A Series of 12 Modules on Functional Behavioral Assessment; Analyzing Data/ Designing Behavior Intervention Plans, Implementation & Progress Monitoring May 13, 2014

Carol Dawson Ed.D., Director of Behavior Support Angela McBride M.S.Ed., Director of Evaluation and Eligibility Division of Specialized Instruction and Student Support

Module 3: Asking about

Behavior Interviewing

Series of 12 Modules on FBA

Module 1. An Introduction to Functional Behavioral Assessment; Using D.A.S.H. to Define, Ask, See & Hypothesize about Behavior; and DEFINING Behavior

Module 2. The ABCs of Understanding Behavior—Antecedents, Behavior, Consequence, Function & Setting Events

Module 3. D.A.S.H. ASKING about Behavior: Interviewing Staff, Student & Parent/Caregiver (INDIRECT DATA)

Module 4. D.A.S.H. SEEING Behavior: Observing the Student (DIRECT DATA)

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Series of 12 Webinars on FBA (cont.)

Module 5. D.A.S.H. HYPOTHESIS Verification: Comparing INDIRECT & DIRECT DATA

Module 6. Choosing Data Collection Tools and Completing the Hypothesis Statement with Baseline Data

Module 7. Introduction to Behavior Intervention Planning (BIP) and the Competing Behavior Pathway; Looking at Replacement vs. Desired Behavior

Module 8. Function-Based Behavior Intervention Strategies for Antecedents, Setting Events and Consequences; Teaching New Behavior(s)

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Series of 12 Webinars on FBA (cont.)

Module 9. Using the Behavior Intervention Plan to Implement and Evaluate (WHO will do WHAT by WHEN and HOW?)

Module 10. Progress Monitoring—Checking for Success

Module 11. Aligning the Functional Behavioral Assessment and Behavior Intervention Plan with the Individual Education Program

Module 12. Continuum of Multi-Tiered Systems of Support—What does this look like for Tier 1, Tier 2 and Tier 3?

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Webinar Downloads • Module 3 Powerpoint

• Resources (Documents and Optional Forms): • D.A.S.H. • Functional Assessment Checklist for Teachers and Staff (FACTS-Part A) and Anthony

Example • Functional Assessment Checklist for Teachers and Staff (FACTS-Part B) and Anthony

Example • Functional Assessment Checklist for Students(FACTS-Part A & B) and Anthony

Example • FBA Parent/Guardian Interview & Anthony Example • Summary Notecatcher Interviews of Student, Staff & Parent and Anthony Example • Request for Behavior Support Form

• The THREE REQUIRED FORMS for FBAs and BIPs 1. Functional Behavioral Assessment (December 2013) 2. Behavior Intervention Plans (December 2013)1 3. Considerations for Positive Behavior Support Form (December 2013)

can be downloaded with this webinar or accessed at https://portal.nycenet.edu/SpecialPopulations/SpecialEd/Behavior.html

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Module 3:

D.A.S.H. ASKING about Behavior:

Interviewing Staff, Student & Parent/Caregiver

(INDIRECT DATA)

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Module 3 Outcomes: • Using the FACTS-Part A Interview to identify the PRIORITY

behavior(s) to investigate for the FBA and where & when behavior is seen the most

• Using the FACTS-Part B Staff and FACTS Part A & B Student Interviews to examine the priority behavior(s) to discover the triggers, pay-off (function), possible setting events and to develop a Summary Statement

• Using the parent/guardian Interview to look for similar patterns and possible setting events and to develop a Summary Statement of behavior from the caregiver’s perspective

• Collating the information from staff, student & parent/ caregiver & other indirect data into a final Summary Statement from interviews & indirect data

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Test your Knowledge

1. The definition of this should be observable (what you see), measurable (what you can count or time) and be so clear that a stranger could recognize it without a doubt. o Antecedent

o Consequence or Outcome

o Behavior

o Function

o Setting Events

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Test your Knowledge

2. What happens immediately BEFORE the behavior: o Antecedent

o Consequence or Outcome

o Behavior

o Function

o Setting Events

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Test your Knowledge

3. What happens immediately AFTER the behavior: o Antecedent

o Consequence or Outcome

o Behavior

o Function

o Setting Events

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Test your Knowledge

4. The student is getting or avoiding something by doing the behavior. The “something” may be sensory/stimulation, attention by peer or adults, or activity/tangible. This pay-off is called:

o Antecedent

o Consequence or Outcome

o Behavior

o Function

o Setting Events

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Test your Knowledge

5. These are “slow triggers” that predispose the student to act or interpret events in a certain way that increase the likelihood that the behavior will occur.

o Antecedent

o Consequence or Outcome

o Behavior

o Function

o Setting Events

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Test your Knowledge

6. Place the following in the correct order for a SUMMARY STATEMENT: Antecedent, Consequence/Outcome, Behavior, Function, and Setting Events.

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How do we obtain the information to make a summary statement?

Module 3-Now!

Module 4-Next

ASK: • Interview staff • Interview student • Interview parent/caregiver • Obtain information from other Indirect Data sources

Ask & See

SEE: • Observe the student’s behavior in classes/ activities

identified by the interviews

Module 3:

ASKING about Behavior: Interviewing Staff, Student & Parent/Caregiver

INDIRECT DATA

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What is INDIRECT DATA?

Indirect Data, also known as Informant Assessment, uses interview data from staff, parent/caregiver, and student to understand the factors which contribute to the understanding of the problem behavior(s). It also includes a review of the student’s record, checklists and questionnaires.

The next slide provides a list of possible indirect data sources which may contribute to the Functional Behavioral Assessment.

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NYCDOE Form—Functional Behavior Assessment (December 2013) List of Direct and Indirect Data sources used to identify and support functional hypothesis: NYS Regulation: [200.22 (a) (2)]

Indirect Data (Check all that apply and attach): The sections in bold must be checked and submitted.

Student interviews (information from the student)

Parent interviews (including relevant history and current status)

Staff interviews (including teachers, paraprofessionals, related service providers, and possibly other relevant staff such as cafeteria, bus, custodial, office staff)

Information from the IEP Present Level of Performance

Surveys or questionnaires specific to behavior(s)

Student records review (including current school status)

Summary of the results of Psychological/Psychiatric Evaluations (must check and submit if student recommended and/or receiving counseling.)

Medical Information

Testing data

Attendance data

Office Discipline Referrals received (OORS report)

Other information provided by the parent - Specify____________________

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Indirect and Direct Data NYS Regulation: [200.22 (a) (2)]

The FBA shall, as appropriate, be based on multiple sources of data including, but not limited to, information obtained from direct observation of the student, information from the student, the student’s teacher(s) and/or related service provider(s), a review of available data and information from the student's record and other sources including any relevant information provided by the student’s parent. The FBA shall not be based solely on the student’s history of presenting problem behaviors.

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D.A.S.H. Define behavior in observable & measurable terms

Ask about behavior by interviewing staff, student & parent/guardian

-determine classes/activities where & when behaviors occur

-incorporate information from parent

-review records/IEP

-summarize where, when, & why behaviors occur

See the behavior

-observe the behavior during classes/activities specified

-observe to verify summary of where, when, & why from interviews

Hypothesize: a final summary of where, when & why behaviors occur

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Whom do we ASK about a student’s problem behavior?

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ASK Step 1: Ask about problem behavior(s) occurring in school Use Functional Assessment Checklist for Teachers and Staff (FACTS--Part A Staff

Interview) or other tool

Determine classes/activities where & when problem behaviors occur

Step 2: Team meets and chooses priority behavior(s) for the FBA

Team decides where the direct observations should take place based on FACT--Part A Staff Interview (or other tool)

Step 3: Ask about priority behavior(s) by interviewing staff, student and parent/caregiver

Use FACTS--Part B Staff Interview (or other tool) to interview staff

Use FACTS--Parts A & B Student Interview (or other tool) to interview student

Use Parent/Guardian Interview (or other tool) to interview parent/guardian

Summarize where, when, & why priority behavior occurs based on interviews and other data sources (review records)

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ASK ALL STAFF who work with student FACTS for Teachers-Part A (or similar form)

Step 1. FBA facilitator fills in student’s name & schedule and distributes to staff who work with student

Step 2. Each staff member fills out student’s strengths, specific problem behavior(s) observed in the class/activity, likelihood of happening and current interventions.

Step 3. FBA facilitator collates information for the entire school day.

Step 4. FBA team meets to prioritize behavior(s) and determine during which classes/activities behavior(s) are most problematic.

Step 5. All staff who have identified that the priority problem behavior(s) occurs in their classes, fill out FACTS-Part B. Observations will be done in classes where behavior is most problematic.

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Examine the actual form

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FACTS—Part A for Anthony: Prioritizing Behavior and deciding which classes to observe

Time/ Period

Activity/ Staff

Specific Problem Behavior Likelihood of Problem Behavior

PD 1 Homeroom- Mr. G

None High 0 1 2 3 4 5 6

PD 2 Math–Ms. D Curses, walks around 0 1 2 3 4 5 6

PD3 ELA-Ms. D Yells in class, out-of seat 0 1 2 3 4 5 6

PD 4 PE-Mr. T 0 1 2 3 4 5 6 PD 5 Lunch. 0 1 2 3 4 5 6 PD 6 Social

Studies-Ms. L Out-of-seat, yells at peers, refuses to do work, kicks desk, walks out of class

0 1 2 3 4 5 6

PD 7 Health-Mr. T 0 1 2 3 4 5 6

PD 8 Science- Ms. L

Out-of-seat, refuses to do work, walks around, gets into personal space of others, and pushes other students

0 1 2 3 4 5 6

PD 9 Advisory-Mr. G 0 1 2 3 4 5 6

ALL STAFF who work with student and observe student exhibiting problem behavior (from FACTS—Part A)

Fill out: Functional Assessment Checklist for Teachers and Staff FACTS—Part B or other similar tool

• Identifies antecedents, setting events, consequences, and possible functions of the problem behavior(s).

• This information is organized into a Summary Statement or Hypothesis.

• Also listed are current efforts to reduce incidents of problem behavior and possible reinforcers for positive behavior.

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Examine the actual form

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Student

Fill out: Functional Assessment Checklist for Students (Parts A and B) or other tool

> Part A starts with the student’s interests and preferences and also identifies the problem behavior prioritized by staff. Student identifies the likelihood of problem behavior(s) in each class/ activity.

> Part B

identifies antecedents, setting events, consequences, and possible functions of the problem behavior(s).

This information is organized into a Summary Statement or Hypothesis.

Interview also identifies student’s preferred reinforcers and non-reinforcers.

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Examine the actual form

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Parent/Guardian

Fill out: FBA Parent/Guardian Interview or other tool • Son/daughter’s strengths and positive qualities

• Hobbies, interests, preferences

• Types of situations at home that are difficult for son/daughter and strategies that have been used

• Discuss problem behavior seen at school to see if similar patterns at home and strategies that have been used

• Identify any conditions which may be contributing to the problem behavior

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Examine the actual form

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Summary Notecatcher of Interviews of Student, Staff & Parent Setting Events

Antecedents Behavior Consequence/ Outcome

Function/ Reason

Student

Staff

Parent

Summary Statement

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Summary Notecatcher of Interviews of Student, Staff & Parent Setting Events

Antecedents Behavior Consequence/ Outcome

Function/ Reason

Student Does not like being in special education (is embarrassed)

Asked to sit down or complete work

Getting out of seat and walking around classroom

Leaves classroom to read in AP’s office.

Avoids doing the work and obtains preferred activity

Staff

Does not like current placement in Sp Ed (12:1:1). Does not like to be corrected/ criticized.

In Science or Social Studies, he is asked to complete work during independent work time

Gets out-of-seat and walks around room

Leaves class and goes to APs office to read, avoids tasks

Avoid task, get preferred activity / possible adult attn.

Parent

Does not like constructive criticism; he believes his teachers think he is dumb because he is in small class

(At school) When teachers call on him or draw attention to him; yelling at him; boring or repetitive work; (at home) when mom or dad point out an error on homework

(at home) throws (homework) book on floor

Mom tells him to go to his room or for a walk in the hall

Escapes task

Summary Statement

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NYCDOE Form—Functional Behavior Assessment (December 2013)

Behavioral Supports & Interventions Previously Tried:

NYS Regulation: [200.22(a) (2)]

Describe any interventions previously attempted for the student and the results of these interventions.

Behavioral Supports & Interventions Currently in Place:

NYS Regulation: [200.22 (a) (3)]

Describe classroom, small group, or individualized interventions currently in place for student (individual counseling, check-in check-out, etc.)

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NYCDOE Form—Functional Behavior Assessment (December 2013)

Describe/List Student Interests and Possible Reinforcers (Refer to Assessment of Student Preferences, IEP, Staff/Parent/Student Interviews as appropriate):

NYS Regulation: [200.22(a) (3)]

What are the student’s interests or preferences?

What does the student find reinforcing or motivating?

What is not reinforcing or motivating for this student?

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NYCDOE form—Functional Behavioral Assessment (December 2013):

Skill/Performance Deficits Related to Problem Behavior: NYS Regulation: [200.1(r) and 200.22 (a) (2)]

List skill and/or performance deficits related to Targeted Problem Behavior(s). A skill-based deficit is when a student does not know how to perform a certain task. A performance-based deficit exists when a student knows how perform the skill but does not perform it at the desired level.

More information will be provided later in this training series.

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Addendum

When teachers or others are looking for support about behavior concerns, they may ask: “How do I get this process started? How do I get help and support?

We recommend the use of the “Request for Behavior Support Form” or similar form. It is found in the Resource packet of today’s webinar.

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To be continued…

Looking forward to seeing you on May 16th, 2014 for

Module 4:

SEEING Behavior: Observing the Student

(DIRECT DATA)

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Acknowledgements

We would like to acknowledge the resources and materials from the National Technical Assistance (TA) Center on Positive Behavioral Interventions and Supports www.pbis.org, from which many of the activities and materials are adapted.

The TA Center on Positive Behavioral Interventions and Supports has been established by the Office of Special Education Programs, US Department of Education to give schools capacity-building information and technical assistance for identifying, adapting, and sustaining effective school-wide disciplinary practices.

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