practical functional behavioral assessments (fba) part 2

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Practical Functional Behavioral Assessments (FBA) Part 2

Matthew PhillipsPBIS Coordinator, Ingham ISD

Winter 2014

2

Goals for Part Two…By the end of the second day, participants will be able to:

•Complete a competing behavior pathway based on the summary statement/hypothesis•Use the information from the competing behavior pathway to develop a function-based behavior support plan•Understand the importance of having an intervention implementation plan•Understand how to collect data to determine the impact of the intervention•Understand the importance of collecting fidelity data for decision making

3

1. Competing Behavior Summary

2. Building an Effective Behavior Intervention Plan (BIP) and Implementing Behavior Intervention Plans (BIP)

3. Data Collection & Decision Making

4

1.0 Brief Review from

Previous Session

5

If the finish line is an effective behavior support plan, you’ll need to DASH to get there!

DefineAskSee

Hypothesize

6

2’s tell 1’s what the D and A stand for 2’s tell 1’s what the D and A stand for in D.A.S.H.in D.A.S.H.

1’s tell 2’s what the S and H stand for 1’s tell 2’s what the S and H stand for in D.A.S.H.in D.A.S.H.

Your Turn

7

Practical FBA Process…D.A.S.H

• Define behavior in observable & measurable terms

• Ask about behavior by interviewing staff & student:– Specify routines where & when behaviors occur– Summarize where, when, & why behaviors occur

• See the behavior– Observe the behavior during routines specified– Observe to verify summary from interviews

• Hypothesize a final summary of where, when & why behaviors occur

(Lohman & Borgmeier, 2010)

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Why Practical Functional Behavioral Assessment?

“Since 1997, FBA has not been implemented widely in schools. Not due to lack of knowledge, but to practicality of use.”

(Lohman & Borgmeier, 2010)

“Challenges schools face today are not finding what works, but implementing what works.”

(Fixsen, Naoom, Blasé, Fiedman, & Wallace, 2005)

9

Why Practical FBA Materials?

Lohman & Borgmeier (2010) demonstrated:•School personnel can conduct “valid” FBAs for students with mild to moderate behavioral problems•The utility and acceptability of practical FBA training methods to train school personnel in schools to conduct FBA•The utility of the FACTS interview tool to guide FBAs, but direct observation is needed

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Pre/Post Training FBA Knowledge

99% inter-rater total agreement on 25% of testsOverall Pretest M = 39.50% (SD = 18.25%)Overall Posttest M = 92.55% (SD = 7.22%)

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Acceptability RatingsAgree

N = 10Equ

ipped

me

Will

use

again

Sugge

st to

oth

ers

Tools

easy

to u

se

Teach

er F

ACTS

Stude

nt F

ACTS

ABC For

m

Confid

ent it

Info

rms

Inte

rven

tion

Time

Reaso

nable

Overa

ll ben

efit

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FBA Procedural Adequacy • An FBA Procedural Adequacy Checklist was

used to rate each FBA on the following criteria:– Interviews were conducted with a staff member who

worked with the student during routines where problem behavior occurred

– Problem behavior was defined in observable and measureable terms

– A routine was prioritized for direct observation– An antecedent event was defined as triggering the

problem behavior– Only one maintaining function of the problem behavior

was identified

100% of the FBAs conducted met all of these criteria

100% Inter-rater Agreement

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Accuracy of Summary Statements from Practical FBA Process

• 9 out of 10 of the summary statements hypothesized by the FACTS interviews with teachers were verified by results of experimental functional analysis

• The one FACTS summary statement that was not verified by FA actually resulted in further clarification from direct observation

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2.0 Competing Behavior Pathways & Building a Behavior Intervention Plan

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Team Development of Behavior Support Plan

• Developed based on information gained from a completed FBA summary

• Team includes people closely involved with the student– Teacher, behavior specialist, parent,

other staff

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“You should not propose to reduce a problem behavior

without also identifying alternative, desired behaviors

a person should perform instead of the problem

behavior.”

(O’Neill et al., 1997, p.71)

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Summary of Behavior

Setting Setting EventsEvents

Triggering Triggering AntecedentsAntecedents

Problem Problem BehaviorBehavior

Maintaining Maintaining ConsequenceConsequence

ss

Hypothesis/Summary Hypothesis/Summary Statement from your Statement from your

Practical FBAPractical FBA

Hypothesis/Summary Hypothesis/Summary Statement from your Statement from your

Practical FBAPractical FBA

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The Competing Pathways Model





ss

Alternative Alternative Replacement Replacement

BehaviorBehavior

Desired Desired BehaviorBehavior


ss

Making problem behavior ineffective, inefficient, irrelevant

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Meet Jane• Jane is a 2nd grade student

• Problem behaviors:

– Refusing to do work

– Throwing tantrums (whining, pounding her hands on her desk, and throwing papers on the floor)

• Behaviors occur most often in math class when she is given a math assignment

• After she throws a tantrum:

– She is sent to the back table where she talks with other students who have completed the assignment

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A Little More About Jane…

• Jane can complete assignments fairly quickly when she is held in from recess and has to do her own work

• Her problem behaviors are more likely after she has missed recess for that day

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The Competing Pathways Model for Jane


No Recess No Recess TimeTime


Given a Given a math math

problemproblem


Throws a Throws a tantrumtantrum

Maintaining Maintaining ConsequencesConsequencesSent to back Sent to back

tabletable(Obtain peer (Obtain peer

attention)attention)


BehaviorBehaviorRaise hand; Raise hand; ask for peer ask for peer

breakbreak


Complete Complete Math Math

ProblemProblem

Maintaining Maintaining ConsequencesConsequences

Success! Success! Peer Peer

recognitionrecognition

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Using the Using the ““Eddie ExampleEddie Example””, fill out the , fill out the competing pathways form for Eddiecompeting pathways form for Eddie

Activity

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DesiredAlternative

AcceptableAlternative

MaintainingConsequence

Success!Told “good job”

Grades

Do work successfully

w/o complaints

Ask for break, ask for help

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

Reading curriculum that is at frustration

level

Asked to complete reading

assignment

Argues, threatens

uses profanity

Remove fromclass

Avoid task

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Behavior Support Planning:Changes to A B C

• (Antecedents) – Irrelevant – Can we change things so that whatever set off the problem behavior is no longer an issue?

• (Behavior) – Inefficient – Can we teach an alternative behavior that gets results more quickly or easily than the problem behavior did?

• (Consequence) – Ineffective – Can whatever was “rewarding” the problem behavior be discontinued or switched to reward appropriate behavior instead?

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ss


BehaviorBehavior



ss

Behavior Support Planning

Setting Event Setting Event ManipulationsManipulationsSetting Event Setting Event ManipulationsManipulations

Neutralize / eliminate setting

events

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What Are Setting Events?

• Events that happen outside of the immediate routine (at home or earlier in the day) that commonly make problem behavior more likely or worse.

• Something in the environment that “sets the stage” for problem behavior.

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What Are Setting Events?Setting events will vary greatly from individual to individual. The list below contains examples of variables that might serve as setting events.• Medications were changed • Slept fewer or more hours than usual • Irregular or unpredictable schedule/routine • Chaotic or demanding environment • Missing the school bus• Was the target of verbal or physical aggression from a peer or sibling • Missed meals

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Setting Event Strategies

• Build in strategies to:• Diminish the effect of setting events• Decrease the likelihood that problem behavior will

occur

• Example:– If a setting event is conflict at home before

coming to school, a setting event manipulation could be to:• Build in a morning check-in with an adult to

build a positive relationship• Schedule a fun activity with student before work

task

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ss


BehaviorBehavior



ss


Antecedent Antecedent ManipulationsManipulations

Antecedent Antecedent ManipulationsManipulations

Preventing problem

behavior and prompting

desired behavior

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Antecedent Manipulations

• Preventing problem behavior and supporting desired behavior

– Preventing – Change triggers that set off the problem behavior to make the problem behavior irrelevant

– Supporting – Provide prompts and supports to set up and promote replacement or desired behavior

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Joe throws a tantrum when given a difficult Joe throws a tantrum when given a difficult math assignment. His behavior is maintained math assignment. His behavior is maintained

by avoiding difficult tasks.by avoiding difficult tasks.

Which of the following are appropriate Which of the following are appropriate antecedent manipulations?antecedent manipulations?

– Give Joe an assignment at his instructional Give Joe an assignment at his instructional level so he can be more successfullevel so he can be more successful

– Provide teaching prompts to scaffold Provide teaching prompts to scaffold instructioninstruction

– Arrange for Joe to be sent to the Arrange for Joe to be sent to the Responsible Thinking ClassroomResponsible Thinking Classroom

Think Pair Share

32






ss


BehaviorBehavior



ss


Behavior Behavior TeachingTeachingBehavior Behavior TeachingTeaching

Teach alternative

that is more efficient

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Teaching Behavior

• Teach replacement (i.e., alternative) behavior and desired behavior that gets results more quickly or easily to make the problem behavior inefficient

• Teach any academic or social skill deficits that the student may have

34

Identifying the “Replacement” Behavior

• An appropriate replacement behavior:

– Serves the same function as the problem behavior

– Is as, or more efficient, than the problem behavior

– Is socially acceptable

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Example: Teaching Behavior

• Let’s teach Jane to raise her hand and ask for a break instead of throwing a tantrum to get a break

• By teaching Jane an easier, alternative behavior to get what she wants, we’re making the problem behavior inefficient

• Jane will need frequent practice, pre-corrections, and prompts to help her get in the habit of using the alternative behavior

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Teaching Behavior for Attention Seeking

• Teach the behavior to use instead of the problem behavior.

• Teach the student more appropriate ways to get adult or peer attention.

• Identify and teach specific examples of ways to ask for attention from adults or peers– Raise hand and wait patiently for teacher to call on you– Ask a peer what they did over the week-end versus

teasing them to as an attempt to interact with them

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Leslie frequently disrupts instruction by Leslie frequently disrupts instruction by blurting answers. Her behaviors are blurting answers. Her behaviors are maintained by adult attention during maintained by adult attention during work periods.work periods.•Which of the following are appropriate Which of the following are appropriate replacement behaviors?replacement behaviors?

• Complete work at a table by herself• Schedule a time to show completed work to

the teacher• Move her to sit by another student• Asking to take a break from tasks

Think Pair Share

38

Teaching Behavior for Attention Seeking

• Teach behaviors to use instead of the problem behavior or desired behaviors

• Teach student more appropriate ways ask for help from teacher or peers

– Red card/Green card

– “I need a break” card

– Access to a peer mentor

– Skip problem and move on until teacher or peer can help

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Teaching Behavior for Avoiding Tasks

•Provide academic instruction and support to address any skill deficits the student may have

– More focused instruction in class

– Additional instructional group

– Special Education support for academic deficit

– Additional support and practice at home

– Additional assessment to identify specific skill deficits

40

Jason cries when asked to do difficult Jason cries when asked to do difficult tasks. The crying is maintained by tasks. The crying is maintained by

avoiding or escaping the tasks.avoiding or escaping the tasks.•Which of the following are appropriate Which of the following are appropriate replacement behaviors?replacement behaviors?

• Asking for a break from tasks

• Asking for help from a peer

• Requesting adult attention

• Asking to have soda after tasks are done

Think Pair Share

41






ss


BehaviorBehavior



ss


42

Consequence Strategies

• Change consequences that have supported rather than eliminated the problem behavior

– Do NOT allow the negative behavior to pay off for the student, put the negative behavior on extinction

– Reward appropriate behavior to make the problem behavior ineffective

43

Example: Consequence Strategies

• We must refuse to (C) let Jane avoid math tasks for (B) throwing a tantrum & instead prompt her to raise her hand and (C) reward her for (B) raising her hand and asking for a break

• By not providing Jane with what she wants when she throws a tantrum, we are making the problem behavior ineffective

44

Example: Consequence Strategies

• It is crucial that we work hard to reinforce Jane for engaging in the alternative behavior, or she is likely to go back to and even escalate the problem behavior

15:1

45

Consequence Strategies for Attention Seeking

• Respond quickly if student seeks attention appropriately (i.e. asks question in normal speaking tone vs. yelling)

• Give the student frequent attention, praise, or reinforcer for positive behavior

• Eliminate/minimize the amount of attention provided to a student for engaging in problem behavior

– Limit verbal interaction—it’s attention!!– Create a signal to prompt student to stop the

problem behavior– Avoid power struggles

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• Read the handout on Positive Peer Read the handout on Positive Peer ReportsReports

• Put a check mark next to anything in the Put a check mark next to anything in the handout you already knewhandout you already knew

• Highlight any new information from the Highlight any new information from the handouthandout

• Share with your partner, one of your check Share with your partner, one of your check marks and new information you marks and new information you highlightedhighlighted

Partner Activity

47

Consequence Strategies for Avoiding Tasks

• Respond quickly if student asks for help or for a break

• Give the student frequent attention, praise, or reinforcer for being on-task, genuinely trying hard, completing work, or for asking for a break or help appropriately

• Eliminate/minimize the amount of missed instructional time or work provided to a student for engaging in problem behavior

– However, need to make sure student is capable of doing work…or provide support/instruction so student can complete the work

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Consequence Strategies for Avoiding Tasks

Sometimes students need additional encouragement to engage in the desired behavior…..

When using additional incentives to encourage student positive behavior consider:

•Free homework passes

•Reduced numbers of problems

•Portions of work already completed

•Frequent self checks

49

Independently:Independently:

Review the procedure for Review the procedure for ““Dots For Dots For MotivationMotivation””

As a Team:As a Team:

Discuss with your team if this is a Discuss with your team if this is a potential intervention for some of potential intervention for some of the students you work with who the students you work with who

avoid tasks avoid tasks

Team Time

50

Recall Jane• Jane is a 2nd grade student

• Problem behaviors:

– Refusing to do work

– Throwing tantrums (whining, pounding her hands on her desk, and throwing papers on the floor)

• Behaviors occur most often in math class when she is given a math assignment

• After she throws a tantrum:

– She is sent to the back table where she talks with other students who have completed the assignment

51

A Little More About Jane…

• Jane can complete assignments fairly quickly when she is held in from recess and has to do her own work

• Her problem behaviors are more likely after she has missed recess for that day

52

The Competing Pathways Model for Jane


No Recess No Recess TimeTime


Given a Given a math math

problemproblem


Throws a Throws a tantrumtantrum

Maintaining Maintaining ConsequencesConsequencesSent to back Sent to back

tabletable(Obtain peer (Obtain peer

attention)attention)


BehaviorBehaviorRaise hand; Raise hand; ask for peer ask for peer

breakbreak


Complete Complete Math Math

ProblemProblem

Maintaining Maintaining ConsequencesConsequences

Success! Success! Peer Peer

recognitionrecognition

Setting EventStrategies

AntecedentStrategies

ConsequenceStrategies

Teaching Strategies

Teach alternatives to problem behavior:1. Ask for break2. Ask for help3.Turn in assignment as is

Arrange for peer interaction before math class.

Provide positive adult contact.

Sit with preferred peer.

Introduce review type problem before difficult tasks.

Complete first problems together (scaffold instruction).

Prompt / remind of alternative behaviors.

Immediately reinforce entering class.

Provide reinforcement within 1 minute of starting task.

Give break & help.

Sit with preferred peer when done.

Brainstorm Possible Interventions for Jane

Academic Skills Strategies

Teach missing foundational math skills.Teach problem-solving skills

Behavior Skills Strategies

54

Video: Eddie

55

Using the Using the ““Eddie ExampleEddie Example””, fill , fill out each section of the Behavior out each section of the Behavior Support Planning boxes with Support Planning boxes with ideas for:ideas for:

• Setting Event Strategies

• Antecedent Strategies

• Teaching Strategies

• Consequence Strategies

Activity

Setting EventStrategies

AntecedentStrategies

ConsequenceStrategies

Teaching Strategies

Teach alternatives to problem behavior:1. Ask for break2. Ask for help

Assess if reading curriculum is at appropriate level-place in appropriate level

Use an intensive –evidence-based reading program (e.g. ,Reading Mastery, Corrective Reading)

Remove peer audience during reading time

Prompt task completion

Make task less difficult

Do first activity together

Provide different tasks

Present “forced” choice of which reading items to complete on worksheet

Provide reward within 1 min. of starting task (3 min., 5 min., 10 minutes)

Give break & help when requested

Minimize rewards for problem behavior (don’t remove to a nicer area)

Reward expectations

Brainstorm Possible Interventions for Eddie

Academic Skills Strategies

Teach general academic skill developmentTeach problem-solving skills

Behavior Skills Strategies

57

R.A.C.E.R

Summing Things Up…

58

RACER Replace problem behavior with a socially acceptable, efficient behavior that allows student to obtain the pay-off/function

Antecedent strategies to directly address triggers to prevent problems & prompt replacement behaviors based on the function of behavior

Correct behaviors by quickly & effectively redirecting student to replacement behavior

Extinguish behaviors by ensuring that problem behaviors do NOT pay off for the student (i.e. does not result in the function of behavior)

Reinforce replacement & desired behaviors based on function/pay off for the student

59

• 33 most important pieces of information from most important pieces of information from this modulethis module

• 22 A-HAs! about the Competing Pathways A-HAs! about the Competing Pathways Model and Building a Behavior Support PlanModel and Building a Behavior Support Plan

• 11 lingering question lingering question

Activity

Based on the information presented Based on the information presented in this module, work with your in this module, work with your partner to identify:partner to identify:

60

3.0 Implementing and Maintaining the Behavior Intervention Plan

61

Implementing Behavior Plans Effectively

Ensure a team is in place that is capable of managing interventions by:•Providing assistance with implementation of the plan

•Providing support to both teaching staff and student during initial implementation

•Selecting appropriate forms/tools for collecting data

•Reviewing data at least bi-weekly

•Modifying the intervention when necessary

•Fading out the intervention when appropriate

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Designate 1-2 team members to thoroughly train any staff member directly working with the student how to implement the Behavior Intervention Plan with fidelity

Team members are responsible for ensuring the rest of the building staff are informed of the plan and know how to respond to the student whenever they come in contact with the student.

63


Designate 1-2 team members with flexible roles to assist and check in with teaching staff during initial implementation of the plan.

If necessary these team members may need to model or coach various strategies and behavioral practices that are included in the plan.

64


Designate 1-2 team members with flexible roles to assist the primary teacher (or a teacher the student is compatible with) in reviewing the plan with the student.

Review the purpose of the plan and describe the expected outcomes and goals of the plan with the student.

If the plan has a self-monitoring component, review how the student will be expected to monitor their behavior and provide practice.

.

Important!!Important!!The purpose of any

The purpose of any plan is to help the

plan is to help the student become more

student become more successful in school

successful in school

65


• It is generally recommended that Behavior Intervention Plans are implemented with integrity for approximately 2 weeks, even when it may appear as though the Plan may not be working

• It is not uncommon to see a spike in the undesired behavior, also known as an “extinction burst” just prior to the undesired behavior decreasing

66

• Read the handout on ExtinctionRead the handout on Extinction

• Put a check mark next to anything Put a check mark next to anything in the handout you already knewin the handout you already knew

• Highlight any new information Highlight any new information from the handoutfrom the handout

• Share with your partner, one of Share with your partner, one of your check marks and new your check marks and new information you highlightedinformation you highlighted

Partner Activity

67

Maintain the Plan• Ensure that data is being collected daily

(progress monitoring)

• Look for reasonable improvements in behavior (acknowledge baby steps, it may take time for behavior to change)

• Maintain the plan if it is effective, but needs to be continued

• Modify the plan after ensuring treatment integrity (plan was followed with fidelity) and adequate time (approximately 2 weeks)

68

With Your Partner, Discuss the Following:With Your Partner, Discuss the Following:

•Have you ever been involved in an Have you ever been involved in an intervention that was unsuccessful?intervention that was unsuccessful?

•Would the types of supports described in Would the types of supports described in this module have helped in the success of this module have helped in the success of

the intervention?the intervention?

•What other supports would help with the What other supports would help with the success of behavior interventions?success of behavior interventions?

Partner Activity

69

As a Team, Determine:As a Team, Determine:

What supports can be put into place What supports can be put into place within your building to increase the within your building to increase the

success of individual behavior support success of individual behavior support plans?plans?

Record specific action steps on the Record specific action steps on the Follow-Up Activities Worksheet found Follow-Up Activities Worksheet found

at the back of the participant workbookat the back of the participant workbook

Team Time

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4.0 Data Collection

& Decision Making

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Monitoring & Evaluation

“Individuals who implement a Behavior Intervention Plan have a professional obligation to monitor the impact of a

Behavior Intervention Plan.”

(Horner, Sugai, Todd, Lewis-Palmer; 2000)

72

• 1’s identify 2 types of data that 1’s identify 2 types of data that have been collected (by you or have been collected (by you or someone in your building) to someone in your building) to monitor a student’s progress on a monitor a student’s progress on a behavior intervention planbehavior intervention plan

• 2’s identify 2 common obstacles to 2’s identify 2 common obstacles to data collection for monitoring a data collection for monitoring a student’s progress on a behavior student’s progress on a behavior intervention planintervention plan

Partner Activity

73

Monitoring & Evaluation

“Each plan should specify observable outcomes that are monitored and used to assess if the plan is being effective. The evaluation section of the plan should indicate what will be monitored and

how often the team will meet to review the evaluation information.”

(Horner, Sugai, Todd, Lewis-Palmer; 2000)

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Monitor Behavior Progress

• It is essential that progress is tracked, graphed, and reported to all involved

• Determine how progress monitoring data will be collected (e.g., data collection form, direct observation, frequency counts, etc.)

• A easy to read graph should include:– Baseline Data– Goal and Goal Line– Progress Data– Indications when changes are made to the plan/intervention

75

Independently:Independently:

Read the handout entitled “A True Read the handout entitled “A True Story”Story”

With Your Partner:With Your Partner:

Identify at least 3 key talking points you Identify at least 3 key talking points you could use to help convey the could use to help convey the

importance of data collection to a staff importance of data collection to a staff member who may be resistant to member who may be resistant to

collecting datacollecting data

Partner Activity

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Some choices for data collection include:

•Basic Frequency Count of Misbehavior

•Duration Recording

•Latency Recording

•Rating Scale

(Sprick & Garrison, 2008)

77

• How you display data may dictate the quality of your analysis and interpretation and will effect everyone’s understanding of the data’s meaning.

• Display changes across time so that when meeting with the student, you can illustrate the progress the student is making.

• Decide where to record and keep the data so you don’t lose it.


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> 100 minutes of non-participation

After 8 weeks, about 70% improvement


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Partner 1:Partner 1:

Review Data Collection Forms:Review Data Collection Forms:

– Misbehavior Recording SheetMisbehavior Recording Sheet– Behavior Counting FormBehavior Counting Form

Partner 2:Partner 2:

Review Data Collection Forms:Review Data Collection Forms:

– Interval Chart Interval Chart – Rating ScaleRating Scale

Share Any Insights With Your PartnerShare Any Insights With Your Partner

Partner Activity

81

Evaluation Process for Individual Students

• Document data decision rules.

– Indicators that a student is responding.

– Indicators that a student is not responding.

• Review data weekly.

• Make decisions based on data.

– Stay the course.

– Intensify/modify support.

– Fade.

• Ensure that changes and updates are well-documented and shared will everyone involved with providing support.

82

Individual Student Outcome Data

• Assess the fidelity of implementation at least bi-weekly

• Self-monitoring checklist

• Direct observation

• Review of permanent products (point cards completed, etc)

83

Individual Student Outcomes

• Assess the effectiveness of the behavior support plan at least bi-weekly

• Collect data daily

– Points earned on a card

– Teacher ratings

– Office Discipline Referrals

84

Reconvene and Rewrite as Needed

• The Summary Statement on the Competing Pathways form is a “Testable Hypothesis”– It may be found that something was not

correct, was not fully investigated, or that the function was not hit on accurately.

• Plan to reconvene to check on progress and modify as necessary

• A Behavior Intervention Plan should include a place to document when checks on progress will be made and when the group with reconvene.

85

Once a behavior support plan Once a behavior support plan has been developed, has been developed,

can/should we assume that the can/should we assume that the plan is being implemented as plan is being implemented as

designed?designed?

All Together

86

Measuring Intervention Implementation

1993 Study

What percentage of behavioral intervention studies appearing during

one decade in several of the top scientific journals actually measured

intervention implementation?

2007 Replication Study16%

30%

87

Monitor Fidelity of BIP Implementation

• Fidelity of implementation is NOT an evaluation of an individual teacher or staff member

• It is an evaluation of the systems

• If fidelity is low, it is typically related to a problem with the systems, not the individual staff member

88

What is not measured cannot be assumed to

have occurred!!

89

Partner Activity

2’s tell 1’s one way to increase the 2’s tell 1’s one way to increase the likelihood that a behavior likelihood that a behavior intervention plan will be implemented intervention plan will be implemented with fidelitywith fidelity

1’s tell 2’s another way to increase 1’s tell 2’s another way to increase the likelihood that a behavior the likelihood that a behavior intervention plan will be implemented intervention plan will be implemented with fidelitywith fidelity

90

Monitor Fidelity of BIP Implementation

How can we increase the likelihood that a plan will be implemented with

fidelity?

•Collaboration throughout development of the plan

•Opportunities for feedback on the feasibility of implementing the plan

•Ensure that the plan is well documented

•Ensure that staff have the necessary skills to be able to implement the plan

92

Evaluating Tier 3 Support

• The systems team should monitor the effectiveness of intensive behavior support systems

• Record of the Numbers of Students involved in the Intensive Support Process

• Process Data

• Outcome Data

93

Evaluating Tier 3 Support

94

Monitor Behavior Progress

95

As a Team, Discuss the Following:As a Team, Discuss the Following:

•What is your building’s system for monitoring What is your building’s system for monitoring the impact for individual behavior support the impact for individual behavior support

plans? plans?

•What is your building’s system for monitoring What is your building’s system for monitoring the impact of the Tier 3 system of supports for the impact of the Tier 3 system of supports for

students? students?

Team Time

96

Schedule a time for your team and the primary Schedule a time for your team and the primary teacher(s) to meet and complete a Competing teacher(s) to meet and complete a Competing Pathways Behavior Support Plan and Pathways Behavior Support Plan and Behavior Support Planning Boxes for the Behavior Support Planning Boxes for the student for whom you completed the FACTS student for whom you completed the FACTS formform

Be sure to include the action items from your Be sure to include the action items from your action plan as part of the meeting action plan as part of the meeting

Complete the Complete the ““Action PlanAction Plan”” and and ““Evaluate Evaluate PlanPlan”” portions of the Behavior Support Plan in portions of the Behavior Support Plan in your meetingyour meeting

Next Steps

97

• 33 most important pieces of information most important pieces of information from todayfrom today

• 22 A-HAs! about today’s contentA-HAs! about today’s content

• 11 lingering question lingering question

Activity

Based on the information presented Based on the information presented in this module, work with your in this module, work with your partner to identify:partner to identify:

98

The work you are doing is so important. Thank you for being a part of our learning community

and for all that you do for students!

practical functional behavioral assessments (fba) part 2

Documents

problem behaviors

problem behavior dont

efficient behavior

behavior intervention

alternative behaviors

preferred peer

foundational math skills

review type problem