MO SW-PBS Delete this Slide. Notes to Consultants Slides with the pencil icon denote an activity that may also include discussion. Slides with the group.

MO SW-PBS Delete this Slide. Notes to Consultants Slides with the pencil icon denote an activity that may also include discussion. Slides with the group icon denote a discussion. Slides with a yellow star denote a handout. Slides with this icon denote a video. Slides with this icon indicate that a module addressing that topic can be found on pbismissouri.org

MO SW-PBS Notes to Consultants Red headings at the top of a slide, along with an icon, indicate an opportunity for teams to actively participate (discuss, activity, read, or action plan).

MO SW-PBS Notes to Consultants There are 2 outcomes in this module. The module is divided into 6 sections with one or two outcomes covered in each section Identify defining features of behavior intervention planning from current best practice. Work with a case study to develop a competing pathway ‒Prevent problem behavior ‒Teach appropriate behaviors ‒Recognize appropriate behavior ‒Prevent reinforcement of problem behavior

MO SW-PBS Items for Teams to Bring: Tier 3 Workbook Lap top Trainer Notes (Remove before training.)

MO SW-PBS Trainer Notes (Remove before training.) Approximate Time Estimates: BIP approximately 6.5 hours

MO SW-PBS Trainer Notes (Remove before training.) MO SW-PBS Training Materials: Behavior Intervention Plan Template (pp. 126-130) FBA/BIP Evaluation Rubric (pp.155-163) Behavior Intervention Plan Sample: Pat (pp. 91-95) Behavior Intervention Plan Flow Chart (p. 97) Teaching Desired Long-Term Replacement Behavior Handout Menu of Function-Based Options (p.131) BIP Implementation Fidelity Review Form (p. 132) BIP Social Validity Survey for Teachers (p. 133)

MU Center for SW-PBS College of Education University of Missouri Establishing A System of Support for Individual Students: Behavior Intervention Plans

MO SW-PBS Expectations Be Respectful Be an active listener Use notes for side bar conversations Be Responsible Be on time for sessions Silence cell phones—reply appropriately Be a Problem Solver Ask questions as needed to clarify concepts or directions 2

MO SW-PBS Attention Signal Practice When I raise my hand and ask for “ATTENTION HERE PLEASE” finish your conversation within 10 seconds and wait for the next instruction MO SW-PBS

Welcome How to form habits By Leo Babauta:Leo Babauta 1.Start Exceedingly Small Concentrate on doing it not on how much 2.Be Mindful of Negative Thoughts Make sure ‘self-talk’ is telling you to do the habit not reasons why you should not 3.Savor the Habit Learn to enjoy the habit, and the habit will become its own reward. The goal isn’t some distant achievement, but the process itself. 4.Have a Plan for When You Falter If you miss, promise to begin again the next day. Reward yourself for goals met

MO SW-PBS Welcome Discuss with a partner- Any resolutions you have for the coming year and how you will or could use the 4 steps to improve results. How can we apply this information with the students we serve?

MO SW-PBS Activity: FBA Review Countdown 5,4,3,2,1 5)List and define the 5 parts of a summary statement. 4)List 4 pieces of information that may be included as part of your record review. 3)Describe 3 ways we get information when conducting a Functional Behavior Assessment. 2)What are the 2 functions of behavior? 1)State 1 goal for all students in your class.

MO SW-PBS Where were we….. A Summary Statement was formed by completing: 1.Adapted FACTS, including teacher interviews 2.Interview with parent(s) and student The Summary Statement accuracy is checked with an ABC observation The Summary Statement is placed on a Competing Behavior Pathway

MO SW-PBS FBA/BIP Rubric Review steps 1, 2, and 3 of the rubric. Which steps are you completing to criteria? Which steps need adjusting? Discuss with a partner how your school accomplishes each task

MO SW-PBS Learner Outcomes Identify defining features of behavior intervention planning from current best practice. Work with a case study to develop a competing pathway ‒Prevent problem behavior ‒Teach appropriate behaviors ‒Recognize appropriate behavior ‒Prevent reinforcement of problem behavior 3

MO SW-PBS Behavior Intervention Plans (BIP) A BIP defines how an educational setting will be changed to improve the behavioral success of the student. – The BIP describes how the environment will be changed to prevent occurrences of problem behavior. – The BIP describes the teaching that will occur to give the student alternative ways of behaving. – The BIP describes the consequences that will be provided to (a) reinforce/encourage positive behavior, (b) limit inadvertent reward of problem behavior and discourage problem behavior.

Intervention Planning Prevent: Reduce the likelihood of the problem behavior Neutralize or minimize the effects of setting events and antecedents to prevent the need for using the problem behavior Teach/ Replace: Teach a functionally equivalent replacement behavior Reinforce: Make the replacement behavior access function Setting event Antecedent Behavior Consequence Hungry Playing with teacher, & teacher gets up to leave Screams “no” and hits teacher Teacher sits back down and continues to play Function: Access adult attention

MO SW-PBS You will reference these documents: Tier 3 Workbook Alignment of BIP Documents - handout BIP Development Flow Chart – p.97 Behavior Intervention Plan Template – p.126- 130 Menu of Function Based Options – p.131 Functional Behavior Assessment/Behavior Intervention Plan Rubric – p.155-164

MO SW-PBS

MO SW-PBS Elements of a BIP 1.Teaching Strategies – p.98-104 2.Setting Event Strategies – p.105 3.Antecedent Strategies – p.105-106 4.Consequence Strategies for desired behavior– p.107- 108 5.Consequence strategies for problem behavior – p.109 6.Safety Strategies – p.111 7.Implementation Plan – p.112 8.Monitoring Strategies – p.113-116 9.Generalization & Maintenance Strategies p.117 *Behavior Intervention Plan TemplateBehavior 126 130

MO SW-PBS Activity: BIP Template Review Read and describe the 8 BIP Components. – Divide into groups by numbering off up to 5. – number 1 will review BIP Components 1 – Two’s review BIP Components 2 and 3. – Three’s review BIP Component 4 and 5. – Four’s review BIP Component 6 and 7. – Five’s review BIP Component 8 and 9. Each group member will report the main points of the BIP component he or she reviewed to the rest of the group 126 130

MO SW-PBS Menu of Function Based Options 131

MO SW-PBS Activity: FBA/BIP Rubric Review How will your team insure that you develop high quality behavior intervention plans with fidelity? With your group... Read and describe Steps 4 – 7 of the FBA/BIP Evaluation Rubric Components. – Divide into groups by numbering off up to 4. – Each person who counted off as number 1 will review FBA/BIP Evaluation Rubric Step 4. – Two’s review FBA/BIP Rubric Step 5. – Three’s review FBA/BIP Rubric Step 6. – Four’s review FBA/BIP Rubric Step 7. *FBA/BIP Evaluation Rubric 155 163

MO SW-PBS Developing a Competing Behavior Pathway The Competing Behavior Pathway model is used to create a link between the functional behavior assessment and the behavior intervention plan.

MO SW-PBS Competing Behavior Pathway

MO SW-PBS Developing A Competing Behavior Pathway Step 1 – Determine and Teach Replacement Behavior The team copies the functional assessment summary statement into the behavior pathway diagram. The team determines replacement behavior and teaching strategies

Task Workbook Page(s) BIP Development Flow Chart BIP Template Menu of Function Based Options FBA/BIP Rubric Build a Competing Behavior Pathway Pages 98 - 103 STEP 1: a, b, c, (d)Page 1 Behavior Teaching Strategies Step 4: Activities 1, 2, 3 Step 5: Activity 3 Identify setting event strategies Pages 105-106 STEP 2 Page 1: 2. Intervention Strategies Setting Event StrategiesStep 5: Activity 1 Identify antecedent strategies Pages 105-106 STEP 3 Page 1: 2. Intervention Strategies Antecedent StrategiesStep 5: Activity 2 Identify consequence strategies to reinforce appropriate behavior Pages 107-108 STEP 4 Page 1: 2. Intervention Strategies Consequence Strategies: Response for Appropriate Behavior Step 5: Activity 4 Identify consequence strategies to limit reinforcement of problem behavior Page 109 STEP 5 Page 2: 3. Consequence Strategies Consequence Strategies: Response to Make Problem Behavior Ineffective Step 5: Activity 6 Determine need for safety plan and develop if warranted Page 111 STEP 6 Page 2: 4. Safety Plan Step 5: Activity 7 Develop implementation plan Page 112 STEP 7 Page 3: 5. Implementation Plan Step 6: Activities 1, 2, 3 Develop goals and identify strategies to monitor outcomes, fidelity, and social validity Pages 113 – 116, 132 - 133 STEP 8 Page 4: 6. Monitoring & Evaluation Plan Step 7: Activities 1, 2, 3 Identify generalization and maintenance strategies Page 117 STEP 9Page 5: Generalization & Maintenance Step 5: Activity 5 Alignment of BIP Documents

MO SW-PBS Developing a Competing Behavior Pathway

MO SW-PBS Identify Desired Replacement Behaviors What do you want the student to do instead of engaging in the problem behavior? Desired behavior (long-term replacement behavior) What skill(s) does the student need to learn to replace or meet the same function as the student’s target behavior and improve ability to be successful? The desired replacement behavior should be linked to schoolwide expectations.

MO SW-PBS Desired Replacement Behavior Teaching desired replacement behavior often requires teaching complex skills that the student is lacking, such as... – Academic deficits – Social Skills deficits – Communication deficits – Organizational/school skills deficits *Teaching Desired Long-Term Replacement Behavior Handout

MO SW-PBS Desired Replacement Behavior Problem BehaviorFunctionDesired Replacement Behavior Quiet when addressed by peers; Cries; Turns around and walks away Escape peer interactionUse appropriate nonverbal signal or simple verbal phrase to respond to peers. Rips paper; Leaves work area and walks around the room Escape difficult tasksAppropriately seek assistance to initiate or complete work ( replace refusing to start a task) Pushes or hits peersGain peer interactionUse simple phrase(s) to initiate appropriate interactions with peers

MO SW-PBS Menu of Function-Based Options Resource that includes interventions that address teaching replacement behaviors, antecedents, consequences and setting events – This menu provides options from which the team can choose to begin developing strategies; the team will customize the strategies to meet the specific needs of the child – Develop at least 2 strategies for each BIP component *Menu of Function-Based Options 131

MO SW-PBS Activity: Identify Desired Replacement Behavior

MO SW-PBS Desired Replacement Behaviors The gap may be very wide between the desired behavior and what the student is currently doing; therefore, the team will need to identify a short-term alternative behavior.

MO SW-PBS Alternative Replacement Behavior Alternative replacement behavior is... An immediate attempt to reduce disruption & potentially dangerous behavior in the classroom Designed to actively begin breaking the student’s habit of using problem behavior to meet their needs, by replacing it with a more acceptable alternate behavior

MO SW-PBS Alternative Replacement Behavior Alternative replacement behavior... Serves the same function as the problem behavior Is easier to do and more efficient than the problem behavior −Requires less physical effort & provides quicker, more reliable access to desired outcome/response than problem behavior −Others respond immediately when the student uses the replacement skill, especially during initial instruction? −Ensure that replacement skills are encouraged and not inadvertently punished Is socially acceptable

MO SW-PBS Alternative Short-term Replacement Examples Desired Replacement BehaviorAlternative Short-term Replacement Appropriately seek assistance to initiate or complete work (to replace refusing to start a task) Use a nonverbal signal to indicate he or she is having difficulty with a task (e.g. place a post-it note on the task, use a power card*, etc.) power card Identify and use resources to complete difficult tasks Use supplies specially selected for the student to complete difficult tasks Follow directions to initiate and persist to task Use “take a break” card as designated by the student and teacher

MO SW-PBS Sample Power Card

MO SW-PBS Activity: Identify Alternative Replacement Behavior

MO SW-PBS Activity: Replacement Behaviors For the following behaviors, list a replacement behavior and possible short term objectives: Refusing to work, puts head on desk and attempts to sleep When asked to follow directions – cusses or screams at teacher When asked to work in a group, hits, pinches, or pushes others Does not stay in assigned area, walks around room ‘messing’ with items

MO SW-PBS Activity: Identify Desired and Alternative Replacement Behaviors

MO SW-PBS Activity: Identify Desired and Alternative Replacement Behaviors Jo whistles and looks away when peers talk to her during free time activities. This results in peers walking away from her. Glen shoves his book and rips his paper when the teacher directs students to begin work on independent math assignments requiring multiplication and division. This results in removal from the work area to a time out area.

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 Setting Event Strategies Step 2: We can not usually eliminate the setting events, however, we can put supports in place in the school environment to mitigate or diminish the effect of setting events

MO SW-PBS Alignment of BIP Documents Task Workbook Page(s) BIP Development Flow Chart BIP Template Menu of Function Based Options FBA/BIP Rubric Build a Competing Behavior Pathway Pages 98 - 103 STEP 1: a, b, c, (d)Page 1 Behavior Teaching Strategies Step 4: Activities 1, 2, 3 Step 5: Activity 3 Identify setting event strategies Pages 105-106 STEP 2 Page 1: 2. Intervention Strategies Setting Event StrategiesStep 5: Activity 1 Identify antecedent strategies Pages 105-106 STEP 3 Page 1: 2. Intervention Strategies Antecedent StrategiesStep 5: Activity 2 Identify consequence strategies to reinforce appropriate behavior Pages 107-108 STEP 4 Page 1: 2. Intervention Strategies Consequence Strategies: Response for Appropriate Behavior Step 5: Activity 4 Identify consequence strategies to limit reinforcement of problem behavior Page 109 STEP 5 Page 2: 3. Consequence Strategies Consequence Strategies: Response to Make Problem Behavior Ineffective Step 5: Activity 6 Determine need for safety plan and develop if warranted Page 111 STEP 6 Page 2: 4. Safety Plan Step 5: Activity 7 Develop implementation plan Page 112 STEP 7 Page 3: 5. Implementation Plan Step 6: Activities 1, 2, 3 Develop goals and identify strategies to monitor outcomes, fidelity, and social validity Pages 113 – 116, 132 - 133 STEP 8 Page 4: 6. Monitoring & Evaluation Plan Step 7: Activities 1, 2, 3 Identify generalization and maintenance strategies Page 117 STEP 9Page 5: Generalization & Maintenance Step 5: Activity 5

MO SW-PBS Setting Event Strategies Setting EventStrategies to Mitigate Impact Incomplete work Schedule regular time to meet with the student to provide assistance with organization and work completion Physical Need (hungry, tired, cold) Schedule regular routine to meet with the student to address physical needs (e.g. provide snack, exercise, etc.) Argument with peer or family member before school Schedule regular routine to meet with the student to de-escalate, set goals and practice calming strategies

MO SW-PBS Activity: Setting Event Strategies With your team... Identify strategies to mitigate the impact of the following setting events Setting EventStrategies to Mitigate Impact Previous failure on a similar task Change in routine – student is staying with mom instead of dad

MO SW-PBS Antecedent Strategies Step 3: Antecedent Strategies are in place to... Prevent problem behavior – Change predictors that set off the problem behavior to make the problem behavior irrelevant. Support Alternate/Desired Behavior – Provide prompts & supports to set up and support Alternate/Desired Behavior.

MO SW-PBS Antecedent Strategies Attention Seeking Maintained Behavior Increase Positive Recognition Increase Opportunities to Respond Increase Active Supervision – Schedule more frequent interactions Increase opportunities for peer interaction

MO SW-PBS Antecedent Strategies Escape-Maintained Problem Behavior Teach Procedures Asking for help Individualize procedure for use of resources (e.g. help bucket, resource folder, peer support) Address Task difficulty Offer choices Sequence Tasks Use behavioral momentum/task dispersion Preload the student with experience/info about the task

MO SW-PBS Activity: Antecedent Strategies With your team... Identify antecedent strategies to prevent the following problem behavior. Triggering AntecedentAntecedent StrategyFunction Directed to begin writing tasksEscape writing tasks. Teacher talks to whole groupObtain teacher attention

MO SW-PBS Consequence Strategies Step 4 - Response for Appropriate Behavior: Match to function – provide more frequent interaction/attention – allow short term escape Reinforce appropriate behavior to make the problem behavior ineffective. – Provide frequent and immediate recognition when student appropriately seeks interaction/attention – Respond quickly when the student asks for help or for a break, initiates a task, completes a task

MO SW-PBS Discussion: Rules for Selecting Responses for Appropriate Behavior Four Rules Use the least amount that is necessary to elicit the replacement behavior Use natural reinforcement (i.e., function) Be consistent and immediate in delivering the reinforcer – establish a routine Teach the student how he/she will get the reinforcement With your team respond to the following questions... How have you selected reinforcement strategies for behavior intervention plans your staff has developed in the past? In the past, have you explicitly taught each student how he/she will access reinforcement?

MO SW-PBS Activity: Consequence to Reinforce Appropriate Behavior With your team, identify at least 1 strategy that will reinforce the replacement behavior.

MO SW-PBS Consequence Strategies Step 5 - Limit Reinforcement of Problem Behavior Change consequences that have supported rather than eliminated the problem behavior (e.g. Avoid removing the student from the task when the student is exhibiting problem behavior to escape the task.)

MO SW-PBS Alignment to BIP Documents Task Workbook Page(s) BIP Development Flow Chart BIP Template Menu of Function Based Options FBA/BIP Rubric Build a Competing Behavior Pathway Pages 98 - 103 STEP 1: a, b, c, (d)Page 1 Behavior Teaching Strategies Step 4: Activities 1, 2, 3 Step 5: Activity 3 Identify setting event strategies Pages 105-106 STEP 2 Page 1: 2. Intervention Strategies Setting Event StrategiesStep 5: Activity 1 Identify antecedent strategies Pages 105-106 STEP 3 Page 1: 2. Intervention Strategies Antecedent StrategiesStep 5: Activity 2 Identify consequence strategies to reinforce appropriate behavior Pages 107-108 STEP 4 Page 1: 2. Intervention Strategies Consequence Strategies: Response for Appropriate Behavior Step 5: Activity 4 Identify consequence strategies to limit reinforcement of problem behavior Page 109 STEP 5 Page 2: 3. Consequence Strategies Consequence Strategies: Response to Make Problem Behavior Ineffective Step 5: Activity 6 Determine need for safety plan and develop if warranted Page 111 STEP 6 Page 2: 4. Safety Plan Step 5: Activity 7 Develop implementation plan Page 112 STEP 7 Page 3: 5. Implementation Plan Step 6: Activities 1, 2, 3 Develop goals and identify strategies to monitor outcomes, fidelity, and social validity Pages 113 – 116, 132 - 133 STEP 8 Page 4: 6. Monitoring & Evaluation Plan Step 7: Activities 1, 2, 3 Identify generalization and maintenance strategies Page 117 STEP 9Page 5: Generalization & Maintenance Step 5: Activity 5

MO SW-PBS Consequence Strategies: Limit Reinforcement of Problem Behavior It may not be possible or practical to change all actions that may reinforce problem behavior (e.g. A teacher must correct a student who cusses. This correction may be reinforcing if the student is cussing to gain attention from the teacher); however, the adults can reduce the reinforcement of the problem behavior.

MO SW-PBS Consequence Strategies: Limit Reinforcement of Problem Behavior Provide consistent and calm response Limit verbal interaction for problem behavior. Create a signal that prompts student to stop and/or return to desired activity Prompt peers to ignore problem behavior Offer brief assistance with task or activity Schedule standard times to complete unfinished work

MO SW-PBS Discussion: Strategies to Limit Reinforcement of Problem Behavior With your team respond to the following... Which strategies would be appropriate for students whose behavior is maintained by seeking interaction or attention? Which strategies would be appropriate for students whose behavior is maintained by avoidance of tasks?

MO SW-PBS Activity: Consequence to Limit Inappropriate Behavior With your team, identify at least 1 strategy that will limit reinforcement of the problem behavior.

MO SW-PBS Safety Strategies Step 6: Safety strategies are different from response interventions. They should be used only in situations where there is serious risk of Preliminary data indicate that crisis management procedures are overused and unnecessarily used (George, 2000).

MO SW-PBS Safety Strategies 1.Identify behaviors that signal the safety strategies should be used. 2.Describe each action that must be taken to keep everyone safe. 3.Identify the personnel that will assist in implementing the plan. 4.Identify what the other children will do. 5.Have personnel (accessed through a code word over the intercom or accessed by having a responsible child go to the office) and materials (crisis bag) readily available.

MO SW-PBS Activity: Safety Plan Review With your team, review the Safety Plan found in Section 4 of the Example Behavior Intervention Plan, then respond to the following prompts... Describe the actions outlined in the plan to de- escalate the acting out behavior before the student engages in dangerous or “peak” behavior. Compare the response strategies outlined in the plan to strategies currently being utilized to respond to students who engage in dangerous behavior in your school. 92

MO SW-PBS Select and Customize Strategies Issues to consider: – Which interventions are most likely to work? – Which interventions will staff be most likely to implement with fidelity? – How do interventions compare in terms of required resources? – Which interventions fit best into existing programs/systems?

MO SW-PBS Implementation Plan Step 7 – How to work the plan: 1.Identify and communicate with the person who will train school personnel how to implement each part of the BIP 2.Identify each action that must be completed to implement the BIP. 3.Identify resources needed to complete each action. 4.Identify the person responsible for completing each action. 5.Establish a timeline to complete each action.

MO SW-PBS Activity: Implementation Plan Review With your team... Compare the Intervention Strategies on the Example BIP (Component 2 found on p. 91) with the Implementation Plan (Component 5 found on p. 93). Determine if all actions, resources and timelines required to implement each strategy have been identified. 91 95

MO SW-PBS Monitoring the BIP Step 8 – How will we know it is working? 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 Monitoring Student Outcomes – Why? Required by DESE Answers the question – “Is this intervention effective?” Improves student outcome when shared

MO SW-PBS Develop specific, observable and measurable goals for each behavior. Identify simplest method to monitor each goal Collect baseline to establish current level Use same method after intervention has been implemented – compare to baseline Use data for problem solving and decision making 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 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 Determining a Method During the planning phase, the team should discuss the following questions How will student progress be measured? What tool will be used to convert the raw data to a graph? How often will collected data be reviewed?

MO SW-PBS Determining a Method Permanent product data Use common related records which are related to target behavior Attendance/Tardy Minor Discipline Records Grades Assignment records Work samples

MO SW-PBS Permanent Product Monitoring Samples Record the percentage of assignments completed to criteria Examples: Student was given 10 assignments. Student completed 7 to the criteria of passing (65%). Therefore a 70% would be graphed for daily progress

MO SW-PBS Permanent Product Monitoring Permanent product considerations: Does not give us information concerning antecedents or consequences which may be affecting the behavior Limited use - May only be used with those behaviors that result in a permanent product

MO SW-PBS Discussion; Permanent Products What behaviors would be most appropriate to monitor using permanent products? Who would collect and graph this data?

MO SW-PBS Simple Monitoring Strategies Daily Progress Report* Office Discipline Referrals Track Classroom Minor Behavior Referrals Develop observation schedule* Self-Monitoring*

MO SW-PBS Daily Progress Report Daily Progress Report (DPR) Use a CICO DPR and adjust to fit student need Create an individualized DPR Determine if teacher completes DPR with the student or without

MO SW-PBS Daily Progress Report Simple 3 = 0-1 reminder2 = 2 reminders1 = 3+ reminders

MO SW-PBS Daily Progress Report - Complex To create an individualized DPR on a 5 point scale: Determine time frames or contexts for recording Hourly? Per period? Only during problematic contexts/activities? Only during problematic subject areas?

MO SW-PBS Daily Progress Report - Complex Ask the teacher the following questions to determine the rating scale: 138

MO SW-PBS Daily Progress Report - Complex

MO SW-PBS Discussion; DPR Think of a student with intense and chronic behavior – define behavior What time frames would be identified for monitoring? Would you use a simple or complex DPR? Who would train teachers how to use it?

MO SW-PBS Pairing the DPR with Self-Monitoring The DPR is completed by the student rather than the teacher Steps to self-monitoring: 1.Identify target behavior 2.Define the target behavior 3.Collect baseline data 4.Design procedure and materials 5.Teach student to self monitor 6.Monitor progress 7.Follow up and fade

MO SW-PBS Determining a Method Observational Data Gives an estimate of the behavior Is necessary when other methods of data collection are not appropriate or unavailable Is more time intensive and intrusive Having an observer in the room may change both teacher and student behaviors

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 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 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 Generalization & Maintenance: Self- Monitoring Step 9 – More on this next year 1)Start by reviewing or re-teaching replacement behavior(s). 2)Develop the monitoring form 3)Determine time frame(s) and cueing procedure for self-monitoring 4)Teach student how and when to self-monitor and review target skill again

MO SW-PBS Learner Outcomes Identify defining features of behavior intervention planning from current best practice. Work with a case study to develop a competing pathway ‒Prevent problem behavior ‒Teach appropriate behaviors ‒Recognize appropriate behavior ‒Prevent reinforcement of problem behavior 3

MO SW-PBS Activity: Develop Behavior Intervention Plan Strategies from FBA With your team, review the information provided in the Jo Adapted FACTS and the ABC Observation found in the Workbook, pp. 118-123, then... Participate in the “mock” Action Team meeting described on the following slides to develop a Behavior Intervention Plan.

MO SW-PBS Welcome to MO Middle School! We are here today to develop a competing behavior pathway for Jo. We’ll use the behavior pathway we developed at our last meeting as the basis to develop our competing pathway. Please notice the behavior pathway diagram we have posted at the front of the room.

MO SW-PBS Teaching Strategies Our team determined that the function of Jo’s problem behavior is to escape tasks that require her to read passages that contain multi-syllabic words or writing tasks that require to write sentences or paragraphs so we will select replacement behaviors that will teach him how to attempt and complete work that require these skills. Will we also need to identify short-term alternative behaviors? If so, generate possible alternatives.

MO SW-PBS Setting Event Strategies What can we do to mitigate or diminish the effect of Jo’s setting event?

MO SW-PBS Antecedent Strategies Our team determined that the function of Jo’s problem behavior is to escape tasks that require him to read passages that contain multi-syllabic words or writing tasks that require him to write sentences or paragraphs so we will select antecedent strategies to prevent escape-maintained behavior. We’ll write all your suggestions on the chart paper, then select and revise those on which we reach consensus when we’ve finished addressing each component.

MO SW-PBS Consequence Strategies: Response for Appropriate Behavior Our team determined that the function of Jo’s problem behavior is to escape tasks that require him to read passages that contain multi-syllabic words or writing tasks that require him to write sentences or paragraphs so we will select antecedent strategies to prevent escape- maintained behavior. We will select consequence strategies to increase the likelihood that Jo will attempt and complete tasks requiring these skills.

MO SW-PBS Consequence Strategies: Limit Reinforcement of Problem Behavior We will select consequence strategies to limit the reinforcement of Jo escaping reading and writing tasks. We will identify responses that will provide support for Jo and will limit the duration and intensity of Jo’s problem behaviors.

MO SW-PBS Implementation Plan 1.Identify and communicate with the person who will train school personnel how to implement each part of Pat’s BIP 2.Identify each action that must be completed to implement the BIP. 3.Identify resources needed to complete each action. 4.Identify the person responsible for completing each action. 5.Establish a timeline to complete each action.

MO SW-PBS Monitoring Strategies We must now develop specific, observable and measurable goals for each behavior. We will identify how we will monitor each goal We will then develop a schedule to review and report Jo’s progress.

MO SW-PBS Monitoring Implementation Fidelity Develop a way to measure whether Jo’s plan is being implemented – Interviews with teachers – Observations in classroom – Pair with self-monitoring

MO SW-PBS Assess Social Validity How will your team assess the perceptions of the student, family and staff regarding the efficiency and effectiveness of the behavior intervention plan in meeting the student’s needs?

MO SW-PBS Generalization & Maintenance What strategies will be included to facilitate long-term use of the replacement behavior(s) across all settings?

MO SW-PBS High Quality FBA & BIP Did our team develop a high quality Behavior Intervention Plan? We’ll use the FBA/BIP Evaluation Rubric to assess the plan we’ve developed for Jo. *FBA/BIP Evaluation Rubric

MO SW-PBS Activity: Developing a High Quality BIP With your team... Review the functional behavior assessment you completed for a student in your school. Develop a draft of a Behavior Intervention Plan. Evaluate the plan using the FBA/BIP Rubric.

MO SW-PBS Action Planning Goal: Develop system for developing a Behavior Intervention Plan based on Competing Behavior Pathway – Identify setting event strategies – Identify antecedent strategies – Identify teaching strategies – Identify consequence strategies – Identify safety strategies – Develop an implementation plan – Determine method to monitor fidelity of implementation – Identify monitoring strategies – Develop maintenance and generalization strategies – Determine method to assess social validity

MO SW-PBS Action Planning Goal: Develop a system for monitoring quality of completed BIPs

MO SW-PBS References Crone, D. & Horner, R. H. (2003). Building positive behavior support systems in schools. New York: Guilford Press. George, M.P. (2000). Establishing and promoting disciplinary practices at the building level that ensure safe, effective, and nurturing school environments. In L.M. Bullock & R.A. Gable (Eds.), Positive academic and behavioral supports: Creating safe, effective, and nurturing schools for all students. Reston, VA: Council for Exceptional Children, 11–15. Loman, S. & Borgmeier, C. (2010). Practical Functional Behavioral Assessment Training Manual for School-Based Personnel. Portland, OR: Portland State University. Scott, T., Anderson, C. & Alter, P. (2012). Managing classroom behavior using positive behavior supports. Upper Saddle River, NJ: Pearson. 130

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MO SW-PBS Delete this Slide. Notes to Consultants Slides with the pencil icon denote an activity that may also include discussion. Slides with the group.

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