Practical Functional Behavioral Assessments (FBA) Part 2

Practical Functional Behavioral Assessments (FBA) Part 2
Matthew Phillips PBIS Coordinator, Ingham ISD Winter 2014

Goals for Part Two… By the end of the second day, participants will be able to: Complete a competing behavior pathway based on the summary statement/hypothesis Use the information from the competing behavior pathway to develop a function-based behavior support plan Understand the importance of having an intervention implementation plan Understand how to collect data to determine the impact of the intervention Understand the importance of collecting fidelity data for decision making Trainer Notes: Take a few moments to review the outcomes/goals for today’s training. Be sure to post the intended outcomes/goals for the day in the room on chart paper and refer to these throughout the day.

Today’s Agenda Competing Behavior Summary
Building an Effective Behavior Intervention Plan (BIP) and Implementing Behavior Intervention Plans (BIP) Data Collection & Decision Making Trainer Notes: Be sure to post the agenda on chart paper in the room to refer to throughout the day.

1.0 Brief Review from Previous Session Trainer Notes:
This module should run from 9:05 a.m. to 9:30 a.m. This module is meant to be a quick review of key ideas from the first session. As a review it is meant to be delivered at a brisk pace and to be interactive. There are activities built into the module. If there are additional strategies or activities that you can add to enhance the pace and/or interaction during the review, please do so as long as it does not add to the length of the module.

If the finish line is an effective behavior support plan, you’ll need to DASH to get there!
Define Ask See Hypothesize Trainer Notes: This slide is animated. DASH was introduced during Day One and provided the framework for the steps of the Practical FBA Process. This is meant to be a quick review to help participants recall the acronym and the steps in the practical FBA>

2’s tell 1’s what the D and A stand for in D.A.S.H.
Your Turn 2’s tell 1’s what the D and A stand for in D.A.S.H. 1’s tell 2’s what the S and H stand for in D.A.S.H. Trainer Notes: This is meant to be a quick review for participants. Provide 2 minutes for this activity.

Practical FBA Process…D.A.S.H
Define behavior in observable & measurable terms Ask about behavior by interviewing staff & student: Specify routines where & when behaviors occur Summarize where, when, & why behaviors occur See the behavior Observe the behavior during routines specified Observe to verify summary from interviews Hypothesize a final summary of where, when & why behaviors occur (Lohman & Borgmeier, 2010) Trainer Notes: This is the full description of the steps in DASH. Provide a quick review for the participants.

Why Practical Functional Behavioral Assessment?
“Since 1997, FBA has not been implemented widely in schools. Not due to lack of knowledge, but to practicality of use.” (Lohman & Borgmeier, 2010) “Challenges schools face today are not finding what works, but implementing what works.” (Fixsen, Naoom, Blasé, Fiedman, & Wallace, 2005) Trainer Notes; Participants may ask why we are focused on the Practical FBA. The two quote son this slide set the stage for the the why of an FBA and links it to what we have learned from implementation science.

Why Practical FBA Materials?
Lohman & Borgmeier (2010) demonstrated: School personnel can conduct “valid” FBAs for students with mild to moderate behavioral problems The utility and acceptability of practical FBA training methods to train school personnel in schools to conduct FBA The utility of the FACTS interview tool to guide FBAs, but direct observation is needed Trainer Notes: A recent research study (Lohman & Borgmeier, 2010) was conducted to determine if staff with flexible roles in schools can be trained to conduct functional behavior assessments for students with mild to moderate behavior problems and to determine the efficacy and acceptability of a “practical” training on FBA methods and tools with school personnel.

Pre/Post Training FBA Knowledge
Trainer Notes; This graph provides a display of the pre and post-test measures of FBA knowledge from the studies on Practical FBA. As you can see from the graph, across the various cohorts, there was significant improvement in the participants’ knowledge of FBA after learning about Practical FBAs. 99% inter-rater total agreement on 25% of tests Overall Pretest M = 39.50% (SD = 18.25%) Overall Posttest M = 92.55% (SD = 7.22%)

Acceptability Ratings
Agree Trainer Notes: This graph displays the acceptability ratings from the participants in the study. On a scale of 0-6, participants average rating for each item on the acceptability rating scales. As you can see, participants rated each item above a 5, which was agree. Equipped me Will use again – 5.5 Suggest to Others – 5.7 Tools East to Use – 5.5 Teacher FACTS – 5.6 Student FACTS – 5.0 ABC Form – 5.3 Confident Inform Intervention – 5.5 Time Reasonable – 5.4 Overall Benefit – 5.7 N = 10 Equipped me Will use again Suggest to others Student FACTS Tools easy to use Teacher FACTS ABC Form Confident it Informs Intervention Time Reasonable Overall benefit

FBA Procedural Adequacy
An FBA Procedural Adequacy Checklist was used to rate each FBA on the following criteria: Interviews were conducted with a staff member who worked with the student during routines where problem behavior occurred Problem behavior was defined in observable and measureable terms A routine was prioritized for direct observation An antecedent event was defined as triggering the problem behavior Only one maintaining function of the problem behavior was identified 100% of the FBAs conducted met all of these criteria 100% Inter-rater Agreement Trainer Notes: This slide is animated. Additional results from the study indicated that when each FBA was reviewed for the following items. The results indicated that 100% of the FBA’s reviewed mat all of the criteria and there was 100% inter-rater agreement on the checklists. These are great outcomes!

Accuracy of Summary Statements from Practical FBA Process
9 out of 10 of the summary statements hypothesized by the FACTS interviews with teachers were verified by results of experimental functional analysis The one FACTS summary statement that was not verified by FA actually resulted in further clarification from direct observation Trainer Notes: The study went on to review whether the summary statements developed from the Practical FBA would be verified by the results of an experimental functional analysis. The results wer 9 out of 10 summary statements being verified with the 10th summary statement being further clarified through direct observation of the behavior via the functional analysis procedure.

2.0 Competing Behavior Pathways & Building a Behavior Intervention Plan
Trainer Notes: This module should run from 9:30 a.m. to 12:00 p.m. with a 15 minute break from 10:05 a.m. to 10:20 a.m. The intent of this module is to introduce participants to competing behavior pathways and using that to build a behavior intervention plan.

Team Development of Behavior Support Plan
Developed based on information gained from a completed FBA summary Team includes people closely involved with the student Teacher, behavior specialist, parent, other staff Trainer Notes: Behavior Support Plans need to be developed by a team, not an individual. The behavior support plan is developed based on the information gained form the hypothesis developed during the FBA. The team that develops the behavior support plan should include the classroom teacher, someone with behavioral expertise, parent(s), other staff, and, when appropriate, the student. Here is a story that would fit well here, if you don’t have one of your own, that will demonstrate the necessity of developing the plan as a team. “As an intern school psychologist, I can remember having a student who needed an individualized behavior support plan. I went through the process of completing the FBA, working with the classroom teacher and defining the problem behaviors, completing the FACTS interview with the teacher and the student, observing the student, and then using all of this information to develop the hypothesis or summary statement with the team. We had a good hypothesis statement and developed the competing pathways model for the target behaviors. Then we ran out time for our meeting, so we agreed that I would develop the behavior support plan and bring it in to the teacher the next day. I worked hard on that plan and it was a thing of beauty. And of course, I was an intern, so it had “pieces and parts” that I had created for the plan. The next day I proudly brought it in to the teacher and presented it to her (with all of its parts!). She smiled sweetly and thanked me for the work. I left the teacher’s classroom feeling good about my work. That feeling was short lived as later that day I found the intervention plan, along with all of the pieces, in the garbage can in the teacher’s classroom. I made a classic mistake, I developed the intervention plan without the team. And although the plan was based on information from the FBA summary, it was created by one person, who was not going to have implement it! A common mistake that needs to be avoided!”

“You should not propose to reduce a problem behavior without also identifying alternative, desired behaviors a person should perform instead of the problem behavior.” Trainer Notes: This quote provides a VERY important point related to the development of a behavior support plan. We can not propose to reduce a problem behavior without also identifying an acceptable alternative behavior that the student can perform in place of the problem behavior. (O’Neill et al., 1997, p.71)

Hypothesis/Summary Statement from your Practical FBA
Summary of Behavior A B C Setting Events Triggering Antecedents Problem Behavior Maintaining Consequences Trainer Notes: This slide is animated. It provides a quick review of the hypothesis statement/ summary statement from the Practical FBA. We stat on the far left with the setting events and the triggering antecedents. We then move to problem behavior followed by the maintaining consequence. This is not new information – it was a part of Day One. This slide sets us up for the next slide which defines the competing pathways model. Hypothesis/Summary Statement from your Practical FBA

The Competing Pathways Model
Desired Behavior Maintaining Consequences Setting Events Triggering Antecedents Problem Behavior Maintaining Consequences Alternative Replacement Behavior Trainer Notes: This slide is animated. From the hypothesis/ summary statement, we move to the desired behavior and a new maintaining consequence. But we know that the desired behavior is not always going to be immediately ready to go. So, we must consider the alternative replacement behavior that will serve the same function but is not the problem behavior. It is an acceptable alternative. A “positive opposite.” The goal of the competing pathways model is to make problem behaviors ineffective, inefficient, or irrelevant for the student. Making problem behavior ineffective, inefficient, irrelevant

Meet Jane Jane is a 2nd grade student Problem behaviors:
Refusing to do work Throwing tantrums (whining, pounding her hands on her desk, and throwing papers on the floor) Behaviors occur most often in math class when she is given a math assignment After she throws a tantrum: She is sent to the back table where she talks with other students who have completed the assignment Trainer Notes: We will use Jane as an example as we walk through the Competing Pathways Model. Have participants read through the description of Jane on this slide and the next slide.

A Little More About Jane…
Jane can complete assignments fairly quickly when she is held in from recess and has to do her own work Her problem behaviors are more likely after she has missed recess for that day

The Competing Pathways Model for Jane
Desired Behavior Complete Math Problem Maintaining Consequences Success! Peer recognition Setting Events No Recess Time Triggering Antecedents Given a math problem Problem Behavior Throws a tantrum Maintaining Consequences Sent to back table (Obtain peer attention) Trainer Notes: This slide is animated. We start with the hypothesis or summary statement. Then we describe the desired behavior and maintaining consequence. Finally, we identify an alternative replacement behavior that serves the same function as the problem behavior but is an acceptable alternative. Alternative Replacement Behavior Raise hand; ask for peer break

Activity Using the “Eddie Example”, fill out the competing pathways form for Eddie Trainer Notes: Provide participants with 10 minutes for this activity. Be sure to debrief with the entire group at the end of this activity.

Reading curriculum that is at frustration level
Desired Alternative Maintaining Consequence Success! Told “good job” Grades Do work successfully w/o complaints Setting Events Triggering Antecedents Problem Behavior Maintaining Consequences Reading curriculum that is at frustration level Asked to complete reading assignment Argues, threatens uses profanity Remove from class Trainer Notes: This is an example of the competing pathways model for Eddie. Avoid task Acceptable Alternative Ask for break, ask for help

Behavior Support Planning: Changes to A  B  C
(Antecedents) – Irrelevant – Can we change things so that whatever set off the problem behavior is no longer an issue? (Behavior) – Inefficient – Can we teach an alternative behavior that gets results more quickly or easily than the problem behavior did? (Consequence) – Ineffective – Can whatever was “rewarding” the problem behavior be discontinued or switched to reward appropriate behavior instead? Trainer Notes: This slide is animated. Bringing us back to the goal of the Competing Pathways Model, making behaviors irrelevant, inefficient, or ineffective, we tie these ideas to the Antecedents, Behaviors, and Consequences. Changes in each of these areas will help us to meet our goal.

Desired Behavior Maintaining Consequences Setting Events Triggering Antecedents Problem Behavior Maintaining Consequences Alternative Replacement Behavior Behavior Support Planning Setting Event Manipulations Neutralize / eliminate setting events Trainer Notes: This slide is animated. Once we have the Competing Pathways Model completed, we can begin the process of building a strong behavior support plan. We start by looking at the Setting Events. If we can neutralize or eliminate settings events, we increase the likelihood that the problem behaviors may not occur. Part of our intervention planning should be considering how to address setting events.

What Are Setting Events?
Events that happen outside of the immediate routine (at home or earlier in the day) that commonly make problem behavior more likely or worse. Something in the environment that “sets the stage” for problem behavior. Trainer Notes: As we discussed in day 1 of FBA/BIP setting events do not usually occur in the immediate routine or environment. Since setting events often happen at home or previously in the school day, it is not uncommon for teachers to be unsure about setting events.

What Are Setting Events?
Setting events will vary greatly from individual to individual. The list below contains examples of variables that might serve as setting events. Medications were changed Slept fewer or more hours than usual Irregular or unpredictable schedule/routine Chaotic or demanding environment Missing the school bus Was the target of verbal or physical aggression from a peer or sibling Missed meals Trainer Notes: The intent of this slide is to provide examples of variables that may serve as setting events, just to get the participants thinking.

Setting Event Strategies
Build in strategies to: Diminish the effect of setting events Decrease the likelihood that problem behavior will occur Example: If a setting event is conflict at home before coming to school, a setting event manipulation could be to: Build in a morning check-in with an adult to build a positive relationship Schedule a fun activity with student before work task Trainer Notes: As we work to build a behavior support plan, we need to think about components of our plans that will specifically address neutralizing or eliminating setting events. This slide provides some examples.

Desired Behavior Maintaining Consequences Setting Events Triggering Antecedents Problem Behavior Maintaining Consequences Alternative Replacement Behavior Behavior Support Planning Setting Event Manipulations Neutralize / eliminate setting events Trainer Notes: This slide is animated. Moving to the right on our Competing Pathways Model, the behavior support plan should also include strategies to prevent problem behaviors as well as prompt the desired behavior. Antecedent Manipulations Preventing problem behavior and prompting desired behavior

Antecedent Manipulations
Preventing problem behavior and supporting desired behavior Preventing – Change triggers that set off the problem behavior to make the problem behavior irrelevant Supporting – Provide prompts and supports to set up and promote replacement or desired behavior Trainer Notes: This slide provides an explanation and differentiation between prevention and support. When we are addressing antecedents, we are focused on preventing problem behaviors from occurring and supporting the occurrence of the replacement or desired behavior.

Think Pair Share Joe throws a tantrum when given a difficult math assignment. His behavior is maintained by avoiding difficult tasks. Which of the following are appropriate antecedent manipulations? Give Joe an assignment at his instructional level so he can be more successful Provide teaching prompts to scaffold instruction Arrange for Joe to be sent to the Responsible Thinking Classroom Trainer Notes: Provide 5 minutes for this activity. Participants should work with their partner to determine which of the three options are appropriate antecedent manipulations that may be part of an intervention plan. In this case, the first two would be appropriate. The last option provides Joe with a way to avoid the difficult task – leaving the room. Be sure to debrief this activity with the entire group. Provide a 15 minute break after this activity – 10:05 a.m. to 10:20 a.m.

Desired Behavior Maintaining Consequences Setting Events Triggering Antecedents Problem Behavior Maintaining Consequences Alternative Replacement Behavior Behavior Support Planning Setting Event Manipulations Neutralize / eliminate setting events Trainer Notes: This slide is animated. Moving further to the right on our Competing Pathways Model, the behavior support plan should also include teaching the alternative acceptable behavior that will be more efficient for the student to get to the maintaining consequence. We also don’t want to loose sight of the goal of getting to the desired behavior. The teaching of the behavior should also include teaching the desired behavior. Remember, the goal is for the alternative/replacement behavior and the desired behavior to be more efficient to getting the maintaining consequence and as a result making the problem inefficient. Antecedent Manipulations Preventing problem behavior and prompting desired behavior Behavior Teaching Teach alternative that is more efficient

Teaching Behavior Teach replacement (i.e., alternative) behavior and desired behavior that gets results more quickly or easily to make the problem behavior inefficient Teach any academic or social skill deficits that the student may have Trainer Notes: An often overlooked component of many Behavior Support Plans is the actual teaching of the replacement and desired behavior. Remember, the problem behavior is currently quite efficient for getting the consequence that is maintaining the behavior. If we are going to reduce or eliminate the problem behavior then we must be sure that the student has learned how and when to demonstrate the replacement and desired behaviors.

Identifying the “Replacement” Behavior
An appropriate replacement behavior: Serves the same function as the problem behavior Is as, or more efficient, than the problem behavior Is socially acceptable Trainer Notes: The intent of this slide is to ensure that the participants understand the features of an appropriate replacement behavior. First, the replacement behavior must serve the same function as the problem behavior but be an acceptable alternative behavior. Second, the replacement behavior must at least be as efficient if not more efficient than the problem behavior, otherwise, why would the student start engaging in the replacement behavior when the problem behavior works better? And finally, the replacement behavior must be socially acceptable – think from the teacher’s perspective, from the student’s perspective, from the family’s perspective, and from the perspective of the peers.

Example: Teaching Behavior
Let’s teach Jane to raise her hand and ask for a break instead of throwing a tantrum to get a break By teaching Jane an easier, alternative behavior to get what she wants, we’re making the problem behavior inefficient Jane will need frequent practice, pre-corrections, and prompts to help her get in the habit of using the alternative behavior Trainer Notes: We return our attention to Jane and think about teaching behavior in Jane’s case. This slide include how the replacement behavior meets the features outlined on the previous slide.

Teaching Behavior for Attention Seeking
Teach the behavior to use instead of the problem behavior. Teach the student more appropriate ways to get adult or peer attention. Identify and teach specific examples of ways to ask for attention from adults or peers Raise hand and wait patiently for teacher to call on you Ask a peer what they did over the week-end versus teasing them to as an attempt to interact with them Trainer Notes: This slide provides some examples of teaching behavior for attention seeking.

Think Pair Share Leslie frequently disrupts instruction by blurting answers. Her behaviors are maintained by adult attention during work periods. Which of the following are appropriate replacement behaviors? Complete work at a table by herself Schedule a time to show completed work to the teacher Move her to sit by another student Asking to take a break from tasks Trainer Notes: Provide 5 minutes for this activity. Participants should work with their partner to determine which of the three options are appropriate antecedent manipulations that may be part of an intervention plan. In this case, the only viable option is to schedule a time to show completed work to the teacher. The first option, would further isolate her from adult attention and may increase the problem behaviors. The third option would possibly increase peer attention but it is adult attention that appears to be maintaining Leslie’s behavior. The final option of giving Leslie a break would not be an efficient way to get adult attention. Remember, the replacement behavior needs to be as efficient or more efficient than the current problem behavior.

Teaching Behavior for Attention Seeking
Teach behaviors to use instead of the problem behavior or desired behaviors Teach student more appropriate ways ask for help from teacher or peers Red card/Green card “I need a break” card Access to a peer mentor Skip problem and move on until teacher or peer can help Trainer Notes: This slide provides some examples of behaviors that are more appropriate ways of asking for help from the teacher or peers. The key to keep in mind is that we don’t just find the replacement or desired behaviors and expect the students to start using them. We must actually TEACH the behaviors we want to see. This takes careful planning!

Teaching Behavior for Avoiding Tasks
Provide academic instruction and support to address any skill deficits the student may have More focused instruction in class Additional instructional group Special Education support for academic deficit Additional support and practice at home Additional assessment to identify specific skill deficits Trainer Notes: This slide provides some examples of behaviors that are more appropriate ways of avoiding task. The key to keep in mind is that we don’t just find the replacement or desired behaviors and expect the students to start using them. We must actually TEACH the behaviors we want to see. This takes careful planning!

Think Pair Share Jason cries when asked to do difficult tasks. The crying is maintained by avoiding or escaping the tasks. Which of the following are appropriate replacement behaviors? Asking for a break from tasks Asking for help from a peer Requesting adult attention Asking to have soda after tasks are done Trainer Notes: Provide 5 minutes for this activity. Participants should work with their partner to determine which of the three options are appropriate antecedent manipulations that may be part of an intervention plan. In this case, the problem behavior of crying is maintained by avoiding or escaping the task. An appropriate replacement behavior would be asking for a break from task.

Desired Behavior Maintaining Consequences Setting Events Triggering Antecedents Problem Behavior Maintaining Consequences Alternative Replacement Behavior Behavior Support Planning Setting Event Manipulations Neutralize / eliminate setting events Trainer Notes: This slide is animated. Moving further to the right on our Competing Pathways Model, the behavior support plan should also include manipulations to the consequences that includes adding effective reinforcers and removing or making other reinforcers ineffective. Antecedent Manipulations Preventing problem behavior and prompting desired behavior Behavior Teaching Teach alternative that is more efficient Consequence Manipulations Add effective & remove ineffective reinforcers

Consequence Strategies
Change consequences that have supported rather than eliminated the problem behavior Do NOT allow the negative behavior to pay off for the student, put the negative behavior on extinction Reward appropriate behavior to make the problem behavior ineffective Trainer Notes: The behavior support plan must also include strategies to address consequences. We must change the consequence that have support the behavior in order to make the problem behavior ineffective (no longer able to get the consequences that previously maintained the behavior). This is done by including strategies in the plan that do not allow the problem behavior to “work” for the student – this puts the negative behavior on extinction. We must also, at the same time, include strategies that will reward/reinforce the appropriate behaviors in such a way that make the problem behaviors ineffective.

Example: Consequence Strategies
We must refuse to (C) let Jane avoid math tasks for (B) throwing a tantrum & instead prompt her to raise her hand and (C) reward her for (B) raising her hand and asking for a break By not providing Jane with what she wants when she throws a tantrum, we are making the problem behavior ineffective Trainer Notes: We return to the Jane example and discuss possible consequence strategies. The example continues on the next slide.

Example: Consequence Strategies
It is crucial that we work hard to reinforce Jane for engaging in the alternative behavior, or she is likely to go back to and even escalate the problem behavior 15:1

Consequence Strategies for Attention Seeking
Respond quickly if student seeks attention appropriately (i.e. asks question in normal speaking tone vs. yelling) Give the student frequent attention, praise, or reinforcer for positive behavior Eliminate/minimize the amount of attention provided to a student for engaging in problem behavior Limit verbal interaction—it’s attention!! Create a signal to prompt student to stop the problem behavior Avoid power struggles Trainer Notes: This slide provides some examples of consequence strategies for attention seeking behavior. This is not an exhaustive list of options.

Partner Activity Read the handout on Positive Peer Reports
Put a check mark next to anything in the handout you already knew Highlight any new information from the handout Share with your partner, one of your check marks and new information you highlighted Trainer Notes: Provide 15 minutes for this activity.

Consequence Strategies for Avoiding Tasks
Respond quickly if student asks for help or for a break Give the student frequent attention, praise, or reinforcer for being on-task, genuinely trying hard, completing work, or for asking for a break or help appropriately Eliminate/minimize the amount of missed instructional time or work provided to a student for engaging in problem behavior However, need to make sure student is capable of doing work…or provide support/instruction so student can complete the work Trainer Notes: This slide provides some examples of consequence strategies for avoiding tasks behavior. This is not an exhaustive list of options.

Consequence Strategies for Avoiding Tasks
Sometimes students need additional encouragement to engage in the desired behavior….. When using additional incentives to encourage student positive behavior consider: Free homework passes Reduced numbers of problems Portions of work already completed Frequent self checks Trainer Notes: What we know about avoiding tasks tells us that sometimes students will need additional encouragement to engage in the desired behavior since avoiding tasks is currently working well for the student. This slide contains a list of considerations to keep in mind when using additional incentives to encourage the positive behavior from the student.

Review the procedure for “Dots For Motivation”
Team Time Independently: Review the procedure for “Dots For Motivation” As a Team: Discuss with your team if this is a potential intervention for some of the students you work with who avoid tasks Trainer Notes: Provide 15 minutes for this activity.

Recall Jane Jane is a 2nd grade student Problem behaviors:
Refusing to do work Throwing tantrums (whining, pounding her hands on her desk, and throwing papers on the floor) Behaviors occur most often in math class when she is given a math assignment After she throws a tantrum: She is sent to the back table where she talks with other students who have completed the assignment Trainer Notes: We will use Jane as an example as we walk through the Competing Pathways Model. Have participants read through the description of Jane on this slide and the next slide.

A Little More About Jane…
Jane can complete assignments fairly quickly when she is held in from recess and has to do her own work Her problem behaviors are more likely after she has missed recess for that day

The Competing Pathways Model for Jane
Desired Behavior Complete Math Problem Maintaining Consequences Success! Peer recognition Setting Events No Recess Time Triggering Antecedents Given a math problem Problem Behavior Throws a tantrum Maintaining Consequences Sent to back table (Obtain peer attention) Trainer Notes: We return to our example of Jane. Recall Jane’s Competing Pathways Model. Alternative Replacement Behavior Raise hand; ask for peer break

Brainstorm Possible Interventions for Jane
Setting Event Strategies Antecedent Strategies Teaching Strategies Consequence Strategies Behavior Skills Strategies Introduce review type problem before difficult tasks. Complete first problems together (scaffold instruction). Prompt / remind of alternative behaviors. Immediately reinforce entering class. Provide reinforcement within 1 minute of starting task. Give break & help. Sit with preferred peer when done. Arrange for peer interaction before math class. Provide positive adult contact. Sit with preferred peer. Teach alternatives to problem behavior: 1. Ask for break 2. Ask for help 3.Turn in assignment as is Trainer Notes: This slide is animated. Model a think aloud process as you generate possible interventions in each category. Start with Setting Event Strategies. You can either use the blank form and the document camera or use the animation on this slide. Setting Event Strategies: Arrange for peer interaction before math class Provide positive adult contact Sit with preferred peer Antecedent Strategies: Introduce review type problems before difficult tasks Complete first problems together (scaffold instruction) Prompt/remind of alternative behaviors Teaching Strategies: Behavior Skills Strategies Teach alternatives to problem behavior: 1. Ask for break 2. Ask for help 3. Turn in assignment as is Academic Skills Strategies Teach missing foundational math skills Teach problem-solving skills Consequence Strategies: Immediately reinforce entering class Provide reinforcement within 1 minute of starting task Give break & help Sit with preferred peer when done Academic Skills Strategies Teach missing foundational math skills. Teach problem-solving skills

Video: Eddie Trainer Notes:
Be sure to embed the Eddie Video into the PowerPoint. The video runs for 1:54 – plan on playing it twice right now to allow participants a chance to double check their observation before debriefing as a group.

Setting Event Strategies Antecedent Strategies Teaching Strategies
Activity Using the “Eddie Example”, fill out each section of the Behavior Support Planning boxes with ideas for: Setting Event Strategies Antecedent Strategies Teaching Strategies Consequence Strategies Trainer Notes: Provide teams with 15 minutes for this activity. The next slide includes possible strategies for each category.

Brainstorm Possible Interventions for Eddie
Setting Event Strategies Antecedent Strategies Teaching Strategies Consequence Strategies Behavior Skills Strategies Prompt task completion Make task less difficult Do first activity together Provide different tasks Present “forced” choice of which reading items to complete on worksheet Provide reward within 1 min. of starting task (3 min., 5 min., 10 minutes) Give break & help when requested Minimize rewards for problem behavior (don’t remove to a nicer area) Reward expectations Assess if reading curriculum is at appropriate level-place in appropriate level Use an intensive –evidence-based reading program (e.g. ,Reading Mastery, Corrective Reading) Remove peer audience during reading time Teach alternatives to problem behavior: 1. Ask for break 2. Ask for help Academic Skills Strategies Teach general academic skill development Teach problem-solving skills Trainer Notes: These are possible strategies to address Eddie’s problem behaviors. Have the participants share out their brainstorm strategies before you advancing the slide and revealing the possible strategies on the slide.

R.A.C.E.R Summing Things Up… Trainer Notes:
The acronym RACER will help us sum up this entire module. Advance to the next slide to see what the letters in RACER stand for.

RACER Replace problem behavior with a socially acceptable, efficient behavior that allows student to obtain the pay-off/function Antecedent strategies to directly address triggers to prevent problems & prompt replacement behaviors based on the function of behavior Correct behaviors by quickly & effectively redirecting student to replacement behavior Extinguish behaviors by ensuring that problem behaviors do NOT pay off for the student (i.e. does not result in the function of behavior) Reinforce replacement & desired behaviors based on function/pay off for the student Trainer Notes: This slide summarizes the big ideas from this entire module using the acronym RACER to help organize the content. Have participants read through the slide on their own.

3 most important pieces of information from this module
Activity Based on the information presented in this module, work with your partner to identify: 3 most important pieces of information from this module 2 A-HAs! about the Competing Pathways Model and Building a Behavior Support Plan 1 lingering question Trainer Notes: Provide partners with 15 minutes to review and wrap up this module before breaking for lunch. If time allows, after each partner pair has identified their 3, 2,1 have the partner pairs move across the room and find another partner pair to share their list with. Be sure to gather the lingering questions prior to breaking for lunch.

3.0 Implementing and Maintaining the Behavior Intervention Plan
Trainer Notes: This module should begin at 12:45 p.m. and end at 1:30 p.m. If any of the lingering questions will not be answered with this afternoon’s content, take the time to answer the lingering questions before starting content after lunch.

Implementing Behavior Plans Effectively
Ensure a team is in place that is capable of managing interventions by: Providing assistance with implementation of the plan Providing support to both teaching staff and student during initial implementation Selecting appropriate forms/tools for collecting data Reviewing data at least bi-weekly Modifying the intervention when necessary Fading out the intervention when appropriate Trainer Notes: This morning we spent a lot of time demonstrating and practicing with how the information from the summary/hypothesis statement can be used to develop the Competing Pathways Model and then how the information in the Competing Pathways Model can then be used to generate strategies to address setting event, manipulating antecedents, teaching behaviors, and manipulating consequences. Once we have a chosen among the strategies and built an behavior support plan to address each of these areas, our focus moves to implementing behavior plans effectively. In order to this, we must have a system that includes a team that is capable of managing the intervention. Have participants read through this list on their own before moving on to the next slide.

Designate 1-2 team members to thoroughly train any staff member directly working with the student how to implement the Behavior Intervention Plan with fidelity Team members are responsible for ensuring the rest of the building staff are informed of the plan and know how to respond to the student whenever they come in contact with the student. Trainer Notes: All staff should know which students are on Behavior Intervention Plans and what their role is to ensure they are following the plan. It is up to the team to keep staff informed of each student’s intervention plan, specific components of the plan, antecedents, how to approach a student when their behavior is escalated, etc. The following story could be used to help demonstrate the need for ensuring that the rest of the building staff are informed of the plan and know how to respond to the student whenever they come in contact with the student. If you have a story of your own that will demonstrate this point, feel free to use it in place of this story. “I worked with a student who would get frustrated with work and walk out of his classroom. When he was storming through the hallway, if any adult approached him and made any type of physical contact he would become physically aggressive. The catch in this story was this student also had run out of the building and off school property. The running out of the building and off school property was well known among the staff. What was less well known was that if you even touched this student gently on the shoulder, he would become aggressive. One day, the student stormed out of the classroom. The teacher followed the intervention plan and notified the office. The office sent out a call on the walkie-talkies to let the staff know that the student was out of the classroom. As it turns out, a well meaning long-term sub saw the student in the hallway and lightly touched the student on his shoulder. He swung around and actually tried to hit her. Fortunately she moved quickly out of his reach and he didn’t make contact but did realize that his actions made things worse and as a result he bolted out of the building. In this situation, the behavior actually escalated because this very well intentioned staff member had not been informed of what to do when she came in contact with the student.”

Designate 1-2 team members with flexible roles to assist and check in with teaching staff during initial implementation of the plan. If necessary these team members may need to model or coach various strategies and behavioral practices that are included in the plan. Trainer Notes: When we begin to implement an behavior intervention plan for student, it often means significant changes for the teacher and in the classroom. In order to properly support a teacher being asked to implement an intervention, the team should provide support to the teacher during the initial stages of implementation. This support may include modeling or coaching the strategies of the intervention. The following story could be used to help demonstrate the need supporting the teacher during the initial implementation of the behavior intervention plan. If you have a story of your own that will demonstrate this point, feel free to use it in place of this story. “As a school psychologist, I was often involved in completing FBAs and developing behavior support plans. I can recall a time when we were working to support a student in a self-contained special education classroom for kindergarten students. The intervention plan that was developed with the teacher was a great plan! She was so excited to actually implement the plan. We worked after school to get all of the materials ready and review the various components of the plan with her and the parapro in the classroom. This teacher was overjoyed to have a good plan to support this student. Then she turned to me and told me she was worried about being able to handle the steps of the intervention and the other 10 students in her classroom with significant needs. She was worried how to handle it. It was so nice to be able to tell her not to worry and that I had re-arranged my schedule to be in the classroom with her for the first few days of implementation. At this point I was already in that classroom so much because of the behavioral problems, it just made sense for me to plan on being there. We also leveraged support from the Speech Therapist and the parapro to meet the students when the bus arrived in the morning to allow the teacher to work one on one with the student to introduce and explain the plan. It was still a rough couple of days, but the teacher was able to actually implement the intervention knowing that we were there to support her. We would debrief at the end of each day and talk about what went well and what could be improved. It took time, but the teacher felt completely supported in the plan and was able to continue to support all of the students in her classroom while learning the plan. We quickly faded the extra support in the room as the teacher became more and more fluent with the intervention plan.”

Designate 1-2 team members with flexible roles to assist the primary teacher (or a teacher the student is compatible with) in reviewing the plan with the student. Review the purpose of the plan and describe the expected outcomes and goals of the plan with the student. If the plan has a self-monitoring component, review how the student will be expected to monitor their behavior and provide practice. . Important!! The purpose of any plan is to help the student become more successful in school Trainer Notes: This slide is animated. Remember the purpose of any plan is to help the student become more successful in school. Just like support is needed to help the teacher implement the plan, we must provide time for the teacher or another staff member to review the plan with the student. Things have worked in a certain way for the student in the past (that’s why the problem behavior continued) and with the new behavior support plan in place, we are changing the environment for the student, teaching new behaviors, providing reinforcement for the appropriate behaviors and trying to make the problem behaviors ineffective. This is A LOT of new things for the student. We owe it to the student to let him or her know what is going to change, why things are going to change, and what the goal and outcomes of the plan are going to be. We must not loose sight of the purpose of any behavior support plan being to help the student be more successful in school.

It is generally recommended that Behavior Intervention Plans are implemented with integrity for approximately 2 weeks, even when it may appear as though the Plan may not be working It is not uncommon to see a spike in the undesired behavior, also known as an “extinction burst” just prior to the undesired behavior decreasing

Read the handout on Extinction
Partner Activity Read the handout on Extinction Put a check mark next to anything in the handout you already knew Highlight any new information from the handout Share with your partner, one of your check marks and new information you highlighted Trainer Notes: Provide 15 minutes for this activity.

Maintain the Plan Ensure that data is being collected daily (progress monitoring) Look for reasonable improvements in behavior (acknowledge baby steps, it may take time for behavior to change) Maintain the plan if it is effective, but needs to be continued Modify the plan after ensuring treatment integrity (plan was followed with fidelity) and adequate time (approximately 2 weeks) Trainer Notes: Once we have a plan in place and being implemented, we switch our focus to maintaining the plan. Data is a key to maintaining the plan. We start with ensuring that data is being collected daily in order to determine progress. We will have to start by looking for reasonable improvements in behavior – things won’t get better over night but if we have a good plan, we should start to see incremental improvement. If the data is telling us that plan is effective, then we should continue the plan. If, however, the data is telling us that the behavior is not improving and we are able to ensure fidelity to the intervention plan, and there has been adequate time, then we need to consider modifying the plan. We will delve into data collection and progress monitoring in a minute.

With Your Partner, Discuss the Following:
Partner Activity With Your Partner, Discuss the Following: Have you ever been involved in an intervention that was unsuccessful? Would the types of supports described in this module have helped in the success of the intervention? What other supports would help with the success of behavior interventions? Trainer Notes: Provide 10 minutes for this activity.

Team Time As a Team, Determine:
What supports can be put into place within your building to increase the success of individual behavior support plans? Record specific action steps on the Follow-Up Activities Worksheet found at the back of the participant workbook Trainer Notes: Provide 10 minutes for this activity.

4.0 Data Collection & Decision Making Trainer Notes:
This module should begin at 1:30 p.m. and end at 3:30 p.m. with a break from 2:00 to 2:15 p.m.

Monitoring & Evaluation
“Individuals who implement a Behavior Intervention Plan have a professional obligation to monitor the impact of a Behavior Intervention Plan.” (Horner, Sugai, Todd, Lewis-Palmer; 2000) Trainer Notes: This quote underscores the importance of monitoring and evaluating the behavior intervention plan. Provide participants with an opportunity to read through this slide on their own and then do a quick check for understanding with their partner.

Partner Activity 1’s identify 2 types of data that have been collected (by you or someone in your building) to monitor a student’s progress on a behavior intervention plan 2’s identify 2 common obstacles to data collection for monitoring a student’s progress on a behavior intervention plan Trainer Notes: Provide 5 minutes for partners to complete this activity and then 5 minutes to debrief the activity with the group.

Monitoring & Evaluation
“Each plan should specify observable outcomes that are monitored and used to assess if the plan is being effective. The evaluation section of the plan should indicate what will be monitored and how often the team will meet to review the evaluation information.” (Horner, Sugai, Todd, Lewis-Palmer; 2000) Trainer Notes: Have participants read through the quote on the slide to help establish the key components of the behavior plan that relate to monitoring and evaluating the behavior intervention plan.

Monitor Behavior Progress
It is essential that progress is tracked, graphed, and reported to all involved Determine how progress monitoring data will be collected (e.g., data collection form, direct observation, frequency counts, etc.) A easy to read graph should include: Baseline Data Goal and Goal Line Progress Data Indications when changes are made to the plan/intervention Trainer Notes: The intent of this slide is to review the components involved in monitoring behavior progress.

Read the handout entitled “A True Story”
Partner Activity Independently: Read the handout entitled “A True Story” With Your Partner: Identify at least 3 key talking points you could use to help convey the importance of data collection to a staff member who may be resistant to collecting data Trainer Notes: Provide 10 minutes for this activity. Be sure to debrief with the full group before moving on.

Some choices for data collection include:
Basic Frequency Count of Misbehavior Duration Recording Latency Recording Rating Scale Trainer Notes: Basic frequency count of misbehavior – how many times it occurred Duration recording – how long did it last? Latency recording – how long before the student complied? Rating scale – teacher assessing the degree of disruption (Sprick & Garrison, 2008)

Decide where to record and keep the data so you don’t lose it.
How you display data may dictate the quality of your analysis and interpretation and will effect everyone’s understanding of the data’s meaning. Display changes across time so that when meeting with the student, you can illustrate the progress the student is making. Decide where to record and keep the data so you don’t lose it. Trainer Notes: The intent of this slide is to review considerations for data collection and display of data. (Sprick & Garrison, 2008)

Trainer Notes: Download and embed the video clip from “How I Met Your Mother” about visual displays of data. The video runs 1 minute 44 seconds

> 100 minutes of non-participation
Trainer Notes: This slide is animated. Initially just the data graph appears. Explain to the participants that the data represents the duration of a student’s non-participation in a full-day kindergarten classroom. Ask participants to take a few moments to examine the data and discuss with their partners some of their observations of the data. After a few moments of discussion, debrief with the full group. Get a few participants to share out their observations. Then, advance the slide and point out that at the start of the intervention, the student’s non-participation was in excess of 100 minutes of non-participation per day but after 8 weeks, advance the slide and point out that the student has made about 70% improvement. Without the chart, the teacher may have become so discouraged that she threw out the intervention because the behavior still seemed pervasive. The teacher’s subjective perception may be that the intervention was unsuccessful, but with the chart, the teacher can see that the student is continuing to make great progress. After 8 weeks, about 70% improvement (Sprick & Garrison, 2008)

Share Any Insights With Your Partner
Partner Activity Partner 1: Review Data Collection Forms: Misbehavior Recording Sheet Behavior Counting Form Partner 2: Interval Chart Rating Scale Share Any Insights With Your Partner Trainer Notes: Provide 15 minutes for this partner activity followed by a fifteen minute break from 2:25 p.m. to 2:40 p.m.

Evaluation Process for Individual Students
Document data decision rules. Indicators that a student is responding. Indicators that a student is not responding. Review data weekly. Make decisions based on data. Stay the course. Intensify/modify support. Fade. Ensure that changes and updates are well- documented and shared will everyone involved with providing support. Trainer Notes: In order to effectively evaluate progress, we need to have clear decision rules established, the data must be reviewed regularly, and decisions must be made based on the data.

Individual Student Outcome Data
Assess the fidelity of implementation at least bi-weekly Self-monitoring checklist Direct observation Review of permanent products (point cards completed, etc) Trainer Notes: The intent of this slide is to review role of individual student outcome data in evaluating the impact of the intervention.

Individual Student Outcomes
Assess the effectiveness of the behavior support plan at least bi- weekly Collect data daily Points earned on a card Teacher ratings Office Discipline Referrals Trainer Notes: The intent of this slide is to review the types of data that can be used to evaluate the impact of an individual behavior intervention plan. We cannot under emphasize that this data must be collected daily and reviewed on a frequent basis. Given the intensity of the data, it is likely that there will be multiple sources of data that will help teams evaluate the impact of the behavior intervention plan.

Reconvene and Rewrite as Needed
The Summary Statement on the Competing Pathways form is a “Testable Hypothesis” It may be found that something was not correct, was not fully investigated, or that the function was not hit on accurately. Plan to reconvene to check on progress and modify as necessary A Behavior Intervention Plan should include a place to document when checks on progress will be made and when the group with reconvene. Trainer Notes: We have to remember that the summary statement from the FBA was a testable hypothesis. There is no guarantee that the hypothesis statement is 100% correct. There may be times when it is found that something in the hypothesis statement was not correct, not fully investigated or that the function was not accurately identified. This happens. We need to be aware of this fact going into the process because it means that when the data indicates a need to reconvene and revisit the plan we need to be ready to do so. The behavior intervention plan needs to be considered to be continually under development and revision as needed.

All Together Once a behavior support plan has been developed, can/should we assume that the plan is being implemented as designed? Trainer Notes: This slide is animated. Prepare the participants with the directions before The intent is for the participants to respond with a thumbs up for yes or a thumbs down for no. Once the participants know the directions, advance the slide and reveal the question.

Measuring Intervention Implementation
1993 Study What percentage of behavioral intervention studies appearing during one decade in several of the top scientific journals actually measured intervention implementation? 2007 Replication Study Trainer Notes: This slide is animated. In 1993, a research study asked the question, what percentage of behavioral intervention studies appearing during one decade in several of the top scientific journals actually measured intervention implementation. Keep in mind the important role of measuring intervention implementation and the fact that they were looking at the top journals – what do you think they found? What percentage? ADVANCE SLIDE Shockingly, they found only 16% of the behavioral intervention studies included a measure of intervention implementation. Then, almost 15 years later, the study was replicated and the same question was asked. The results, while there was an increase, there still was only 30% of the studies that included a measure of intervention implementation. We can and should do better in schools when we put behavior intervention plans into place. 16% 30%

Monitor Fidelity of BIP 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 Trainer Notes: We cannot under emphasize the fact that the monitoring of intervention implementation fidelity is not done for the purpose of evaluating an individual teacher or staff member. It is intended to be an evaluation of the system of support put into place and to determine what additional supports might be necessary to increase the implementation fidelity.

What is not measured cannot be assumed to have occurred!!
Trainer Notes: To sum things up, what is not measured cannot be assumed to have occurred!

Partner Activity 2’s tell 1’s one way to increase the likelihood that a behavior intervention plan will be implemented with fidelity 1’s tell 2’s another way to increase the likelihood that a behavior intervention plan will be implemented with fidelity Trainer Notes: Provide 5 minutes for this activity. Be sure to debrief the ideas from the participants before moving on to the next slide.

Monitor Fidelity of BIP Implementation
How can we increase the likelihood that a plan will be implemented with fidelity? Collaboration throughout development of the plan Opportunities for feedback on the feasibility of implementing the plan Ensure that the plan is well documented Ensure that staff have the necessary skills to be able to implement the plan Trainer Notes: This slide provides some ideas of we can increase the likelihood that a plan will be implemented with fidelity. Compare this list to the list generated by the participants.

Evaluating Tier 3 Support
The systems team should monitor the effectiveness of intensive behavior support systems Record of the Numbers of Students involved in the Intensive Support Process Process Data Outcome Data Trainer Notes: At the system level we also need to evaluate the impact of the Tier 3 system. Here we examine the effectiveness of the entire system, not just at the individual student level.

Evaluating Tier 3 Support
Trainer Notes: At the system level we also need to evaluate the impact of the Tier 3 system. Here we examine the effectiveness of the entire system, not just at the individual student level.

Monitor Behavior Progress
Trainer Notes: This is the Tier 2/Tier 3 intervention tracking form that MiBLSi has developed. It is not necessary to use this form, but each school should have a system that allows them to track the impact of the interventions at the individual student level, the intervention level, and to determine school-wide access to interventions.

As a Team, Discuss the Following:
Team Time As a Team, Discuss the Following: What is your building’s system for monitoring the impact for individual behavior support plans? What is your building’s system for monitoring the impact of the Tier 3 system of supports for students? Trainer Notes: Provide 10 minutes for this team time.

Next Steps Schedule a time for your team and the primary teacher(s) to meet and complete a Competing Pathways Behavior Support Plan and Behavior Support Planning Boxes for the student for whom you completed the FACTS form Be sure to include the action items from your action plan as part of the meeting Complete the “Action Plan” and “Evaluate Plan” portions of the Behavior Support Plan in your meeting Trainer Notes: This slide outlines the next steps for the team.

3 most important pieces of information from today
Activity Based on the information presented in this module, work with your partner to identify: 3 most important pieces of information from today 2 A-HAs! about today’s content 1 lingering question Trainer Notes: Provide partners with 15 minutes to review and wrap up the day. If time allows, after each partner pair has identified their 3, 2,1 have the partner pairs move across the room and find another partner pair to share their list with. Be sure to take the time to address any lingering questions.

The work you are doing is so important
The work you are doing is so important. Thank you for being a part of our learning community and for all that you do for students!

Practical Functional Behavioral Assessments (FBA) Part 2

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Practical Functional Behavioral Assessments (FBA) Part 2

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