basic fba to bsp 75 min 3.23.16...3/24/16' 1' basic fba to bsp training school personnel...

3/24/16'

1'

Basic FBA to BSP Training school personnel to implement

Tier 3 behavioral interventions

Chris Borgmeier & Sheldon Loman [email protected] [email protected]

www.basicfba.com

On-line SW-PBIS Coaching Certificate

New Cohort Beginning this

Summer

www.pdx.edu/sped/MTSS

Who’s here?

o Administrators? o Teachers? o Paraprofessionals? o Behavior Specialists? o Higher Education Members? o Other related services? o Others?

www.basicfba.com

Training Available On-Line

Functional Behavioral Assessment (FBA) is….

an empirically supported practice that has been demonstrated to improve both the effectiveness & efficiency of behavioral interventions in schools

Blair, Umbreit, & Bos, 1999; Carr et al., 1999; Ingram, Lewis-Palmer, & Sugai, 2005; Lee, Sugai, & Horner, 1999; Loman & Horner, 2013; Newcomer & Lewis, 2004, Strickland-Cohen & Horner, in press.

From Basic FBA to BSP !

From Basic FBA to Function-based Interventions

• The most important purpose of conducting FBA is to inform the development & implementation of Behavior Support Plans that directly address the FUNCTION of student behavior

3/24/16'

2'

FBA-BSP in Schools: How are we doing? • Growing body of research showing that FBA can be effectively conducted by typical school personnel

•  (Crone, Hawken, & Bergstrom, 2007; Dukes, Rosenberg, & Brady, 2007; Loman, 2010; Maag & Larson, 2004; Renshaw et al., 2008; Scott, Nelson, & Zabala, 2003)

•  However… schools continue to struggle to utilize FBA information to build and effectively implement BSPs

•  (Blood & Neel, 2007; Cook et al., 2007, 2012; Scott & Kamps, 2007; Scott, Liaupsin, Nelson, & McIntyre, 2005; Van Acker, Boreson, Gable, & Potterton, 2005)

CHALLENGE SCHOOLS FACE IS NOT FINDING WHAT

WORKS, BUT IMPLEMENTING WHAT WORKS.

FIXSEN, NAOOM, BLASE, FRIEDMAN, & WALLACE, 2005

Common Issues… • Lack of personnel with sufficient training to conduct FBA and use FBA information to identify function-based interventions

• Student plans built by “specialist” without input from/collaboration with plan implementers

• Plan implementers need a better understanding of behavioral function

• As schools adopt Tier 2 and Tier 3 supports, the behavior specialists in the district are often overwhelmed with requests to conduct functional behavioral assessments and building behavior support plans.

Basic Message: Capacity Building

Any time you feel overwhelmed the answer is likely to include

investing in the training of others.

“Work Smarter”… using the 4 P’s

• Proactively build capacity- •  Train 2-4 school personnel in each school to use Basic FBA/BSP •  Teach all school-based team members to understand FUNCTION

• Parsimonious tools- Use simple tools and terminology that are relatable to school personnel

• Practical Trainings- Provide short training sessions that teach “less more thoroughly” based on established instructional practices

• Prioritized follow-up- Through use of quick in-training assessments to determine those participants that will require more follow-up coaching

District Behavior Support Specialist

Support Teams building behavior support

plans from Assessment information

Train 1-2 people per school to conduct “basic”

FBA/BSP

Train and coach PBIS at all three

tiers

School-wide

training: Increase

Staff Knowledge of Behavior & Function

3/24/16'

3'

Basic FBA: Behaviors and Maintaining Functions are Easily Defined and Identified

A Continuum of Individualized Support…

• Many of problem behaviors that teams encounter do not require comprehensive FBA-BSP

• Using simplified FBA-BSP procedures that “match” the level and intensity of problem behavior

•  Provide FBS at the first signs of persistent problem behavior

Complex FBA: Behaviors and Maintaining Functions Vary, and are not Easily Defined and/or Identified

14'

Basic Complex 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

Basic FBA to BSP

www.basicfba.com

Basic FBA to BSP Training • Module 1- Defining and Understanding

Behavior*** • Module 2- FBA: Practice Interviewing • Module 3- FBA: Practice Observing • Module 4- Critical Features of BSP*** • Module 5- Building BSP from FBA • Module 6- Implementation Planning &

Leading a BSP Team • Module 7- Evaluation & BSP Review

***Designed for all school staff to complete

Building Capacity: Function-Based Thinking in Schools • In addition to training 1-2 professionals per school to use Basic FBA/BSP…

• We want to provide all school personnel a function-based approach to addressing challenging behavior

A Teachers Perspective…. “I’m looking at my challenging students from a completely different perspective now. I have a handful of kids that I’ve struggled to keep in Tier 1. These past few modules have encouraged me to take a step back and really look at their behaviors and functions and adjust my approach towards them. I’m shocked, impressed and proud at how quickly they are responding. Just a shift in perspective and my approach towards them has made a world of difference. I know this is a Tier 3 course, but I think it’s beneficial for teachers and staff who work in urban districts to have an awareness of behavior and function as we roll out Tier 1. Understanding that and getting equipped with strategies to support challenging behaviors is half the battle of teaching in districts like Oakland.”

Joyce Hum, Elementary Teacher Oakland Unified School District

3/24/16'

4'

www.basicfba.com Online Module Features

• Pre and Post Assessment for Each Module • Participant Guide and Materials to Follow Along and

Practice Using Forms/Tools •  Interactive Activities with built in Checks for

Understanding • Embedded video to model interviewing • Embedded video for practicing observations •  Links to data collection and graphing resources

specific to Basic FBA to BSP • Email follow-up with Homework Reminders •  Free!

Big Ideas • Learn FBA & BSP in manageable chunks

•  a series of seven 90 minute modules •  intended to be delivered about 1 module every 2 weeks

•  Interactive Training Activities -- Learn through demonstration & practice application activities

• Homework Tasks with each module for real-world practice that culminate in implementation of a BSP developed from an FBS

• Tools for Coaching & Feedback on Homework

• Tools for building school-wide understanding of behavior & function-based intervention

Par+cipant’s'Guide'for'each'Module''

' 'Objec+ves''

' 'Review'''' 'Ac+vi+es'

'

' 'Checks'for''Understanding''

'' 'Comments/'' 'Ques+ons''

'' 'Tasks''

'' 'Key'Points'

Basic FBA to BSP Using FBA to Develop Function-Based Support for Students with Mild to Moderate Problem Behavior

Module 1: Defining & Understanding Behavior www.basicfba.com

By'the'end'of'this'module'you'should'be'able'to:'1.  Define'observable'behavior'(What).'2.  Iden+fy'events'that'predict'When'&'Where'the'

specific'behavior'occurs.'3.  Iden+fy'Why'a'student'engages'in'the'specific'

behavior.''4.  Construct'hypothesis'statements'that'

summarize'the'What,'When,'Where,'&'Why'of'a'student�s'behavior'

'

'''Module'1'Objec+ves'Always'Start'by'Defining'the'

Problem'Behavior'

2''

Antecedents/Triggers''''

When'_____happens….''

1''''

Behavior:'''

the'student'does'(what)__'

'

3''

Consequence/Func+on'''

..and'as'a'result(______'''

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5'

After interviewing Johnny�s teacher and conducting several observations, Johnny�s team determined that when seated next to peers during less structured class time (free time, cooperative group art projects, etc.), Johnny tears up his paper and stomps his feet. After Johnny engages in this behavior his peers laugh at him.!!

Rou+ne:'�During'______________________'�'

Scenario'#4.3'

25'

Antecedent/Trigger:''�When'…'

Behavior:''Student'does…'

'

Consequence/Outcome:''and'as'a'result…'

'''

Therefore,'the'func+on'of'the'behavior'is'to:''get/

avoid''('

Less structured class time

Peers laugh

Peer Attention

Tears up paper & stomps feet

Seated next to peers

Example(from(the(On2line(Module(

Key'Points'from''Module'1'(p.'1.11')'

•  In'understanding'the'ABC�s'of'behavior,'the'star+ng'point'is'the'behavior'(B),'then'what'happens'before'the'behavior'(A)'and'a_er'the'behavior'(C).'

•  Behaviors'need'to'be'explained'in'an'observable'&'measurable'way,'so'that'anyone'who'does'not'know'that'student'could'point'out'the'behavior.'

•  All'behavior'serves'a'func+on:'either'to'OBTAIN'or'AVOID'something'(acen+on,'ac+vi+es,'or'tangible'items).'

Task'(p.'1.12)'

•  Over'the'next'weeks…'1.'Select'a'student'in'your'school'who'has'persistent'problem'behavior'that'is'not'dangerous.'Iden+fy:'

•  Complete'the'ABC'Tracker'(p.'1.13)'for'that'student'• Whenever'you'see'an'occurrence'of'the'problem'behavior'each'day,'write'down'the'AdBdC'on'the'tracker'form'

•  At'the'end'of'the'week,'or'a_er'seeing'5d6'occurrences'of'the'behavior,'form'a'Summary'Statement'at'the'bocom'of'the'page'

2.'Remember'to'use'AdBdC'to'inform'“Possible'Mo+va+on”'when'comple+ng'referral'forms'

3/24/16'

6'

This'training'was'an'effec+ve'use'of'my'+me'

This'training'increased'my'knowledge'of'how'to'define'and'understand'student'behavior'(N=145)'

Basic(FBA(to(BSP(On2line(Module(1(Feedback(

Module'1'N'='142''

•  PreTest'Scores'='70.5%'•  PostTest'Scores'='87%'

– 16'points'possible''


Module 2: Asking About Behavior: FBA Interviewing

www.basicfba.com

Module'2'Objec+ves'

'Using'the'FACTS'interviews'with'staff'and'students'to'specify:''1.'The'problem'behaviors''2.'Rou+nes'in'which'problem'behaviors'occur''3.'Triggers'or'predictors'of'the'problem'behavior''4.'Paydoff'(Func+on)'the'behaviors'have'for'student'''5.'Possible'semng'events''6.Summary'of'behavior'

FACTS'Part'A''(see'p'2.4)'

•  Start'with'the'Student'Strengths'

•  Conduct'Rou+nes'Analysis'to'iden+fy'rou+nes'where'problem'behavior'occurs'

35'

Strengths(

RouCnes(Analysis(

Video'Example:'FBA'Interview'Iden+fying'Antecedents'

•  Watch'the'video'and'follow'along'on'the'completed'FACTS'form'in'the'par+cipants'guide'(p.'2.15)'

36'

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7'

37'

Training(Materials(

Videos(available(on(YouTube(or(for(Download(

www.basicKa.com(Live(Trainings(Module(2(

Ondline'Training'Sample'

38'

Ondline'Training'Sample'

39'

FACTS'Part'B'

'(see'p'2.5)'•  Interview'to'ID'

Antecedents'&'Consequences'in'priori+zed'rou+nes'from'PartdA''

'•  Summarize'the'

interview'and'get'a'Confidence'Ra+ng'from'the'respondent'

40'

Antecedents(

Summary(Statement(&(Confidence(RaCng(

Consequences(

Interview'd'Antecedents'ANTECEDENT(s): Rank Order the strongest triggers/predictors of problem behavior in the routine above. Then ask corresponding follow-up question(s) to get a detailed understanding

of triggers ranked #1 & 2. Environmental Features (Rank order strongest 2) Follow Up Questions – Get as Specific as possible

1 X a. task too hard ___ g. large group instruction ___ b. task too easy ___ h. small group work _X_ c. bored w/ task ___ i. unstructured time _X_ d. task too long ___ j. transitions ___ e. physical demand 2_X k. independent work 3_X f. correction/reprimand ___ l. with peers ___ m. Other, describe ______________________ _______________________________________

If a,b,c,d or e - describe task/demand in detail __writing sentences, paragraphs, letters, journals, etc. student cannot write because they don�t know how to read or spell fluently______________________ If f - describe purpose of correction, voice tone, volume etc. _________________________________________________ If g, h, I, j or k - describe setting/activity/content in detail ____Independent work involving writing or reading; works better in small groups if he doesn�t have to read or write____________ _________________________________________________ If l – what peers?

MAKE SURE THAT YOU GET A CLEAR AND SPECIFIC DESCRIPTION OF THE ANTECEDENT – “Task too hard” is NOT specific enough to inform intervention

Ac+vity'5'(page'2.16d'2.17)'Write'the'Target'Rou+ne'and'Problem'Behavior'on'the'FACTS'PartdB'

Next,'Listen'to'the'audio'clip'and'complete'the'ANTECEDENTS'sec+on'in'the'FACTS'PartdB'for'Tracy'(pg.'2.17)'

''

''

3/24/16'

8'

Key'Points'from''Module'2'(p.'2.21)'

•  To'obtain'informa+on'to'make'a''hypothesis/summary'statement'you'need'to'ASK'&'SEE.'

'•  The'FACTS'is'a'tool'used'to'interview'teachers'&'staff'to'

narrow'the'focus'of'a'student�s'problem'behavior''•  FACTS'PartdA:'Start'with'the'strengths'&'iden+fy'rou+nes'

where'problem'behavior'occurs'•  FACTS'PartdB:'Interview'based'on'priori+zed'rou+nes'&'s+ck'

to'it'•  Summarize'interview'with'respondent'and'have'them'rate'

the'confidence'of'the'statement'

Task'(p.'2.21)''

•  This'week,'conduct'a'FACTS'interview'with'a'staff'member'that'is'very'familiar'with'a'student'you'iden+fied'for'conduc+ng'the'FBA'and'developing'a'behavior'support'plan'

'''•  Give'yourself'30d45'minutes'to'complete'the'interview'

''

46'

This'training'increased'my'knowledge'of'how'to'define'and'understand'student'behavior'(n=64)'

This'training'was'an'effec+ve'use'of'my'+me'


Module'2'N'='65''

•  PreTest'Scores'='79.6%'•  PostTest'Scores'='87.7%'

– 12'points'possible''


Module 3: Seeing Behavior - FBA Observations

www.basicfba.com

3/24/16'

9'

Module'3'Objec+ves'

•  U+lize'informa+on'obtained'from'FACTS'interview(s)'to'plan'for'observa+ons.'

•  Observe'students'within'rou+nes'iden+fied'by'the'FACTS'interview(s)'

•  Observe'to'test'the'Summary'of'Behavior'obtained'from'the'FACTS'interview'

•  Prac+ce'using'ABC'Recording'Form.''

ABC'Observa+on'An'ABC'observa+on'involves'observing'the'student'in'iden+fied'

rou+ne(s)'[From'interview]'

'Purpose'of'ABC'observa+on'is'to:'

dconfirm'the'accuracy'of'the'teacher'interview''''summary'of'behavior'diden+fy'antecedents'and'outcomes'that'the'teacher'''may'have'overlooked'dverify'the'func+on'of'the'student’s'behavior'ddevelop'the'most'accurate'Summary'Statement'for'interven+on'development'

ABC'Recording'

Form'

www.basicsa.com'Module'3'Live'Training'

Videos(available(

via(YouTube(or(for(

Download(

Eddie’s'ABC'Recording'

Form'

Tallying'Consequence/Func+on'

'Trend'='Adult'Acn''(7'of'14)'

''

2.'Use'the'tallies'to'help'inform'your'Summary'of'Behavior'

A_er'the'observa+on:'Summarize'Results'from'ABC'Observa+on'

3/24/16'

10'

Ac+vity'2:'Prac+ce'observa+on'for'TRACY''

(pp.'3.7d3.8)'

1.  Record'TRACY�s'behavior'from''video'using'the'ABC'recording'form'(p.'3.7)'that'you'prepared'in'the'previous'ac+vity.''

'

2.'Summarize'the'data'from'your'observa+on.''

3.'Rate'how'likely'it'is'that'this'Summary'accurately'explains'the'iden+fied'behavior'occurring'(1d6).'

'

Key'Points'from''Part'3'(p.'3.23)'

•  ABC'Observa+ons'are'used'to'confirm'the'accuracy'of'the'FACTS/'teacher'interview'

•  Use'the'FACTS'summary'statement'to'guide'when'and'where'to'conduct'ABC'observa+on'

•  Start'by'recording'the'behavior,'then'write'what'happened'directly'before'(Antecedent)'and'a_er'(Consequence)'the'behavior'

•  Immediately'a_er'the'observa+on'check'boxes'that'correspond'with'ac+vi+es,'antecedents,'&'consequences'recorded'

•  Summarize'results'&'compare'with'the'FACTS'summary'statement'

Task''(p.'3.23)''

•  This'week,'conduct'an'ABC'Observa+on'using'the'ABC'Recording'form'for'the'same'student'that'you'completed'the'FACTS'interview'for'last'week.''

•  Give'yourself'20d30'minutes'to'conduct'the'observa+on.'''

•  Remember,'you'need'to'be'convinced.'''


Module 4: Critical Features of BSP www.basicfba.com

Come see this session tomorrow at 11:00 Can we Train you to Identify Function-Based

Behavioral Interventions in an Hour?

Basic'FBA'to'BSP'Training'

•  Module'1d'Defining'and'Understanding'Behavior***'

•  Module'2d'FBA:'Prac+ce'Interviewing'•  Module'3d'FBA:'Prac+ce'Observing'•  Module'4d'Cri+cal'Features'of'BSP***''•  Module'5d'Building'BSP'from'FBA''•  Module'6d'Implementa+on'Planning'&'' '

' 'Leading'a'BSP'Team ''•  Module'7d'Evalua+on'&'BSP'Review'''''

***Designed'for'all'school'staff'to'complete'

• Borgmeier, C., Loman, S. L., Hara, M., & Rodriguez, B. J. (2015). Training School Personnel to Identify Interventions Based on Functional Behavioral Assessment. Journal Of Emotional And Behavioral Disorders, 23(2), 78-89.

•  Conducted 1 hour training to identify Function-Based Interventions •  Explicit instruction with examples and practice identifying function-based

interventions

3/24/16'

11'

Par+cipants'(n=291)'((

Role((

((Conference

((Workshop

((Total((

((General(EducaCon(Teacher((

''52

''5

''57

Special(EducaCon(Teacher((

14 16 31

School(Psychologist(( 8 14 22 School(Counselor(( 20 17 37 Administrator(( 15 7 22 Behavior(Specialist(( 11 10 21 Non2specified(or(other((

19 15 34

*Sixtydseven'Special'Educa+on'Graduate'Students'par+cipated'in'university'classes'

PredTest/'PostdTest'Design'

'1'hour''

training'+'15'min'for'Pre'&'

Postdtest'

Average(of(84.4%(Correct(in(on2line(training((n(=(601)(

This'training'increased'my'understanding'of'how'to'iden+fy'effec+ve'behavioral'interven+ons'(n=574)'

This'training'was'an'effec+ve'use'of'my'+me'(n=572)'


Compared'to'previous'training'I've'received'on'how'to'iden+fy'effec+ve'interven+ons'based'on'FBA,...'(n'='554)'


3/24/16'

12'


Module 4: Critical Features of BSP www.basicfba.com

Module'4'Objec-ves

• Use'a'Compe+ng'Behavior'Pathway'to'Iden+fy'Func+ondbased'behavior'supports'that:'• Teach'posi+ve'behaviors'to'replace'problem'behavior'

• Use'strategies'to'prevent'problem'behavior'&'prompt'posi+ve'behaviors'

• Reinforce'replacement'&'desired'behaviors'• Effec+vely'respond'to'problem'behaviors'by'redirec+ng'&'minimizing'their'paydoff'

Cri+cal'Features'of'BSP'see'p.'4.7'

Replace'problem'behavior'by'Teaching'a'socially(acceptable,(efficient(behavior'that'allows'student'to'obtain'the'pay2off/funcCon('Prevent(problem'behaviors'by'directly(addressing(triggers(&'prompCng'replacement'behaviors'based'on'the'funcCon(of(behavior('

Reinforce'replacement(&(desired(behaviors(based'on'funcCon/pay(off(for'the'student''

Redirect'problem'behaviors'by'quickly(&(effecCvely(redirecCng(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'func+on'of'behavior)''

Key'Points'from'Module'4:''Cri+cal'Features'of'BSP'

Replace'problem'behavior'by'teaching'a'socially(acceptable,(efficient(behavior'that'allows'student'to'obtain'the'pay2off/funcCon('Prevent(problem'behaviors'by'directly(addressing(triggers(&'prompCng'replacement'behaviors'based'on'the'funcCon(of(behavior('

Reinforce'replacement(&(desired(behaviors(based'on'funcCon/pay(off(for'the'student''

Redirect(problem(behaviors'by'quickly(&(effecCvely(redirecCng(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'func+on'of'behavior)''

Task'for'Basic'FBA'to'BSP'team'members'

•  Before'beginning'the'next'module'complete'the'Compe+ng'Behavior'Pathway'&'BSP'Form'(p.'4.6)'to'iden+fy'func+ondbased'interven+ons'for'the'student'for'whom'you'conducted'the'FBA'interviews'and'observa+ons.'

'

'Basic'FBA'to'BSP'Using FBA to Develop Function-Based Support for Students with Mild to Moderate Problem Behavior

Module 5: Selecting Function-based Behavior Support Strategies www.basicfba.com

3/24/16'

13'

Module 5 Objectives''''By(the(end(of(this(Module(Team(Leaders(will(be(able(to:'''1.''Explain'the'differences'between'the'Replacement'Behavior'and'the'

Desired'Behavior''2.''Describe'the'different'types'of'behavior'support'strategies/'interven+ons'

that'must'be'included'as'part'of'the'BSP '''3.''Discriminate'between'func+ondbased'and'nondfunc+ondbased'teaching'

and'antecedent'strategies''

4.''Iden+fy'func+ondbased'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''

Ac+vity'3'(p.'5.8)'Semng'Event'Interven+ons'

•  When'asked'to'complete'math'worksheets,'Kenny'tears'up'the'paper'and'throws'it'on'the'floor'to'avoid'doing'the'task…'He’s'more'likely'to'do'this'when'his'daily'schedule/rou+ne'has'been'disrupted'(e.g.'arrives'late,'assembly,'tes+ng)'

•  Iden+fy'the'Semng'Event'&'•  Generate'a'neutralizing'rou+ne'for'this'scenario'

Promoting Desired Behavior: Successive Approximations

•  It'is'typically'necessary'to'teach'approxima+ons'of'the'desired'behavior'to'move'from'the'Replacement(Behavior'to'the'Desired(Behavior.'

–  Build'on'small'steps'of'success'towards'the'desired'behavior'

– Use'the'func+on'of'behavior'&'the'Compe+ng'Behavior'Pathway'as'a'guide'

– With'fluency,'student'is'reinforced'by'“natural”'reward''

Replacement Behavior: Ask for Break from Difficult Double Digit Tasks

Desired Behavior: Complete Multi-Digit Math Problems independently

Antecedent: Task too difficult

Asked to do multi-digit multiplication or division math worksheets

Function: Escape Difficult Math Tasks

Natural Consequence:

Success on problems, more math tasks

Approximation Step #1: Ask for break using only 3 break tokens per period

Approximation Step #3: Ask for teacher help

Dexter

Approximation Step #2: With permission student can cross off 40% of difficult items

Successive'Approxima+ons'toward'Desired'Behavior'

Key'Points'from''Module'5'(p.'5.14)'

•  All BSPs must contain Preventive, Teaching and Reinforcement and Correction strategies.

•  Setting Events can either be addressed through attempts to eliminate the setting event or by setting up Neutralizing Routines

•  A plan for encouraging students along a sequence of Approximations from the Replacement Behavior to the Desired Behavior will likely be necessary

Task (p.'5.14)

Over'the'next'week…''

Review'and'revise'the'interven+ons'for'your'case:'a)  Make'sure'you'have'iden+fied'mul+ple'func+ond

based'strategies'for'Preven+on,'Teaching,'Reinforcement'and'Correc+on'interven+ons'

b)  Iden+fy'Semng'Event'interven+ons'as'appropriate'c)  Develop'a'dra_'of'‘Successive'Approxima+ons’'and'

generate'ideas'for'how'you'will'begin'teaching'the'skills'necessary'to'support'your'student'to'move'toward'the'Desired'Behavior'

''

''

'

78'

3/24/16'

14'


Module 6: Implementation Planning & Leading a BSP Team www.basicfba.com

Objectives

By the end of this module you will be able to:

1.  Describe the essential components of implementation plans

2.  Explain the meaning and importance of “Contextual Fit” 3.  Explain the role of BSP Team Leader and team members

in support plan development 4.  Identify the specific activities that the team leader will

engage in before, during, and after the team-based BSP development process

5.  Lead a “team” of professionals through the process of developing a sample BSP

80

Basic BSP Team Members •  BSP Team Leader •  Administrator •  Staff members

–  Identify staff who work with student in prioritized routine

–  Other support/ implementing staff specific to plan

•  Parent/Guardian 81

SPED Teacher?

Math Teacher

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 •  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!!

Finalizing the Implementation Plan

•  IMPORTANT!!! – Actively involve implementers in

determining final interventions for Implementation

– Specifically identify if the interventions work for the implementers (Contextual Fit) •  If they DON’T… the intervention will NOT

be implemented

BSP Meeting Table Tent (p. 6.6)

84

3/24/16'

15'

Implementation Planning

85'

What Who When

1. Review each suggested interventions.

Provide rationale & clearly define intervention

2. Ask the potential implementer: a)  Do you think this would work? b)  Does it fit your values? c)  Is this feasible? d)  Are you clear about how to do

this? Should we do this?

What support would you need?

3. If not, do you have suggestions for revisions or alternative interventions?

Considering Contextual Fit •  Revise interventions if there are staff

concerns; but make sure it is function-based. 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

Task Who When

Reinforce Desired Behavior When student has been on task for 15 min, she will be allowed to sit quietly at her desk and read or draw for 5 min Minimize Reward for Problem Behavior Student will stay in from recess to complete work

Mrs. Rose

Mr. Poole

10/21

10/21

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

CONSIDER: Do the interventions match the function? & have good

contextual fit?

“Contextual fit and ongoing coaching support are two important areas that need to be addressed when developing behavior support plans. More often than not, teachers in our district don’t get much input in what goes into a plan. Usually the behavior consultant conducts an FBA, writes the BSP and the teacher is expected to interpret and execute it. There is minimal follow-up or coaching support. Implementation fidelity is low since there is no accountability and the process isn’t teacher friendly. I had no idea teachers could even object/disagree with recommendations on the BSP.”

87

A Teachers Perspective….


88

Plan Training for

Implementers

Implementation Planning form

(p. 6.5)

Implementation Plan Implementation Supports

89

Performance Feedback Implementation Fidelity

90

3/24/16'

16'

Daily Point Card

Front

& Back

Key Points •  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 –  Resources available to the plan implementers

•  The role of a BSP team leader is to guide team members in the selection of preventive, teaching, and consequence strategies which:

–  Directly relate to the FUNCTION of the problem behavior –  Are viewed by the team as CONTEXTUALLY APPROPRIATE

•  Complete BSPs include: –  An IMPLEMENTATION PLAN specifying Who will do What by

When and plan to Support Implementers with Implementation

Task

•  Over the next two weeks…

Conduct a BSP team meeting to finalize an Implementation Plan for the BSP –  Identify Specific Interventions, Who & When – Ensure Contextual Fit – Develop an Implementation Support plan

•  Training & Performance Feedback

93'

'Basic'FBA'to'BSP'Using FBA to Develop Function-Based Support for Students with Mild to Moderate Problem Behavior

Module 7: Evaluation & BSP Review www.basicfba.com

''Objec+ves'

By'the'end'of'this'module'you'will'be'able'to:'

1.  Define'the'necessary'components'of'evalua+on'plans'and'provide'examples'of'appropriate'shortd'and'longdterm'goals'

2.  Develop'a'point'card'to'measure'progress'toward'shortdterm'goal'and'linked'to'incen+ve'plan'

3.  Describe'data'collec+on'procedures'that'would'be'used'to'track'implementa+on'fidelity'and'student'progress'when'provided'with'a'sample'BSP'

4.  Describe'the'process'for'conduc+ng'a'BSP'Review'Mee+ng'and'the'products'that'should'result'from'the'mee+ng'

'

95'

Evalua+on'Planning'

•  Sebng(Goals(– Student'Outcomes'&'Implementa+on'Fidelity'

•  Measurement(Plan(– Data'Collec+on'methods'must'be'Feasible'&'Accurate'

•  Regular(Progress(Monitoring(&(Decision(Making((

3/24/16'

17'

EVALUATION PLAN 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? _________ Expected date

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) ________________

The team identifies: -  Short-term goal -  Long-term goal -  Specific evaluation

procedures -  Date to meet and evaluate the effectiveness of the plan

BSP Evaluation Planning Form

Evaluation Procedures

Use'Compe+ng'Behavior'Pathway'to'Guide'Goal'Development'

'Goal'Framework''

During'<Rou+ne>,'when'<Antecedent>'(CONDITION),((STUDENT)(will'(BEHAVIOR)(at'least'<%>'of'the'+me'(CRITERION)(as'measured''by'(MEASURE)(

( ( ( (Expected'Date ' ' ''

<student> will <behavior> <criterion> as measured by <measurement plan>.

GOAL CONDITION & STUDENT During <routine>, when <antecedent>…………………..,

Use'Compe+ng'Behavior'Pathway'to'Guide'Goal'Development'

Continue to next task

Escape independent writing task

Completes work

independently

Talk to peers and make loud

noises (e.g. animal sounds)

Raise hand to request peer

help

When asked to complete independent writing tasks

No Setting Event

identified

Routine: READING

Short-term goal

Student: JONAS

JONAS READING, asked to complete independent writing tasks

Developing'Goals'

Short2term(BSP(Goal(•  During'Reading,'when'asked'to'complete'independent'wri+ng'tasks,'(Condi&on)'Jonas'(Student)'will'work(in(his(seat(quietly(OR'appropriately(request(peer(help((Behavior)'at'least'70%'of'the'+me'(Criterion)'as'measured'by'ra+ngs'on'a'daily'point'card'(Measure).'

' ' ' 'Expected'Date'11/20/15'

100

Daily'Point'Card'Template'Measuring'Student'Outcomes'

#1 – Quiet & in Seat #2 – Appropriately Raises Hand to Request Peers Help

#3(On(Task(

JONAS(

Reading(

(6( (10(minutes(

9:00( 9:10( 9:20( 9:30( 9:40( 9:50(

Daily'Point'Card'Template'Measuring'Student'Outcomes'

#1 – Quiet and in Seat

#2 – Appropriately Raises Hand to Request Peers Help

#3 On Task

JONAS Reading

6 10 minutes

9:00 9:10 9:20 9:30 9:40 9:50

Reasonable Behavioral

Expectations?

3/24/16'

18'

Reasonable'Timeframes'How'long'should'intervals'be?'

•  Start'with'present'level'of'performance'to'establish'a'Baseline'

•  How'long'can'the'student'go'now?'– Use'this'info.'to'determine'interval'length'

•  Student'can'sit'in'seat'for'8'minutes'comple+ng'independent'work'

•  How'long'should'the'interval'be?'– 6'minute'intervals'

Semng'up'the'Daily'Point'Card'

#1 – Quiet and in Seat

#2 – Appropriately Raises Hand to Request Peers Help

#3 On Task

JONAS Reading

6 10 minutes

9:00 9:10 9:20 9:30 9:40 9:50

BASELINE Estimate: Jonas can usually stay in his seat for 10 - 15 minutes at a time, but may need reminders to keep quiet during the 60 minutes of math time

Example'Graph' Simple'Data'Entry'with'an''Excel'template'

Key'Points''

•  An'EVALUATION'PLAN'is'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''

•  An'Evalua+on'Plan'includes'a'Shortdterm'and'Longdterm'Goal'which'can'be'developed'using'the'Compe+ng'Behavior'Pathway'

•  Team'Implementers'should'Collect5and5Graph5Fidelity'and'Effec+veness'data'daily'using'the'Daily'Point'Card'and'Excel'template(

(

•  The(Behavior(Support(Plan(is(a(Work(in(Progress!!!((

•  Team'members'meet'every'two'weeks'to'Review'the'BSP'''

''

Task'

Develop'an'Evalua+on'Plan'including'shortdterm'and'longdterm'goals.'Develop'and'implement'a'Daily'Point'Card'for'collec+ng'student'outcomes'and'implementa+on'fidelity'data.'Graph'your'data'daily.'Hold'a'BSP'Review'Mee+ng'a_er'2'weeks'of'implementa+on'using'data'to'guide'planning'and'decision'making.''

108'

3/24/16'

19'

“These modules are excellent resources to build capacity (and buy-in) within schools. Instead of waiting weeks for a behavior consultant to observe a Tier 2/3 student, we could use these modules to train a team of teachers/staff who could conduct them in a timely manner. Having a school based team (vs district consultants who may not have relationships with students and staff) also allows for more consistent coaching opportunities.”

109

A Teachers Perspective….


On-line SW-PBIS Coaching Certificate

New Cohort Beginning this

Summer

www.pdx.edu/sped/MTSS

Thank You!

Enjoy the Conference

Chris Borgmeier & Sheldon Loman [email protected] [email protected]

www.basic fba.com

basic fba to bsp 75 min 3.23.16...3/24/16' 1' basic fba to bsp training school personnel...

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