1. Basic FBA to BSP Using FBA to Develop Function- Based Support for Students with Mild to Moderate Problem Behavior Module 7: Monitoring, Reviewing, and Modifying the BSP

2. 1. Define the Problem Behavior 2. Conduct assessment for behavior support planning a. Functional Behavioral Assessment Defining behavior in observable & measureable terms Ask staff and student about where, when, & why behavior occurs See the behavior during specified routines Hypothesize a final summary of where, when, & why behavior occurs 3. Design an individualized behavior support plan (BSP) Ensure technical adequacy Ensure contextual fit 4. Ensure Fidelity of Implementation 5. Monitor Plan Impact on Student Behavior Adapt BSP and implementation as needed based on on-going monitoring The Basic FBA to BSP Process Adapted from Horner, Albin, Todd, Newton & Sprague, 2011

3. Basic FBA to BSP Training Series Module 1- Teaching Basic Principles Module 2- FBA: Practice Interviewing Module 3- FBA: Practice Observing Module 4- Critical Features of BSP Module 5- Building BSP from FBA Module 6- Leading a Team Module 7- Implementing, Reviewing, and Modifying the BSP

4. 4 BasicComplex For:Students with mild to moderate problem behaviors (behaviors that are NOT dangerous or occurring in many settings) Students with moderate to severe behavioral problems; may be dangerous and/or occurring in many settings What:Relatively Simple and Efficient process for behavior support planning based on “practical” FBA data Time-intensive process that involves emergency planning, family- centered planning, and collaboration with outside agencies Developed by whom: Team of school-based professionals (e.g., PBS team members whose job responsibilities include FBA and behavior support planning) School-based team including professionals trained to develop and implement intensive interventions for students with severe problem behaviors (e.g., behavior specialist) Basic vs. Complex FBA/BSP Focus of this training series

5. Objectives (p. 110) By the end of this session you will be able to: 1.Explain the role of BSP Team Leader and team members in monitoring student progress 2.Describe different methods for monitoring fidelity and student progress 3.Explain the purpose and outcomes of the BSP Review Meeting 4.Define potential barriers to implementation and plan effectiveness, as well as methods for modifying the plan to increase student independence 5

6. 6 Review #1 (p. 110) The Basic FBA to BSP training series is designed to teach school staff to conduct assessment and develop supports for students with what type of behavior? –Mild to Moderate, NON-DANGEROUS Behaviors

7. 7 Review #2 (p. 111) What are the 4 steps of the Basic FBA Process (Hint: D.A.S.H)? #1: Define behavior in observable, measureable terms #2: Ask staff about When, Where, & Why the behavior occurs #3: See the behavior (direct observation) #4: Hypothesize a final summary of when, where and why behavior occurs

8. 8 Review #3 (p. 111) Please list the 4 critical components of Behavior Support Plans: #1: Competing Behavior Pathway #2: Prevention, Teaching, and Consequence Strategies #3: Implementation Plan #4: Evaluation Plan

9. Monitoring the BSP

10. Remember: 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? How Will We MEASURE Progress?

11. Monitoring the BSP: Role of Team Leader (p. 112) Team Leader – Provide coaching on how to carry out each aspect of the plan – Check in with implementing staff (via e-mail, phone, or in person) & collect direct observation data (student and staff behavior) Initially a minimum of 1 x per week Less often as staff & student become successful – Provide frequent acknowledgement for staff implementation of plan components

12. Training Staff 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 Plan times for Modeling/Roleplay and Feedback – Think 20-30 min – Roleplay 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? Plan for Observations and Follow-ups to provide feedback, help problem solve, and ensure that intervention is being used as designed Ex. E-mail “check-in”, along with periodic visits/observations

13. Monitoring the BSP: Role of Plan Implementers (p. 112) Plan Implementers – Collect fidelity of implementation data at least 1 x per week Report any difficulties in implementing the plan to the team leader – Collect data on student behavior at least 3 x per week to assess progress If problem behavior increases or escalates contact team leader immediately

14. 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?

15. Consequence/Function Teacher reprimands, teacher takes to time-out Access Teacher / Adult Attention Antecedent Teacher teaching to whole class or praising another student Setting Event None Identified Replacement Behv Raise hand for adult attention or to answer a question Problem Behavior Making noises with mouth or hands, leaning on or grabbing others or materials, out of seat Consequence Feeling of success, adult praise for appropriate behavior Routine: Circle Time on Carpet Setting EventsManipulate AntecedentTeach BehaviorAlter 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 Desired Behavior Sitting appropriately and responding with group during circle time Example: Sheldon

16. Questions Yes ( every day this week) Kind of ( 2-3 days this week) No ( 0 days This week) 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 tokens 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 Example: Implementer Checklist

17. *If no problem behavior occurred or time out was not used, mark N/A Example: Team Leader Fidelity Checklist YesNo Tape outline marking student’s “spot” visible on carpet (in front of teacher) Student was given weighted vest within the first minute of “carpet time” (i.e., large group instruction) Student was reminded what appropriate sitting/raising hand looks like within 3 min of the beginning of carpet time Student earned color spots for raising hand, having a quiet mouth, and/or sitting appropriately (“body basics”) Staff provided at least 5 praise statements to student for appropriate or neutral behaviors (e.g., “sitting quietly”, “body basics”) within the 20 min observation period *In response to problem behavior: Staff provided minimal attention to problem behavior *If time-out was used: Total “time-out” did not exceed 2 min When student was quiet and seated for several seconds (30 sec or less) he was allowed to re-join the group

18. Activity #1 (p. 113) Using the BSP strategies for Kelly and the sample forms on pages ___ in your participant’s guide… Work with a partner to develop: a)An Implementer Checklist for Kelly’s teacher b)A Team Leader Fidelity Checklist for Kelly’s Team Leader to use

19. C onsequence/Function Peers talk back / laugh or tell him to leave them alone Obtain Peer Attention A ntecedent Asked to complete desk work independently Setting Event Altercation/ reprimand on the bus on way to school Replacement Behavior Raise hand and ask to work with peer Problem B ehavior Talks out, makes noises, talks to/makes faces at peers, out of seat/walks around Consequence Teacher acknowledgement Routine: Math, Writing Setting EventsManipulate AntecedentTeach BehaviorAlter 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 Desired Behavior Stay in seat, sit quietly, complete assignments Kelly (p. 113)

20. 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

21. Measures for Tracking Student Behavior Considerations: – Does the measure capture the specific tasks/target behaviors of interest? Was it a “good” or “bad” day? vs. How many talk-outs occurred during Spanish class today? – Is the measure sensitive enough to change? Dimensions of behavior

22. 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 he 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. point cards) that can be modified/used?

23. Ask approp’ly for break/ easier task Use Respectful Language Use materials appropriately LeRoy Feb. 4 th Decrease in Problem Behavior through focus on Expected Behaviors Measuring the Short-term 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.

24. Developing Data Forms (p. 114) 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)

25. DateStaff Staff used visual cue (1 st, then or schedule) Problem behavior (yell, destroy materials, flop) Replacement Behavior (Student used PECS book to communicate) yes no 0 1-3 4-6 7+ yes no 0 1-3 4-6 7+ yes no 0 1-3 4-6 7+ yes no 0 1-3 4-6 7+ yes no 0 1-3 4-6 7+ yes no 0 1-3 4-6 7+ yes no 0 1-3 4-6 7+ yes no 0 1-3 4-6 7+ yes no 0 1-3 4-6 7+ yes no 0 1-3 4-6 7+ Please complete at the end of each 20 min 1:1 work time block 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.

26. Activity #2 (p. 115) Using the information provided in Kelly’s action plan on p. 115 in your guide, work with a partner to determine/describe: a)WHAT student behaviors will you collect data on? b)HOW will you collect these data (what type of form will you use? When/for how long will you collect data? How often?)

28. Meeting to Review the Plan

29. The plan is a WORKING DOCUMENT! Team members meet regularly to: a) Monitor progress b) Modify the plan as needed to: Make the plan more effective or Change mastery criteria and increase student independence

30. Review Meeting: Role of the Team Leader Guide team in reviewing DATA for each component of the plan to document: 1. Is each strategy being implemented as designed? 2. Is the plan resulting in change in student behavior? 3. Do data indicate that the plan needs to be modified and how? 4. What is the date of the next Review Meeting?

31. 7 8 The Implementation Plan is used to record: : 3/21/11 1. The extent to which the plan is being implemented and… 2. Team evaluation decisions made, based on the data presented at the meeting Add more multi-digit problems Monitor Completed/ Discontinue Monitor

32. Barriers to Implementation Questions to ask if plan is not being implemented: – Do implementers understand how and when to use strategies? – Have implementers been provided with a way to measure implementation? – Are strategies feasible in the natural setting? – Are there ways that plan can be modified to make implementation more likely? *Note: If the plan is not being implemented with fidelity, we can not assess if the plan is working.

33. Barriers to Plan Effectiveness Questions to ask if progress is not being made: – Is student Consistently being rewarded for alt/des behavior? How often? – Are reinforcers for alt/des behavior “powerful” enough? Are reinforcers functionally equivalent? – Is the Problem Behavior still being Reinforced? Remember: we must minimize pay-off for problem behavior for new appropriate behavior to “compete”

34. The Plan is Working! Now What?? The student is making progress, but has not yet met the short term goal. – Continue plan and progress monitoring The student has met the short-term goal!! – Create a new short-term goal that more closely approximates the desired behavior and ASK: Can we expand the plan/implement in more contexts? Can we being fading antecedent prompts and modifications? Should we start fading and/or modifying rewards? Are there strategies that we can use to increase the student’s monitoring of his or her own behavior?

35. On page 116 in your guide, explain the role 1. The Team Leader and 2. The Plan Implementers play in ensuring student progress. Check #1 (p. 116)

36. Edgar’s team has met to review his progress since implementing the BSP. The data show that Edgar’s problem behavior has not decreased in the past 2 weeks. What is the first question that Edgar’s team should ask? Is the plan being implemented?? Check #2

37. Key Points Both the Team Leader and Team Implementers collect Fidelity and Effectiveness data regularly. Team members meet every to weeks to determine: – Is the BSP being implemented as agreed on by the team? – Is the student making progress? – Do we need to modify the plan? If so, how? – When is the date of our next meeting? Behavior Support Plans are Working Documents that are modified frequently to: – Improve the effectiveness of the behavior support strategies – Increase student independence

38. Task (p. 121) Over the next week… Schedule a time to meet with your team to review the plan that you created last week. Use the Implementation Checklist form to document the components of the plan that are: a) being implemented b) effective 38

39. Comments/Questions about Module 7 At the bottom of page # ___ please write any comments/questions you may have pertaining to this session. Thank you for your time & attention! 39

40. Appendices FACTS for Staff ABC Recording Form Behavior Support Planning forms Behavior Support Review form