Tier III Behavior Supports: Practices and Systems Research to Practice Chris Borgmeier, PhDSheldon Loman, PhD Portland State University

Tier 3 Students for whom:  Quick fixes & simpler solutions have Not worked  There is no single solution  Interventions must be tailored to match the individualized needs of student & context

Tier 1 SWPBS Tier I Group Interventions CICO Skills groups Group Interventions w/function-based modifications Function-based Support Comprehensive Supports Tier II Tier III

N = %19%24% 18%

Why FBA?  The primary purpose of functional behavioral assessment is to improve the effectiveness and efficiency of behavior support  Behavior support plans built from functional assessments are more effective  Didden et al., 1997Newcomer & Lewis, 2004  Carr et al., 1999Ingram, Lewis-Palmer & Sugai, 2006  Ellingson, et al., 2000; Filter & Horner, 2009

Filter & Horner, 2009

Ingram, Lewis-Palmer & Sugai, 2005

Newcomer & Lewis, 2004

 Federal legislation mandated the use of FBA in schools over a decade ago (IDEA, 1997).  Despite gallant efforts, schools continue to struggle to use FBA in supporting students with behavior problems  Blood & Neel, 2007; Hawken, Vincent, & Schumann, 2008; Scott et al., 2005; Van Acker et al., 2005  The field has voiced concerns as to if schools are adequately equipped to conduct effective FBAs  Drasgow & Yell, 2001; Ervin et al., 2001; Sasso et al., 2001

 FBA is used mainly as a reactionary approach.  opportunity is lost to utilize FBA technology to develop interventions that address minor behaviors that usually precede more serious problems.  FBA is restricted to set of procedures used by “experts”  The rich supply of information from people with whom the student interacts with the most is lost (Benazzi, Horner, & Good, 2006).  FBA is restricted to rigorous procedures that are unrealistic for public school settings.  Disincentive for using FBA technology.  Cynicism as to the practicality of FBA.

 FBA conceptualized as a proactive pre-referral routine that uses the most parsimonious procedures required to create an effective behavior support plan.  Given the time & resource constraints in schools, we must encourage schools to “work smarter” to develop capacity to implement technology to effectively support more students.  Use Practical FBA procedures to develop capacity within a school to utilize FBA technology.

District Organizing for Individual Student Supports School PBS Team CICO Team Student Support Team Building Specialist District Beh. Specialist

Building FBA Capacity Teachers Staff School Specialist District Specialist Behavior Analysts Informal FBA X Level I: Practical FBA XX Level II: Complex FBA XXX Level III: Functional Analysis XXXX Done in school by typical teachers/ staff as part of normal daily problem solving Done by trained members of school setting, typically involves interview(s), and brief observation Done by behaviorally trained member of school or district, typically involves interview(s), and brief observation Done by trained behavior analyst. Involves interviews, direct observation, and systematic manipulation of conditions.

Tier 3 Practices

Effective Function-Based Support Team & Effective Process FBA: ID Function Develop Behavior Support Plan Implement w/ fidelity Monitor & Revise

Establish a Functional Team  Knowledge about the individual  His/her behavior, interests, strengths, challenges, future  Knowledge about the context  Instructional goals, curriculum, social contingencies, schedule, physical setting.  Knowledge about behavioral technology  Elements of behavior/ Principles of behavior/ Intervention strategies  + Active Administrator participation