1. August 12, 2014 Jennifer Briggs-Russell, LMSW, ASD/Behavior Consultant Stacie Hopkins-Schrumpf, LMSW, Behavior Consultant Muskegon Area Intermediate School District

2.  Summer 2013 – MAISD Consultants research & develop new FBA & PBSP Forms  Fall 2013  present new forms to local directors  establish pilot group, prior to “forms training”  attend Illinois PBIS Conference, attend breakout with Horner, Loman et. al.  present changes to training component to local directors  Scheduled Four, ½ Day Training Series

3.  Functionality  Reliance on checkboxes  Systematic process to tie the FBA to the PBSP  Place for a summary (day to day operations)  Action plan and clear assignment of roles & responsibilities  Place to document data review meetings, changes and next steps

4.  “Developing Effective Behavior Intervention Plans: Suggestions for School Personnel,” Killu, K., Intervention in School and Clinic, Vol. 43 No.3, 1/08  Michigan Department of Education School-wide Positive Behavioral Interventions & Supports Implementation Guide, 2010  Building Positive Behavior Support Systems in Schools: Functional Behavioral Assessment, Crone, D. & Horner, R., 2003

5. Interventions based on an FBA result in significant change in student behavior. (CARR et al., 1999, INGRAM, LEWIS-PALMER, & SUGAI, 2005)  FBA is a systematic, evidence based process for assessing the relationship between a behavior and the context in which that behavior occurs. (BLAIR, UBRIET, & BOS, 1999; CARR et. al., 1999)  FBA is a proactive response that can be used at the first signs of difficulty. (SCOTT et al., 2003; SUGAI et al., 2000)

7.  Sheldon Loman, Ph.D.; M. Kathleen Strickland- Cohen, Ph.D.; Chris Borgmeier, Ph. D., Robert Horner, Ph.D.  www.pbis.org www.pbis.org ▪ www.basicfba2.bsp.pbworks.com www.basicfba2.bsp.pbworks.com ▪ www.basicfba.pbworks.com www.basicfba.pbworks.com  Loman, S., Strickland-Cohen, M.K., Borgmeier, C., & Horner, R. (2014) Examining the Efficacy of a Basic Functional Behavioral Assessment Training Package for School Personnel, Journal of Positive Behavior Interventions.

8. 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 The Basic FBA to PBSP Process Adapted from Horner, Albin, Todd, Newton & Sprague, 2011

9. 9 BasicComplex 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) Basic vs. Complex FBA/PBSP

10.  Module 1- Defining & Understanding Behavior  Module 2- Interviewing  Module 3- Observing  Module 4- Critical Features  Module 5- Selecting Function-Based Interventions  Module 6- Implementation & Evaluation  Module 7- Leading a PBSP Team

11. Comprehensive Training  7 Modules –1.5 hours per module  2 full days  4 half days  7 staff meetings  Identify staff who should attend based on role Building-Wide Professional Development  All Staff - Modules 1 & 4

12. Observable/Measurable DefinitionNon-observable/measurable Definition Talks when teacher is lecturing, calling out in a loud voice, singing Disruptive behaviors Draws pictures during group work time Off-task behaviors Throwing objects, Kicking over chairs Physical aggression Calls peers names Inappropriate language Tapping/ drumming on desk, looking around the classroom Attention problems Refuses to do work by putting head down Non-compliance Yells “No” or “You can’t make me” when given direction Defiance 12

13.  To obtain information to make a hypothesis/summary statement you need to ASK & SEE.  Interview teachers, staff, and student to narrow focus of student’s problem behavior  ABC Observations  Used to confirm accuracy of information  Provides observational data summary  Create Hypothesis: Final summary of where when & why behaviors occur.

14. Basic FBA process D.A.S.H. D efine behavior in observable & measurable terms A sk about behavior by interviewing staff & student -specify routines where & when behaviors occur -summarize where, when, & why behaviors occur S ee the behavior -observe the behavior during routines specified -observe to verify summary from interviews H ypothesize: a final summary of where, when & why behaviors occur 14

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16. Setting Events/ “Set ups” Antecedent/ Trigger Consequence/ Outcome Problem Behavior Following events that maintain behaviors of concern Preceding events that trigger Observable behaviors of concern Infrequent events that affect value of outcome 16

17. 1) Competing Behavior Pathway 2) Function-Based Behavior Support 3) Implementation Plan 4) Evaluation Plan

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

19. Hypothesis Statement Long Term/Final Outcome Short Term/Acceptable for now 1.Serve same function? 2.Is it easier? 3.Is it socially acceptable?

20. ALL BEHAVIOR PLANS MUST…  Begin with a complete and accurate FBA Summary Statement  Include replacement behaviors that  Serve the same function  Are easy to do  Are socially appropriate  Contain Preventative, Teaching & Consequence strategies

21. Maintaining Consequence & Function Problem Behavior Antecedent FUNCTION Function should guide selection of prevention strategies Function should guide selection of alternative/ replacement behaviors When generating interventions we use FUNCTION to develop ideas to change A, B & C Function should guide selection of consequences: (+) and (-)

22. If the student is currently out of seat and off task for the most of the class period and is not turning in any completed assignments.  Probably NOT reasonable to expect: ▪ To earn reinforcer, student will be on task for entire class period, and complete all assignments for one week.  More reasonable INITIAL goal: ▪ Student will: a) be in seat and on task for at least 20 minutes of the class period, and b) turn in assignments that are at least 30% completed for 2 consecutive days.

23.  During writing class, Leroy is currently engages in problem behavior - throwing materials and cursing - to escape difficult tasks in Math approximately 4 days per week. On average, he is completing only 25-30% of his work in class.  Leroy will complete at least 80% of his assigned work in his math class with no more than 3 incidences of problem behavior (throwing materials, cursing) for one month.

24. Leroy will ask appropriately for an easier task or for a “break” from difficult tasks without throwing materials or cursing at least 75% of the time as measured by a daily point card for 2 consecutive weeks. Leroy will ask appropriately for an easier task or for a “break” no more than 3 times during Math block with no more than 2 problem behavior incidents for 4 consecutive days. Leroy will ask appropriately to cross off up to 60% of difficult math problems and will have no more than 3 problem behavior incidents for 2 consecutive weeks. Leroy’s Short-Term Goal Leroy’s Long-Term Goal Leroy will complete at least 80% of his assigned work in his math class with no more than 3 incidences of problem behavior (throwing materials, cursing) for one month. Intermediate Goals: Approximations

25. Replacement Behavior: Ask for Break from Difficult Double Digit Tasks Desired Behavior: Complete Multi- Digit Math Problems independently Antecedent: Task too difficult Asked to do multi-digit multiplication or division math worksheets Function: Escape Difficult Math Tasks Natural Consequence: Success on problems, more math tasks Approximation Step #1: Ask for break using only 3 break tokens per period Approximation Step #3: Ask for teacher help Dexter Approximation Step #2: With permission student can cross off 60% of difficult items

27.  Function-based strategies are most likely to be implemented if they have CONTEXTUAL “fit.”  Skills of the plan implementers  Values of the plan implementers  Resources available to the plan implementers  ACTION PLAN (Implementation Plan) specifying Who will do What by When  DATA COLLECTION (Evaluation Plan) for determining  if the plan is being implemented  if the plan is making a difference in student behavior  when team members will meet again to discuss progress

28.  Do the function-based strategies “fit” with :  The skills and values of the implementers  The available resources  Administrative structure/support  Strategies with good “fit” are more likely to be implemented accurately and consistently

29. FBA to PBSP Training Series Pre & Post Test Data 2013-2014

30. MAISD 2013-2014Test Score Comparison

31.  One Day Teacher & Administrator Training  Modules 1 & 4  Staff frequently involved in PBSP  Two Day FBA to PBSP Training  Modules 1-7  New Schedule  New Staff