1. Jon Burt M.Ed. BCBA University of Louisville
BasicFBA Unpacked
A review of the most helpful (and cheapest) FBA resource on the internet
Jon Burt M.Ed. BCBA
University of Louisville
March 6-7, 2017

2. www.basicFBA.com Chris Borgmeier Sheldon Loman,
Portland State University
Kathleen Strickland-Cohen,
Texas Christian University

3. Systems for Students with High-Risk Behavior CONTINUUM OF SCHOOL-WIDE
Tertiary Prevention:
Specialized
Individualized
Systems for Students with High-Risk Behavior
CONTINUUM OF
SCHOOL-WIDE
INSTRUCTIONAL &
POSITIVE BEHAVIOR
SUPPORT
~5%
Secondary Prevention:
Specialized Group
Systems for Students with At-Risk Behavior
~15%
Primary Prevention:
School-/Classroom-
Wide Systems for
All Students,
Staff, & Settings
~80% of Students

4. Tier 3: Common Issues… Too many students with challenging behavior
Lack of personnel with sufficient training to conduct FBA and use FBA information to identify function-based interventions
Student plans built by “specialist” without input from/collaboration with plan implementers
Teaming context and routines aren’t in place to support “specialist” with plan implementation
Plan implementers need a better understanding of behavioral function

5. Functional Behavioral Assessment (FBA) is….
an empirically supported practice that has been demonstrated to improve both the effectiveness & efficiency of behavioral interventions in schools
Blair, Umbreit, & Bos, 1999; Carr et al., 1999; Ingram, Lewis-Palmer, & Sugai, 2005; Lee, Sugai, & Horner, 1999; Loman & Horner, 2013; Newcomer & Lewis, 2004, Strickland-Cohen & Horner, in press.
Describe FBA as process
For students with and without disabilities…

6. Basic FBA to BSP
The most important purpose of conducting FBA is to inform the development of Behavior Support Plans that directly address the FUNCTION of student behavior

7. FBA-BSP in Schools: How are we doing?
Growing body of research showing that FBA can be effectively conducted by typical school personnel
(Crone, Hawken, & Bergstrom, 2007; Dukes, Rosenberg, & Brady, 2007; Loman, 2010; Maag & Larson, 2004; Renshaw et al., 2008; Scott, Nelson, & Zabala, 2003)
However… schools continue to struggle to utilize FBA information to build and effectively implement BSPs
(Blood & Neel, 2007; Cook et al., 2007, 2012; Scott & Kamps, 2007; Scott, Liaupsin, Nelson, & McIntyre, 2005; Van Acker, Boreson, Gable, & Potterton, 2005)
Plans the lack critical features and that even worse contain contraindicated strategies

8. A Continuum of Individualized Support…
Many of problem behaviors that teams encounter do not require comprehensive FBA-BSP
Using simplified FBA-BSP procedures that “match” the level and intensity of problem behavior
Provide FBS at the first signs of persistent problem behavior
Complex FBA:
Behaviors and Maintaining Functions Vary, and are not Easily Defined and/or Identified
Basic FBA:
Behaviors and Maintaining Functions are Easily Defined and Identified 8

9. Basic vs. Complex FBA/BSP
Focus of this training series
Basic
Complex
For:
Students with mild to moderate problem behaviors (behaviors that are NOT dangerous or occurring in many settings)
Students with moderate to severe behavioral problems; may be dangerous and/or occurring in many settings
What:
Relatively Simple and Efficient process for behavior support planning based on “practical” FBA data
Time-intensive process that involves emergency planning, family-centered planning, and collaboration with outside agencies
Developed by whom:
Team of school-based professionals (e.g., PBS team members whose job responsibilities include FBA and behavior support planning)
School-based team including professionals trained to develop and implement intensive interventions for students with severe problem behaviors (e.g., behavior specialist)
Training school-based personnel will allow us to… 9 9 9

10. Building District Capacity
This will require re-examining how we organize behavioral support at the district level (Strickland-Cohen, Loman, & Horner, in press)
Identify and train personnel at Each School who can lead the Basic FBA/BSP process
Train all school personnel a Function-Based approach to understanding, preventing, and addressing challenging behavior

11. Basic FBA to BSP Training
Module 1- Defining and Understanding Behavior***
Module 2- FBA: Practice Interviewing
Module 3- FBA: Practice Observing
Module 4- Critical Features of BSP***
Module 5- Building BSP from FBA
Module 6- Implementation Planning & Leading a BSP Team
Module 7- Evaluation & BSP Review
***Designed for all school staff to complete

12. Building Capacity: Function-Based Thinking in Schools
In addition to training 1-2 professionals per school to use Basic FBA/BSP…
We want to provide all school personnel with training in the Basics of Behavior and a function-based approach to addressing challenging behavior

13. Basic FBA to BSP

15. www.basicfba.com Online Module Features
Pre and Post Assessment for Each Module
Participant Guide and Materials to Follow Along and Practice Using Forms/Tools
Interactive Activities with built in Checks for Understanding
Embedded video to model interviewing
Embedded video for practicing observations
Links to data collection and graphing resources specific to Basic FBA to BSP
follow-up with Homework Reminders
Free!

16. Big Ideas Learn FBA & BSP in manageable chunks
a series of seven 90 minute modules
intended to be delivered about 1 module every 2 weeks
Interactive Training Activities -- Learn through demonstration & practice application activities
Homework Tasks with each module for real-world practice that culminate in implementation of a BSP developed from an FBS
Tools for Coaching & Feedback on Homework
Tools for building school-wide understanding of behavior & function-based intervention

17. Participant’s Guide for each Module
Checks for Understanding
Comments/
Questions
Tasks
Key Points
Objectives
Review
Activities

18. Basic FBA to BSP www.basicfba.com
Using FBA to Develop Function-Based Support for Students with Mild to Moderate Problem Behavior
Module 1: Defining & Understanding Behavior

19. Module 1 Objectives By the end of this module you should be able to:
Define observable behavior (What).
Identify events that predict When & Where the specific behavior occurs.
Identify Why a student engages in the specific behavior.
Construct hypothesis statements that summarize the What, When, Where, & Why of a student’s behavior

20. Always Start by Defining the Problem Behavior2
Antecedents/Triggers
When _____happens…. 1
Behavior:
the student does (what)__ 3
Consequence/Function
..and as a result ______ 20

21. Scenario #4.3 Routine: “During ______________________ “
After interviewing Johnny’s teacher and conducting several observations, Johnny’s team determined that when seated next to peers during less structured class time (free time, cooperative group art projects, etc.), Johnny tears up his paper and stomps his feet. After Johnny engages in this behavior his peers laugh at him.
Routine: “During ______________________ “
Less structured class time
Antecedent/Trigger:
“When …
Behavior:
Student does…
Consequence/Outcome:
and as a result…
Therefore, the function of the behavior is to: get/avoid
Peers laugh
Seated next to peers
Tears up paper & stomps feet
Peer Attention 21 21

22. Example from the On-line Module

25. Key Points from Module 1 (p. 1.11 )
In understanding the ABC’s of behavior, the starting point is the behavior (B), then what happens before the behavior (A) and after the behavior (C).
Behaviors need to be explained in an observable & measurable way, so that anyone who does not know that student could point out the behavior.
All behavior serves a function: either to OBTAIN or AVOID something (attention, activities, or tangible items).

26. Task (p. 1.12) Over the next weeks…
1. Select a student in your school who has persistent problem behavior that is not dangerous. Identify:
Complete the ABC Tracker (p. 1.13) for that student
Whenever you see an occurrence of the problem behavior each day, write down the A-B-C on the tracker form
At the end of the week, or after seeing 5-6 occurrences of the behavior, form a Summary Statement at the bottom of the page
2. Remember to use A-B-C to inform “Possible Motivation” when completing referral forms

27. Basic FBA to BSP Module 2: Asking About Behavior: FBA Interviewing
Using FBA to Develop Function-Based Support for Students with Mild to Moderate Problem Behavior
Module 2: Asking About Behavior:
FBA Interviewing

28. Module 2 Objectives
Using the FACTS interviews with staff and students to specify:
1. The problem behaviors
2. Routines in which problem behaviors occur
3. Triggers or predictors of the problem behavior
4. Pay-off (Function) the behaviors have for student
5. Possible setting events
6.Summary of behavior

29. FACTS Part A (see p 2.4) Start with the Student Strengths
Routines Analysis
Start with the Student Strengths
Conduct Routines Analysis to identify routines where problem behavior occurs

30. Video Example: FBA Interview Identifying Antecedents
Watch the video and follow along on the completed FACTS form in the participants guide (p. 2.15)

31. Videos available on YouTube or for Download
Live Trainings
Module 2
Training Materials
Videos available on YouTube or for Download

32. On-line Training Sample

33. On-line Training Sample

34. Summary Statement & Confidence Rating
FACTS Part B (see p 2.5)
Antecedents
Interview to ID Antecedents & Consequences in prioritized routines from Part-A
Summarize the interview and get a Confidence Rating from the respondent
Consequences
Summary Statement & Confidence Rating

35. Interview - Antecedents
ANTECEDENT(s): Rank Order the strongest triggers/predictors of problem behavior in the routine above. Then ask corresponding follow-up question(s) to get a detailed understanding of triggers ranked #1 & 2.
Environmental Features (Rank order strongest 2)
Follow Up Questions – Get as Specific as possible
1 X a. task too hard ___ g. large group instruction
___ b. task too easy ___ h. small group work
_X_ c. bored w/ task ___ i. unstructured time
_X_ d. task too long ___ j. transitions
___ e. physical demand 2_X k. independent work
3_X f. correction/reprimand ___ l. with peers
___ m. Other, describe ______________________
_______________________________________
If a,b,c,d or e - describe task/demand in detail __writing sentences, paragraphs, letters, journals, etc. student cannot write because they don’t know how to read or spell fluently______________________
If f - describe purpose of correction, voice tone, volume etc. _________________________________________________
If g, h, I, j or k - describe setting/activity/content in detail ____Independent work involving writing or reading; works better in small groups if he doesn’t have to read or write____________
_________________________________________________
If l – what peers?
MAKE SURE THAT YOU GET A CLEAR AND SPECIFIC DESCRIPTION OF THE ANTECEDENT – “Task too hard” is NOT specific enough to inform intervention

36. Activity 5 (page )
Write the Target Routine and Problem Behavior on the FACTS Part-B Next, Listen to the audio clip and complete the ANTECEDENTS section in the FACTS Part-B for Tracy (pg. 2.17)

38. Key Points from Module 2 (p. 2.21)
To obtain information to make a hypothesis/summary statement you need to ASK & SEE.
The FACTS is a tool used to interview teachers & staff to narrow the focus of a student’s problem behavior
FACTS Part-A: Start with the strengths & identify routines where problem behavior occurs
FACTS Part-B: Interview based on prioritized routines & stick to it
Summarize interview with respondent and have them rate the confidence of the statement

39. Task (p. 2.21)
This week, conduct a FACTS interview with a staff member that is very familiar with a student you identified for conducting the FBA and developing a behavior support plan
Give yourself minutes to complete the interview

40. Basic FBA to BSP Module 3: Seeing Behavior - FBA Observations
Using FBA to Develop Function-Based Support for Students with Mild to Moderate Problem Behavior
Module 3: Seeing Behavior -
FBA Observations

41. Module 3 Objectives
Utilize information obtained from FACTS interview(s) to plan for observations.
Observe students within routines identified by the FACTS interview(s)
Observe to test the Summary of Behavior obtained from the FACTS interview
Practice using ABC Recording Form.

42. ABC Observation Purpose of ABC observation is to:
An ABC observation involves observing the student in identified routine(s) [From interview]
Purpose of ABC observation is to:
-confirm the accuracy of the teacher interview
summary of behavior
-identify antecedents and outcomes that the teacher
may have overlooked
-verify the function of the student’s behavior
-develop the most accurate Summary Statement for intervention development

43. ABC Recording Form

44. www.basicfba.com Module 3 Live Training
Videos available via YouTube or for Download

45. Eddie’s ABC Recording Form
Tallying Consequence/Function
Trend = Adult Attn (7 of 14)

46. After the observation: Summarize Results from ABC Observation
2. Use the tallies to help inform your Summary of Behavior

47. Activity 2: Practice observation for TRACY (pp. 3.7-3.8)
Record TRACY’s behavior from video using the ABC recording form (p. 3.7) that you prepared in the previous activity.
2. Summarize the data from your observation.
3. Rate how likely it is that this Summary accurately explains the identified behavior occurring (1-6).

48. Key Points from Part 3 (p. 3.23)
ABC Observations are used to confirm the accuracy of the FACTS/ teacher interview
Use the FACTS summary statement to guide when and where to conduct ABC observation
Start by recording the behavior, then write what happened directly before (Antecedent) and after (Consequence) the behavior
Immediately after the observation check boxes that correspond with activities, antecedents, & consequences recorded
Summarize results & compare with the FACTS summary statement

49. Task (p. 3.23)
This week, conduct an ABC Observation using the ABC Recording form for the same student that you completed the FACTS interview for last week.
Give yourself minutes to conduct the observation.
Remember, you need to be convinced.

50. Basic FBA to BSP Module 4: Critical Features of BSP www.basicfba.com
Using FBA to Develop Function-Based Support for Students with Mild to Moderate Problem Behavior
Module 4: Critical Features of BSP

51. Module 4 Objectives
Use a Competing Behavior Pathway to Identify Function-based behavior supports that:
Teach positive behaviors to replace problem behavior
Use strategies to prevent problem behavior & prompt positive behaviors
Reinforce replacement & desired behaviors
Effectively respond to problem behaviors by redirecting & minimizing their pay-off

52. Critical Features of BSP see p. 4.7
Replace problem behavior by Teaching a socially acceptable, efficient behavior that allows student to obtain the pay-off/function
Prevent problem behaviors by directly addressing triggers & prompting replacement behaviors based on the function of behavior
Reinforce replacement & desired behaviors based on function/pay off for the student
Redirect problem behaviors by quickly & effectively redirecting student to replacement behavior
Minimize Reinforcement by ensuring that problem behaviors do NOT pay off for the student (i.e. does not result in the function of behavior)

53. Key Points from Module 4: Critical Features of BSP
Replace problem behavior by teaching a socially acceptable, efficient behavior that allows student to obtain the pay-off/function
Prevent problem behaviors by directly addressing triggers & prompting replacement behaviors based on the function of behavior
Reinforce replacement & desired behaviors based on function/pay off for the student
Redirect problem behaviors by quickly & effectively redirecting student to replacement behavior
Minimize Reinforcement by ensuring that problem behaviors do NOT pay off for the student (i.e. does not result in the function of behavior)

54. Task for Basic FBA to BSP team members
Before beginning the next module complete the Competing Behavior Pathway & BSP Form (p. 4.6) to identify function-based interventions for the student for whom you conducted the FBA interviews and observations.

55. Basic FBA to BSP
Using FBA to Develop Function-Based Support for Students with Mild to Moderate Problem Behavior
Module 5: Selecting Function-based Behavior Support Strategies

56. Module 5 Objectives
By the end of this Module Team Leaders will be able to:
1. Explain the differences between the Replacement Behavior and the Desired Behavior
2. Describe the different types of behavior support strategies/ interventions that must be included as part of the BSP
3. Discriminate between function-based and non-function-based teaching and antecedent strategies
4. Identify function-based strategies for rewarding replacement/desired behavior AND minimizing the payoff for problem behavior
5. Label missing and incorrect components, when provided with sample behavior support plans

57. Activity 3 (p. 5.8) Setting Event Interventions
When asked to complete math worksheets, Kenny tears up the paper and throws it on the floor to avoid doing the task… He’s more likely to do this when his daily schedule/routine has been disrupted (e.g. arrives late, assembly, testing)
Identify the Setting Event &
Generate a neutralizing routine for this scenario

58. Promoting Desired Behavior: Successive Approximations
It is typically necessary to teach approximations of the desired behavior to move from the Replacement Behavior to the Desired Behavior.
Build on small steps of success towards the desired behavior
Use the function of behavior & the Competing Behavior Pathway as a guide
With fluency, student is reinforced by “natural” reward

59. Successive Approximations toward Desired Behavior
Dexter
Desired Behavior: Complete Multi-Digit Math Problems independently
Natural Consequence:
Success on problems, more math tasks
Antecedent:
Task too difficult
Asked to do multi-digit multiplication or division math worksheets
Approximation Step #3: Ask for teacher help
Approximation Step #2:
With permission student can cross off 40% of difficult items
Function:
Escape Difficult Math Tasks
Approximation Step #1: Ask for break using only 3 break tokens per period
Replacement Behavior: Ask for Break from Difficult Double Digit Tasks

60. Key Points from Module 5 (p. 5.14)
All BSPs must contain Preventive, Teaching and Reinforcement and Correction strategies.
Setting Events can either be addressed through attempts to eliminate the setting event or by setting up Neutralizing Routines
A plan for encouraging students along a sequence of Approximations from the Replacement Behavior to the Desired Behavior will likely be necessary 60

61. Task (p. 5.14) Over the next week…
Review and revise the interventions for your case:
Make sure you have identified multiple function-based strategies for Prevention, Teaching, Reinforcement and Correction interventions
Identify Setting Event interventions as appropriate
Develop a draft of ‘Successive Approximations’ and generate ideas for how you will begin teaching the skills necessary to support your student to move toward the Desired Behavior 61 61

62. Basic FBA to BSP
Using FBA to Develop Function-Based Support for Students with Mild to Moderate Problem Behavior
Module 6: Implementation Planning & Leading a BSP Team

63. Objectives By the end of this module you will be able to:
Describe the essential components of implementation plans
Explain the meaning and importance of “Contextual Fit”
Explain the role of BSP Team Leader and team members in support plan development
Identify the specific activities that the team leader will engage in before, during, and after the team-based BSP development process
Lead a “team” of professionals through the process of developing a sample BSP

64. Basic BSP Team Members BSP Team Leader Administrator Staff members
Identify staff who work with student in prioritized routine
Other support/ implementing staff specific to plan
Parent/Guardian
Math Teacher
SPED Teacher?

65. What is Contextual Fit? Why is It Important?
Contextual fit refers to the extent to which support strategies “fit” with:
The skills and values of the implementers
The available resources
Administrative supports in place
In other words… How FEASIBLE are the strategies?
Strategies with good “fit” are more likely to be implemented with fidelity!!

66. Finalizing the Implementation Plan
IMPORTANT!!!
Actively involve implementers in determining final interventions for Implementation
Specifically identify if the interventions work for the implementers (Contextual Fit)
If they DON’T… the intervention will NOT be implemented

67. BSP Meeting Table Tent (p. 6.6)

68. Implementation Planning
2. Ask the potential implementer:
Do you think this would work?
Does it fit your values?
Is this feasible?
Are you clear about how to do this?
Should we do this?
What support would you need?
1. Review each suggested interventions. Provide rationale & clearly define intervention
What Who When
3. If not, do you have suggestions for revisions or alternative interventions?

69. Considering Contextual Fit
Revise interventions if there are staff concerns; but make sure it is function-based.
Consequence Strategies
Reinforce Desired Behavior
When on task for 15 min, the student will be allowed to go to back table play a game with a student who has completed work for 5 min.
Minimize Reward for Problem Behavior
Student will stay after school until math assignments are completed
Staff Concern:
Staff feel that this reward will be too disruptive to the rest of the class
Task
Who
When
Reinforce Desired Behavior
When student has been on task for 15 min, she will be allowed to sit quietly at her desk and read or draw for 5 min
Minimize Reward for Problem Behavior
Student will stay in from recess to complete work
Mrs. Rose
Mr. Poole
10/21
Staff Concern:
Staff agree that this is function-based but is not feasible
CONSIDER: Do the interventions match the function? & have good contextual fit?

70. A Teachers Perspective….
“Contextual fit and ongoing coaching support are two important areas that need to be addressed when developing behavior support plans.  More often than not, teachers in our district don’t get much input in what goes into a plan. Usually the behavior consultant conducts an FBA, writes the BSP and the teacher is expected to interpret and execute it.  There is minimal follow-up or coaching support.  Implementation fidelity is low since there is no accountability and the process isn’t teacher friendly.   I had no idea teachers could even object/disagree with recommendations on the BSP.”
Joyce Hum, Elementary Teacher
Oakland Unified School District

71. Implementation Planning form (p. 6.5)
Plan Training
for
Implementers

72. Implementation Plan Implementation Supports

73. Performance Feedback Implementation Fidelity

74. Daily Point Card Front & Back

75. Key Points
Function-based strategies are most likely to be implemented if they also “fit” with the:
Skills of the plan implementers
Values of the plan implementers
Resources available to the plan implementers
The role of a BSP team leader is to guide team members in the selection of preventive, teaching, and consequence strategies which:
Directly relate to the FUNCTION of the problem behavior
Are viewed by the team as CONTEXTUALLY APPROPRIATE
Complete BSPs include:
An IMPLEMENTATION PLAN specifying Who will do What by When and plan to Support Implementers with Implementation

76. Task Over the next two weeks…
Conduct a BSP team meeting to finalize an Implementation Plan for the BSP
Identify Specific Interventions, Who & When
Ensure Contextual Fit
Develop an Implementation Support plan
Training & Performance Feedback 76 76

77. Basic FBA to BSP Module 7: Evaluation & BSP Review www.basicfba.com
Using FBA to Develop Function-Based Support for Students with Mild to Moderate Problem Behavior
Module 7: Evaluation & BSP Review

78. Objectives By the end of this module you will be able to:
Define the necessary components of evaluation plans and provide examples of appropriate short- and long-term goals
Develop a point card to measure progress toward short-term goal and linked to incentive plan
Describe data collection procedures that would be used to track implementation fidelity and student progress when provided with a sample BSP
Describe the process for conducting a BSP Review Meeting and the products that should result from the meeting

79. Evaluation Planning Setting Goals Measurement Plan
Student Outcomes & Implementation Fidelity
Measurement Plan
Data Collection methods must be Feasible & Accurate
Regular Progress Monitoring & Decision Making

80. BSP Evaluation Planning Form
Behavioral Goal (Use specific, observable, measurable descriptions of goal)
The team identifies:
Short-term goal
Long-term goal
Specific evaluation procedures
Date to meet and evaluate the effectiveness of the plan
What is the short-term behavioral goal?
_________ Expected date
What is the long-term behavioral goal?
Evaluation Procedures
Data to be Collected
Procedures for Data Collection
Person Responsible
Timeline
Is Plan Being Implemented?
Is Plan Making a Difference?
Plan date for review meeting (suggested within 2 weeks) ________________

81. Use Competing Behavior Pathway to Guide Goal Development
Goal Framework
During <Routine>, when <Antecedent> (CONDITION), (STUDENT) will (BEHAVIOR) at least <%> of the time (CRITERION) as measured by (MEASURE)
Expected Date

82. Use Competing Behavior Pathway to Guide Goal Development
GOAL CONDITION & STUDENT
During <routine>, when <antecedent>…………………..,
READING,
asked to complete independent writing tasks
<student> will <behavior> <criterion> as measured by <measurement plan>.
JONAS
Student: JONAS
Completes work independently
Continue to next task
Routine: READING
When asked to complete independent writing tasks
Talk to peers and make loud noises (e.g. animal sounds)
No Setting Event identified
Escape independent writing task
Raise hand to request peer help
Short-term goal 82

83. Developing Goals Short-term BSP Goal
During Reading, when asked to complete independent writing tasks, (Condition) Jonas (Student) will work in his seat quietly OR appropriately request peer help (Behavior) at least 70% of the time (Criterion) as measured by ratings on a daily point card (Measure).
Expected Date 11/20/15

84. Daily Point Card Template Measuring Student Outcomes
JONAS
Reading 6
10 minutes
9:00
9:10
9:20
9:30
9:40
9:50
#1 – Quiet & in Seat
#2 – Appropriately Raises Hand to Request Peers Help
#3 On Task

85. Daily Point Card Template Measuring Student Outcomes
JONAS
Reading 6
10 minutes
9:00
9:10
9:20
9:30
9:40
9:50
#1 – Quiet and in Seat
#2 – Appropriately Raises Hand to Request Peers Help
Reasonable Behavioral Expectations?
#3 On Task

86. Reasonable Timeframes How long should intervals be?
Start with present level of performance to establish a Baseline
How long can the student go now?
Use this info. to determine interval length
Student can sit in seat for 8 minutes completing independent work
How long should the interval be?
6 minute intervals

87. Setting up the Daily Point Card
BASELINE Estimate: Jonas can usually stay in his seat for minutes at a time, but may need reminders to keep quiet during the 60 minutes of math time
JONAS
Reading 6
10 minutes
9:00
9:10
9:20
9:30
9:40
9:50
#1 – Quiet and in Seat
#2 – Appropriately Raises Hand to Request Peers Help
#3 On Task

88. Example Graph

89. Simple Data Entry with an Excel template

90. Key Points An EVALUATION PLAN is for determining
A) if the plan is being implemented
B) if the plan is making a difference in student behavior
C) when team members will meet again to discuss progress
An Evaluation Plan includes a Short-term and Long-term Goal which can be developed using the Competing Behavior Pathway
Team Implementers should Collect and Graph Fidelity and Effectiveness data daily using the Daily Point Card and Excel template
The Behavior Support Plan is a Work in Progress!!!
Team members meet every two weeks to Review the BSP 90

91. Task
Develop an Evaluation Plan including short-term and long-term goals. Develop and implement a Daily Point Card for collecting student outcomes and implementation fidelity data. Graph your data daily. Hold a BSP Review Meeting after 2 weeks of implementation using data to guide planning and decision making. 91 91

92. A Teachers Perspective….
“These modules are excellent resources to build capacity (and buy-in) within schools.  Instead of waiting weeks for a behavior consultant to observe a Tier 2/3 student, we could use these modules to train a team of teachers/staff who could conduct them in a timely manner.  Having a school based team (vs district consultants who may not have relationships with students and staff) also allows for more consistent coaching opportunities.”
Joyce Hum, Elementary Teacher
Oakland Unified School District

93. Planning to Implement Basic FBA to BSP

96. Intensive Individual Interventions: Specialized Individualized
Systems for Students with High-Risk Behaviour
CONTINUUM OF
SCHOOL-WIDE
INSTRUCTIONAL &
POSITIVE BEHAVIOR
SUPPORT
~5%
~15%
Targeted Group Interventions:
Specialized Group
Systems for Students with At-Risk Behaviour
Universal Interventions:
School-/Classroom-
Wide Systems for
All Students,
Staff, & Settings
– why focus on these student here? (NOT B/C we’re giving up!)
2 reasons – b/c prevention works! AND cut down to reasonable # will this be enough for all students? NO
~80% of Students

99. SW-PBIS: District-level Organization Logic

100. Supporting Social Competence &
Elements of SW-PBIS
Supporting Social Competence &
Academic Achievement
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
SYSTEMS
DATA
PRACTICES
Supporting
Student Behavior
100

101. District Planning, Coordination & Support
Form a District Leadership team with range of stakeholders related to Tier 2 & 3 implementation & supports in the schools
Build school capacity for implementing function-based support through the provision of effective Training and ongoing Coaching & Evaluation to support development of Tier 3 Systems in Schools
Oversee coordination and support for Tier 3 systems at the District level

102. District Planning, Coordination & Support
Re-evaluate role and responsibilities of District-level Behavior Specialists
Commit to training:
Basic FBA to BSP – to build school-level capacity
More advanced training for District Level Behavior Specialists
Develop an annual training, coaching & evaluation calendar specific Tier 3, Tier 2 & Tier 1 PBIS implementation

103. Basic FBA to BIP Course April 3-June 16 Portland State University
Chris Borgmeier, PhD
Sheldon Loman, PhD