MU Center for SW-PBS College of Education University of Missouri Behavior Intervention Plans: Monitoring Student Progress

MO SW-PBS Handouts Behavior Intervention Plan Template FBA/BIP Evaluation Rubric BIP Implementation Fidelity Review Form BIP Social Validity Survey for Teachers

MO SW-PBS Elements of a BIP Teaching Strategies Setting Event Strategies Antecedent Strategies Consequence Strategies Safety Strategies Implementation Plan Monitoring Strategies Generalization & Maintenance Strategies *Behavior Intervention Plan TemplateBehavior

MO SW-PBS High Quality FBA & BIP How will your team insure that you develop high quality behavior intervention plans with fidelity? FBA/BIP Evaluation Rubric *FBA/BIP Evaluation Rubric

MO SW-PBS Monitoring the BIP Student Outcomes – Student response to behavior intervention Fidelity of Implementation – Determine how effectively each part of the plan was put into place Social Validity – Student, family and staff value the outcomes of the plan

MO SW-PBS Develop specific, observable and measurable goals for each behavior. Identify how we will monitor each goal Develop a schedule to review and report the student’s progress. Monitoring Strategies: Student Outcomes

MO SW-PBS Developing Observable and Measurable Goals Write the objective using a standard format to... 1)Identify the specific behavior being taught. 2)Determine the conditions under which the behavior is desired. 3)Determine the best method to measure the behavior. 4)Measure the student’s current level of functioning 5)Determine criteria for terminal performance. Scott, Anderson & Alter, 2012

MO SW-PBS Developing Observable and Measurable Goals Objective Component Example Condition Given an independent work task Learner Student Name Specific Behavior Appropriately seek assistance to initiate or complete work Criteria 80% of tasks presented by the end of the semester.

MO SW-PBS Activity: Developing Observable and Measurable Goals Use the following Competing Behavior Pathway to create an observable and measurable goal:

MO SW-PBS Activity: Developing Observable and Measurable Goals Use the following Competing Behavior Pathway to create an observable and measurable goal:

MO SW-PBS Teaching Strategies Practice the new behavior when the student is calm, relaxed, and at times when problems do not occur. Provide multiple opportunities for the student to role play and practice using the new behavior Teach the student when to use the replacement behavior. Use role play and practice with feedback in the natural environment.

MO SW-PBS Teaching Strategies Teach the student to recognize the specific situational and internal cues (e.g., a student feels her heart pounding just before it is her turn to read aloud) that naturally happen before the behavior should occur. Minimize the use of teacher-related cues because they foster dependency on the teacher. Anticipate when the student is about to make a mistake (or about to experience difficulty when initially learning a new coping skill) and provide support to ensure success.

MO SW-PBS Monitoring Strategies: Student Outcomes Collect and organize completed work or track assignment scores recorded in each class Daily Progress Report Office Discipline Referrals Track Classroom Minor Behavior Referrals Develop observation schedule Self-Monitoring

MO SW-PBS Activity: Selecting Monitoring Strategies Select an appropriate strategy to monitor the goals you created for Jo and Glen. Collect and organize completed work or track assignment scores recorded in each class Daily Progress Report Office Discipline Referrals Track Classroom Minor Behavior Referrals Develop observation schedule Self-Monitoring

MO SW-PBS Graph results daily Review at least weekly Report results on a regular basis to Action Team members Celebrate successes! Adjust plan as needed Monitoring Strategies: Student Outcomes

MO SW-PBS Monitoring Progress Using Graphs … Student Level of Performance Desired Level of Performance Trend Line-Actual Rate of Improvement Time to Goal

MO SW-PBS Monitoring Progress Positive Response Gap between trend line and goal line is closing at an acceptable rate Poor Response Gap between trend line and goal line continues to widen with no change in rate.

MO SW-PBS Positive Response A

MO SW-PBS Decision Rules Positive Response to the Intervention Continue intervention with current goal Continue intervention with goal increased Only if the goal was lower than 80% Fade intervention to determine if the student has acquired functional independence

MO SW-PBS Monitoring Progress Positive Response – Gap between trend line and goal line is closing at an acceptable rate Poor Response – Gap between trend line and goal line continues to widen with no change in rate.

MO SW-PBS Poor Response to Intervention

MO SW-PBS Monitoring Strategies If your plan is not working, ask the following questions: – Is the plan being implemented with fidelity? – Did we identify the correct function? – Do the interventions match the function? If your plan is not working, what you will do next? – Check fidelity of implementation – Interview student and teachers to get more information – Observe – Revise BIP

MO SW-PBS Monitoring Strategies: Fidelity of Implementation Review the implementation plan to assess whether goals and objectives are being accomplished – Develop a way to measure whether the plan is being implemented – Create a checklist to correspond with each Implementation Plan component. Interviews with teachers Observations in classroom

MO SW-PBS Monitoring Strategies: 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

MO SW-PBS Monitoring Strategies: Social Validity Definition Social validity focuses on whether the goals and the achieved outcomes are acceptable, socially relevant, and useful to the individual and to those who care about the individual. (Carr, Austin, Britton, Kellum, & Bailey, 1999)

MO SW-PBS Monitoring Strategies: Social Validity Why assess social validity? “It matters very little whether or not the intervention achieves the intended behavior change if those members of society who will maintain the behavior change do not value the change or the way that the change was achieved.” (Schwartz & Baer, 1991)

MO SW-PBS Monitoring Strategies: Social Validity Ask the consumer (teacher, family member, student) to what extent did you.. USE the intervention Find the intervention EFFICIENT Find the intervention EFFECTIVE

MO SW-PBS Monitoring the BIP Student Outcomes – Student response to behavior intervention Fidelity of Implementation – Determine how effectively each part of the plan was put into place Social Validity – Student, family and staff value the outcomes of the plan