data-based problem solving for behavior

Data‐based Problem Solving of Behavior PaTTAN September, 2012

DATA-BASED PROBLEM SOLVING FOR BEHAVIOR SEPTEMBER 6, 2012

Karen Elfner Childs

Participant Objectives: *covered today

1. Understand the role of data-based problem solving in a multi-tiered system of behavior support*

2. Utilize the 4 critical steps in the problem solving process* 3. Identify potential data sources for addressing

behavioral issues at Tier 1, Tier 2, and/or Tier 3* 4. Identify strategies to increase the likelihood of successful

implementation of data-based problem solving 5. Conduct an assessment of the data-based problem

solving systems in a school 6. Develop an action plan to improve the data-based

problem solving of behavioral issues

Karen Elfner Childs 1


Agenda

• Why structured problem solving?

• Assumptions

• The 4-Step Problem Solving Process

• Orientation to the PS Process across Tiers

• Assessment of Data-based Problem Solving

Why STRUCTURED Problem Solving?

People aren’t tired from solving problems – they are tired from solving the same problem over and over.

Newton, Todd, Algozzine, Horner, Algozzine, (2009)



Problem-Solving Process

Step 1: Problem Identification What’s the problem?

Step 4: Response Step 2: Problem Analysis to Intervention

Why is it occurring? Is it working?

Step 3: Intervention Design What are we going to do about it?

Assumptions

• Data is part of a process

• Discipline/behavior data can be messy

• A multi-tiered system of support is optimal

• What adults do impacts how student perform

• We must assess what adults do AND how students perform

• Working smarter beats working harder

• If a thing’s worth doing, it’s worth doing right

• No-one gets it right the first time



Multi-Tiered Model of School Supports and the Problem-Solving Process

ACADEMIC and BEHAVIOR SYSTEMS

Tier 3: Intensive, Individualized Interventions & Supports

The most intense instruction and intervention based on individual student need, in addition to and aligned with Tier 1 & 2 academic

and behavior instruction and supports.

Tier 2: Targeted, Supplemental Interventions & Supports

More targeted instruction/intervention and supplemental support, in addition to and aligned with the core academic and behavior

curriculum.

Tier 1: Core, Universal Instruction & Supports

General academic and behavior instruction and support provided to all students in all settings.

Florida’s State Transformation Team on RtI (Dec. 3, 2009)

in order to meet GOALS. These DIVERSE

students Support Systems

Smart Educational Supports



The Importance of Data

Decisions without data are guesses

The Importance of GOOD Data



What data do you need?

Let your questions be your guide…

• Are we doing what we said we’d do?

• Is it working?



Student Data Progress Monitoring People Collecting

Direct ObservationFrequency Data

Daily Progress Reports

Checklists

Structured Interviews

Permanent Products

ODRs Attendance

Surveys Referrals

Classroom Tracking Other School-Wide Measures

Scale

Teachers

Behavior RatingSeveral times a day Behavioral Expertise

Daily

Once a day ParaprofessionalsSeveral times a week

Guidance1-2x/week School Psychologist

1-2x/Month Teachers Monthly Anyone

Problem-Solving Process

Step 1: Problem Identification What’s the problem?

Step 4: Response Step 2: Problem Analysis to Intervention

Why is it occurring? Is it working?

Step 3: Intervention Design What are we going to do about it?



Tier 1 Problem Solving Guiding Questions in 4-Step PS

Step 1 – Problem ID • What do we expect our students to know,

understand, and do as a result of instruction?

• Do our students meet or exceed these expected levels? (How sufficient is the core?)

• Are there groups for whom core is not sufficient?

• Is the core being delivered as intended (fidelity)

Tier 1 Problem Solving Guiding Questions

Step 2 – Problem Analysis

• If the core is NOT sufficient for either the school as a whole, or for a group of students: • Has the Tier 1 System been implemented with fidelity?

• What barriers have or could preclude students from reaching expected levels?




Step 3 – Plan, Develop, Implement • What strategies or interventions will be used?

• What resources are needed to support implementation of the plan?

• How will sufficiency and effectiveness of core be monitored overtime?

• How will fidelity be monitored over time?

• How will “good”, “questionable,” and “poor” responses to intervention be defined?

You may find that you need to better define and analyze the “problem” in order to develop an effective intervention plan.


Step 4 – Plan Evaluation of Effectiveness • Is PBS/RtI:B being implemented across campus?

• Is it being implemented with fidelity?

• Is there sustainability of implementation?

• Are there benefits to students over time with PBS/RtI:B implementation?

• Are there benefits for staff?

• Do students with greater needs benefit from implementation?



Principles of Behavior and the Problem-Solving Process

Step 1: Problem Identification • ABCs of Behavior:

What problem behaviors are occurring most often?

When and Where are the problem behaviors occurring?

Who is involved?

Step 2: Problem Analysis: • Why are problem behaviors occurring? • Function of Behavior - Hypothesis

Step 3: Intervention Design – Develop a plan • Prevention: Alter the environment (systems changes) • Teach: New skills (replacement behaviors) • Reinforce: Appropriate behaviors (new skills)

Step 4: Evaluation: Response to Intervention

Tier 1 Example



Step 1: Problem Identification Tier 1

• Office Referral Data • What are the most significant problem behaviors?

Determine what behaviors result in the most referrals across all non-classroom settings

• Where are the problems occurring? Look at non-classroom locations: Hallway, cafeteria, library

• When are the problem behaviors occurring? Determine specific times of the day: 7-8 a.m., 12:30-1 p.m.

• Who is involved in the majority of the referrals? Which students are engaging in the problem behaviors? Is it most the students or only a few? Which staff are writing referrals? Are most of the staff writing 1 or more referrals or only a few staff?

• Additional Data: • What consequences are being given and are they effective?

Calling home, detention, Out-of-school suspensions

ABCs and Tier 1 Problem Behavior

Examples: • Antecedents:

• Most buses arrive each morning at the same time, so many students are at their lockers at the same time

• Students meet up with their peers at their lockers • Behavior:

• Students hang-out at their lockers talking to peers upon arrival

• Students engage in ‘horse-play’ behaviors by their lockers in the morning

• Consequences: • Students are tardy and sent to the office • Students receive a referral for horseplay behaviors • Students receive after-school detention



ABCs and Tier 1 Problem Analysis

Antecedents: • Why is the problem occurring? • What environmental variables may be contributing to the occurrence of

the problem behavior?

Behavior: • What are the students getting from the problem behavior? • What is the possible function of behavior? • What should the students be doing instead?

Consequences:

• Have the consequences been effective in decreasing the problem behavior?

Other Questions: • What barriers may be preventing students from meeting the Tier 1

expectations? • What barriers may be preventing staff from teaching and/or reinforcing

the Tier 1 behavior curriculum?

Determining Function of Behavior

Why is the problem behavior occurring? Get/Obtain or Escape/Avoid

Attention - peer or adult Tangible - object, task, activity Sensory stimulation

Develop Hypothesis (Why) When antecedent occurs, students engage in

behavior. As a result, students function.



Problem Analysis

Tier 1 Problem Behavior: • Most buses arrive between 7:15 and 7:20. Many students meet up with

their peers at their lockers and hang-out with their friends. Many also engage in horseplay behavior as they walk to class. Students are tardy to class and receive referrals.

Problem Analysis and Function of Behavior: • Brainstorm ideas about why the problem behavior is occurring

• Students enjoy talking with friends and lose track of time (attention)

• Students do not like first period ‘Bell’ work. (avoid task)

• Few staff are present in the hallway by the lockers each morning

• Most teachers are in their classrooms preparing for first period

• Students are not receiving reinforcement for following the Tier 1 expectations ‘be responsible’, and ‘be safe’(attention)

• Consequences may be reinforcing the behavior (peer attention/avoid)

Problem Analysis and Hypothesis Development

Hypothesis/Best Guess:

• When students arrive in the morning, they go to their lockers and begin talking with their friends. There are few staff in the hallway to monitor student behaviors or to reinforce students who are engaging in the Tier 1 expectations, Be Responsible and Be Safe. The students begin socializing with their peers and engage in horseplay. As a result, many students are tardy to class and receive a referral.



Step 3: Intervention Design Using the ABCs

Antecedent Events: • Increase the likelihood the problem behavior will occur • Inform prevention strategies

Behavior • Determines Tier 1 Expectations to teach (replacement behavior)

Consequences: • Reinforce behavior (appropriate or inappropriate) • Help determine function (motivator) of the behavior • Informs alternative responses and appropriate reinforcers for

new skills

Hypothesis and Intervention Design

Developing Interventions:

• Prevent (antecedents/environmental variables) • Increase staff presence in the hallways, especially prior to first period • Teach staff to prompt students to ‘Be Responsible’ and get to class on

time or ‘Be Safe’ by walking appropriately to class

• Teach (Tier 1 expectations/behavior skills desired) • Reteach, practice, model, prompt, embed into academics the Tier 1

expectations that address the problem behavior

• Reinforce (consequences) Reward students for demonstrating Tier 1 expectations

• Getting to class on time – Be Responsible • Walking to class appropriately – Be Safe



Step 3: Plan Development Prevention

Antecedent for Tier 1 Problem Behavior: • Students arrive in the morning, go to their lockers and

meet their peers.

Antecedent Prevention Strategies

• Students arrive on campus.

• They go to their lockers to get their materials.

• Students meet their friends.

• Staff will be stationed in the hallway by the lockers to remind students to get their materials and go directly to class.

• A 1-minute ‘warning’ bell will be initiated prior to the first period tardy bell.

Step 3: Plan Development Teach

Tier 1 Problem Behavior: • Students begin socializing with peers and engaging in

horseplay. Behavior Teach Replacement Behavior: Tier 1 Expectation

Current Behavior:

• Students stay at their lockers talking to friends.

Replacement Behavior:

• Students will be on time to class.

• All teachers will review the expectation, ‘Be Responsible’ by being on time to class, each morning for a week and every Monday morning thereafter.

• Teacher and students will provide examples and non-examples of being late/on-time.

• Students will practice what ‘being on time’ looks like.

• Language Arts: Students will get in groups and write about the reasons people should be ‘on time’. Include in-school and out-of-school examples. Share with the class.



Step 3: Plan Development Reinforce

Consequences: • As a result, many students are tardy to class and receive

a referral.

Consequences Replacement Behavior

Alternative Outcomes Consequences/Reinforcers

• Students get attention from peers.

• Students are tardy to class.

• Students receive a referral.

• Get to class on time

• Staff will hand out “Tiger Paws” to students getting their materials and going to class immediately.

• Students arriving to class on time will earn 2 extra points to cash in at the end of the week for 10 minutes of uninterrupted free time with friends. (peer attention)

Step 4: Response to Intervention

Guiding Questions: • Was the plan implemented with fidelity?

• Observation data for hallway presence by staff • Staff surveys • Count rewards distributed and/or redeemed

• Did the interventions work? (review discipline data) • Faculty surveys • Decrease in referrals for tardy and horseplay • Other ideas?

• Was the goal met?

• How accurate were the problem ID & hypotheses? • Was the correct function identified?

• Do the interventions need to be changed? • Continue, fade, increase, etc.


Response to Intervention - Example


Tier 2 Example



Step 1: Problem Identification Tier 2

Major: Office Discipline Referral Decision Points: Students with 2 ODRs by October

ODRs alone may not identify students needing Tier 2 supports Low or non-referring teachers

Students with ‘internalizing’ behaviors

Multiple Minors – Classroom/Teacher Tracking form: Students ‘at risk’ for more severe problem behavior

Truancy, multiple tardies, repeated low levels of defiance

Screening Instruments

Teacher/Team Nomination and Referral • Decision Points will need to be determined by the Tier 2 team

Step 2: Problem Analysis and Functions of Behavior

Attention (adult, peer)

Tangible (object, task, activity)

Sensory Stimulation

ESCAPE/AVOID

GET/OBTAIN



Tier 2 Problem Behaviors

Examples: • Steven often talks to his peers and roams around the

room during independent seatwork.

• Robert is routinely late to most of his classes and often comes unprepared.

• Caroline is a 7th grade student performing on a 5th

grade level. She often refuses to complete her assignments, tosses her materials on the floor or argues repeatedly with the teacher.

ABCs of Behavior

Tier 2 Problem Behavior Example: Robert is routinely late to most of his classes and often comes unprepared.

Antecedent Behavior Consequences • After the dismissal bell rings, Robert begins talking with his peers in the hallway.

• After the dismissal bell rings, Robert stays in class to talk with the teacher.

• Robert is tardy to class.

• Robert comes to class unprepared, without his materials and/or homework.

• Teachers reprimand Robert for being late and unprepared.

• Teachers send Robert to the Guidance Counselor’s office.



Determine Function of Behavior

Why is the problem behavior occurring? • Get/Obtain or Escape/Avoid

• Attention - peer or adult • Tangible - object, task, activity • Sensory stimulation

Develop Hypothesis (Best Guess) • When (antecedent) occurs, student engages in

(behavior). As a result, s/he is able to (function).

Function of Behavior

Example: Robert is routinely late to class and often comes unprepared

Problem Analysis: Why is the problem occurring? • Robert enjoys talking to his friends and teachers after class (peer & adult

attention)

• Robert does not have time to get his materials for the next class because he is talking with teachers and peers. (peer & adult attention)

• Robert likes to go the Guidance office. (adult attention; avoid task)

• Other possibilities?

• Hypothesis: Other ideas?

• When the dismissal bell rings, Robert remains in class to talk with teachers or meets his peers in the hallway. He is often tardy to his next class and comes unprepared. As a result, Robert is able to gain attention from others (peers, teacher reprimand, guidance counselor).



Step 3: Plan Development CICO - Prevention

Tier 2: Robert is routinely late to most of his classes and often comes unprepared.

Antecedent Prevention Strategies

• After the dismissal bell rings, Robert begins talking with his peers in the hallway.

• After the dismissal bell rings, Robert stays in class to talk with the teacher.

• Robert will be assigned a peer-buddy to walk with after each class. The peer will prompt Robert to get his materials from his locker and go directly to class. (peer attention)

• After the dismissal bell rings, the teacher will prompt Robert to go directly to his locker, get the needed materials and go on to his next period class. (adult attention)

• Other possible strategies?

Step 3: Plan Development CICO: Teach

Behavior Teach Replacement Behavior

Current Behavior: • Robert and his homeroom teacher will develop goals and

• Robert talks to peers write them on his daily behavior report (DBR) card.

and staff after class. • The goals will focus on the school-wide expectation: Be Responsible, by being prepared and on time to class.

Replacement Behavior:

• The goals will include: • I will have all the necessary materials for class • I will be in my seat when the tardy bell rings

• Robert will go • The homeroom teacher will initially review the DBR with directly to his locker Robert to ensure he knows what to do each period to earn after class, get his his points.materials and go to his • The teacher will check for understanding by having Robert next class. repeat to her what he needs to do each period.

• The homeroom teacher will then review the DBR with Robert each morning and at the end of each day. • Each teacher will review the DBR with Robert upon entering and leaving class.



Step 3: Plan Development CICO: Reinforce

Current Consequences

Replacement Behavior

Alternative Outcomes Consequences/Reinforcers

• Teachers • Robert will go • Each teacher will review the DBR goal “I reprimand Robert directly to his have all my materials”, with Robert at the for being late and locker after class, beginning of each period. (attention) unprepared. get his materials

and go to his next • Each teacher will prompt the DBR goal “I will be in my seat with the tardy bell rings”,

• Teachers send class. at the end of each class period. (attention)

Robert to the • Robert will earn points for each goal that Guidance is met or partially met on the DBR. Counselor’s • After accumulating a specific # of points, office. Robert will be able to earn a previously

agreed upon amount of time with a friend of his choice. (peer attention)

•Other possible reinforcers?

Monitoring Student Progress

Tier 2 Monitoring Tool Features: • Assess specific skills • Sensitive to small increments of change over time • Administered efficiently and repeatedly (quick/easy) • Easily summarized in teacher/parent-friendly format

for communication purposes (graphs) • Able to compare progress across students

Daily/Weekly Monitoring Tools: • Daily point sheets • Behavior Rating/Report Cards • Frequency counts of behavior (teacher and/of

student)



Adapted from Crone, Horner & Hawken (2003) Points Possible: __72___

Points Received: __55__

% of Points: __76__

Goal Achieved? Y N

Behavior Report Card

Name: Sally Mae Date: 2/1/08

Rating Scale: 3=Good day 2= Mixed day

1=Will try harder tomorrow

Teacher Comments: I really like how… ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________

HR 1st 2nd 3rd 4th L 5th 6th

BE RESPECTFUL 2

BE RESPONSIBLE 3 2 3

BE PREPARED

Parent Signature(s) and Comments: _______________________________________________

3

3 1

1

1

1

1

1

3

3

3

3 3 3

3 3

2

3

2

2

GOALS

FLBPS Homepage; Resources; Tier 2; Progress Monitoring; Behavior Report Card



Monitoring Interventions

Tier 2: Individual Student Progress



Tier 3

FBA as 4-step Problem Solving

Step 1 - Problem Identification Define primary behavior of concern

Step 2 - Problem Analysis Where most/least likely

What activities most/least likely

Identify function (get/avoid)

Identify replacement behavior

Step 3 - Intervention Development/Implementation Prevent-teach (replace)-reinforce components

Action plan (what, by who, when, how, where)

Plan for progress monitoring

Step 4 -Response to Intervention (monitoring) Implementation fidelity

Response to intervention



Behavior Rating Scale

Behavior Date

Hitting 8 or more 6-7 times 4-5 times 2-3 times 0-1 times

5 4 3 2 1

5 4 3 2 1

5 4 3 2 1

5 4 3 2 1

5 4 3 2 1

5 4 3 2 1

5 4 3 2 1

5 4 3 2 1

5 4 3 2 1

5 4 3 2 1

5 4 3 2 1

5 4 3 2 1

5 4 3 2 1

5 4 3 2 1

5 4 3 2 1

5 4 3 2 1

5 4 3 2 1

5 4 3 2 1

Profanity 16 or more times 12-15 times

8-11 times 4-7 times 0-3 times

5 4 3 2 1

5 4 3 2 1

5 4 3 2 1

5 4 3 2 1

5 4 3 2 1

5 4 3 2 1

5 4 3 2 1

5 4 3 2 1

5 4 3 2 1

5 4 3 2 1

5 4 3 2 1

5 4 3 2 1

5 4 3 2 1

5 4 3 2 1

5 4 3 2 1

5 4 3 2 1

5 4 3 2 1

5 4 3 2 1

Requesting Attention/

Assistance

55% or more 40-55% 25-40% 10-25%

0-10%

5 4 3 2 1

5 4 3 2 1

5 4 3 2 1

5 4 3 2 1

5 4 3 2 1

5 4 3 2 1

5 4 3 2 1

5 4 3 2 1

5 4 3 2 1

5 4 3 2 1

5 4 3 2 1

5 4 3 2 1

5 4 3 2 1

5 4 3 2 1

5 4 3 2 1

5 4 3 2 1

5 4 3 2 1

5 4 3 2 1

Ben’s Playtime 4=Laughing,

3=Cooperated, 1= Cried, stayed 2=Fussed,

stayed briefly refused to play took several turns

Monday

5

4

3

2

1

Tuesday

5

4

3

2

1

Wednesday

5

4

3

2

1

Thursday

5

4

3

2

1

Friday

5

4

3

2

1

Saturday

5

4

3

2

1



Assess your Data-based Problem Solving of Behavioral Issues

Training Options

Sept. 18 – Tier 1

Sept. 19 – Tier 2

Sept. 20 – Tier 3

View a comprehensive illustration of the DBPS

Identify data sources, tools, and intervention ideas

Learn strategies to increase the likelihood of

successful implementation

Develop action plans to carry out



Contact Information

Karen Childs, M.A. Florida’s PBS:RtIB Project University of South Florida

Email: [email protected]

Website: http://flpbs.fmhi.usf.edu


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