1. http://miblsi.cenmi.org Strengthening PBIS in Your School Practical Functional Behavior Assessment (FBA) Day 2 District Cohort

2. 2 –Soraya Coccimiglio –Melissa Nantais –Joshua Townsley Acknowledgements The material for this training day was developed with the efforts of… Content was based on the work of… –Sheldon Lohman –Christopher Borgmeier –Randy Sprick –Dean L. Fixsen –Karen A. Blasé –Rob Horner –George Sugai –Sanda Naoom –Melissa Van Dyke –Allison Metz –Michelle Duda Some of the content for this presentation is taken from the work of members of National Implementation Research Network (NIRN) and State Implementation and Scale-up of Evidence-Based Practices (SISEP)

3. 3 To make this day the best possible, we need your assistance and participation Be Responsible –Attend to the “Come back together” signal –Active participation…Please ask questions Be Respectful –Please allow others to listen Please turn off cell phones and pagers Please limit sidebar conversations –Share “air time” –Please refrain from email and Internet browsing Be Safe –Take care of your own needs Group Expectations

4. 4 Hey there, partner! During today’s training, you will be asked to share thoughts and ideas with a partner throughout the session today. Decide which person sitting next to you will be your partner today.

5. 5 Homework Check In As a team… 1.Select an appropriate student for Practical FBA (be sure you obtain the appropriate parental permission) 2.Complete the FACTS interview with the student’s teacher (and student if appropriate) 3.Determine appropriate time(s) to observe behavior using the ABC Observation to verify the summary 4.Write the final summary statement(s) of where, when, & why behavior occurs

6. 6 Use the Homework Check-In sheet to record the status of your homework assignment. For any item that is not yet completed, identify any barriers that prevented you from completing an item and record specific action steps to address the barriers and complete each item. Team Time

7. 7 Goals for Day One… By the end of the first day, participants will be able to: Provide a definition of a Functional Behavioral Assessment (FBA) Describe the differences between a comprehensive and practical FBA Use the FACTS interviews with staff and student Use information from the FACTS interview to plan for observations Observe students within routines identified by the FACTS using the ABC Recording Form Summarize results from the ABC observation & compare with the FACTS summary statement/hypothesis

8. 8 Goals for Day Two… By the end of the second day, participants will be able to: Complete a competing behavior pathway based on the summary statement/hypothesis Use the information from the competing behavior pathway to develop a function- based behavior support plan Understand the importance of having an intervention implementation plan Understand how to collect data to determine the impact of the intervention Understand the importance of collecting fidelity data for decision making

9. 9 1.Review from Previous Session 2.Competing Behavior Summary 3.Building an Effective Behavior Intervention Plan (BIP) and Implementing Behavior Intervention Plans (BIP) 4.Data Collection & Decision Making

10. 10 1.0 Review from Previous Session

11. 11 There are two prerequisite concepts that staff must operate from to be effective problem solvers.

12. 12 Prerequisite 1: Behavior is highly malleable – it can be changed.

13. 13 Prerequisite 2: Teachers must recognize that they need to manipulate the variables that are within their control and not worry about those outside their control.

14. 14 With your partner, discuss: Your understanding and reaction to Prerequisite 1 & Prerequisite 2Your understanding and reaction to Prerequisite 1 & Prerequisite 2 Your anticipated reaction of the rest of the staff in your building to Prerequisite 1 & Prerequisite 2Your anticipated reaction of the rest of the staff in your building to Prerequisite 1 & Prerequisite 2 The benefits of Prerequisite 1 & Prerequisite 2 in completing functional behavioral assessment and behavior support plansThe benefits of Prerequisite 1 & Prerequisite 2 in completing functional behavioral assessment and behavior support plans Partner Activity

15. 15 STOIC Variables Structure –Create a classroom environment that is structured for success Teach –Schedule activities and lessons designed to create variety and engagement –Teach and re-teach age-appropriate lessons on behavioral expectations, as needed Observe –Circulate throughout the classroom unpredictably to prompt responsible behavior –Visually scan to monitor alignment with expectations

16. 16 STOIC Variables Interact –Provide frequent non contingent attention –Provide age-appropriate, non-embarrassing, positive feedback –Maintain at least 3:1 ratio of interaction Correct –Implement preplanned consequences for rule violations and other chronic misbehavior –When misbehavior occurs, correct calmly consistently, briefly, and immediately.

17. 17 S T O I C Your Turn

18. 18 ABC versus STOIC ABC – describes the student’s behavior STOIC – describes actions adults can take

19. 19 ABC alongside STOIC AntecedentStructure Teach BehaviorObserve ConsequenceInteract Positively Correct Fluently

20. Independently (and without looking at the previous slide) align the STOIC variables next to the ABC variables in the table below. When you are finished, check your answer with your partner. Antecedent Behavior Consequence Your Turn

21. 21 Common problem behaviors of students who benefit from a Practical FBA Talks out Uses inappropriate language Tardy Refuses to do work Out of seat Mild aggression (horseplay, rough- housing, etc…) Difficulty following directions Frequent peer conflict Disruptive Talks back to teacher Defiant

22. 22 Group Response TargetedIntervention (Tier 2) Practical FBA ComprehensiveFBA Jorge 10 referrals10 referrals Physical aggression with other students, hitting/kicking teachers, destruction of school propertyPhysical aggression with other students, hitting/kicking teachers, destruction of school property Brought a box opener to schoolBrought a box opener to school

23. 23 Group Response TargetedIntervention (Tier 2) Practical FBA ComprehensiveFBA Samantha 4 referrals4 referrals Disruption, inappropriate language across multiple settings (classroom, hallway, cafeteria)Disruption, inappropriate language across multiple settings (classroom, hallway, cafeteria)

24. 24 Group Response TargetedIntervention (Tier 2) Practical FBA ComprehensiveFBA Tanisha 8 referrals8 referrals Defiant (refuses to do classroom tasks) and disruptive (talks out frequently during instruction)Defiant (refuses to do classroom tasks) and disruptive (talks out frequently during instruction)

25. 25 If the finish line is an effective behavior support plan, you’ll need to DASH to get there! Define Ask See Hypothesize

26. 26 2’s tell 1’s what the D and A stand for in D.A.S.H. 1’s tell 2’s what the S and H stand for in D.A.S.H. Your Turn

27. 27 Practical FBA Process…D.A.S.H Define behavior in observable & measurable terms Ask about behavior by interviewing staff & student: –Specify routines where & when behaviors occur –Summarize where, when, & why behaviors occur See the behavior –Observe the behavior during routines specified –Observe to verify summary from interviews Hypothesize a final summary of where, when & why behaviors occur (Lohman & Borgmeier, 2010)

28. 28 Why Practical Functional Behavioral Assessment? “Since 1997, FBA has not been implemented widely in schools. Not due to lack of knowledge, but to practicality of use.” (Lohman & Borgmeier, 2010) “Challenges schools face today are not finding what works, but implementing what works.” (Fixsen, Naoom, Blasé, Fiedman, & Wallace, 2005)

29. 29 Why Practical FBA Materials? Lohman & Borgmeier (2010) demonstrated: School personnel can conduct “valid” FBAs for students with mild to moderate behavioral problems The utility and acceptability of practical FBA training methods to train school personnel in schools to conduct FBA The utility of the FACTS interview tool to guide FBAs, but direct observation is needed

30. 30 Pre/Post Training FBA Knowledge 99% inter-rater total agreement on 25% of tests Overall Pretest M = 39.50% (SD = 18.25%) Overall Posttest M = 92.55% (SD = 7.22%)

31. 31 Acceptability Ratings Agree N = 10

32. 32 FBA Procedural Adequacy An FBA Procedural Adequacy Checklist was used to rate each FBA on the following criteria: –Interviews were conducted with a staff member who worked with the student during routines where problem behavior occurred –Problem behavior was defined in observable and measureable terms –A routine was prioritized for direct observation –An antecedent event was defined as triggering the problem behavior –Only one maintaining function of the problem behavior was identified 100% of the FBAs conducted met all of these criteria 100% Inter-rater Agreement

33. 33 Accuracy of Summary Statements from Practical FBA Process 9 out of 10 of the summary statements hypothesized by the FACTS interviews with teachers were verified by results of experimental functional analysis The one FACTS summary statement that was not verified by FA actually resulted in further clarification from direct observation

34. 34 2.0 Competing Behavior Pathways & Building a Behavior Intervention Plan

35. 35 Team Development of Behavior Support Plan Developed based on information gained from a completed FBA summary Team includes people closely involved with the student –Teacher, behavior specialist, parent, other staff

36. 36 “You should not propose to reduce a problem behavior without also identifying alternative, desired behaviors a person should perform instead of the problem behavior.” (O’Neill et al., 1997, p.71)

37. 37 Summary of Behavior Setting Events Triggering Antecedents Problem Behavior Maintaining Consequences Hypothesis/Summary Statement from your Practical FBA

38. 38 The Competing Pathways Model Setting Events Triggering Antecedents Problem Behavior Maintaining Consequences Alternative Replacement Behavior Desired Behavior Maintaining Consequences Making problem behavior ineffective, inefficient, irrelevant

39. 39 Meet Jane Jane is a 2 nd grade student Problem behaviors: –Refusing to do work –Throwing tantrums (whining, pounding her hands on her desk, and throwing papers on the floor) Behaviors occur most often in math class when she is given a math assignment After she throws a tantrum: –She is sent to the back table where she talks with other students who have completed the assignment

40. 40 A Little More About Jane… Jane can complete assignments fairly quickly when she is held in from recess and has to do her own work Her problem behaviors are more likely after she has missed recess for that day

41. 41 The Competing Pathways Model for Jane Setting Events No Recess Time Triggering Antecedents Given a math problem Problem Behavior Throws a tantrum Maintaining Consequences Sent to back table (Obtain peer attention) Alternative Replacement Behavior Raise hand; ask for peer break Desired Behavior Complete Math Problem Maintaining Consequences Success! Peer recognition

42. 42 Using the “Eddie Example”, fill out the competing pathways form for Eddie Activity

43. 43 Desired Alternative Acceptable Alternative Maintaining Consequence Success! Told “good job” Grades Do work successfully w/o complaints Ask for break, ask for help Setting Events Triggering Antecedents Maintaining Consequences Problem Behavior Reading curriculum that is at frustration level Asked to complete reading assignment Argues, threatens uses profanity Remove from class Avoid task

44. 44 Behavior Support Planning: Changes to A  B  C (Antecedents) – Irrelevant – Can we change things so that whatever set off the problem behavior is no longer an issue? (Behavior) – Inefficient – Can we teach an alternative behavior that gets results more quickly or easily than the problem behavior did? (Consequence) – Ineffective – Can whatever was “rewarding” the problem behavior be discontinued or switched to reward appropriate behavior instead?

45. 45 The Competing Pathways Model Setting Events Triggering Antecedents Problem Behavior Maintaining Consequences Alternative Replacement Behavior Desired Behavior Maintaining Consequences Behavior Support Planning Setting Event Manipulations Neutralize / eliminate setting events

46. 46 What Are Setting Events? Events that happen outside of the immediate routine (at home or earlier in the day) that commonly make problem behavior more likely or worse. Something in the environment that “sets the stage” for problem behavior.

47. 47 What Are Setting Events? Setting events will vary greatly from individual to individual. The list below contains examples of variables that might serve as setting events. Medications were changed Slept fewer or more hours than usual Irregular or unpredictable schedule/routine Chaotic or demanding environment Missing the school bus Was the target of verbal or physical aggression from a peer or sibling Missed meals

48. 48 Setting Event Strategies Build in strategies to: Diminish the effect of setting events Decrease the likelihood that problem behavior will occur Example: –If a setting event is conflict at home before coming to school, a setting event manipulation could be to: Build in a morning check-in with an adult to build a positive relationship Schedule a fun activity with student before work task

49. 49 The Competing Pathways Model Setting Events Triggering Antecedents Problem Behavior Maintaining Consequences Alternative Replacement Behavior Desired Behavior Maintaining Consequences Behavior Support Planning Setting Event Manipulations Neutralize / eliminate setting events Antecedent Manipulations Preventing problem behavior and prompting desired behavior

50. 50 Antecedent Manipulations Preventing problem behavior and supporting desired behavior –Preventing – Change triggers that set off the problem behavior to make the problem behavior irrelevant –Supporting – Provide prompts and supports to set up and promote replacement or desired behavior

51. 51 Joe throws a tantrum when given a difficult math assignment. His behavior is maintained by avoiding difficult tasks. Which of the following are appropriate antecedent manipulations? –Give Joe an assignment at his instructional level so he can be more successful –Provide teaching prompts to scaffold instruction –Arrange for Joe to be sent to the Responsible Thinking Classroom Think Pair Share

52. 52 The Competing Pathways Model Setting Events Triggering Antecedents Problem Behavior Maintaining Consequences Alternative Replacement Behavior Desired Behavior Maintaining Consequences Behavior Support Planning Setting Event Manipulations Neutralize / eliminate setting events Antecedent Manipulations Preventing problem behavior and prompting desired behavior Behavior Teaching Teach alternative that is more efficient

53. 53 Teaching Behavior Teach replacement (i.e., alternative) behavior and desired behavior that gets results more quickly or easily to make the problem behavior inefficient Teach any academic or social skill deficits that the student may have

54. 54 Identifying the “Replacement” Behavior An appropriate replacement behavior: –Serves the same function as the problem behavior –Is as, or more efficient, than the problem behavior –Is socially acceptable

55. 55 Example: Teaching Behavior Let’s teach Jane to raise her hand and ask for a break instead of throwing a tantrum to get a break By teaching Jane an easier, alternative behavior to get what she wants, we’re making the problem behavior inefficient Jane will need frequent practice, pre- corrections, and prompts to help her get in the habit of using the alternative behavior

56. 56 Teaching Behavior for Attention Seeking Teach the behavior to use instead of the problem behavior. Teach the student more appropriate ways to get adult or peer attention. Identify and teach specific examples of ways to ask for attention from adults or peers – Raise hand and wait patiently for teacher to call on you –Ask a peer what they did over the week-end versus teasing them to as an attempt to interact with them

57. 57 Leslie frequently disrupts instruction by blurting answers. Her behaviors are maintained by adult attention during work periods. Which of the following are appropriate replacement behaviors?Which of the following are appropriate replacement behaviors? Complete work at a table by herself Schedule a time to show completed work to the teacher Move her to sit by another student Asking to take a break from tasks Think Pair Share

58. 58 Teaching Behavior for Attention Seeking Teach behaviors to use instead of the problem behavior or desired behaviors Teach student more appropriate ways ask for help from teacher or peers –Red card/Green card –“I need a break” card –Access to a peer mentor –Skip problem and move on until teacher or peer can help

59. 59 Teaching Behavior for Avoiding Tasks Provide academic instruction and support to address any skill deficits the student may have –More focused instruction in class –Additional instructional group –Special Education support for academic deficit –Additional support and practice at home –Additional assessment to identify specific skill deficits

60. 60 Jason cries when asked to do difficult tasks. The crying is maintained by avoiding or escaping the tasks. Which of the following are appropriate replacement behaviors?Which of the following are appropriate replacement behaviors? Asking for a break from tasks Asking for help from a peer Requesting adult attention Asking to have soda after tasks are done Think Pair Share

61. 61 The Competing Pathways Model Setting Events Triggering Antecedents Problem Behavior Maintaining Consequences Alternative Replacement Behavior Desired Behavior Maintaining Consequences Behavior Support Planning Setting Event Manipulations Neutralize / eliminate setting events Antecedent Manipulations Preventing problem behavior and prompting desired behavior Behavior Teaching Teach alternative that is more efficient Consequence Manipulations Add effective & remove ineffective reinforcers

62. 62 Consequence Strategies Change consequences that have supported rather than eliminated the problem behavior –Do NOT allow the negative behavior to pay off for the student, put the negative behavior on extinction –Reward appropriate behavior to make the problem behavior ineffective

63. 63 Example: Consequence Strategies We must refuse to (C) let Jane avoid math tasks for (B) throwing a tantrum & instead prompt her to raise her hand and (C) reward her for (B) raising her hand and asking for a break By not providing Jane with what she wants when she throws a tantrum, we are making the problem behavior ineffective

64. 64 Example: Consequence Strategies It is crucial that we work hard to reinforce Jane for engaging in the alternative behavior, or she is likely to go back to and even escalate the problem behavior

65. 65 Consequence Strategies for Attention Seeking Respond quickly if student seeks attention appropriately (i.e. asks question in normal speaking tone vs. yelling) Give the student frequent attention, praise, or reinforcer for positive behavior Eliminate/minimize the amount of attention provided to a student for engaging in problem behavior –Limit verbal interaction—it’s attention!! –Create a signal to prompt student to stop the problem behavior –Avoid power struggles

66. 66 Read the handout on Positive Peer ReportsRead the handout on Positive Peer Reports Put a check mark next to anything in the handout you already knewPut a check mark next to anything in the handout you already knew Highlight any new information from the handoutHighlight any new information from the handout Share with your partner, one of your check marks and new information you highlightedShare with your partner, one of your check marks and new information you highlighted Partner Activity

67. 67 Consequence Strategies for Avoiding Tasks Respond quickly if student asks for help or for a break Give the student frequent attention, praise, or reinforcer for being on-task, genuinely trying hard, completing work, or for asking for a break or help appropriately Eliminate/minimize the amount of missed instructional time or work provided to a student for engaging in problem behavior –However, need to make sure student is capable of doing work…or provide support/instruction so student can complete the work

68. 68 Consequence Strategies for Avoiding Tasks Sometimes students need additional encouragement to engage in the desired behavior….. When using additional incentives to encourage student positive behavior consider: Free homework passes Reduced numbers of problems Portions of work already completed Frequent self checks

69. 69 Independently: Review the procedure for “Dots For Motivation” As a Team: Discuss with your team if this is a potential intervention for some of the students you work with who avoid tasks Team Time

70. 70 The Competing Pathways Model for Jane Setting Events No Recess Time Triggering Antecedents Given a math problem Problem Behavior Throws a tantrum Maintaining Consequences Sent to back table (Obtain peer attention) Alternative Replacement Behavior Raise hand; ask for peer break Desired Behavior Complete Math Problem Maintaining Consequences Success! Peer recognition

71. Setting Event Strategies Antecedent Strategies Consequence Strategies Teaching Strategies Teach alternatives to problem behavior: 1. Ask for break 2. Ask for help 3.Turn in assignment as is Arrange for peer interaction before math class. Provide positive adult contact. Sit with preferred peer. Introduce review type problem before difficult tasks. Complete first problems together (scaffold instruction). Prompt / remind of alternative behaviors. Immediately reinforce entering class. Provide reinforcement within 1 minute of starting task. Give break & help. Sit with preferred peer when done. Brainstorm Possible Interventions for Jane Academic Skills Strategies Teach missing foundational math skills. Teach problem- solving skills Behavior Skills Strategies

72. 72 Using the “Eddie Example”, fill out each section of the Behavior Support Planning boxes with ideas for: Setting Event Strategies Antecedent Strategies Teaching Strategies Consequence Strategies Activity

73. Setting Event Strategies Antecedent Strategies Consequence Strategies Teaching Strategies Teach alternatives to problem behavior: 1. Ask for break 2. Ask for help Assess if reading curriculum is at appropriate level- place in appropriate level Use an intensive –evidence-based reading program (e.g.,Reading Mastery, Corrective Reading) Remove peer audience during reading time Prompt task completion Make task less difficult Do first activity together Provide different tasks Present “forced” choice of which reading items to complete on worksheet Provide reward within 1 min. of starting task (3 min., 5 min., 10 minutes) Give break & help when requested Minimize rewards for problem behavior (don’t remove to a nicer area) Reward expectations Brainstorm Possible Interventions for Eddie Academic Skills Strategies Teach general academic skill development Teach problem- solving skills Behavior Skills Strategies

74. 74 R.A.C.E.R Summing Things Up…

75. 75 RACER Replace problem behavior with a socially acceptable, efficient behavior that allows student to obtain the pay-off/function Antecedent strategies to directly address triggers to prevent problems & prompt replacement behaviors based on the function of behavior Correct behaviors by quickly & effectively redirecting student to replacement behavior Extinguish behaviors by ensuring that problem behaviors do NOT pay off for the student (i.e. does not result in the function of behavior) Reinforce replacement & desired behaviors based on function/pay off for the student

76. 76 3 most important pieces of information from this module3 most important pieces of information from this module 2 A-HAs! about the Competing Pathways Model and Building a Behavior Support Plan2 A-HAs! about the Competing Pathways Model and Building a Behavior Support Plan 1 lingering question1 lingering question Activity Based on the information presented in this module, work with your partner to identify:

77. 77 3.0 Implementing the Behavior Intervention Plan

78. 78 Implementing Behavior Plans Effectively Ensure a team is in place that is capable of managing interventions by: Providing assistance with implementation of the plan Providing support to both teaching staff and student during initial implementation Selecting appropriate forms/tools for collecting data Reviewing data at least bi-weekly Modifying the intervention when necessary Fading out the intervention when appropriate

79. 79 Implementing Behavior Plans Effectively Designate 1-2 team members to thoroughly train any staff member directly working with the student how to implement the Behavior Intervention Plan with fidelity Team members are responsible for ensuring the rest of the building staff are informed of the plan and know how to respond to the student whenever they come in contact with the student.

80. 80 Implementing Behavior Plans Effectively Designate 1-2 team members with flexible roles to assist and check in with teaching staff during initial implementation of the plan. If necessary these team members may need to model or coach various strategies and behavioral practices that are included in the plan.

81. 81 Implementing Behavior Plans Effectively Designate 1-2 team members with flexible roles to assist the primary teacher (or a teacher the student is compatible with) in reviewing the plan with the student. Review the purpose of the plan and describe the expected outcomes and goals of the plan with the student. If the plan has a self-monitoring component, review how the student will be expected to monitor their behavior and provide practice.. Important!! The purpose of any plan is to help the student become more successful in school

82. 82 Implementing Behavior Plans Effectively It is generally recommended that Behavior Intervention Plans are implemented with integrity for approximately 2 weeks, even when it may appear as though the Plan may not be working It is not uncommon to see a spike in the undesired behavior, also known as an “extinction burst” just prior to the undesired behavior decreasing

83. 83 Read the handout on ExtinctionRead the handout on Extinction Put a check mark next to anything in the handout you already knewPut a check mark next to anything in the handout you already knew Highlight any new information from the handoutHighlight any new information from the handout Share with your partner, one of your check marks and new information you highlightedShare with your partner, one of your check marks and new information you highlighted Partner Activity

84. 84 Maintain the Plan Ensure that data is being collected daily (progress monitoring) Look for reasonable improvements in behavior (acknowledge baby steps, it may take time for behavior to change) Maintain the plan if it is effective, but needs to be continued Modify the plan after ensuring treatment integrity (plan was followed with fidelity) and adequate time (approximately 2 weeks)

85. 85 With Your Partner, Discuss the Following: Have you ever been involved in an intervention that was unsuccessful?Have you ever been involved in an intervention that was unsuccessful? Would the types of supports described in this module have helped in the success of the intervention?Would the types of supports described in this module have helped in the success of the intervention? What other supports would help with the success of behavior interventions?What other supports would help with the success of behavior interventions? Partner Activity

86. 86 As a Team, Determine: What supports can be put into place within your building to increase the success of individual behavior support plans? Record specific action steps on the Follow-Up Activities Worksheet found at the back of the participant workbook Team Time

87. 87 4.0 Data Collection & Decision Making

88. 88 Monitoring & Evaluation “Individuals who implement a Behavior Intervention Plan have a professional obligation to monitor the impact of a Behavior Intervention Plan.” (Horner, Sugai, Todd, Lewis-Palmer; 2000)

89. 89 1’s identify 2 types of data that has been collected (by you or someone in your building) to monitor a student’s progress on a behavior intervention plan1’s identify 2 types of data that has been collected (by you or someone in your building) to monitor a student’s progress on a behavior intervention plan 2’s identify 2 common obstacles to data collection for monitoring a student’s progress on a behavior intervention plan2’s identify 2 common obstacles to data collection for monitoring a student’s progress on a behavior intervention plan Partner Activity

90. 90 Monitoring & Evaluation “Each plan should specify observable outcomes that are monitored and used to assess if the plan is being effective. The evaluation section of the plan should indicate what will be monitored and how often the team will meet to review the evaluation information.” (Horner, Sugai, Todd, Lewis-Palmer; 2000)

91. 91 Monitor Behavior Progress It is essential that progress is tracked, graphed, and reported to all involved Determine how progress monitoring data will be collected (e.g., data collection form, direct observation, frequency counts, etc.) A easy to read graph should include: –Baseline Data –Goal and Goal Line –Progress Data –Indications when changes are made to the plan/intervention

92. 92 Independently: Read the handout entitled “A True Story” With Your Partner: Identify at least 3 key talking points you could use to help convey the importance of data collection to a staff member who may be resistant to collecting data Partner Activity

93. 93 Some choices for data collection include: Basic Frequency Count of Misbehavior Duration Recording Latency Recording Rating Scale (Sprick & Garrison, 2008)

94. 94 How you display data may dictate the quality of your analysis and interpretation and will effect everyone’s understanding of the data’s meaning. Display changes across time so that when meeting with the student, you can illustrate the progress the student is making. Decide where to record and keep the data so you don’t lose it. (Sprick & Garrison, 2008)

95. 95

96. 96 > 100 minutes of non-participation After 8 weeks, about 70% improvement (Sprick & Garrison, 2008)

97. 97 Partner 1: Review Data Collection Forms: –Misbehavior Recording Sheet –Behavior Counting Form Partner 2: Review Data Collection Forms: –Interval Chart –Rating Scale Share Any Insights With Your Partner Partner Activity

98. 98 Evaluation Process for Individual Students Document data decision rules. –Indicators that a student is responding. –Indicators that a student is not responding. Review data weekly. Make decisions based on data. –Stay the course. –Intensify/modify support. –Fade. Ensure that changes and updates are well- documented and shared will everyone involved with providing support.

99. 99 Individual Student Outcome Data Assess the fidelity of implementation at least bi-weekly Self-monitoring checklist Direct observation Review of permanent products (point cards completed, etc)

100. 100 Individual Student Outcomes Assess the effectiveness of the behavior support plan at least bi- weekly Collect data daily –Points earned on a card –Teacher ratings –Office Discipline Referrals

101. 101 Reconvene and Rewrite as Needed The Summary Statement on the Competing Pathways form is a “Testable Hypothesis” –It may be found that something was not correct, was not fully investigated, or that the function was not hit on accurately. Plan to reconvene to check on progress and modify as necessary A Behavior Intervention Plan should include a place to document when checks on progress will be made and when the group with reconvene.

102. 102 Once a behavior support plan has been developed, can/should we assume that the plan is being implemented as designed? All Together

103. 103 Measuring Intervention Implementation 1993 Study What percentage of behavioral intervention studies appearing during one decade in several of the top scientific journals actually measured intervention implementation? 2007 Replication Study 16% 30%

104. 104 Monitor Fidelity of BIP 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

105. 105 What is not measured cannot be assumed to have occurred!!

106. 106 Partner Activity 2’s tell 1’s one way to increase the likelihood that a behavior intervention plan will be implemented with fidelity 1’s tell 2’s another way to increase the likelihood that a behavior intervention plan will be implemented with fidelity

107. 107 Monitor Fidelity of BIP Implementation How can we increase the likelihood that a plan will be implemented with fidelity? Collaboration throughout development of the plan Opportunities for feedback on the feasibility of implementing the plan Ensure that the plan is well documented Ensure that staff have the necessary skills to be able to implement the plan

108. 108

109. 109 Evaluating Tier 3 Support The systems team should monitor the effectiveness of intensive behavior support systems Record of the Numbers of Students involved in the Intensive Support Process Process Data Outcome Data

110. 110 Monitor Behavior Progress

111. 111 As a Team, Discuss the Following: As a Team, Discuss the Following: What is your building’s system for monitoring the impact for individual behavior support plans?What is your building’s system for monitoring the impact for individual behavior support plans? What is your building’s system for monitoring the impact of the Tier 3 system of supports for students?What is your building’s system for monitoring the impact of the Tier 3 system of supports for students? Team Time

112. 112 Schedule a time for your team and the primary teacher(s) to meet and complete a Competing Pathways Behavior Support Plan and Behavior Support Planning Boxes for the student for whom you completed the FACTS form Be sure to include the action items from your action plan as part of the meeting Complete the “Action Plan” and “Evaluate Plan” portions of the Behavior Support Plan in your meeting Next Steps

113. 113 3 most important pieces of information from today3 most important pieces of information from today 2 A-HAs! about today’s content2 A-HAs! about today’s content 1 lingering question1 lingering question Activity Based on the information presented in this module, work with your partner to identify:

114. 114 The work you are doing is so important. Thank you for being a part of our learning community and for all that you do for students!