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

Module 7: Evaluation

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

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- Implementation & Evaluation• Module 7- Evaluation

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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/BSPFocus of this training series

Objectives

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

1. Define the necessary components of evaluation plans and provide examples of appropriate short- and long-term goals

2. Describe data collection procedures that would be used to track implementation fidelity and student progress when provided with a sample BSP

3. Describe the process for conducting and products that should result from a Plan Review Meeting

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Review #1

• 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

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Review #2

• 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

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Review #3

• 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

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Leading a BSP Team

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Evaluation Planning

• The team leader will ensure that the BSP includes an evaluation plan with:– A short-term goal that is reasonable based on current

performance• Focused on decreasing problem behavior and increasing

Replacement behavior

– A long-term goal focused on increasing desired behavior– Specific activities/procedures that will be used to evaluate

progress– A specific date when the team will next meet to review

progress

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

Evaluation Procedures

Data to be CollectedProcedures for Data Collection Person

ResponsibleTimeline

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

Evaluation Planning: How Will We Measure Progress??

Use Competing Behavior Pathway to Identify Goals

Typical Consequence

Maintaining Consequence

Desired Behavior

Problem Behavior

Alternate Behavior

AntecedentSetting Event

Routine:

Long-term goal

Short-term goal

Evaluation Planning: Short- and Long-term Goals

• Short-term goal– Focus on reducing problem behavior and increasing

student’s use of the identified Replacement 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

Developing Goals

• Goals should include the following components:– Condition– Student– Behavior– Criterion– Measurement Plan

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Developing Goals

• Both short and long-term goals should:

A. 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

B. Include specific mastery criteria• How will you know when the student has met the goal?

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Developing Goals

Short-term Goal• During Reading, when asked to complete independent writing

tasks, (Condition) Jonas (Student) will work in his seat quietly OR appropriately request a break (Behavior) at least 70% of the time (Criterion) as measured by ratings on a daily point card (Measurement).

• Notice that the goal is stated positively (what to do) rather than negatively… reductions of problem behavior can be measured by monitoring the expected behavior

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Measuring Reduced Problem Behavior

via increased Positive Behavior

Sample Short-Term Goal for Dexter

• Short-term: Dexter will: a) stay on task without leaving his seat or talking to peers about unrelated topics for at least 75% of independent work time, ORb) appropriately ask to work with a peer (or work

independently) in Writing,

c) complete at least 25% of his daily writing assignments

for 4 out of 5 days across 2 consecutive weeks.

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Increase use of Replacement Behavior

Decrease Problem Behavior

Increase Approximations of Desired Behavior

Mastery Criteria

Example Goals for Leroy

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

• During Writing 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.

Short-term goalIncrease Alt. Behavior & Reduce Problem Behavior

+ Approximation toward Desired Behavior

Long-term goalIncrease Desired Behavior & Reduce Problem Behavior

How will we measure student progress?

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

Balancing Accuracy and Feasibility

The “quality” of the measurement system is irrelevant if no one uses it.

– 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. point cards) that can be modified/used?

– Are implementers included when finalizing the measures to ensure feasibility?

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? • Are we tracking specific student behaviors?

Developing Data Forms

Estimates vs. Real-Time Recording• Consider using Scales or Ratings rather than

Frequency Counts/Duration Measures• Ex. 0, 1-3, 4-5, 5+ incidents/minutes (circle one)

Example Goals for Leroy

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

• During Writing 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.

Short-term goalIncrease Alt. Behavior & Reduce Problem Behavior

+ Approximation toward Desired Behavior

Long-term goalIncrease Desired Behavior & Reduce Problem Behavior

Ask teacher for break / easier task

Use Respectful Language

Use materials appropriately

LeRoy Feb. 4th

Measure Decrease

in Problem Behavior through focus on

increasing Expected Behaviors

Measuring the Short-term Goal During Science, LeRoy will ask appropriately for an easier task or for

a “break” from difficult tasks without making inappropriate comments or throwing materials at least 75% of the time as

measured by a daily point card.

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:

Indicate at the end of each class period if LeRoy had ( 0, 1-3, or 4 or more ) instances of problem behavior

Date StaffStaff provided modified tasks & pretaught to ask for “break” or easy task

Problem behavior (inappropriate comments, throwing materials)

Replacement Behavior (Student asked for break or easier task)

yes no 0 1-3 4-6 7+ 0 1-3 4-6 7+

yes no 0 1-3 4-6 7+ 0 1-3 4-6 7+

yes no 0 1-3 4-6 7+ 0 1-3 4-6 7+

yes no 0 1-3 4-6 7+ 0 1-3 4-6 7+

yes no 0 1-3 4-6 7+ 0 1-3 4-6 7+

yes no 0 1-3 4-6 7+ 0 1-3 4-6 7+

yes no 0 1-3 4-6 7+ 0 1-3 4-6 7+

yes no 0 1-3 4-6 7+ 0 1-3 4-6 7+

yes no 0 1-3 4-6 7+ 0 1-3 4-6 7+

yes no 0 1-3 4-6 7+ 0 1-3 4-6 7+

Please complete at the end of each Science block

During Science, LeRoy will ask appropriately for an easier task or for a “break” from difficult tasks without making inappropriate comments or throwing materials at least 75% of the time as measured by a daily point card.

LeRoy’s Weekly Data Chart

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 Short-Term Goal

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.

Intermediate Goals: Approximations

• Over time focus shifts to Long Term goal• Focus will shift to work completion

– Calculate percentage of problems completed on class work daily & graph

• Monday = 15/20• Tuesday = 11/12• Wednesday = 14/15• Thursday = 25/25• Friday = 11/14

Date StaffStaff used visual cue (1st, 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+ 0 1-3 4-6 7+

yes no 0 1-3 4-6 7+ 0 1-3 4-6 7+

yes no 0 1-3 4-6 7+ 0 1-3 4-6 7+

yes no 0 1-3 4-6 7+ 0 1-3 4-6 7+

yes no 0 1-3 4-6 7+ 0 1-3 4-6 7+

yes no 0 1-3 4-6 7+ 0 1-3 4-6 7+

yes no 0 1-3 4-6 7+ 0 1-3 4-6 7+

yes no 0 1-3 4-6 7+ 0 1-3 4-6 7+

yes no 0 1-3 4-6 7+ 0 1-3 4-6 7+

yes no 0 1-3 4-6 7+ 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.

Grant’s Weekly Data Chart

Activity #2 (page 89)

• 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. 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, and c) a long-term goal for Charlie.

• Make sure that you include:– observable, measureable descriptions of behavior – mastery criteria

• In addition to long- and short-term goals, the evaluation plan includes the specific data that will be collected to assess:

Is the plan making an impact on student behavior?

Evaluation Planning: How Will We MEASURE Progress?

Evaluating the BSP: Role of Plan Implementers

• 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

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?

Consequence/FunctionTeacher 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 BehvRaise hand for adult attention or to answer a question

Problem BehaviorMaking 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 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)

RewardsSheldon 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

Questions

Yes(every

day thisweek)

Kind of(2-3

days thisweek)

No (0 days

Thisweek)

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

Example: Implementer Checklist

Consequence/FunctionStudent is told to go complete her work in the office

Avoids working with peers

AntecedentAsked to complete a project with a group (2-3 peers)

Setting EventStudent gets to school late and misses breakfast

Replacement BehaviorAsk appropriately if she may work on the assignment alone

Problem BehaviorWhining and refusing to do work

Consequence Success, sense of accomplishment, peer attention

Routine: Social Studies

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

RewardsStudent 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

Desired Behavior Work with peers to complete group assignment

Evaluation Procedures for MaizeyData to be Collected Procedures for Data

CollectionPerson 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

1 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

Mrs. Ryan

Mrs. Ryan

Mrs. Foster

Check in 3 x per week

Daily for 2 weeks

Weekly

Plan Review Date 3/14/05

Activity #3 (page 91)

Using the summary statement and strategies provided for Kelly on pages 91-92 in your guide, work with a partner to determine/describe:

What SPECIFIC student behaviors will you collect data on?

Consequence/FunctionPeers talk back / laugh or tell him to leave them alone

Obtain Peer Attention

AntecedentAsked to complete desk work independently

Setting EventAltercation/ reprimand on the bus on way to school

Replacement BehaviorRaise hand and ask to work with peer

Problem BehaviorTalks out, makes noises, talks to/makes faces at peers, out of seat/walks around

ConsequenceTeacher acknowledgement Routine: Math, Writing

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)

RewardsKelly 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

Meeting to Review the Plan

Meeting to Review the Plan

• The plan is a WORKING DOCUMENT!

• Team members meet regularly to:

a) Monitor progressb) Modify the plan as needed to:

• Make the plan more effectiveor

• Change mastery criteria and increase student independence

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?

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The Implementation Plan is used to record:

: 3/21/111. 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

Insert data graph – example of data for student outcomes

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.

Barriers to Plan Effectiveness

• Questions to ask if progress is not being made: – Is plan being implemented regularly and

accurately?• prevention, teaching & reinforcement strategies?

– 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”

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?

Key Points

• An EVALUATION PLAN for determiningA) if the plan is being implementedB) if the plan is making a difference in student behavior C) when team members will meet again to discuss progress

• Both the Team Leader and Team Implementers collect Fidelity and Effectiveness data regularly.

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

• 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 to:

• Improve effectiveness• Increase student independence?

– When is the date of our next meeting?

Check #3

• When developing a BSP evaluation plan, short-term goals should focus on increasing the student’s use of:

The Replacement Behavior

• The long-term goal focuses on increasing:Desired Behavior/Skills

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• 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

Check #3

• Go to page 105 in your guidebook.• In teams of 3, please select a sample scenario

and use the forms provided in your guidebook (pages 106-108) to build a complete student BSP.

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• At the end of “free-choice” time, when asked to transition back to her desk, Charlie verbally refuses, cries, and falls to the floor to avoid transitioning to a less preferred activity. This is most likely to occur on days when Charlie does not take her medicine before school. Charlie’s “tantrums” occur 3-4 times per week and can last up to 10 minutes.

Example #1: Charlie

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• During large-group instruction in Math, when students are asked to attend to the materials being projected on the screen at the front of the class. Garrett often turns around in his chair, gets out of his seat and walks around the room, and makes comments to or faces at peers. FBA data show that his behavior is mostly likely maintained by peer attention. Garrett is currently off-task approximately 85% of the time during large-group and he is turning in less than 50% of his math assignments.

Example #2: Garret

Task

• Over the next two weeks…Please meet with team members at your school to develop a

student plan based on FBA results.

Your role as Team Leader will be to guide the team through the questions on pages 101 and 102 in your workbook and to ensure that the plan is: – Complete (don’t forget about implementation and evaluation plans!)– Function-Based– Contextually Relevant

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Comments/Questionsabout Module 7

• At the bottom of page 109 please write any comments/questions you may have pertaining to this module.

• Thank you for your time & attention!

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