the remainder of class 3me working independently.

4. ____ Review class rules about respecuul interac3ons with peers at the beginning of class.

5. ____ When problem behavior occurs, send student to resource classroom to the complete ac3vity.

6. ____ When presen3ng assignments on days when Jacob has had a previous peer alterca3on, provide a choice of working either individually or with a peer partner.

7. ____ Provide tokens that can be exchanged for items at the school store when student engages in appropriate peer interac3ons.

8. ____ Provide pull-‐out social skills training 2 3mes per week for 20 minutes.

FB

C

FB

N

C

FB

N

N

Typical School Personnel Developing and Implementing Basic Behavior Support Plans

(Strickland-Cohen & Horner, in press)

• Phase 1: From “Practical FBA” to BSP training series •  13 school psychologists, counselors, special education teachers basic

behavioral knowledge •  Previous training in FBA, high scores and self-report of basic knowledge

•  Assess change in knowledge

• Phase 2: Six team leaders guided behavior support teams in development of BSP for 1 student

•  BSPs assessed for technical adequacy (3 outside experts) •  Contextual fit (school-based team members)

• Phase 3: Student BSPs implemented

•  Direct observation data to assess: •  Impact on student behavior •  Fidelity of Implementation (experimental)

Pre/Post-Test Results: Assessment of BSP Knowledge Participant

Pre Test Post Test Percent Change

1 63% (A) 96% (B) +33% 2 67% (A) 84% (B) +17% 3 69% (A) 94% (B) +25% 4 65% (A) 86% (B) +21% 5 60% (A) 88% (B) +28% 6 63% (A) 90% (B) +27% 7 43% (A) 82% (B) +39% 8 61% (B) 92% (A) +31% 9 63% (B) 82% (A) +19% 10 45% (B) 80% (A) +35% 11 67% (B) 90% (A) +23% 12 61% (B) 86% (A) +25% 13 80% (B) 94% (A) +14%

Mean 62% 88% +26%

BUILDING DISTRICT CAPACITY (Strickland-Cohen, Kennedy, Berg, Bateman, & Horner, under review)

•  Trainings conducted with District Behavior Specialist

•  43 Elementary/Middle participants •  School Psychologists, SPED Teachers, General Ed Teachers,

Administrators •  Significant range in amount of participants experience/knowledge

related to FBA/BSP

•  Three 2-hour sessions •  Session 1: FBA Interviewing & Observations •  Session 2: Selecting Function-based Interventions •  Session 3: Implementation & Evaluation Planning

•  Final session participants brought student FBAs to work in BSP teams

Participant # Pretest Posttest % Change 1 38% 64% 26%

2 44% 67% 23% 3 54% 71% 17%

4 50% 72% 22%

5 54% 72% 18% 6 58% 72% 14%

7 48% 73% 25%

8 52% 78% 26% 9 64% 78% 14%

10 62% 80% 18%

11 82% 80% -‐2% 12 31% 84% 53%

13 41% 84% 43%

14 56% 84% 28% 15 58% 84% 26%

16 58% 84% 26%

17 60% 84% 24% 18 38% 86% 48%

19 42% 86% 44%

20 48% 86% 38% 21 58% 86% 28%

22 68% 92% 24% 23 77% 92% 15%

24 80% 92% 12%

25 84% 92% 8% 26 56% 96% 40%

27 74% 96% 22%

28 80% 96% 16%

29 80% 96% 16%

AVG 58% 83% 25%

SD 0.15 0.09

AVG 58% 83% 25%

Pretest Range = 31 to 84% Posmest Range = 64 to 96%

BETHEL BASIC FBA to BSP PRE-POST

DATA

12 Week Follow-‐Up (n = 36)

•  58% completed Basic

FBA/BSP

•  38% of responders had not completed FBA/BSP within past 12 months

Training School Psychologists in Basic FBA/BSP (Strickland-Cohen & Grubb, 2015)

Maximizing Your Session Participation

Work with your team

Consider first question:

–  Where are we in our implementation?

Current Issues and Needs in Your District…

•  Do people already know how to do FBA in your schools?

•  Are the basic FBA/BSPs developed by school personnel valid for improving student behavior?

•  Do our school teams understand the CRITICAL FEATURES of function-based interventions ?

•  Do we have materials that are practical and effective for use by district specialists?

Maximizing Your Session Participation

Work with your team

Consider 2nd question:

–  What do I hope to learn?

“Work Smarter NOT Harder…” By using the 4 P’s •  Proactively build capacity- Train 1-2 school personnel in each

school with a “flexible” role to conduct FBA/BSPs for students with mild/moderate problem behaviors

•  Parsimonious tools- Use simple tools and terminology that are relatable to school personnel

•  Practical Trainings- Provide short training sessions that teach “less more thoroughly” based on established instructional practices

•  Prioritized follow-up- Through use of quick in-training assessments to determine those participants that will require more follow-up coaching

For additional information

come see us at the poster

session.

Display #36

www.pdx.edu/sped/mtss

Thank You for Attending! • Slides and materials may be found at: • www.pbis.org • www.functionbasedthinking.com

• More information please email: [email protected] [email protected]

[email protected]

BASIC FBA TO BSP - PART II - pbis. · PDF fileBASIC FBA TO BSP - PART II Developing &...

Documents

Transcript of BASIC FBA TO BSP - PART II - pbis. · PDF fileBASIC FBA TO BSP - PART II Developing &...