1. Basic FBA to BIP e-Learning Modules: Building Capacity for Tier 3 Support
Chris Borgmeier, PhD
Portland State University

2. Overcoming Barriers: A Proactive Approach to Behavior Support Planning
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
Basic FBA/BSP:
Non-Dangerous Behaviors and Maintaining Functions are Easily Defined and Identified
Complex FBA or Functional Analysis:
Behaviors and Maintaining Functions Vary, and are not Easily Defined and/or Identified
Alternative that researchers have suggested , using Function based support proactively 2

3. Redefining the Role of the District Specialist in Schools
Proactively build capacity-
Train 2-3 school personnel in each school to use Basic FBA/BSP
Teach all school-based team members to understand FUNCTION
Practical Trainings- Provide short training sessions that teach “less more thoroughly” based on evidence-based instructional practices
Prioritized follow-up- use of assessment to determine type of follow-up coaching needed
Working Smarter Not Harder

4. Basic vs. Complex FBA/BSP
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… 4 4 4

5. The Basic FBA to BSP Training Series

6. Empirical Support for Basic FBA to BSP
Borgmeier, Loman, Hara, & Rodriguez (2014)
Strickland-Cohen et al. (2016)
Loman & Horner (2014)
Strickland-Cohen & Horner (2015)

7. Examining the Efficacy of Basic FBA (Loman & Horner, 2014)
Phase I: “Practical FBA” - four 1-hour trainings for 12 staff with flexible roles in schools (i.e., school psychologists, counselors, administrators)
Sessions
Defining and Understanding Behavior
Interviewing Stakeholders
Observing and Recording Behavior
Behavior Support Planning
Phase II: Staff completed FBAs for students on their campuses

8. Phase III: Functional Analysis
10 of 10 FAs confirmed the Hypothesis Statements

9. Typical School Personnel Developing and Implementing Basic Behavior Support Plans (Strickland-Cohen & Horner, 2015)
Phase I: Four 1-hour “Basic BSP” trainings
Sessions
Identifying Replacement Behaviors
Selecting Function-based Strategies
Planning for Implementation
Evaluation Planning
Participants: 13 school professionals (4 counselors, 3 school psychologists, 6 SPED teachers)
Change in BSP Knowledge
Pretest Avg: 61% Posttest Avg: 80%

10. Plans rated high on technical adequacy by researchers
High on contextual fit by implementers

11. Social Validity Participating Teachers Team Leaders Ten week follow-up
High ratings of acceptability, feasibility, and effectiveness (AVG 5.17 – out of 6.0)
Team Leaders
High ratings of acceptability, feasibility, effectiveness of training tools and methods
AVG 5.5 – 5.83 out of 6.0
“I plan to use Basic FBA/BSP procedures in the future.” – 5.83 out of 6.0
Ten week follow-up
2 out of 6 had used basic FBA/BSP with one other student
2 had used basic FBA/BSP with more than 2 students

12. Basic FBA to BSP Training Series Loman, Strickland-Cohen, Borgmeier, & Horner (2014) In-Person Modules
Module 1- Defining & Understanding Behavior*
Module 2- FBA: Interviewing Stakeholders
Module 3- FBA: Observing Behavior
Module 4- BSP: Critical Features of Function-based Interventions*
Module 5- Selecting Function-based Interventions
Module 6- Planning for Implementation
Module 7- Evaluation Planning
*Designed as training for all school staff

13. Big Ideas Skills taught in manageable chunks
60-90 minute modules
Intended delivery: 1 module every 1-2 weeks
Interactive Training Activities – Learn through demonstration & practice application activities
Built-in Assessment Activities – included at end of each module
Homework Tasks with each module for real-world practice that culminate in implementation of a BSP developed from an FBA

15. Basic FBA to BIP Training Series New interactive on-line e-modules

16. 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!

17. VIDEO

18. Lead Instructional Designer
Basic FBA to BIP
e-Learning Modules
Eddie Croissant
Lead Instructional Designer
Tyler Collier
Web Developer

21. ABC Tracker Teacher completes in Classroom

22. Module 2 – FBA Interviews
Step by Step Training w/ video model and practice activities

23. Module 3 – FBA Observations
Step by Step Training w/ video model and practice activities

24. Modules 4 & 5 – Function–Based Intervention
Training to Identify Function-Based Interventions using information from the FBA
Develop a Competing Behavior Pathway w/ a Replacement Behavior
Identify interventions to Prevent, Teach, Reinforce & Correct Behavior
Identify Successive Approximations to support the student to progress from the Replacement Behavior to the Desired Behavior

25. Behavior Intervention Plan

27. Successive Approximations Worksheet

28. Module 6 – Implementation Plan
Implementation Planning
How to facilitate an Implementation Planning meeting
Contextual Fit
Supporting Implementation

29. Implementation Plan form

31. Basic FBA to BIP Table Tent

32. Daily Point Card Template

33. Module 7 – Evaluation Plan & BIP Review Meeting

34. Daily Point Card w/ Implementation Checks
Front
Research suggests Daily Self-Monitoring by the implementer is an effective and feasible strategy for supporting implementation & collecting implementation data to inform feedback
Back

36. Data-Based Decision Making

37. Evaluation Plan

38. BIP Review Meeting Form

40. Basic FBA to BIP: Planning to Maximize Implementation

42. Professional Development in Schools
Training efforts should result in both:
Changes in educator behavior that lead to improved student outcomes
Changes in organizational or systems-level practices
(Reinke et al., 2014)
It’s going to take more than training…

43. Establishing the District Context
District Level
Improving behavior support systems must be one of the top three priorities
Administrative Support
Written policy
District-level specialist with FTE dedicated to building school capacity

44. Planning to use Basic FBA to BSP (Module on basicfba.com)
Includes:
Presentation on how to plan for a district or region
Tools such as:
District Planning Guide
School Readiness & Commitment Form
Embedded in each module are “Coaching Tools” for District Level staff to support schools in implementing Basic FBA to BSP

48. School Readiness Checklist

49. Building Capacity District Level
Personnel with expertise in FBA and behavior support planning is allocated to support schools at the district level
Efficient & effective resources exist for training school personnel to conduct basic FBA/BSP

50. District Behavior Support Specialist
Train and coach PBIS at all three tiers
Support Teams building behavior support plans from Assessment information
Train 1-3 people per school to conduct “basic” FBA/BSP
School-wide training: Increase Staff Knowledge of Behavior & Function

51. Building Capacity School Level
At least 2 personnel with flexibility in their schedule are trained to conduct basic FBA/BSP
All staff (or as many as possible) are trained on overall function-based thinking
Modules 1 & 4 (now available online)
Effective and efficient resources for conducting basic FBA/BSP are available for trained staff

52. www.basicfba.com Online Modules for Coaches
Pre and Post Assessment for Each Module
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
Coaching tools to review participant products- interviews, observations, behavior plans

54. Basic FBA to BIP Coaching Checklist
Review Basic FBA to BIP documents for each module & provide feedback

55. Implementing Basic FBA to BSP: Systems to Support Staff
District Specialist provides initial training AND focused follow- up support
Coaching (modeling/observation/feedback)
Follow up on homework/application activities from modules
Focused “booster” sessions
Yearly training for new employees
2-3 Staff at school conduct Basic FBA & provide on-going coaching support to teachers implementing Basic BSPs
All staff trained on Basic FBA (Modules 1 & 4)
Team leader as school-based coach to monitor and provide feedback to teachers and staff

56. A Proactive Approach to Behavior Support Planning
As Schools gain fluency & build capacity to complete Basic FBA to BIPs….
The District Behavior Specialists should be able to allocate more time to the complex cases
Complex FBA or Functional Analysis
Basic FBA/BSP:
Alternative that researchers have suggested , using Function based support proactively 56

58. On-line SW-PBIS Coaching Certificate New Cohort Beginning next Fall Courses are Fully on-line 3 courses; 9 credits Fall – Coaching SW-PBIS Tier 1 Winter – Coaching SW-PBIS Tier 2 Spring – Coaching SW-PBIS Tier 3