MU Center for SW-PBS College of Education University of Missouri Team Workshop for Tier 3 Phase SW-PBS Teams: Session 4: Monitoring Student Progress and.

MU Center for SW-PBS College of Education University of Missouri Team Workshop for Tier 3 Phase SW-PBS Teams: Session 4: Monitoring Student Progress and Assessing Quality of FBAs and BIPs

MO SW-PBS Working Agreements Be Respectful Be an active listener—open to new ideas Use notes for side bar conversations Be Responsible Be on time for sessions Silence cell phones—reply appropriately Be a Problem Solver Follow the decision making process Work toward consensus and support decisions of the group

MO SW-PBS Attention Signal Practice When I raise my hand and ask for “ATTENTION HERE PLEASE” finish your conversation within 10 seconds and wait for the next instruction MO SW-PBS

Activity: Introduction Take 3 small sticky notes and with a partner find a blank wall to stand near Wait for instructions MO SW-PBS

Review of Entire Process Tier 2/3 meeting 1 – Step 1 Identification Jo was participating in CICO. He was not making adequate progress. It was determined the function of behavior was NOT adult attention. The information gathered on Jo using the Adapted FACTS was from the year before when he was originally placed in CICO. What are the teams next steps? MO SW-PBS 54- 55

MO SW-PBS Meeting One Continued Team decided Jo is a Tier 3 candidate Team decided Action Team members to be included and what role each will take Core team began record review process Who on your team invites action team members – what is their role? What is your process for gathering records? What information do you gather? MO SW-PBS

Before Meeting #2 Core team gathers records Action team members interview individuals who have direct experience with the student (teachers, student, family) Evaluate your process of gathering records – Is it efficient and effective? Who gathers interview information? Do you have a standard set of questions? MO SW-PBS 56- 62

MO SW-PBS Meeting #2 Action Team meeting Completed Adapted FACTS and interviews are reviewed. Adapted FACTS part B is discussed and completed by Action Team and results in a Summary statement Review information on Jo and complete part B of the Adapted FACTS MO SW-PBS 62- 64

MO SW-PBS Meeting #2 Continued Action Team meeting Before leaving meeting #2, the team determines who will conduct the observation and when. The observation is used to confirm the summary statement Who in your building will observe? Will this be a standard person or depend on the student? What form will you use? MO SW-PBS 65- 66

MO SW-PBS Observations Using the ABC observation form, and the student video, conduct a mock observation. Does the observation confirm the summary statement? If not, what should be done? MO SW-PBS 67

MO SW-PBS Meeting #3 BIP Record summary statement into behavior pathway format Identify the desired long term replacement behavior Identify any appropriate short term behaviors which will be acceptable while moving the student toward the long term behavior Develop teaching strategies Using the chart paper provided, record Jo’s summary statement and replacement behaviors MO SW-PBS 98- 104

MO SW-PBS Meeting #3 BIP Identify setting events and antecedent strategies What strategies may reduce the impact of setting events? What strategies may prevent the problem behavior from occurring? MO SW-PBS 105

MO SW-PBS Meeting #3 BIP Identify consequence strategies to reinforce appropriate behavior and limit reinforcement of the problem behavior List consequence strategies on the chart paper. Remember to match consequences to function of behavior MO SW-PBS 107

MO SW-PBS Meeting #3 BIP Safety Plan: Does the student’s problem behavior pose serious risk of injury to self or others? Review your school’s safety plan. MO SW-PBS 111

MO SW-PBS Meeting #3 BIP Develop the implementation plan: Who in your building would complete each of the actions for this BIP to be implemented? MO SW-PBS 112

MO SW-PBS Meeting #3 BIP Develop goals and monitoring strategies What is a reasonable goal for this student? How will the student be monitored to determine progress? MO SW-PBS 11, 136

MO SW-PBS Meeting #3 BIP Develop generalization and maintenance strategies How will you encourage generalization of skills to other settings? What strategies will be faded first? Will you move this student to self-monitoring at some point? MO SW-PBS 117

MO SW-PBS Meeting #3 BIP Develop plan for checking fidelity of implementation and social validity. What will you use to check fidelity of implementation? How often? What will you use to check social validity? How often? MO SW-PBS 115 - 116

MO SW-PBS Outcomes Determine method to be used to monitor individual students progress in the BIP (permanent products, Daily Progress Report (DPR)/self-monitoring, observational data) Collect baseline data to determine approximate rate or level of behavior. Use data for decision making Describe the need for and purpose of the Functional Behavior Assessment/Behavior Intervention Plan Rubric (FBA/BIP Rubric) Understand how to complete the rubric to assess the quality of FBAs and BIPs Begin development of a Tier 3 Staff Handbook

MO SW-PBS Monitoring Student Progress - Why? Determines if the intervention is effective Improves student outcome when shared Compliance requirement of DESE 165

MO SW-PBS Monitoring Student Progress: Guidelines Determine simplest method to gather data on the behavior Collect baseline to establish current level Use same method after intervention has been implemented – compare to baseline Use data for problem solving and decision making 165-166

MO SW-PBS Monitoring Strategies: Student Outcomes Collect and organize completed work or track assignment scores recorded in each class Daily Progress Report Office Discipline Referrals Track Classroom Minor Behavior Referrals Develop observation schedule Self-Monitoring

MO SW-PBS Determining a Method During the BIP planning phase, the team should discuss the following questions. What is the simplest way to collect data on the target behavior? What tool will be used to convert the raw data to a graph? How often will collected data be reviewed? 165

MO SW-PBS Determining a Method Permanent product data Use existing records which are related to target behavior Attendance/Tardy Minor Discipline Records Grades Assignment records Work samples 166

MO SW-PBS Permanent Product Monitoring Example Record the percentage of assignments completed to criteria. Example: The student was given 10 assignments and completed 7 to the criteria of passing (65%). Therefore 70% would be graphed for the daily progress.

MO SW-PBS Permanent Product Monitoring Permanent product considerations: Does not give us information concerning antecedents or consequences which may be affecting the behavior May only be used with those behaviors that result in a permanent product

MO SW-PBS Discussion: Permanent Products What behaviors would be most appropriate to monitor using permanent products? Who would collect and graph this data?

MO SW-PBS Determining a Method Daily Progress Report (DPR) Use a CICO DPR and adjust to fit student need Create an individualized DPR Determine if teacher completes DPR with the student or without 166- 168

MO SW-PBS Daily Progress Report - Simple 3 = 0-1 reminder2 = 2 reminders1 = 3+ reminders 167

MO SW-PBS Daily Progress Report - Complex To create an individualized DPR on a 5 point scale, determine the time frames or contexts for recording. Should they be: Hourly? Per period? Only during problematic contexts/activities? Only during problematic subject areas? 168

MO SW-PBS Daily Progress Report - Complex Clarify and reach teacher agreement on the meaning of each rating by asking the teacher the following questions: Think back over the last month. What would you consider to be a “typical day”? How many times would you estimate that (the student) (specific behavior) during the (day or specific routine)? The response provided can be set at Rating 3. Then a “terrible day” would be more than X times (put in the top number team suggested in “1”. The response can be set at Rating 1. What would be a “fantastic day” for (the student)? How many times would you like to see the behavior occur to consider it a fantastic day? The response can be set at Rating 5. What would be a “good day” (or one less than the 5 rating)? The response would be set at Rating 4. What would be a “so-so day” (slightly below average)? The response would be set at Rating 2. 168

MO SW-PBS Daily Progress Report - Complex 168

MO SW-PBS Modified Daily Progress Report

MO SW-PBS Discussion: Planning a DPR Think of a student with intense and chronic behavior – define the behavior. What time frames would be identified for monitoring? Would you use a simple or complex DPR? Who would train teachers how to use it the DPR that is selected?

MO SW-PBS Pairing the DPR with Self-Monitoring DPR is completed by the student rather than the teacher Steps to self-monitoring: 1.Identify target behavior 2.Define the target behavior 3.Collect baseline data 4.Design procedure and materials 5.Teach student to self monitor 6.Monitor progress 7.Follow up and fade

MO SW-PBS Baseline Data: Answers the question “is there a problem?” Demonstrates a student’s current level of functioning. Provides a metric by which intervention data are compared to determine the extent to which a change in behavior has occurred. Allows for a reasonable goal to be established. May assist in determining function of behavior. 165

MO SW-PBS Collecting Baseline Baseline data should be collected using the same method that will be used after the intervention has been implemented. 3-5 data points are collected prior to implementing any parts of the BIP. 165

MO SW-PBS Monitoring Strategies Graph results daily Teacher or case manager reviews at least weekly Report results on a regular basis to Action Team members Celebrate successes Team review at least monthly Adjust plan as needed

MO SW-PBS Using Data for Decision Making Determining schedule of review should be done on an individual basis – 2 weeks is average length of time Graphs are viewed to determine whether to: Continue intervention as created Check fidelity due to questionable or poor response Modify or intensify Fade or graduate 177

MO SW-PBS Using Data for Decision Making If student has positive response: When will you add a skill or change goal? When will you begin to fade or graduate? If student has questionable response: Check for fidelity of implementation. Consider modifying or intensifying intervention. If student has poor response: Check for fidelity of implementation. Reteach or teach prerequisite skill. Revisit the function. 177- 179

MO SW-PBS Monitoring Strategies If your plan is not working, ask the following questions. – Is the plan being implemented with fidelity? – Did we identify the correct function? – Do the interventions match the function? If your plan is not working, what you will do next? – Check fidelity of implementation – Interview student and teachers to get more information – Observe – Revise BIP

MO SW-PBS Graphing Tips Determine if the graph will reflect the actual number or a percentage – e.g.: With DPR or Self-monitoring, convert the number of points possible to a percentage and graph the results daily. With Minor Discipline Referrals, graph the number of daily minor referrals. Do not convert to a percentage and compare actual numbers.

MO SW-PBS Action Plan Goal: Establish a System of Support for Individual Students: Behavior Intervention Plans (BIP) Action Step: Identify data collection procedures for monitoring impact of BIP and staff who will be responsible for data collection. 243

MO SW-PBS The Need to Assess FBA/BIP Quality Federal law provides no definition of FBA or BIP. As a result, no guidance is provided on what key components must be included and how the quality of FBAs and BIPs can be assessed. This has caused schools to implement “a variety of inexact practices and procedures that have been loosely labeled as FBA, the majority of which are not tied to any solid evidence base.” (Scott, T.M., Anderson, C., & Spaulding, S., 2008, p. 39) 181

MO SW-PBS The Need to Assess FBA/BIP Quality General findings of research on the technical adequacy of FBAs and BIPs demonstrate numerous concerns, including: Behaviors not defined and too general Behaviors of concern changing throughout one FBA/BIP Antecedents and consequences either incorrect or not identified (Iovannone, 2012; Iovannone & Christiansen, 2011) 181 182 181 182

MO SW-PBS The Need to Assess FBA/BIP Quality More findings: Identification of functions that are not functions (i.e. revenge/payback, anxiety, control) Summary statement missing or not linked with FBA information Replacement behaviors not included or ambiguous Functional equivalence of replacement behavior missing (Iovannone, 2012; Iovannone & Christiansen, 2011) 181 182 181 182

MO SW-PBS The Need to Assess FBA/BIP Quality And more findings: BIP interventions and strategies not linked with the FBA BIPs with stock lists of positive and negative responses to behavior with no individualization to the student 46% of FBA/BIPs reviewed in one study included only aversive strategies (Van Acker, Boreson, Gable, & Potterton, 2005) 181 182 181 182

MO SW-PBS The Need to Assess FBA/BIP Quality And even more findings: Lack of follow-up support or limited descriptions of follow-up for monitoring and evaluating plans No follow-through on next steps, including maintenance and generalization No plan to check fidelity of implementation (Iovannone, 2012; Iovannone & Christiansen, 2011) 181 182 181 182

MO SW-PBS What to Do? In response to these concerns The Functional Behavior Assessment/Behavior Intervention Plan Rubric (FBA/BIP Rubric) was developed by MO SW-PBS for use by Tier 3 teams; this rubric is adapted from a review of other FBA/BIP rubrics. 182

MO SW-PBS Purpose of the FBA/BIP Rubric The FBA/BIP Rubric is a tool to assist teams in evaluating the completeness and quality of FBAs and BIPs. By checking the rubric throughout the FBA/BIP process, teams can ensure that the completed FBA and BIP will be of high quality. 183

MO SW-PBS The FBA/BIP Rubric There are seven steps, each with multiple activities, for teams to self-assess using “In Place”, “Partially in Place”, and “Not in Place” criteria. There is a place for each activity where teams can document steps to address any items rated “Partially in Place” or “Not in Place”. 182 183 182 183

MO SW-PBS FBA/BIP Rubric Steps 1 & 2 1.Collect information Includes: Record review Interviews 2.Develop Summary Statement Includes: Description of problem behavior Daily routines Antecedent and maintaining consequence events Setting events FBA/BIP Rubric 182

MO SW-PBS FBA/BIP Rubric Steps 3 & 4 3.Confirm Summary Statement Includes: Direct observations Confirmation of summary statement 4.Develop Competing Behavior Pathway Summary Includes: Identifying long-term and short-term replacement behaviors Reinforcing consequences for replacement behavior 182

MO SW-PBS FBA/BIP Rubric Step5 5.Identify Strategies for BIP Includes: Neutralize impact of setting events Make triggering antecedents irrelevant Teach students skills for replacement behavior Reinforce desired behavior Generalization and maintenance of desired behavior Response strategies that make problem behavior ineffective Safety procedures if needed (p. 140-141) 182

MO SW-PBS FBA/BIP Rubric Step 6 6.Develop Implementation Plan Includes: Development and communication of implementation plan Development of a training plan for each part of the BIP Timelines for completing tasks 182

MO SW-PBS FBA/BIP Rubric Step 7 7.Develop Evaluation and Monitoring Plan Includes: Data collection procedures to monitor impact of BIP and staff who will collect data Schedule to assess and monitor social validity Procedures for assessing fidelity of implementation 183

MO SW-PBS Activity: FBA/BIP Rubric Divide the seven steps listed on the FBA/BIP Rubric among your team members. Each person will: Review the activities for his/her assigned steps, including the status criteria for “in place”, “partially in place”, and “not in place”. Highlight key words and phrases that provide an overview of each assigned step. When all members are ready, begin with Step 1 and each member shares his/her overviews. When finished with all seven steps, discuss how this rubric will be helpful in monitoring the quality of FBAs and BIPs. MO SW-PBS 184 FBA/BIP Rubric

MO SW-PBS Completing the FBA/BIP Rubric Remember you will use the rubric throughout the FBA/BIP process for each student in order to monitor the quality of what is being developed.

StepActivityStatusSteps to Address Any Items “Partially in Place” or “Not in Place” In PlacePartially in PlaceNot in Place 2. Develop Summary Statement 1. Describe problem behavior Description includes all of the following characteristics:  observable – description of specific student actions; can be replicated by a stranger  measurable – frequency and/or duration can be counted; beginning & ending of behavior are clearly delineated Description of the problem behavior includes one of the following characteristics:  observable  measurable The summary statement does not include a description of the problem behavior OR the problem behavior is not described in observable or measurable terms. Team’s description of problem behavior: “Noncompliant” 183

StepActivityStatusSteps to Address Any Items “Partially in Place” or “Not in Place” In PlacePartially in PlaceNot in Place 2. Develop Summary Statement 1. Describe problem behavior Description includes all of the following characteristics:  observable – description of specific student actions; can be replicated by a stranger  measurable – frequency and/or duration can be counted; beginning & ending of behavior are clearly delineated Description of the problem behavior includes one of the following characteristics:  observable  measurable The summary statement does not include a description of the problem behavior OR the problem behavior is not described in observable or measurable terms. Joe will re- interview teacher and review ODRs and minors to obtain an observable and measurable description of the problem behavior. If needed, Sarah will conduct an observation to gather additional information about the problem behavior. Team’s description of problem behavior: “Noncompliant” 183

MO SW-PBS The Same Student After interviewing the teacher and reviewing ODRs and minors to obtain additional information, the new description of the problem behavior is “crying and throwing papers on the floor”. The team completed the FBA (through Step 3 of the FBA/BIP Rubric) with all activities rated “In Place”. They confirmed the summary statement with observations. The function of the behavior is to “escape task”.

MO SW-PBS StepActivityStatusSteps to Address Any Items “Partially in Place” or “Not in Place” In PlacePartially in PlaceNot in Place 4. Develop Competing Behavior Pathway Summary 2. Identify alternative short- term behavior that is based on skill(s) necessary to achieve the desired behavior The competing behavior pathway includes an alternative short- term behavior that: serves the same function as the problem behavior is observable and measurable is incompatible with the problem behavior The competing behavior pathway includes an alternative short- term behavior that serves the same function as the problem behavior. The competing behavior pathway does not include an alternative short-term behavior. Alternative short-team behavior: “Raise hand and ask for break”

MO SW-PBS Discussion: Planning for Utilizing FBA/BIP Rubric How will your team facilitate completing the FBA/BIP Rubric as you conduct an FBA and develop a BIP? How will you respond if an activity is rated “partially in place” or “not in place”? How will you respond if an activity is rated “partially in place” or “not in place” and a team member wants to proceed? MO SW-PBS

Action Planning: Monitoring FBA Quality Goal: Establish a System of Support for Individual Students: Functional Behavior Assessment (FBA) Steps/Activities: Establish a system for monitoring quality of completed FBAs (FBA/BIP Rubric Steps 1-3) Tier 3 Action Plan MO SW-PBS 240

MO SW-PBS Action Planning: Monitoring BIP Quality Goal: Establish a System of Support for Individual Students: Behavior Intervention Plans (BIP) Steps/Activities: Establish a system for monitoring quality of completed BIPs (FBA/BIP Rubric Steps 4-7) Tier 3 Action Plan MO SW-PBS 243

MO SW-PBS Tier 3 Staff Handbook Your Tier 3 staff handbook will serve as a reference for staff and document your Tier 3 data, systems, and practices Information in your Tier 3 Staff Handbook will provide the basis for your Tier 3 professional development 71 Tier 3 Staff Handbook Organizer MO SW-PBS 190

MO SW-PBS Discussion Review the Tier 3 Staff Handbook Organizer. What do you already have available that can be added to your Tier 3 Staff Handbook? As you continue your Tier 3 training, who will be responsible for adding/updating your Tier 3 Staff Handbook? How will staff access the handbook? Will you provide hard copies? Electronic copies? 200

MO SW-PBS Next Session: [Name of Session] [Date, Location] Things to Bring: Laptop or iPad; Tier 3 Workbook; Tier 3 Action Plan; training resources; FBA/BIP as developed by team to date Tasks to Complete: Utilize FBA/BIP Rubric to assess FBAs and BIPs that you develop Complete items documented today on your Tier 3 Action Plan

MO SW-PBS Closing Announcements

MO SW-PBS Contact Information Dr. Deb Childs childsde@Missouri.edu 636/373-1533

MO SW-PBS Note to Consultants  Please have one person from your region take a moment to complete the Curriculum Feedback Survey.  https://goo.gl/WH33Gb https://goo.gl/WH33Gb  Thank you!

MO SW-PBS References Blood, E., & Neel, R.S. (2007). From FBA to implementation: A look at what is actually being delivered. Education and Treatment of Children, 30, 67-80. Functional Behavior Assessment/Behavior Intervention Plan Rubric: Adapted from: C. Borgmeier (2010) Portland State University, Behavior Support Plan Critical Features Checklist; Sugai & Horner 2003 Functional Behavioral Assessment Implementation Checklist. Adapted from Sugai, G., Lewis-Palmer, T., & Hagan- Burke, S. (1999-2000). Overview of the functional behavioral assessment process. Exceptionality, 8, 149-160; Iovannone, R. & Christiansen, K., University of South Florida, Tier 3 Functional Behavior Assessment/Behavior Intervention Plan— Technical Adequacy Evaluation Scoring Guide; Maryland Coalition for Inclusive Education (2009), Functional Behavior Assessments & Behavior Interventin Plans Rubric for Quality Components Iovannone, R., & Christiansen, K. “Prevent-teach-reinforce model (PTR): A tier 3 behavior intervention accepted by teachers.” Annual meeting of the Association for Positive Behavior Supports, Atlanta, GA. March 2012. Invited Workshop Presentation MO SW-PBS

References Iovannone, R. (2012). Evaluating the Technical Adequacy of FBAs and BIPs: How are Schools Doing? [PowerPoint slides].Retrieved August 14, 2012, from http://www.tbsconference.net/handouts/2012_handouts/Wednesday_Session/8- 1040/Iovannone%20-%20FBA%20Technical%20Adequacy.pdf Scott, T., Anderson, C., Alter, P., Managing Classroom Behavior Using Positive Behavior Supports Scott, T.M., Anderson, C., & Spaulding, S. (2008). Strategies for developing and carrying out functional assessment and behavior intervention planning in the general classroom. Preventing School Failure, 52(3), 39-49. Scott, T.M., & Kamps, D.M. (2007). The future of functional behavioral assessment in school settings. Behavioral Disorders, 32(3), 146-157. May 2007. Retrieved August 14, 2012, from http://www.ccbd.net/sites/default/files/BD%2032-03- 146.pdf.http://www.ccbd.net/sites/default/files/BD%2032-03- 146.pdf Van Acker, R., Boreson, L., Gable, R.A., & Potterton, T. (2005). Are we on the right course? Lessons learned about current FBA/BIP practices in schools. Journal of Behavioral Education, 14, 35-56. A complete listing of MO SW-PBS Tier 3 Team Workbook references can be found in Chapter 12: References. MO SW-PBS

MU Center for SW-PBS College of Education University of Missouri Team Workshop for Tier 3 Phase SW-PBS Teams: Session 4: Monitoring Student Progress and.

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MU Center for SW-PBS College of Education University of Missouri Team Workshop for Tier 3 Phase SW-PBS Teams: Session 4: Monitoring Student Progress and.

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Presentation on theme: "MU Center for SW-PBS College of Education University of Missouri Team Workshop for Tier 3 Phase SW-PBS Teams: Session 4: Monitoring Student Progress and."— Presentation transcript:

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