FBA to BIP Using FBA to Develop Function-Based Support for Students with Mild to Moderate Problem Behavior Module 4: Critical Features of Behavior Intervention.

FBA to BIP Using FBA to Develop Function-Based Support for Students with Mild to Moderate Problem Behavior Module 4: Critical Features of Behavior Intervention Plans (BIP) From Loman, Strickland-Cohen, Borgmeier, & Horner, 2013 Sheldon Loman, Ph.D., Kathleen Strickland-Cohen, Ph.D., Participants need: PPT IL FBA template/Competing behavior pathway (just page 1) Trainers need: Trainer’s guide

Series of FBA/BIP Modules
Briefly review Multi-tiered systems of support for FBA/BIP Module 1: Defining & Understanding Behavior Module 2: Briefly review Module 1 Module 2: Asking About Behavior: FBA Interviewing – FACTS Module 3: Briefly review Module 2 Module 3: See- Practice Observing and Hypothesize Module 4: Briefly review Modules 2 & 3 Module 4: Define critical features of a BIP Module 5: Briefly review Module 4 Module 5: Building BIP from the FBA Module 6: Briefly review Module 5 Pre-teach Tools needed for Module 6: Implementation and Evaluation Complex FBA Tools Module 7 Briefly review Module 6 Module 7: Leading a BIP Team

Reminder…. Have the Participant’s Guide handy…
You will need the Participants Guide for reference and to complete activities throughout this training series. To help you navigate today's training you will want to be able to reference, either paper versions or electronic versions.

Positive Behavior Interventions & Supports: A Multi-Tiered System of Support Model (MTSS)
Tier 1/Universal School-Wide Assessment School-Wide Prevention Systems ODRs,Credits, Attendance, Tardies, Grades, DIBELS, etc. Tier 2/ Secondary Tier 3/ Tertiary Check-in Check-out (CICO) Assessment Intervention Social/Academic Instructional Groups (SAIG) Daily Progress Report (DPR) (Behavior and Academic Goals) Group Intervention with Individualized Feature (e.g., CICO with ind. features and Mentoring) Within our schools, we are responsible for providing a continuum of interventions and making sure systems are in place to make this as easy as possible. PBIS, Multi-tiered framework makes establishing systems to support practices and relevant data more efficient and effective. Competing Behavior Pathway, Functional Assessment Interview, Scatter Plots, etc. Brief Functional Behavior Assessment/ Behavior Intervention Planning (FBA/BIP) Individual Student Information System (ISIS) Complex or Multiple-domain FBA/BIP Person Centered Planning: Wraparound/RENEW Family Focus SIMEO Tools: HSC-T, SD-T, EI-T Illinois PBIS Network, Revised Aug Adapted from T. Scott, 2004

3-Tiered System of Support Necessary Conversations (Teams)
Universal Team Secondary Systems Team Problem Solving Team Tertiary Systems Team Uses Process data; determines overall intervention effectiveness Uses Process data; determines overall intervention effectiveness Plans SW & Class-wide supports Standing team; uses FBA/BIP process for one youth at a time Here we want people to understand and use function based thinking to increase instructional time. CICO Universal Support We provide continuum of interventions through a series of team conversations Today we are going to focus on a conversation that happens potentially across all teams depending on the intensity of the problem behavior: Function Based Assessments and Support Plans. Thinking about function is something we want all teams to do to prevent problem behaviors to the greatest degree possible. AND, the systems put in place by each team makes the creation of function-based interventions possible. Function Based is a way of thinking about problem behavior that cuts across all levels of support. It is efficient, has a substantial evidence based, and can be implemented by typical school personnel with supports. We are really focusing on the gold standard of FBAs- under the problem solving team., but we can pull this process “up” or “down” depending on our needs- the skill set is the same. TRAINER NOTES: I added fly ins –see if they work. If not, throw them out. Here we think about using the data we have to make a best guess about function. Here we use the standard FBA process to develop a BIP. Here we pull in more data and resources to create a comprehensive plan. Brief FBA/BIP SAIG Complex FBA/BIP WRAP Group w. individual feature Brief FBA/BIP Sept. 1, 2009 5 5

Competing Behavior Pathway to BIP
M. K. Strickland-Cohen (2011) ECS, University of Oregon

Behavior Intervention Plan (BIP) Identifying Behavior Support Strategies
Setting Events Antecedents Teach Behavior Consequences Eliminate or Neutralize Prevent/Modify “Triggers” Prompt Alt/Des Behavior Teach Alternate Behavior Teach Desired Behavior Reinforce Alt/Des Behavior Response to Problem Behavior Safety

Module 4 Objectives Briefly Review Modules 2 & 3
Use a Competing Behavior Pathway to Identify Function-based behavior supports that: Teach positive behaviors to replace problem behavior Use strategies to prevent problem behavior & prompt positive behaviors Reinforce replacement & desired behaviors Effectively respond to problem behaviors by redirecting & minimizing their pay-off

Brief to Complex FBA-BIP: Continuum
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 may involve emergency planning, family-centered planning, and collaboration with outside agencies Developed by whom: Team of school-based professionals (e.g., Problem-solving team members whose responsibilities include FBA and behavior intervention planning) Individualized team including the family & professionals trained to develop and implement intensive interventions for students with severe problem behaviors (e.g., behavior specialist) We want you to see the utility of thinking function based, and seeing that brief to complex is a continuum. The skills you will use will be applicable for all intensities of problem behavior. You will need to collect more specific, more frequent data, and pull in additional data sources as the behavior is more complex. You will also need to support your interventionists as the behavior is more complex. Think about how the tiers of support in PBIS add “layers” as students have needs. FBA-BIP does the same thing. 9 9 9

Adapt BIP and implementation as needed based on on-going monitoring
The FBA to BIP 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 intervention plan (BIP) • Ensure technical adequacy • Ensure contextual fit TRAINER NOTES: Stress that this process is the same conceptually depending on easy problem behavior in the classroom (quick and dirty FBA, please don’t call it that) , or complex behaviors that require a team to collect data and problem solve. 4. Ensure Fidelity of Implementation 5. Monitor Plan Impact on Student Behavior Adapt BIP and implementation as needed based on on-going monitoring Adapted from Horner, Albin, Todd, Newton & Sprague, 2011

Roles and Tasks Roles in an FBA-BIP Tasks Facilitator
Lead FBA-BIP tasks from start to finish: request for assistance through intervention and monitoring Team member Contribute to data collection, planning, implementation as appropriate Classroom teacher Student and Family Provide consent and assent to the process. Contribute to data collection, planning, implementation as appropriate As a reminder, there are various ways to be involved in the FBA process. A basic understanding of the behavioral ABCs will help teachers with classroom management as well as provide tools for creating behavior support plans that are aligned with student needs. TRAINER NOTES: While presenting, think of a range of examples that might cross this grouping: classroom teacher, parent, facilitator, etc.

The A-B-C’s of Understanding Behavior
A= Antecedent. Find out the events that occur right before the behavior. When and Where? B= Behavior. Find out What is the observable problem behavior? C= Consequence. Find out what happens after the behavior occurs? WHY?

Review our ABCs 2 1 3 Antecedents/Triggers When _____happens….
Behavior: the student does (what)__ 3 Consequence/Function ..and as a result ______ 13

Antecedents/Triggers Consequence/Function
Review: ABCs 2 Antecedents/Triggers When and Where: Routines and Trigger Antecedents 1 Behavior Observable and Countable. Person unfamiliar with the student could recognize the behavior without any doubts! 3 Consequence/Function What happens right after the behavior? What is the payoff? 14

Throws pencil & rips paper
Scenario #1 Jorge throws his pencil and rips his paper during math whenever he is given double-digit math problems. This results in him getting sent to the office. Routine: “During ________________” Math class Antecedent/Trigger: When.. Behavior: Student does.. Consequence/Outcome: and as a result… Middle / High Given double-digit math problems Throws pencil & rips paper Sent to the office

Consequence/Outcome:
Scenario #2 Nancy cries during reading time when she is asked to work by herself. This results in the teacher sitting and reading with her. Routine: “During ________________” Reading Antecedent/Trigger: When… Behavior: Student does.. Consequence/Outcome: and as a result... Elementary Asked to work by herself The teacher sits & reads with her Cries

Functions that Behavior Serves

Most Common Functions of Behavior in Schools
To Obtain/ Get : Peer attention Adult attention Desired activity Desired object/ items Sensory stimulation: auditory, tactile, etc. To Avoid/ Escape: Difficult Task Boring Task Easy Task Physical demand Non-preferred activity Peer Staff Reprimands

Examples of Function in School
Obtain/Get Reinforcers I yell and others look at me I fight and others listen to me I wander and people talk to me I hit in order to get toys from other kids Escape/Avoid Aversives I cry when work gets hard and someone will help me I throw a book during math class and the teacher will remove me from class I stand out of the way during PE and the other game participants will avoid throwing me the ball

Setting Event

Antecedents/ Triggers
After we defined the behavior (the What) & know Where & When & Why the behavior occurs… Then: We ask: Are there any events that happen outside of the routine that “SET UP” the behavior (make it more likely to occur)? 4 Setting Events 2 Antecedents/ Triggers 1 Behavior 3 Consequence/ Outcome 21

Setting Events Infrequent events that temporarily impact the antecedent to increase or decrease the value of the behavioral outcome. Either increase or decrease the likelihood that a behavior will occur You can count / observe these events. NOT a wild guess. Setting EventsAntecedentsBehaviorConsequence

Common Setting Events: “Set ups”
Lack of sleep or food Having a fight on the way to school Bad grade on a test / reprimands Forgetting to take medication Substitute teacher / changes in routine Non-examples: Diagnosis of autism or ADHD “Bad” home life * Note: Setting Events can be difficult to identify, are often unknown. 23 23

Review: Morgan Morgan is a 6th grade student who was referred by her teacher for being “disruptive” (refusing to do work, throws books/papers on floor, and says ‘this is lame’). This problem occurs most frequently when Morgan is asked to write paragraphs to answer writing prompts in social studies. Morgan can verbally answer most questions successfully in large group discussions, however she struggles with spelling and sentence construction. After she engages in “disruptive” behavior the teacher ignores Morgan and lets her get out of the writing task, as she has sent her to the office in the past. Her behaviors are most likely to occur when she has recently received negative or corrective feedback about writing tasks.

Review For Morgan, what routine would you focus on for the FACTS and ABC observation? What antecedents will you be observing for? What outcomes will you be observing for? What is the setting event?

Summary of Morgan’s Behavior
Routine: During ______________ Social Studies Setting event More likely when… Antecedent When… Behavior The student… Consequence And as a result… Refuses to do work, throws books on floor, inappropriate comments Teacher does not ask her to write or sends her to office Recently received negative feedback Asked to write paragraphs Function: To… Avoid Difficult Tasks 26

Lexi Lexi is an 8th grade student who was referred by her teacher for being “disruptive” (talks with peers, out of seat, drawing instead of working). This problem occurs most frequently when Lexi is asked to work independently during language arts. Lexi can verbally answer most questions successfully in large group discussions, however she struggles with independent reading and her handwriting is very poor. After she engages in “disruptive” behavior the teacher has her sit by herself to the side of the room and when the behaviors persist, sends Lexi to the office. Her behaviors are most likely to occur when she has spent the night at her mother’s house the night before. Practice #2- use if people need additional practice. We will use Morgan again at the end of the module. SE: spending night at mother’s house A: asked to complete work independently during LA class B: “disruptive” – talking to peers, drawing, out of seat C: sits by herself, then to office.

Review For Lexi, what routine would you focus on for the FACTS and ABC observation? What is the behavior of concern? What is the antecedent? What is the consequence? Is this a typical consequence for 8th grade? What is the setting event? Can the school alter this setting event?

Summary of Lexi’s Behavior
Routine: During ______________ Language Arts Setting event More likely when… Antecedent When… Behavior The student… Consequence And as a result… Refuses to do work, talks to peers, out of seat Teacher sends her to office Stayed at Mom’s night before Asked to work independently Function: To… Avoid Difficult Tasks 29

What is wrong with / missing from this summary statement?
Sarah often leaves her seat without permission, walks around the room and talks with peers. Sarah’s peers laugh and talk with her. This behavior is more likely if she has forgotten to take her medication before school. The function of Sarah’s behavior is to gain access to teacher attention and to escape tasks. We don’t have all the information we need to intervene and support Sarah. We would use the FACTS interview to get more information and target observations. Routine: _____________ Setting event Antecedent Behavior Consequence Attention from Peers Function: Adult Attention Escape from Tasks Sarah forgets to take medication Walking around room, talking with peers

An FBA is complete when…
You have completed a(n): FACTS interview with the teacher (or other staff) ABC observation to verify the information from the FACTS. Summary of Behavior Table with a Final Hypothesis/Summary of Behavior that you are convinced is accurate. -If not convinced, do more observations and/or interview the student or other staff. -If still not convinced…get help (behavior specialist)

Critical Components of Behavior Intervention Plans
#1: Competing Behavior Pathway #2: Function-Based Behavior Support Strategies #3: Implementation Plan #4: Evaluation Plan

From FBA to BIP The most important purpose of conducting FBA is to inform the development of comprehensive Behavior Intervention Plans that directly address the FUNCTION of student behavior Start with FBA results, specifically the Summary Statement 33

Function-Based Interventions
Start with FBA results = Summary of Behavior Summary of Behavior should include a detailed and specific description of: Targeted Routine Antecedents triggering behavior Setting events Problem Behavior Consequence/Outcome of Problem Behavior Function of Behavior

Summary of Behavior Read over the Summary of Behavior, but pay special attention to the Function identified for the problem behavior The Function of Behavior will be central to identifying effective interventions to address: Antecedent Behaviors to Teach Consequences

Start with FBA Summary of Behavior
Targeted Routine: Social Studies Setting Events (Will be covered in next module) Antecedent Problem Behavior Maintaining Consequence & Function

FBA: Summary of Behavior
Targeted Routine: Maintaining Consequence & Function Antecedent Problem Behavior FUNCTION FUNCTION is where student behavior intersects with the environment Function = Learning Student learns…. When (A), if I (B), then (C)… Function = how I benefit so I keep doing B

Competing Behavior Pathway

Completed from FBA

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

Maintaining Consequence
This is what we want… Desired Behavior Natural Consequence Targeted Routine: Antecedent Problem Behavior Maintaining Consequence Replacement Behavior But… we must start with the Replacement Behavior. Why can’t we go right to the Desired Behavior? 41

Why the Replacement Behavior?
3. Look how different this is from what’s happening now Why not go straight to the Desired Behavior? 4. The student is going to need to gain math skills before being able to do this like peers 1. This is what we’re asking the student to do. Nadia Complete math assignment Success, teacher acknowledgment Routine: Math class Given double-digit addition problems Crying, pushing papers off desk Sent to hall to ‘calm down’ Function: escape task Raise hand & ask for break 2. This is what the student is currently obtaining. 5. So… in the meantime we use the Replacement behavior Why the Replacement Behavior? 42

Function Based Interventions
When generating interventions we use Function to develop ideas to change A, B & C Targeted Routine: Maintaining Consequence & Function Antecedent Problem Behavior FUNCTION Function should guide selection of alternative/ replacement behaviors

Understanding Replacement Behaviors
Replacement Behaviors are: An immediate attempt to reduce disruption & potentially dangerous behavior in the classroom Take some of the pressure off the teacher Designed to actively begin breaking the student’s habit of using problem behavior to meet their needs, by replacing it with a more acceptable replacement behavior 44

Essential Characteristics of a Replacement Behavior
An appropriate Replacement Behavior: Serves the same function as the problem behavior Is easier to do and more efficient than the problem behavior Replacement Behaviors require less physical effort & provide quicker, more reliable access to desired outcome/response than problem behavior Is socially acceptable 45

Video: Replacement

Which of the Following are Appropriate Replacement Behaviors?
Leslie is 12, has severe intellectual disabilities, does not use words, and screams during independent work times in the Life Skills classroom. Screaming is maintained by adult attention. Which is the best Replacement Behavior Put head down on her desk and sit quietly Sign “more” to another student Take completed work up to show the teacher Move to sit by another student Use picture communication system to request teacher help 1. Serve same Function? Does it provide adult attn? 2. Is Behavior easier to do than problem behavior? 3. Is Behavior Socially Acceptable? 47

Which of the Following are Appropriate Replacement Behaviors?
Jason is nine and cries when asked to do difficult tasks. The crying is maintained by avoiding or escaping difficult tasks. Possible Replacement Behaviors: More rewards for doing tasks Ask for an easier task/ worksheet Ask to play w/ his Gameboy Appropriately request adult attention Ask to have soda after tasks are done 2. Is behavior easier to do than problem behavior? 1. Serve same Function? Does it provide escape from difficult task? 3. Is Behavior socially acceptable? 48

Competing Behavior Pathway: Replacement Behavior
Example: Jason (from previous example) Antecedent Problem Behavior Consequence Asked to do difficult tasks Avoid/Escape Difficult Task Crying Asking for an easier task/ worksheet NOTE: This antecedent is not specific enough 49

Activity 1: (pg.44) Identify the Replacement Behavior
Yes or No? Why? 1. Serve same function? 2. Is it easier? 3. Is it socially acceptable?

Check your Replacement Behavior for Morgan

Activity 2: Jordan Take 2 minutes to read the behavior pathway. Choose the best answer.

Developing Function-Based Interventions

Behavior Intervention Planning
C Identify a range of interventions that address: prevention (A) teaching (B) consequences (C) You may not use them all, but it is good to identify multiple interventions options across A, B & C

Teaching Replacement Behavior

Teaching Behavior Teaching Identify skill(s) to teach
Dual focus when teaching behavior Replacement Behavior Desired Behavior ALWAYS START with the Replacement Behavior -FIRST - Teach the Replacement behavior you identified in Competing Behavior Pathway -Teaching = Review & practice regularly -THEN – teach the Desired Behavior -this may be something to focus on immediately, or only after the student is fluent with the Replacement behavior

Teaching Behavior Don’t assume student already has Replacement Behavior in their skill set Develop an observable definition of behavior Identify examples & non-examples Model/ Lead/ Test Schedule Review & Practice of Skill/ Behavior Regularly

Check Your “Teaching Behavior” for Morgan
What are the critical features of Teaching Interventions? Ask to take a break from writing 1. First teach the Replacement Behavior Does Replacement Behavior : Serve same Function? Is it easier? Socially acceptable? Yes or No? Why?

Example: Teaching Behavior
A  B  C Teach Morgan to raise her hand & ask for a break, instead of engaging in negative behavior. *By teaching Morgan an easier replacement behavior to get what she wants, we’re making the problem behavior inefficient. Morgan will need frequent practice, precorrections, and prompts to help her get in the habit of using the replacement behavior.

Activity 3 - Jordan Take 2 minutes to read the Teaching Behavior options for Jordan’s replacement behavior. Choose the best answer.

Critical Features of BIP

When generating interventions we use Function to develop ideas to change A, B & C Targeted Routine: Maintaining Consequence & Function Antecedent Problem Behavior FUNCTION Function should guide selection of prevention strategies Function should guide selection of alternative/ replacement behaviors

Selecting Prevention Strategies: Modifying Triggers
When identifying preventive antecedent strategies: - Eliminate or alter the trigger so student will no longer need to use problem behavior The BEST antecedent MODIFICATIONS directly address: #1. The identified ANTECEDENT #2. The FUNCTION of the problem behavior

Prevention Interventions Directly address the identified antecedent
When asked to read aloud in class, Kyle makes inappropriate comments and pushes his book off his desk Antecedent = Asked to read aloud in class Potential options that more directly address the antecedent Give student passage in advance to practice pre-reading Do not ask student to read aloud in class Let student read 1 sentence directions that he is familiar with, instead of entire paragraphs from the text Non-examples (do not directly address antecedent) Move student closer to the teacher Attend a counseling group about anger management Check-in with teacher before reading group Now, why is Function important?

Antecedent interventions must address the function the problem behavior serves
Does the Intervention address the Function of Behavior ? Give student passage in advance to practice pre-reading Do not ask student to read aloud in class (or respond publicly) Let student read 1 sentence directions they are familiar with, instead of entire paragraphs from the text When asked to read aloud in class, Kyle makes inappropriate comments and pushes his book off his desk to avoid public speaking (not related to reading difficulty; related to extreme social anxiety).

Prevention Interventions
Yes or No? Why? Does the intervention directly address: Antecedent? Function? __ Give student more time to complete writing tasks __ Move the student’s seat to the back of the room to reduce disruption __ Give student high interest topics to write about (ex. student really likes football __ Have student dictate answers instead of writing __ Have student do writing task on large lined paper

Prevention Strategies: Prompting the Replacement/Desired Behavior
After the replacement behavior has been taught, prompts and pre-corrections are used to support and help remind the student to use replacement/desired behavior. Example: Pam’s problem behavior is maintained by escape from difficult math assignments. When handing out assignments, Pam’s teacher will remind her that she can raise her hand and request an easier task (Replacement behavior). Pam’s math assignments will include specific visual prompts to help her successfully complete the tasks (desired behavior).

Prevention Interventions
A  B  C Instead of giving Morgan the class writing assignment involving paragraph and essays, let’s give her an assignment she can be more successful with (e.g., have student dictate answers instead of writing) *By changing A, we can PREVENT Morgan’s need to engage in negative behavior, making it Irrelevant *This is a great example of pulling Function Based thinking into the classroom for teachers. TRANER NOTES: Think back to roles in the FBA process and brining function based thinking into every classroom. Layer your examples with the range of how these ideas could be implemented by staff in different roles as you are able.

Activity 4 - Jordan Take 2 minutes to read each of the antecedent prevention intervention options. Choose the best answer.

Critical Features of BSP

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

Reinforce Positive Behavior
Reinforcement should focus on 2 different sets of behaviors  Replacement Behaviors Desired Behaviors

Reinforce the Replacement Behavior
When the student engages in the replacement behavior, quickly provide the student with an outcome that matches the outcome/ function of the problem behavior E.g. if student raises hand to request an easier, substitute assignment; in order to escape difficult tasks  then quickly provide the student with the easier assignment

Reinforce Desired Behaviors
Reinforce the Desired Behavior(s), or approximations of the desired behavior The ultimate plan is to have the student move beyond the replacement behavior to using the desired behavior Reinforcing this progression should start from the beginning of the intervention

Reinforcing Desired Behavior:
3 Things to Consider: Reasonable Timeframe Value

Are expectations Reasonable?
A. The goals & expectations for desired behavior must be reasonable Reasonable expectations of student behavior EXAMPLE: on a daily basis the student is out of seat & off task the entire period & has not turned in any work the entire term Probably NOT a Reasonable Expectation = student to be in seat the whole class period and turn in completed worksheets More Reasonable approximations (Start Small & Build on Success): Turns in assignments 50% completed On task and trying to complete work for 15 minutes each period

Is the Timeframe appropriate?
B. The timeframe for goals for desired behavior must be reasonable and appropriate In the beginning try to reinforce EVERY occurrence or approximation Reasonable timeframes for reinforcement Probably NOT reasonable timeframes for reinforcement If student turns in all worksheets for week 1, he will earn 15 min. in skate park on Friday If student is in seat and on-task for the entire period, he will earn a candy bar -- More reasonable timeframes for reinforcement If student completes 5 problems, he can choose 3 problems to cross off the worksheet If student is on task for 10 min., he will earn 4 min. of computer time

Is it Valued? C. The reinforcer must be valued by the student
The function of behavior is a good place to start when identifying valued reinforcers e.g. If the function of behavior is to gain peer attention, the reinforcer should give access to peer attention e.g. if the function of behavior is to avoid difficult task the reinforcer could be a “Free Homework Pass”

Reinforcing Positive Behavior
Yes or No? Why? Steps in Identifying Reinforcers? Critical Features? Replacement Behavior 1. Identify an intervention to Reinforce the Replacement Behavior - Desired Behavior __ Let student choose topic to write about after writing 5 sentences __ Student earns 1 min of computer time for each sentence competed or when on task for 5 min __ Students get a break when asking appropriately __ Student gets extra recess time for finishing writing tasks all week __ After writing 5 sentences, student gets to complete writing assignments in special seat 2. Is reinforcer valued? (start w/ function of behavior) Are expectations & timeframes reasonable?

Critical Features of BSP

Redirect Problem Behavior
When Student engages in the problem behavior: Redirect or Prompt the student to use the Replacement Behavior…. A subtle gestural or verbal prompt to remind student to use the replacement behavior can effectively get the student on-track e.g., Raising your hand to prompt hand-raising behavior (replacement-behavior) OR saying: “If you raise your hand you can take a break.” When the student engages in the replacement behavior, quickly provide the student with an outcome that matches the function of the problem behavior This should also help to prevent escalation E.g. if student raises hand to request an easier, substitute assignment; in order to escape difficult tasks  then quickly provide the student with the easier assignment

Minimize Pay Off of Problem Behavior
Minimize the Pay off of Problem Behavior by: Making sure the problem behavior no longer works for the student… Identifying a response that does not result in the desired pay/off or the function of the problem behavior E.g., if the function of problem behavior is to escape the task, make sure when the student engages in problem behavior they do not escape the task (e.g., must stay in for recess to complete the task) Time out may not be effective if the function of student behavior is to escape the task

Responding to Problem Behavior: Redirect & Minimize
Yes or No? Why? Steps in Identifying Responses to Problem Behavior? Replacement Behavior __ Ignore student misbehavior to prevent escalation __ Give student a warning that she will be sent to office if she doesn’t start writing __ Have student stay in during recess to finish work with teacher help __ After student gets disrespectful have him tell you the answers instead of writing __ When student begins refusing remind student to ask for a break 1. Prompt the Replacement Behavior at earliest signs of problem behavior 2. Identify a response to problem behavior that does not reinforce the Problem Behavior

Example: Redirect & Minimize
A  B  C We must refuse to (C) let Morgan avoid long writing tasks by (B) engaging in disrespectful behavior & Instead prompt her to raise her hand and (C) reward her for (B) raising her hand & asking for a break (Replacement Behavior) *By not providing Morgan w/ what she wants when she engages in disrespectful behavior we are making the problem behavior ineffective. It is important that we work hard to reinforce Morgan for engaging in the replacement behavior, or she is likely to go back to & escalate the problem behavior

Activity 6 Take 2 minutes to read through each of the Redirect & Minimize Problem Behavior intervention options. Choose the best 2 answers.

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

#1: Competing Behavior Pathway #2: Function-Based Behavior Intervention Strategies #3: Implementation Plan #4: Evaluation Plan

Morgan’s Function-Based Intervention

FBA to BIP Using FBA to Develop Function-Based Support for Students with Mild to Moderate Problem Behavior Module 5: Selecting Function-based Behavior Support Strategies From Loman, Strickland-Cohen, Borgmeier,& Horner, 2013 Sheldon Loman, Ph.D., Kathleen Strickland-Cohen, Ph.D.,

Series of FBA to BIP Modules
Briefly review Multi-tiered systems of support for FBA/BIP Module 1: Defining & Understanding Behavior Module 2: Briefly review Module 1 Module 2: Asking About Behavior: FBA Interviewing – FACTS Module 3: Briefly review Module 2 Module 3: See- Practice Observing and Hypothesize Module 4: Briefly review Modules 2 & 3 Module 4: Define critical features of a BIP Module 5: Briefly review Module 4 Module 5: Building BIP from the FBA Module 6: Briefly review Module 5 Pre-teach Tools needed for Module 6: Implementation and Evaluation Complex FBA Tools

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

Review Post Test)

Review Post Test (part 2)

Critical Components of Behavior Support Plans

Competing Behavior Pathway
The pathway drives our intervention planning. All pieces have to align with function and we want to intervene across each piece of the pathway. Let’s review some basics.

Review What are the three essential characteristics of replacement/alternative behavior? Same function as the problem behavior Easier to do than the problem behavior Socially acceptable TRAINER NOTE: In thinking about the range of roles that come into play in the FBA-BIP process… Teachers sometimes need support in seeing that replacement behaviors are baby steps. We shape behavior by moving closer and closer to the goal while choosing replacement behaviors that meet all three criteria and work to preserve / get back instructional time for teacher and time engaged for student.

Identifying Appropriate Replacement Behavior
During independent reading time in language arts, Audrey makes noises, talks out, and walks around the room. The FBA has shown that this behavior is maintained by adult attention. Which is the best replacement behavior? Why/Why Not? Ask to sit at the teachers desk during reading Raise hand and ask for a break Request help/adult attention Ask for a reward for completing the task Request an easier task 1. Serve same Function? 2. Is it Easier? 3. Is it Socially Acceptable? Please pick one and write in chat box. TRAINER NOTES: #3 is the best – it is function based (same function as PB), is easier to do and socially acceptable. Teachers must respond ASAP! If this is to be easier and work well to replace making noises / out of seat / walk around room.

Selecting Function-Based Behavior Support Strategies

Why Do We Consider Function?
Function-Based Strategies Directly address the function of the problem behavior and are expected to improve behavior Neutral Strategies Unrelated to function of the problem behavior; might be a good behavior management strategy, but may or may not be effective in improving behavior Contraindicated Strategies Provides access to maintaining consequence following problem behavior and is likely to make the problem worse TRAINER NOTE: An example of contraindicated is that a kid doesn’t want to be in class so they act out (thro paper at peers and yell, “You Suck!”, get sent to principals’ office (or suspended)= they just got what they wanted and will most likely act out in that way again to ensure being sent out of the room. Contraindicated strategies are a big struggle for people who are not facilitators, because they often use strategies that have worked with other students- perfectly good strategies- but are not appropriate for a particular student given the maintaining function of her/his problem behaviors.

Function-Based Intervention Strategies
Function-Based strategies… DIRECTLY address the function of the problem behavior by: #1. Providing a way to access the maintaining reinforcer by engaging in appropriate behavior And #2. Preventing access to the reinforcer following problem behavior

Identifying Behavior Support Strategies
Setting Event Strategies Antecedent Teaching Strategies Consequences Strategies Prevent/Modify “Triggers”/ Prompts for Alt/Des Teach Replacement / Desired Behavior Reinforce Alt/Des Behavior Response to Problem Behavior/ Team identifies a range of strategies/ interventions to address across pathway: Prevention Teaching Consequences Point out that Setting event and Antecedent are Prevention. Since the language doesn’t match people may spend time trying to figure out where Prevention fits. We consider the FUNCTION of the problem behavior when selecting these strategies.

Prevention Strategies
Setting Events & Antecedents

Setting Events vs. Triggers
Indirectly “set-up” the problem behavior by temporarily altering the value of maintaining consequences Antecedents Occur immediately before and act as “triggers” for problem behavior Bonus Question: What if the FBA data collected do not specify a setting event?? TRAINER NOTE: Often setting event is unknown, if can track w data and make an educated guess that is great. If not, focus on the info you have at hand.

Setting Event Strategies
These strategies are designed to: Eliminate identified setting events Or Build in a neutralizing routine to defuse the effects of a setting event Setting Event Strategies Manipulate Antecedent Teach Behavior Alter Consequences Eliminate or Neutralize Setting Events Prevent/Modify “Triggers” Prompt Alt/Des Behavior Teach Replacement Behavior Teach Desired Behavior/ Academic/ Social Skills Reinforce Alt/Des Behavior Response to Problem Behavior/ Corrective Feedback

Example: Eliminating Setting Events
When asked to write in his daily journal in first period, Sam is most likely to engage in escape maintained problem behavior on days that he forgets to take his medication before school. Sam’s team members (including his parents) have decided that Sam will go to the school nurse’s office each morning to take his medication. *By ensuring that Sam takes his medication, the team will be eliminating the setting event.

Example: Eliminating Setting Events
When asked to transition to a new activity, Charlie sometimes has tantrums (crying, screaming, flopping) that result in adult attention. This is most likely to occur when Charlie has not interacted with an adult for several minutes. Charlie’s team members have decided that she will: Be given a class “job” which will require her to interact with staff frequently Receive frequent, intermittent teacher attention for appropriate and neutral behavior

Neutralizing Routines
Setting EventsAntecedentsBehaviorConsequence Neutralizing Routines: Diminish the effects of setting events that have already occurred Act as “separating events” that occur between the setting event and the triggering antecedent

Example: Neutralizing Routines
When asked to complete academic tasks Ramona is more likely to engage in adult attention maintained problem behavior on days when she has a Conflict at Home before school. Ramona’s team has decided to: Build in a morning “check-in” on these days, during which Ramona spends 5-10 minutes talking with a preferred adult before going to class. The purpose of this routine is to help neutralize the effects of having the conflict at home.

Antecedent Strategies
Setting Event Strategies Manipulate Antecedent Teach Behavior Alter Consequences Eliminate or Neutralize Setting Events Prevent/Modify “Triggers” Prompts for Alt/Des Behavior Teach Replacement Behavior Teach Desired Behavior/ Academic/ Social Skills Reinforce Alt/Des Behavior Response to Problem Behavior/ Corrective Feedback These strategies are designed to prevent problem behavior by: 1. Eliminating/ Modifying antecedents that “trigger” the behavior AND 2. Prompting Replacement/Desired behavior (pre-correction)

Antecedent Strategies: Prompting
After the replacement behavior has been taught, Prompts and Pre-corrections are used to support and help remind the student to use replacement/desired behavior. Consider using: Visual prompts Pictures, symbols, highlighted text, color-coded materials Verbal prompts Remind the student to use the replacement response before entering the situation(s) where problem behavior is likely Gestural or model prompts Provide gestural cues to remind student to use the replacement behavior or model the correct behavior before problem behavior occurs

Antecedent Strategies: Prompting Example
During circle time, when there is a lack of adult attention, Micah gets out of his spot, lays on peers, and grabs the teachers materials to obtain adult attention. As part of his plan, Micah’s team has decided to: Put an outline around Micah’s spot on the carpet and tape a “raise hand” picture on the floor in front of his spot (visual prompts) Model how to “raise hand to get teacher’s attention” on the way to the carpet (model prompt to precorrect)

Antecedent Strategies: Modifying Triggers
When identifying preventive antecedent strategies: - Eliminate or alter the antecedent so student will no longer need to use problem behavior The BEST antecedent MODIFICATIONS directly address: #1. The identified ANTECEDENT #2. The FUNCTION of the problem behavior

Videos: Team Meetings Prevent Failure
Facilitate Success

Identifying Antecedent Strategies
During independent reading time in language arts, when several minutes have passed without teacher attention. Audrey makes noises, talks out, and walks around the room. This behavior is maintained by adult attention. Which is the best antecedent modifying strategy to prevent problem behavior? Have peers remind the student to stay in her seat Give student more time to finish her reading assignment Teacher will provide frequent praise for reading quietly and staying in her seat At the beginning of independent reading, explain to the class why it is important to sit quietly Provide student with readings on preferred topics Addresses: 1.Antecedent? Function? TRAINER NOTE: #3 is the best Point out that these strategies are the initial strategies to reduce problem behavior that focus on the incremental replacement behaviors, and work on teaching appropriate behaviors- not the end all be all. Baby steps.

Identifying Antecedent Strategies
When Pam is asked to work on long-division problems in math class, she argues, refuses to work, and uses profanity to avoid/escape difficult tasks. Which is the best antecedent modifying strategy to prevent problem behavior? Have student check in with teacher at beginning of class Give student more time to complete the difficult tasks Give student an easier math assignment she can be successful with Warn student she will be sent to office for using profanity Allow student to practice long-division on the computer Addresses: 1.Antecedent? Function? TRAINER NOTE: #3 is the best Coaches may want to support teachers / team members in understanding replacement behaviors as a shaping process and show them how the small steps lead to big success over time. Get student behaviors under control, teacher feels less stressed, student is feeling more successful so can be encouraged to participate in learning more difficult problems.

Teaching Strategies Replacement & Desired Behaviors

Setting Event Strategies Manipulate Antecedents
Teaching strategies help make problem behavior inefficient by teaching: Functionally-equivalent alternative behavior 2. New desired skills/behavior Setting Event Strategies Manipulate Antecedents Teach Behavior Alter Consequences Eliminate or Neutralize Setting Events Prevent/Modify “Triggers” Prompt Replacement/ Desired Behavior Teach Replacement Behavior Teach Desired Behavior/ Academic/ Social Skills Reinforce Alt/Des Behavior Response to Problem Behavior/ Corrective Feedback

Always Start with the Replacement Behavior
Desired Behavior Natural Consequence Targeted Routine Setting Event Antecedent Problem Behavior Maintaining Consequence Replacement Behavior You have already selected a function-based alternative behavior!!! 119

Setting Event Strategies Manipulate Antecedents
Next, teach content/skills needed to support student in achieving the Desired Behavior Setting Event Strategies Manipulate Antecedents Teach Behavior Alter Consequences Eliminate or Neutralize Setting Events Prevent/Modify “Triggers” Prompt Alt/Desired Behavior Teach Replacement Behavior Teach Desired Behavior/ Academic/ Social Skills Reinforce Alt/Des Behavior Response to Problem Behavior/ Corrective Feedback This may be something to focus on right away, or only after the student is consistently using the replacement behavior

Teaching Strategies: Desired Behavior
Common Skill Deficits That Can Lead to Problem Behavior: Academic deficits Avoiding difficult tasks Organizational skills deficits Escape from academic task demands Avoidance of adult attention Social Skills deficits Attention seeking Avoiding peer attention TRAINER NOTE: When you cannot figure out the function of the problem behavior you begin adding sources of information / data. Academic level is VERY helpful and can help immediately address problem behaviors when you make tasks easier (for kids who are not at grade level).

Teaching Strategies: Desired Behavior (cont’d)
To teach desired skills we may need to consider: - Additional assessment to identify specific skill deficits - More focused instruction in class - Appropriate instructional grouping - Additional support and practice at home - Special Education support for academic skill deficits

Teaching Desired Behavior: Successive Approximations
It is typically necessary to teach approximations of the desired behavior to move from the Replacement Behavior to the Desired Behavior. For example: When we teach children to write letters we start with tracing and gradually move to writing without tracing.

Natural Consequence: Function:
Dexter Desired Behavior: Complete Multi-Digit Math Problems independently Natural Consequence: Success on problems, more math tasks Approximation Step #3: Ask for teacher help Antecedent: Task too difficult Asked to do multi-digit multiplication or division math worksheets Approximation Step #2: With permission student can cross off 60% of difficult items Function: Escape Difficult Math Tasks Approximation Step #1: Ask for break using only 3 break tokens per period Here’s a more complex example. All this time Dexter is using successive approximations, we are teaching him more intensely (more one on one time, more after school practice, etc.) so he can do the difficult items. Replacement Behavior: Ask for Break from Difficult Double Digit Tasks

Consequence Strategies

These strategies help make problem behavior ineffective by:
Maximizing Reinforcement for Replacement & Desired behaviors AND… 2. Minimizing reinforcement for Problem Behavior Setting Event Strategies Manipulate Antecedent Prevent problem & prompt alternate/desired behavior Teach Behavior Explicitly Teach Replacement & Desired Behaviors Alter Consequences Reinforce alternate & desired behavior & extinguish negative behavior Eliminate or Neutralize Setting Events Modify/Prevent “Triggers” Prompt Alt/Desired Behavior Teach Replacement Behavior Teach Desired Behavior/ Academic/ Social Skills Reinforce Alt/Des Behavior Response to Problem Behavior - Redirection -Extinction

Consequences: Reinforcing the Replacement Behavior
When the student engages in the Replacement behavior, provide the student with an outcome that matches the FUNCTION of the problem behavior. Example: If student raises hand and requests a break from a difficult task quickly respond, by allowing the student to take a break.

Consequences: Reinforcing the Replacement Behavior
It is extremely important that the Replacement behavior is reinforced: Immediately Consistently, and Regularly (MULTIPLE opportunities to practice) This is necessary for the Replacement behavior to successfully compete with the problem behavior.

Consequences: Reinforcing Desired Behavior
The goal is to ultimately have the student move from the Replacement behavior to the desired behavior. Start with reinforcing REASONABLE approximations of the desired behavior Considerations: What is the student currently doing? How does this compare to what we want? Will rewards be delivered often enough to strengthen and maintain behavior? Do we have a powerful reinforcer? Consider FUNCTION!

What are REASONABLE Expectations?
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.

Use consequences for desired behavior that match the FUNCTION of the problem behavior.
If the function of behavior is to Gain Peer Attention, for being in her seat and working quietly for 30 minutes the reinforcer might be: 15 minutes to work with a peer buddy If the function of behavior is to Avoid Difficult Tasks, for staying on task and completing over 50% of an assignment the reinforcer could be: a “Free Homework Pass”

Reinforcing Replacement/Desired Behavior
When Pam is asked to work on long-division problems in math class, she argues, refuses to work, and uses profanity in order to avoid/escape the difficult task. (Alt Behv: ask for easier task.) Reward for alternative behavior serves same function? Which are the best reinforcement strategies (2)? Student earns teacher praise for staying on task Student is given an easier task when asks appropriately Student can earn one “free homework pass” after completing all math assignments for three weeks Student can earn “skip 5 problems” card for each 5 long-division problems completed Student earns 5 extra recess minutes for completing all worksheet items Reasonable expectations for desired behavior? TRAINER NOTE: #2 and 4 are best

Reinforcing Replacement/Desired Behavior
During independent seatwork, Ronnie makes inappropriate noises and makes faces at peers. The function of Ronnie’s behavior is to obtain peer attention. (Alt Behv: ask to work with peer.) Function? Reasonable expectation? Which are the best reinforcement strategies (2)? Student is allowed to sit by a preferred peer for 15 minutes, if he is quiet and on task during seatwork every day for a week Student will receive a “free homework pass” if he has no problem behavior during independent seatwork When student is on task with no problem behavior for 15 minutes, he will be allowed to sit at back table and read with a peer Student is allowed to work with a peer when he makes noises and faces Student is allowed to work with a peer when asks appropriately TRAINER NOTE: #3 and 5 are best

Consequences: Responding to Problem Behavior
Responses to Problem Behavior should focus on two things: #1. Redirecting to the Replacement Behavior #2. Extinction of the Problem Behavior

Responding to Problem Behavior: Redirection
At the earliest signs of problem behavior, quickly redirect to the alternative behavior Example: During independent work, Annie often talks out to get teacher attention. If ignored, Annie will begin yelling and throwing materials. When Annie first starts talking out, her teacher will immediately remind her how to appropriately get adult attention and will praise Annie’s use of the alternative behavior. Bonus Question: What type of reminder might Annie’s teacher use? TRAINER NOTE: Bonus questions, teacher might use a non-verbal redirect to minimize attention for the talk out (sign, stop hand, finger to lips, etc.)

Responding to Problem Behavior: Extinction
Do NOT allow the problem behavior to “work” or “pay off” for the student. Escape/Avoid Eliminate/minimize the amount of missed instructional time or work provided to a student for engaging in problem behavior But… make sure student is capable of doing work… or provide support/instruction so student can complete the work Attention (Adult/Peer) Eliminate/minimize the amount of attention for engaging in problem behavior Limit verbal interactions/explanations Create a signal to cue the student to use the alternative behavior instead Teach peers to ignore problem behavior/walk away

Responding to Problem Behavior: Extinction
Important to note that extinction should always be combined with high rates of reinforcement for appropriate behavior. Example: Darci engages in problem behavior that results in peer attention. Darci’s peers will receive “Duck Bucks” for ignoring her inappropriate behavior. Darci will also be learning how to interact with peers appropriately and will earn time with peers for alternative/desired behavior.

Identifying Consequence Strategies: Responding to Problem Behavior
During independent seatwork, Ronnie makes inappropriate noises and makes faces at peers. The function of Ronnie’s behavior is to obtain peer attention. Redirection? Extinction? Which are the best strategies for responding to problem behavior (2)? The teacher speaks to the student in the hall and reminds him of the classroom rules Peers explain to the student that he is being disrespectful The student is reminded that his parents will be called if he continues to behave inappropriately Peers are taught to ignore the inappropriate behavior When the student begins to engage in the problem behavior, he is immediately prompted to appropriately ask to work with a peer TRAINER NOTE: # 4 – Extinction #5- Redirection

Identifying Consequence Strategies: Responding to Problem Behavior
During independent reading time in language arts, Audrey makes noises, talks out, and walks around the room. The FBA has shown that this behavior is maintained by adult attention. (Alt Behv: ask for help from teacher.) Which are the best strategies for responding to problem behavior (2)? When student begins to engage in problem behavior, she receives a brief visual prompt to ask for teacher help/attention Peers receive “Duck Bucks” for ignoring problem behavior Student goes to school psychologist’s office to discuss her behavior Teacher minimizes attention for problem behavior by ignoring and walking away until the talk outs stop. Student stays in from recess to finish assignment with teacher Redirection? Extinction? TRAINER NOTE: #1 – Redirection #4- Extinction

Key Points from Module 5 All BIPs begin with a complete and accurate FBA Summary Statement Replacement behaviors should be: functionally equivalent, easy to do, and socially appropriate All BIPs must contain Preventive, Teaching and Consequence strategies Consequences must address both rewarding appropriate behavior AND minimizing the payoff for problem behavior 140

Check for Understanding #1
What are the first 2 critical components of Behavior Support Plans? 1. The Competing Behavior Pathway 2. Function-based Strategies Ask to respond in chat box

Check for Understanding #2
What are the three types of intervention strategies that should be included as part of any behavior support plan? Prevention Strategies Teaching Strategies Consequence Strategies

Check for Understanding #3 (pg 85)
Use the information in the following Competing Behavior Pathways to determine if the plans include appropriate strategies for: Preventing problem behavior Teaching alternative and desired behavior Rewarding appropriate behavior Responding to inappropriate behavior If not, please circle/explain what is missing/wrong, and propose an appropriate strategy. Ask for people to verbally respond. Provide corrective feedback.

Manipulate Antecedent
Example A. Desired Behavior Complete writing assignment and turn in work Consequence Good grades, teacher acknowledgement Routine 1st Period Writing Setting Event Parent brings to school (does not interact with peers on bus) Antecedent Asked to finish homework or write in his journal independently Problem Behavior Out of seat (walking around room), making noises, and talking to peers Consequence/Function Access Peer Attention Peers laugh and talk with him, and talk about it after class Replacement Behavior Ask to work with a peer Setting Events Manipulate Antecedent Teach Behavior Alter Consequences Arrange time for positive adult attention before writing on days when student is brought by parent Remind student before independent-work time that he may choose to work quietly with a peer Allow student to sit with preferred peer in 1st period writing Teach student to appropriately ask to work with a peer Explicitly teach what “on-task” behavior looks like (and does not look like) in writing class Rewards Student can work with peer when asks appropriately Student can earn 5 minutes of free time with a peer, if stays on task for 90% of period for 5 consecutive days Response to Problem When student starts to get out of seat/engage in problem behavior, remind him to ask appropriately to work with a peer

Example B. Desired Behavior Work with peers to complete group assignment Consequence Success, sense of accomplishment, peer attention Routine: Social Studies Setting Event Student gets to school late and misses breakfast Antecedent Asked to complete a project with a group (2-3 peers) Problem Behavior Whining and refusing to do work Consequence/Function Student is told to go complete her work in the office Avoids working with peers Replacement Behavior Ask appropriately if she may work on the assignment alone Setting Events Manipulate Antecedent Teach Behavior Alter Consequences Arrange for more opportunities to work with peers on days when student has not had breakfast When passing out assignments provide student with a choice of working with a group or completing the assignment alone Place a “reminder” card on student’s desk stating that she may ask to work alone at any point during the group task Provide social skills training focused on how to work cooperatively with peers 3 x per week Rewards Student will be allowed to work alone when asks appropriately Response to Problem At first sign of problem behavior, student will be told to go to resource room to complete work on her own Student is told that she may work alone after she either a) asks appropriately, or b) completes one part of the task with peers Desired Behavior?? Replacement Behavior??

Example C. Desired Behavior Complete assignment without problem behavior Consequence Success, sense of accomplishment, improved grades Routine: Math Class Setting Event None identified Antecedent Asked to complete long division problems Problem Behavior Verbally refuses, tears up worksheet Consequence/Function Student is reprimanded and sent to hall Avoids difficult tasks Replacement Behavior Ask appropriately for a break or easier task Setting Events Manipulate Antecedent Teach Behavior Alter Consequences None identified - 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 - For every 5 difficult math problems that Jim completes, he will be allowed to skip 5 problems - When Jim first begins to get upset, ask him to go to the hall - If Jim continues to engage in problem behavior, he will complete his assignment with teacher during “free choice time” Replacement Behavior??

Module 6: Implementation and Evaluation Planning
FBA to BIP Using FBA to Develop Function-Based Support for Students with Mild to Moderate Problem Behavior Module 6: Implementation and Evaluation Planning From Loman, Strickland-Cohen, Borgmeier,& Horner, 2013 Sheldon Loman, Ph.D., Kathleen Strickland-Cohen, Ph.D.,

Series of FBA to BIP Modules
Briefly review Multi-tiered systems of support for FBA/BIP Defining & Understanding Behavior Module 2: Briefly review Module 1 Asking About Behavior: FBA Interviewing – FACTS Module 3: Briefly review Module 2 See- Practice Observing and Hypothesize Module 4: Briefly review Modules 2 & 3 Define critical features of a BIP Module 5: Briefly review Module 4 Building BIP from the FBA Module 6: Briefly review Module 5 Implementation and Evaluation Module 7: Briefly Review Module 6 Leading a Team through the Behavior Support Process Fix module 7.

Critical Components of Behavior Support Plans: Module 6
#1: Competing Behavior Pathway #2: Function-Based Preventive, Teaching, & Consequence Strategies #3: Implementation Plan #4: Evaluation Plan

Module 6 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 BIP

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

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

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

Homework Review Module 5
Kelly’s Summary Statement During Math and Writing when asked to complete desk work independently, Kelly often talks-out, makes noises, makes faces at peers, and gets out of his seat and walks around the room without permission. As a result of this behavior peers laugh and talk with Kelly, or tell him to “go away” or “leave me alone”. This behavior is most likely to happen on days when Kelly has had an altercation with a peer and/or been reprimanded on the bus on the way to school. Based on the information gathered through the FBA, Kelly’s team determined that the most likely function of his problem behavior is to obtain peer attention.

Homework Review Desired Behavior? Replacement Behavior?
Review what you put for desired behavior, desired consequence and replacement behavior? Here are some examples: Desired Behavior? Complete work quietly and independently Consequence/ Function ? Student and teacher praise Routine: Math and Writing Peer altercation or reprimanded on bus Asked to complete desk work independently Talks-out, makes noises, makes faces at peers, out of seat and walks around room Consequence Peers laugh, talk with Kelly or ask him to “go away” Function Access peer attention What were ideas that participants came up with for Replacement Behavior, Desired Behavior and Consequence/Function? Replacement Behavior? Completes 2 problems, then check answers with peer 155 155

Homework Review What strategies did you identify? Prevent Problem Beh
Setting Event Strategies Antecedent Strategies Teaching Strategies Consequences Strategies Prevent or neutralize events Check-in with a peer upon arriving to school Prevent Problem Beh Have Kelly pass out supplies to class for Math and Writing work Arrange Kelly’s desk to be seated by a peer for independent work time Prompt Alt Beh Teacher remind Kelly to use peer review process Teach Alt Beh Teach Kelly how to check answers with a peer Teach Desired Beh quietly complete work independently Reinforce Desired & Alt Beh Peer reviewer provides positive attention Teacher reinforces independent work with tokens that can be exchanged earn free time with peers Response to Prob Beh Teach peers to ignore Kelly when displaying problem behavior Setting Event Strategies Antecedent Strategies Teaching Strategies Consequences Strategies

Contextual Fit

Selecting Behavior Support Strategies
Once the team has identified function-based support strategies it is important to also: Ensure CONTEXTUAL FIT of those strategies

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 & family 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!!

Considerations to Help Ensure Contextual Fit
Have you provided staff training to ensure understanding and purpose of FBA/BIP? Are plan implementers & family 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, family 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?

Considering Contextual Fit
How can we revise the strategies while still preventing problem 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 Consequence Strategies Reinforce Desired Behavior When student has been on task for 15 min, she will be allowed to check answers with a peer. Minimize Reward for Problem Behavior Student will stay in from recess to complete work Staff Concern: Staff feel that this reward will be too disruptive to the rest of the class Staff Concern: Staff agree that this is function-based but is not feasible

Implementation & Evaluation Planning

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

Implementation Planning: Who will do what, by when?
What specific activities will be involved? Who is responsible for implementing each part of the intervention? When will each part of the plan be implemented?

Implementation Planning
*What *Who *When

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?

Ensure that Staff Understand 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 May need to plan for Role play, Modeling and Feedback Role play 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? Observe plan strategies implemented in the problem context Provide feedback Model correct procedures Problem solve around unexpected situations/results

Setting Event Strategies Antecedent Strategies Consequences Strategies
Activity Using the Implementation Plan template on pg. 98, 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”

What Who When

Evaluation Planning The team leader will ensure that the BIP includes an evaluation plan with: A short-term goal that is reasonable based on current performance A long-term goal focused on increasing desired behavior Specific activities/procedures that will be used to evaluate progress A specified date when the team will next meet to review progress

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

Use Competing Behavior Pathway to Identify Goals
Long-term goal Desired Behavior Typical Consequence Routine: Setting Event Antecedent Problem Behavior Maintaining Consequence Alternate Behavior Short-term goal 172

Evaluation Planning: Short- and Long-term Goals
Short-term goal Focus on increasing student’s use of the identified Replacement behavior & reductions in problem behavior Use baseline data to develop a REASONABLE initial goal that student will be able to achieve Short term goal will CONTINUOUSLY be revised as student moves closer to achieving the long-term goal Long-term goal Focus on desired behavior & sustained reductions in problem behavior Begin by reinforcing approximations of desired behavior 173

Developing Goals Both short and long-term goals should:
1. Be written in observable, measureable terms What specific behaviors will you increase/decrease? Increase use of Replacement Behavior Reduce Problem Behavior Increase APPROXIMATIONS of the desired behavior 2. Include specific mastery criteria How will you know when the student has met the goal?

Dexter’s Summary Statement
When asked to complete independent writing tasks, Dexter often gets out of his seat, walks around the room and talks to peers to avoid working independently. He is currently completing about 10% of his writing assignments. His team has selected “asking to work with a peer partner” as a replacement behavior. The long-term goal behavior (i.e., end goal) is for Dexter to complete his writing tasks independently.

Sample: Short-Term Goal for Dexter
Short-term: Dexter will: 1.) appropriately ask to work with a peer (or work independently) in Writing, 2.) stay on task without leaving his seat or talking to peers about unrelated topics for at least 75% of independent work time, and 3.) complete at least 25% of his daily writing assignments for 4 out of 5 days across 2 consecutive weeks Increase use of Replacement Behavior Decrease Problem Behavior Increase Approximations of Desired Behavior Mastery Criteria 176

Example Goals for Leroy
During Math class, Leroy is currently engaging 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. Behavioral Goals ( Always include mastery criteria ) What is the short-term behavioral goal? During Writing, 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. What is the long-term behavioral 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 3 consecutive weeks. __5/1____ Expected date Short-term goal Increase Alt. Behavior & Reduce Problem Behavior + Approximation toward Desired Behavior Long-term goal Increase Desired Behavior & Reduce Problem Behavior

Intermediate Goals: Approximations
Leroy’s Short-Term Goal 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 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.

Activity 2 Develop: a) a short-term goal, b) an intermediate goal
When asked to read aloud or answer questions during small group reading lessons, Charlie makes inappropriate comments (e.g., “This is so stupid”), puts her head down on the desk and refuses to comply with any of the teachers directions. Charlie’s refusal occurs approximately 3 days per week. The FBA shows that this problem behavior is maintained by adult attention, and the team has decided to teach Charlie to raise her hand and ask appropriately for teacher help/attention. Develop: a) a short-term goal, b) an intermediate goal c) a long-term goal for Charlie Make sure that you include: Observable, measureable descriptions of behavior Mastery criteria Examples as needed: Charlie will raise her hand and ask for help/attn appropriately without inappropriate comments or refusal 50% of the time during reading as measured by DPR card for 5 consecutive days. Charlie will raise her hand and ask for help/attn appropriately without inappropriate comments or refusals 80% of the time during reading as measured by DPR card for 10 consecutive days. Charlie will raise her hand and ask for help/attn appropriately with 2 or fewer incidents of inappropriate comments and no refusals during reading for one month.

Evaluation Planning: How Will We MEASURE Progress?
In addition to long- and short-term goals, the evaluation plan includes the specific data that will be collected to assess: 1.) Is the plan being implemented as designed? 2.) Is the plan making an impact on student behavior?

Is the Plan Being Implemented?
Considerations When Developing Measures of Fidelity: Does the measure capture the specific tasks/target behaviors of interest? Is the plan being implemented? Did I implement the plan? vs. Did I check in with student and provide specific praise when she entered class?

Example: Sheldon Desired Behavior Sitting appropriately and responding with group during circle time Consequence Feeling of success, adult praise for appropriate behavior Routine: Circle Time on Carpet Setting Event None Identified Antecedent Teacher teaching to whole class or praising another student Problem Behavior Making noises with mouth or hands, leaning on or grabbing others or materials, out of seat Consequence/Function Teacher reprimands, teacher takes to time-out Access Teacher / Adult Attention Replacement Behv Raise hand for adult attention or to answer a question Setting Events Manipulate Antecedent Teach Behavior Alter Consequences Eliminate/Neutralize Setting Events N/A Eliminate/Modify Antecedents - Sheldon will sit in front of teacher / tape outline on carpet marking his spot Weighted vest Frequent adult attention/ stickers for appropriate behavior (at least 1 x per min) Prompt Alt/Des Behavior - Pre-teach on the way to circle time (model raising hand, “safe body”) Teach Replacement Behavior Teach Sheldon to raise hand for attention Teach what it means to have a “listening ears” Teach Desired Behavior/Skills Teach appropriate sitting on carpet (use examples/non-examples; teach outside of circle time routine) Rewards Sheldon will earn stickers and teacher praise for sitting appropriately (5 stickers will = teacher recognition in front of class) Teacher will quickly respond to and praise hand raising Response to Problem At first sign of problem behavior, remind Sheldon to raise his hand using visual cue only (minimize adult attention to problem behavior) Time out (no longer than 3 min), praise and bring back after several seconds of approp behv

Example: Implementer Checklist
Questions Yes (every day this week) Kind of (2-3 days this No (0 days This Notables * 1. Was the tape outline on the carpet marking Sheldon’s spot? 2. Was Sheldon given a weighted vest at the beginning of circle time? 3. Did I remind Sheldon what appropriate sitting/raising hand looks like at the beginning of circle time? 4. Did I provide stickers for hand raising, and staying in seat? 5. Did I minimize attention to problem behavior? 6. Did I provide frequent attention for appropriate behavior? 7. If Sheldon had to go to time-out, did I allow him to rejoin the group within 2 minutes? TOTALS Teams would generate this type of document based on individual goals, strategies, etc. Very simple.

Is the Plan Making a Difference?
FAQ: I see the student every day, why do I need to collect data? Answer: Data help us to Document what has occurred and the variables responsible Predict future performance Be accountable for our own behavior Determine when program modifications are needed

Maizey (see pg. 6.11) Desired Behavior Work with peers to complete group assignment Consequence Success, sense of accomplishment, peer attention Routine: Social Studies Setting Event Student gets to school late and misses breakfast Antecedent Asked to complete a project with a group (2-3 peers) Problem Behavior Whining and refusing to do work Consequence/Function Student is told to go complete her work in the office Avoids working with peers Replacement Behavior Ask appropriately if she may work on the assignment alone Setting Events Manipulate Antecedent Teach Behavior Alter Consequences Provide a.m. snack on days when Maizey arrives late and misses breakfast. When passing out assignments provide student with a choice of working with a group or completing the assignment alone Place a “reminder” card on student’s desk stating that she may ask to work alone at any point during the group task Explicitly teach Maizey: a) when it is okay to appropriately ask for a break, and b) what “appropriately asking to work alone” looks like using examples and non-examples Provide social skills training focused on how to work cooperatively with peers 3 x per week Rewards Student will be allowed to work alone when asks appropriately When Maizey works with peers for 15 min, she will be given the option to work alone Response to Problem At first sign of problem behavior, remind Maizey that she can ask to work alone. Student is told that she may work alone after she either a) asks appropriately, or b) completes one part of the task with peers

Evaluation Procedures for Maizey
Data to be Collected Procedures for Data Collection Person Responsible Timeline (Implement as of 2/27) Is plan being implemented? -Verbal and visual prompts used - Pre-teaching “appropriate asking” -Rewards for app. behavior -Response to prob. behavior - Social Skills Training Miss Posey (school psych) to observe in classroom Collect daily-task checklists Check in with Miss Posey for progress in social groups Miss Posey Mrs. Ryan Mrs. Foster 1 x per week Collect 3 x per week Is plan making a difference? -# of instances of work refusal per week in social studies -Student use of hand-raising to request working alone - % group assignments completed Teacher notes # of occurrences per week in math Teacher notes daily on behavior report card Teacher grade book / permanent products Check in 3 x per week Daily for 2 weeks Weekly Plan Review Date 3/14/05 186

Measures for Tracking Student Behavior
Considerations: Does the measure capture the specific tasks/target behaviors of interest? Was it a “good” or “bad” implementation day? vs. Did the teacher use visual and verbal prompts? Is the measure sensitive enough to change? Are we tracking specific student behaviors?

Balancing Accuracy and Feasibility
The “quality” of the measurement system is irrelevant if no one uses it. Are implementers consulted/included when designing measures? How often will data need to be collected? How often does the behavior occur? How much time, effort will data collection methods require? Does this “fit” the context/setting? Are there forms that staff are already using (ex. Daily Progress Reports) that can be modified/used?

When would a child have goals that are specific to him/her on a Daily Progress Report?
This intervention is specific to the individual child. This is an intervention that is designed after a Functional Behavioral Assessment is completed and created with the problem solving team as part of a Behavior Intervention Plan.

Example: Rating Feasibility
During Science class, LeRoy often makes inappropriate comments, pushes materials off his desk and refuses to do his work to escape difficult tasks. To evaluate the effectiveness of LeRoy’s BSP, the team members have suggested that his teacher: Collect continuous 5 sec partial interval data on the occurrence/non-occurrence of each of his problem behaviors Have participants rate using hand signals (i.e., thumbs up, thumbs down, thumb in the middle/maybe) Indicate at the end of each class period if Jacob had ( 0, 1-3, or 4 or more ) instances of problem behavior

Measuring the short-term goal

Daily Progress Report (DPR) Sample
“Individualized Student Card for Mark” (FBA/BIP) “Social & Academic Instructional Groups” (sample academic skills group) Daily Progress Report (DPR) Sample NAME:______________________ DATE:__________________ EXPECTATIONS 1st block 2nd block 3rd block 4th block 5th block 6th block 7th block Be Safe Be Respectful Be Responsible Total Points Teacher Initials Walk to class Keep hands to self Mark will keep hands to self Use appropriate language Raise hand to speak Possible behaviors taught in previous SAIG groups Mark will hold up a yellow card to indicate needing a break Replacement behavior Mark will fill out assignment notebook Bring materials Fill out assignment notebook Adapted from Responding to Problem Behavior in Schools: The Behavior Education Program by Crone, Horner, and Hawken 192

These are just examples….
Individualized Plans = Individualized Data Monitoring Modify the DPR card to best fit the data the BIP team determines will best monitor progress of student Focus on tracking data for the identified Replacement or Desired Behavior as this is the ultimate goal

Developing Data Forms Estimates vs. Real-Time Recording
Consider using: Time Samples rather than Continuous Recording Ex. The first 15 min of circle time, the last 10 min of Math Use FBA information to decide on best time to record Scales rather than Frequency Counts/Duration Measures Ex. 0, 1-3, 4-5, 5+ incidents/minutes (circle one) Continuum and how we modify strategies in this process.

Grant’s Weekly Data Chart
When one of Grant’s teachers asks him to complete a folder task at his work station, Grant will often yell, tear up materials, and flop on the floor to avoid completing the task. Grant’s team has decided that during desk work, they will teach him how to use pictures to ask for a break or for an easier task. He will also have a visual reminder placed on his desk during this time. Grant’s Weekly Data Chart Date Staff Staff used visual cue (1st, then or schedule) Problem behavior (yell, destroy materials, flop) Replacement Behavior (Student used PECS book to communicate) yes no Please complete at the end of each 20 min 1:1 work time block

ISIS: Individual Student Information System
Application within SWIS Suite Coordinates and monitors individualized student support plans Allows teams to: Set-up, collect and monitor student outcome data Set-up, collect and monitor fidelity data Upload and store documents that are part of the student’s plan Summarize and monitor outcome and fidelity data simultaneously for decision making

Activity (page 113) Using the summary statement and strategies provided for Kelly on page 6.14 in your guide, work with a partner to determine/describe: How you will know the plan is being implemented as intended (fidelity). How you will know it is making a difference. EXPANDED activity

Desired Behavior Stay in seat, sit quietly, complete assignments Consequence Teacher acknowledgement Kelly Routine: Math, Writing Which teacher behaviors of the do you want to track to know if there is fidelity? Which behaviors of Kelly’s do you need to track to know if it is working? Setting Event Altercation/ reprimand on the bus on way to school Antecedent Asked to complete desk work independently Problem Behavior Talks out, makes noises, talks to/makes faces at peers, out of seat/walks around Consequence/Function Peers talk back / laugh or tell him to leave them alone Obtain Peer Attention Replacement Behavior Raise hand and ask to work with peer Setting Events Manipulate Antecedent Teach Behavior Alter Consequences Eliminate / Neutralize On days when an altercation on bus has occurred, Kelly will be given a job/task to do with peer before beginning work (ex. carrying books down to office) Eliminate / Modify Antecedents Provide modified assignments that are broken down into steps Give specific praise often in front of peers Have Kelly sit in front of teacher / away from distracting peers Prompt Replacement/Desired Behv At beginning of independent work, remind Kelly that she can earn time with peers for being on task (point sheet on desk) Teach Replacement Behavior Teach Kelly how and when to raise hand and ask to work with peer (use examples and non-examples) Teach Desired Behavior / Skills Explicitly teach what on-task behavior looks like (Teach whole class how to ignore problem behavior) Rewards Kelly will be allowed to work with a peer if she raises her hand and asks appropriately She will earn points for staying on task that can be exchanged to earn free-time with peers Response to Problem At first sign of problem behavior, redirect to alternative behavior Remind peers to ignore problem behavior and ask Kelly to work away from the group

Kelly’s Implementation Plan
What teacher behaviors will you collect to know if the plan is being implemented as intended (fidelity)? Providing modified assignments Giving specific praise in front of peers Reminding Kelly she can earn time with peers for being on task (point sheet) Having Kelly sit in front of room Reminding peers to ignore problem behavior Redirecting problem behavior

Kelly’s Implementation Plan
Which teacher behaviors will be the easiest to track? Which will be the hardest? What methods can you strategize for the teacher to collect this information? Scales? Frequency? Partial interval recording? Which methods described in earlier slides will be useful for the teacher to track behavior?

Kelly’s Evaluation Plan
What SPECIFIC student behaviors will you collect data on to know if the plan is making a difference? Hand raising Asking to work with a peer Peers ignoring Kelly’s disruptive behavior

Key Points from Module 6 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 & family Resources available to the plan implementers Complete BIPs include: An IMPLEMENTATION PLAN specifying Who will do What by When An EVALUATION PLAN for determining A) if the plan is being implemented B) if the plan is making a difference in student behavior C) when team members will meet again to discuss progress Chdeck 1: Check 2: Check 3:

Checks! (pg.116) What are the 4 critical components of Behavior Intervention Plans: After selecting BIP 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? 203

Thank you! Any questions, concerns or feedback? Please let us know.
Special thanks to Sheldon Loman, Kathleen Strickland-Cohen, Chris Borgmeier and Rob Horner (2013) for sharing their work with us! Sheldon Loman, Ph.D., Kathleen Strickland-Cohen, Ph.D.,

FBA to BIP Using FBA to Develop Function-Based Support for Students with Mild to Moderate Problem Behavior Module 4: Critical Features of Behavior Intervention.

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FBA to BIP Using FBA to Develop Function-Based Support for Students with Mild to Moderate Problem Behavior Module 4: Critical Features of Behavior Intervention.

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