1. Basic FBA to BSP Module 6: Implementation and Evaluation Planning
Using FBA to Develop Function-Based Support for Students with Mild to Moderate Problem Behavior
Module 6: Implementation and Evaluation Planning

2. Adapt BSP and implementation as needed based on on-going monitoring
The Basic FBA to BSP Process
1. Define the Problem Behavior
2. Conduct assessment for behavior support planning
a. Functional Behavioral Assessment
• Defining behavior in observable & measureable terms
• Ask staff and student about where, when, & why behavior occurs
• See the behavior during specified routines
• Hypothesize a final summary of where, when, & why behavior occurs
3. Design an individualized behavior support plan (BSP)
• Ensure technical adequacy
• Ensure contextual fit
4. Ensure Fidelity of Implementation
5. Monitor Plan Impact on Student Behavior
Adapt BSP and implementation as needed based on on-going monitoring
Adapted from Horner, Albin, Todd, Newton & Sprague, 2011

3. Basic FBA to BSP Training Series
Module 1- Teaching Basic Principles
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 & Evaluation
Module 7- Leading a BSP Team

4. 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)
How typical school team members can develop Relatively simple and efficient behavior support plans for student with mild to moderate 4 4 4

5. Objectives By the end of this module you will be able to:
Explain the meaning and importance of “Contextual Fit”
Describe the essential components of implementation plans
Define the necessary components of evaluation plans and provide examples of appropriate short- and long-term goals
Describe data collection procedures that would be used to track implementation fidelity and student progress when provided with a sample BSP

6. Objectives By the end of this module you will be able to:
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
Describe the process for conducting and products that should result from a Plan Review Meeting
Lead a “team” of professionals through the process of developing a sample BSP

7. Review #1 Name two problems with this competing behavior pathway.
Complete writing task
Success, teacher acknowledgment
Routine: Language Arts
Breaks from school (weekends, illness, holidays)
Asked to complete Independent writing tasks
Function:
Escape academic tasks and
Access peer and adult attention
Disrespect and Disruption
Raise hand & ask for break 7 7

8. Review #2
What are the three essential characteristics of the replacement behavior?
Same function as the problem behavior
Easier to do than the problem behavior
Socially acceptable

9. Review #3
What are the 3 types of intervention strategies that must be included in the BSP?
#1: Prevention Strategies
#2: Teaching Strategies
#3: Consequence Strategies

10. Review #4
All BSPs should include what 2 types of CONSEQUENCE strategies?
Maximize Reinforcement for Replacement and Desired Behaviors
Minimize reinforcement / the “payoff” for problem behavior

11. Contextual Fit

12. Selecting Behavior Support Strategies
Once the team has identified function-based support strategies it is important to also:
Ensure CONTEXTUAL FIT of those strategies by actively involving implementers in finalizing interventions & supports
This can occur in the Implementation Planning meeting

13. 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!!

14. Considerations to Help Ensure Contextual Fit
Are plan implementers involved in the design/selection?
Are strategies consistent with the skills of the implementers?
How much additional training would be needed? Who would provide training?
Are necessary resources available (staff, time, space)?
Are there other interventions already being implemented in our school that can be modified to fit this student’s particular needs?
Do the selected strategies fit with the values of team members and those who will be implementing the plan?
Are they perceived as (a) likely to be effective, and (b) in the best interest of the student?
Will there be administrative support for the selected interventions/strategies? Is the plan consistent with current school-wide discipline procedures?

15. INSERT CONTEXTUAL FIT CHECKLIST?

16. Implementation & Evaluation Planning

17. Critical Components of Behavior Support Plans
#1: Competing Behavior Pathway
#2: Function-Based Preventive, Teaching, & Consequence Strategies
#3: Implementation Plan
#4: Evaluation Plan

18. BSP Team & Implementation Planning

19. Role of the Team Leader
Primary role of the Team Leader is to Guide the team members in the development of a Function-based, Contextually Relevant plan
Specific tasks:
Display/provide necessary information for team members to see/use throughout the process
Guide team in selecting Function-Based preventive, teaching, and consequence strategies
Ensure that ALL team members participate in the process and agree with outcomes (assess Contextual Fit of the plan)
Ensure that the BSP includes all necessary components, including Implementation and Evaluation plans
* The process will take approximately 45 minutes to 1 hour to complete.

20. Basic BSP Team Members Basic BSP Team Leader Staff member with:
a. Basic Behavioral Knowledge
b. Understanding of FBA
c. The Role of Leading BSP Teams
Team Members
Teachers & Staff who work w/ student
(Gen Ed & SPED staff as appropriate)
Meeting Facilitator
Ensure Technical Adequacy, Monitor Progress
Implementer(s) w/ Knowledge of Student & Context
Rate Contextual Fit
***For more challenging cases, make sure to involve Behavior Specialist
Behavioral Expertise/
Case Manager & Facilitator

21. Before the Meeting Team Leader:
Schedule meeting & make sure the right people are in attendance
Review FBA results for a COMPLETE summary statement, including:
Observable definition of problem behavior
Routine(s) in which problem behavior occurs
Antecedents (setting events & triggers)
Primary Function of the problem behavior
Complete the Competing Behavior Pathway with Potential Interventions that are consistent with the FBA information

22. The Team Meeting First: Competing Behavior Pathway
Provide team members with copies of the Competing Behavior Pathway form with FBA summary statement. 22

23. What you Need: Completed Competing Pathway & Potential Intervention Strategies
Your Roadmap for Intervention Planning
This form is used to guide intervention planning – it’s a support to the behavior specialist and the team to facilitate the selection of final interventions (which much involve the implementers to ensure contextual fit) during the Implementation Planning meeting
Pot’l Interventions to facilitate Planning

24. The Team Meeting First: Competing Behavior Pathway
Provide team members with copies of the Competing Behavior Pathway form with FBA summary statement.
Before moving forward:
Summarize the Summary of Behavior & ensure all team members agree on:
1. The Problem Behavior and Context in which it is most likely to occur
2. The Function of the problem behavior 24

25. Summarizing the Competing Behavior Pathway
1. Start by reviewing the FBA & assessment information
“Based on the FBA, which included assessments (interview, observation, etc.) with who? … we found the following information about Harrison’s problem behavior.”
During Routine, when Antecedent Harrison is most likely to Problem Behavior because he is Consequence, as a result he gets to Function.

26. Building the Competing Behavior Pathway
Have team members finalize the Competing Behavior by observably defining:
The Replacement Behavior
The Desired Behavior
Ensure the team selects a Replacement behavior that is:
Functionally equivalent to problem behavior
Easier to do than problem behavior
Socially acceptable

27. Summarizing the Competing Behavior Pathway
This is the long-term goal
2. Review the Alternate Behavior & Check Acceptability with Implementers (Contextual Fit)
“I’ve suggested two potential Alternate Behaviors; Ask for a break or an easier task… This is the short term goal while we build up H’s math skills. The alternate behavior must provide the same outcome as the problem behavior,”
Will this work? Other ideas?

28. Identifying Behavior Support Strategies
Use the completed intervention strategies form to guide conversation to finalize interventions for Implementation
It may be necessary to provide an example strategy under some or all of these categories, then ask team members to suggest additional strategies.
Pot’l Interventions to facilitate Planning

29. Implementation Planning Finalizing a Plan
What specific activities will be involved?
Requires input from the implementer to ensure Contextual Fit
Who is responsible for implementing each part of the intervention?
When will each part of the plan be implemented?

30. Implementation Planning
What Who When
This page will become the ‘contract’, the final plan, what we are committing to implement
The strategies identified above will help guide the process of finalizing interventions for Implementation

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

32. Selecting Contextually Appropriate
Strategies
For each strategy being considered the Team Leader will ask implementers to answer/rate:
Do you believe this intervention will be effective for the student?
Is this intervention consistent with your values as an educator?
Is this intervention feasible for you to implement?
Do you have the skills needed?
Are the necessary resources (time, space, staff, administrative support) available?
If the answer to any of these questions is “maybe” or “no”:
Are there ways that the strategy could be modified to make it a better “fit”?

33. Considering Contextual Fit
How can we revise the strategies while still responding effectively to student behavior?
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

34. Selecting Function-Based Strategies
IF team members suggest a strategy that is not function-based, neutral or is contraindicated:
Direct team members’ attention back to the competing behavior pathway
Use the pathway to Remind team that:
1. We DO want to reward appropriate behavior with the same or similar consequences as those currently maintaining the problem behavior
2. We DO NOT want the student to access reinforcement following problem behavior
3. We also don’t want to add many ‘neutral’ strategies that aren’t directly related to the function  remember feasibility

35. What help/support would you need?
Activity (pp. ##)
With a Partner (1 person = teacher/ implementer; 1 person = BSP team leader)
Confer on suggested interventions below & Finalize consequence interventions
Document finalized interventions on Implementation Plan on p. 103
Review the suggested interventions. This is why, this is what it looks like.
If not, do you have suggestions for revisions or alternative interventions?
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 help/support would you need?

36. Implementation Planning Considerations
It is not enough to simply write down the strategy. We need to consider:
Will materials need to be made/gathered (ex. visual reminders, reinforcement system) before we can use this strategy?
How (specifically) are we going to teach the replacement behavior
When/during what routines? What examples/non-examples will we use? Opportunities to practice?
How will we begin teaching desired skills?
Will the student need modified assignments? Who will do this?

37. Setting Event Strategies Antecedent Strategies Consequences Strategies
Activity #1(page 85)
Using the Implementation Plan template on page 87, work with a partner to list the specific activities that might be involved in implementing the following strategies for Jim:
Setting Event Strategies
Antecedent Strategies
Teaching Strategies
Consequences Strategies
(No setting event identified)
- Provide math and writing assignments that more closely match instructional level
- Provide visual prompts (highlighted text, graphic organizers) for writing assignments
- Put visual reminder on desk to prompt Jim to ask for a break or easier task
- Teach Jim how to appropriately ask for a ‘break’ or for an easier task and when (appropriate times) to do so
- Provide additional small-group instruction in multi-digit multiplication and division
- Quickly and consistently provide a break or an easier task when he requests appropriately
- For every 5 difficult math problems that Jim completes he will earn a sticker. 3 stickers can earn the choice to skip 5 problems
- When Jim begins to get upset, remind him to ask for a break
- If Jim continues to engage in problem behavior, he will complete his assignment with teacher during “free choice time”

39. Supporting Implementation
Training Team Members

40. Training Staff How to Implement the BSP
The plan will not be implemented if:
Staff don’t understand how to do it
The plan will not work if:
The intervention is being used incorrectly
Plan times for Modeling/Roleplay and Feedback
Think min
Roleplay with teacher/staff outside of problem context
What actions will be taken, what words will be used, what materials are needed and how will they be used?

41. Ongoing Feedback The plan will not be implemented if:
Staff don’t understand how to do it
The plan will not work if:
The intervention is being used incorrectly
Plan for Observations and Follow-ups to provide feedback, help problem solve, and ensure that intervention is being used as designed
Ex. “check-in”, along with periodic visits/observations
Observe plan strategies implemented in the problem context
Provide feedback
Model correct procedures
Problem solve around unexpected situations/results

42. 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

43. Check #1 (page 94)
What are the 4 critical components of Behavior Support Plans:
#1: Competing Behavior Pathway
#2: Prevention, Teaching, and Consequence Strategies
#3: Implementation Plan
#4: Evaluation Plan 43

44. Check #2
After selecting BSP strategies, Sarah’s team developed an implementation plan detailing:
1. The specific activities/procedures that will be used to implement the plan
2. The persons responsible for implementing each component of the plan
What has Sarah’s team forgotten to include?
BY WHEN?? A timeline detailing when each activity will be completed

45. Check #1 (page 104)
True or False: The primary role of the team leader is to provide the team members with a function-based, contextually relevant BSP.
False. The primary role of the Team Leader is to GUIDE the team in building a complete function-based, contextually appropriate BPS.

46. Check #4
Behavior Support Plan
Knowledge Assessment

47. Task Over the next two weeks…
Use the summary statement and list of strategies for Sheldon (pages in your guide) to build:
a) An example implementation plan
b) An example evaluation plan
c) An example data collection form for tracking student progress 47 47

48. Comments/Questions about Module 6
At the bottom of page 96 please write any comments/questions you may have pertaining to module 6.
Thank you for your time & attention! 48 48