1. FBA: Analyzing the Data and Pulling it all together Steps 4 through Steps 7 Developing a Hypothesis statement Testing the Hypothesis Developing Interventions Monitoring Intervention Effectiveness

2. Warm up Activity: Make a puzzle piece pin Make a pin using visual strategies to make the pin.

3. Housekeeping Find your table: This week you are seated with participants with the same role. There may be more than one table for your role group. Find your cell phone: Put it on vibrate or silence and place it in a quick access spot. Make a puzzle pin: Refer to the visual directions at your seat. Share: As you paint, share your Autism Awareness activities with your group.

4. Review Info from last training: Suggestions: Use a fun game like “Who wants to be a millionaire?” or “Jeopardy”. Adults need extra activities just like children to retain information.

5. Get organized You will need: The FBA Brief: – Summary – Step by step process – Implementation check sheet

6. Review : Steps 1 - 3 You will need the Implementation Checklist for Functional Behavior assessment.

7. Review: FBA Step One Handout: FBA Implementation Checklist

8. Review: FBA Step Two Handout: FBA Implementation Checklist

9. Review: FBA Step 3 Handout: FBA Implementation Checklist

10. Review Characteristics of Autism

11. NATURE OF AUTISM SOCIALLANGUAGE Before age of 3 STEREOTYPIC BEHAVIORS

12. NATURE OF AUTISM SOCIAL

14. Joint attention Imaginary/turn taking play Getting the jist Fact vs fiction Other’s perspective

15. SOCIAL CONVERSATION INTERUPTING BLURTING EXPLAINING OWN BEHAVIORS PREDICTING EMOTIONS OF OTHERS

16. NATURE OF AUTISM SOCIALLANGUAGE

17. NATURE OF AUTISM SOCIALLANGUAGESENSORY STEREOTYPIC BEHAVIORS

19. LEARNING CHARACTERISTICS

20. Rote learners Concrete thinkers Like order Not flexible Require predictability Relevance Organizational difficulties Visual learners Need for sameness Executive functioning Central coherence Preservation Familiarity Difficulty with time Joint attention Single channeled Uneven patterns of development

21. SELF REGULATION SELF MODULATION

22. A Case Study Step 3 (case study) “All About Me”

23. What drives the consequences – Reinforcement – Punishment – Extinction/Reduction strategies Activity – walk gallery Horner form on the document camera

24. Break

25. Lori Practice data collection (ABC) Use video clip

26. Lori Data triangulation Form Kathy will show David’s data 2 minutes to complete individual case study

27. Step 4: Developing a Hypothesis Statement 4:1 Hypothesis Statement must include: a)Setting events, immediate antecedents, immediate consequences surrounding the interfering behavior. b)Description of the interfering behavior c)Perceived function (ex. Attention, escape, tangible/edibles automatic/sensory) Form for hypothesis statement Filling in behavior pathway Kathy-David district student

28. Hypothesis Activity Practice with vignettes Handout: “Hypothesis Activity”

29. Step 5: Testing the Hypothesis Step 5:1 Modify the setting/activity to increase the probability that the behavior occurs.

30. Finding the Function On a scale of 1 to 6, how confident are we that we have identified the primary function of the problem behavior? 123456

31. Parent moment What do you want the school to know? If you have been through this process and you have gotten POSITIVE results, tell us about it.

32. Working lunch Task: Meet two new people that do what you do. Share some barriers that you have when it comes to analyzing problem behaviors.

33. Terminology Moment Activity: Behavioral terms and definitions

34. Legal Moment

35. Step 6: Let’s Organize

36. Step 6 Developing Interventions 6:1 Identify which 24 Evidence Based Strategies would address the function of the interfering behavior. 6:2 Develop a Behavior Intervention Plan that matches the function and team agrees.

38. Step 6 Cont’d 6:3 Behavior Intervention Plan includes the following: a)Definition of the target behavior b)List the Evidence based strategies to decrease the interfering behavior. c)Objectives that indicate progress. d)Materials needed (ex. Data sheets, timers, visual supports, additional staff) e)Environmental modifications f)List staff’s behavior/responses to the interfering behavior(consequences) g)From the 24 Evidence Based Practices, list strategies to improve skill deficit. h)List Strategies to enhance learner motivation i)Determine data collection plan.

39. Developing Interventions

40. Behavior Intervention Plan: A Case Study

41. Break 5 minutes

42. Step 7 Monitoring Intervention Step 7:1 Develop a system to monitor the effectiveness of the intervention (who, by whom, and how data are collected). Step 7:2 Begin to collect data on: a)Frequency of interfering behavior b)Frequency of use of replacement behavior c)Duration of interfering behavior

43. Step 7 cont’d Step 7:3 Collect data settings of occurrence and non occurrence. Step 7:4 Collect data in the settings behavior occurs at least once per week, targeting the interfering behaviors(s) and replacement behavior(s)

44. Step 7 cont’d Step 7:5 Compare intervention data to baseline data to note effectiveness of the intervention(s) Step7:6 Summarize the data to make decisions about program planning.

45. Break 10 minutes Sara’s baby

46. Leadership Moment

47. Assessment of Reinforcers Rob’s slides Rob’s activity: (with candy)Rob’s 4 choice handouts

48. Activity: Forced Choice

49. Activity: 4 Choice Assessment

50. Wrapping It Up Develop an Action Plan to complete Steps 1 -7 Web Resources related to FBA/BIP’s Summer trainings State’s Next Steps