PBS Team Training

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PBS Team Training

• Module 3 Tertiary Implementation

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(No Transcript)
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Modules developed by the University of Missouri
Center for School-wide PBS and revised by
North Carolina PBS Trainers
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Expectations

• Be Responsible
• Return promptly from breaks
• Be an active participant
• Be Respectful
• Turn off cell phone ringers
• Listen attentively to others
• Be Kind
• Participate in activities
• Listen and respond appropriately to others ideas

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Attention Signal

• Trainer will raise his/her hand
• Participants will raise their hand and wait
  quietly

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Institute Overview

• Training organized around three modules
• School responsibilities
• Complete Working Agreement
• Attend training
• Develop action plans
• Share Annual Data Requirements with NCDPI
• NCDPI responsibilities
• Provide training support
• Provide limited technical assistance
• Provide networking opportunities

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Workbook Page 2
Training Matrix
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Institute Objectives

• Participants will learn
• Basics for understanding and addressing problem
  behavior
• Building a continuum of universal approaches to
  prevention and intervention
• Basics of a successful PBS team
• Skills for data-based decision-making

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Initial Team Assessment Sharing
Workbook Page 3

• Each team should begin by assessing current
  practices to determine needs and timeline for
  tertiary implementation

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Module Three Agenda

• Review of Universals Secondary interventions
• Tertiary Systems
• Tertiary Practices
• Tertiary Data
• Long range planning team time

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Module Three Outcomes

• At the end of these two days, teams are expected
  to have
• Conceptualized Tertiary Systems for your setting
• Discussed implementation of tertiary practices
  (FBA/BIP, CFT)
• Reviewed Data Collection assessment for
  individual students
• Developed a long-range plan

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Review of Primary and Secondary PBS
Implementation
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Who Wants To Be This Years PBS Champion?
It's time to play...

• A Comprehensive Look At The Principles Of
  Positive Behavior Support

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Positive Behavior Support Is..

• A specific practice with a curriculum.
• Limited to only students in the exceptional
  childrens program.
• A broad range of systematic strategies for
  achieving social and learning outcomes.
• A change in systems/philosophies, which assumes
  punishments are never appropriate.

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ANSWER

• c. A broad range of systematic strategies for
  achieving social and learning outcomes.

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What Is The Correct Description Of The PBS
Triangle?

• It consists of 4 levels.
• It is only important to address the needs of the
  top 5 (at-risk students).
• The majority of students fall in the middle and
  require secondary prevention strategies.
• It describes a continuum of prevention strategies
  (universal, secondary, and tertiary).

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ANSWER

• d. It describes a continuum of prevention
  strategies (universal, secondary, and tertiary).

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Which Statement Is Not True Regarding How PBS
Works

• Systems must be in place to support staff
  behavior.
• Research-based best practices are used to support
  student behavior.
• Outcomes are used to gauge success and where
  changes need to be made.
• Strong hunches drive the decision making process.

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ANSWER

• d. The decision making process is driven by data
  not hunches.

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True or False

• PBS focuses on establishing school environments
  that support long-term success of effective
  practices 3-5 years.

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ANSWER

• TRUE

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Which Of The Following Is Not True of PBS

• Expectations for student behavior are clearly
  defined by a base team and input from all staff.
• Effective behavioral support is implemented
  consistently by all staff.
• Positive behaviors are expected but not publicly
  acknowledged.
• Appropriate student behavior is taught.

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ANSWER

• c. Positive behaviors are expected and publicly
  acknowledged.

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• Effective Behavioral Support strategies are
  implemented at the _________, specific setting,
  classroom, and individual student level.
• Home
• Neighborhood Community Center
• School-wide

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ANSWER

• c. School-wide

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True or False

• When developing specific setting strategies it
  is important to do the following identify
  setting specific behaviors, develop teaching
  strategies, develop consequences, assess the
  physical characteristics, establish setting
  routines, identify needed support structures, and
  monitor.

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ANSWER

• TRUE

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Which Is Not True of Universal Strategies For The
Classroom Level?

• The principal or another administrator deals with
  all behavior challenges.
• Effective strategies are used by the teacher to
  address academic and social challenges.
• Teachers are provided support to deal with
  challenging behaviors.
• The teacher maintains control of his or her own
  classroom.

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ANSWER

• a. The principal or another administrator
  intervenes for only major offenses.

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Which Is Not True of An Effective PBS Team?

• They conduct frequent, regularly scheduled
  meetings.
• They prepare well-planned, organized agendas.
• The team includes only counselors teachers --
  administrators are optional.
• Effective teams stay on task and attend to
  meeting objectives.

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ANSWER

• c. Effective teams are representative of the
  school staff and require administrator support
  (an administrator must be a part of your schools
  PBS team).

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True or FalseRE Small Group Social Skills

• Skill deficits refer to what students will not
  do (and require coaching, modeling, and behavior
  rehearsal) whereas performance deficits refer to
  what students cannot do. These deficits require
  prompting, cuing, reinforcement and school
  rewards.

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ANSWER

• False
• Skill deficits refer to what students cannot do
  and require a direct teaching approach (ex.
  Coaching, modeling, and behavior rehearsal).
• Performance deficits refer to what students will
  not do and require an incentive-based management
  approach (ex. prompting, cuing, and
  reinforcement).

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Which Is Not A Strategy To Be Used With Social
Skills Instruction?

• Punish students when they do not perform
  appropriate social skills.
• Use social problem-solving to encourage the use
  of appropriate social skills.
• Use direct instruction to teach social skills.
• Use opportunistic teaching to teach social skills.

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ANSWER

• a. Instead of focusing on the students negative
  behaviors or social skills catch students being
  good or using appropriate social skills and
  reinforce their positive behaviors.

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PBS works for schools

• Because kids are bribed to do the right thing.
• When office referrals go down because teachers
  handle everything in their own classrooms
• When behavior change happens because the
  appropriate replacement behaviors have been
  taught.

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PBS works for schools

• C. When behavior change happens because the
  appropriate replacement behaviors have been
  taught.

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Secondary PBS Strategies include all but

• Creating consistent consequences
• Mentoring
• Check-in/Check-out
• Small Group Instruction

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Secondary PBS Strategies include all but

• Creating consistent consequences is a universal
  strategy

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The single best classroom behavior management
strategy is

• A loud voice
• Supportive administration
• An incentive plan
• An engaging lesson plan

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The single best classroom behavior management
strategy is

• D. An engaging lesson plan

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If your goal is to achieve lasting behavior
change, which is more critical to the success of
PBS implementation?

• An exciting incentive plan
• Clear consistent behavior instruction

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If your goal is to achieve lasting behavior
change, which is more critical to the success of
PBS implementation?

• B. Clear consistent behavior instruction

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Universal PBS Strategies include

• Procedures for annual data collection review
• Clear definitions of expected behavior
• Procedures for encouraging expected behavior
  discouraging problem behavior
• All of the above
• B C only

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Universal PBS Strategies include

• B C only

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True or FalseOpportunistic Teaching is one of
the most extensively used social skills teaching
methods and is highly effective even when used in
isolation (without other social skills teaching
methods being used).
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• False

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Effective Behavior Instruction does not include
which of the following

• Teach the skill
• Demonstrate the skill
• Provide multiple opportunities for practice with
  feedback
• Punish when students fail to demonstrate the
  skill

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Effective Behavior Instruction does not include
which of the following

• d. Reinforce and encourage when students
  demonstrate the skill

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Tertiary Prevention Specialized
Individualized Systems for Students with
High-Risk Behavior
True or False Red 6 ODRs Yellow 4-5
ODRs Green 1-3 ODRs
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Secondary Prevention Specialized Group Systems
for Students with At-Risk Behavior
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Primary Prevention School-/Classroom- Wide
Systems for All Students, Staff, Settings
80 of Students
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Tertiary Prevention Specialized
Individualized Systems for Students with
High-Risk Behavior
FALSE Red 6 ODRs Yellow 2-5 ODRs Green 0-1
ODRs
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Secondary Prevention Specialized Group Systems
for Students with At-Risk Behavior
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Primary Prevention School-/Classroom- Wide
Systems for All Students, Staff, Settings
80 of Students
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Secondary Interventions are most successful when
we

• Repeat earlier interventions with more intensity
• Minimize replacement behaviors
• Plan maintenance generalization strategies

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Secondary Interventions are most successful when
we

• c. Plan maintenance generalization strategies

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When Teaching Replacement Behaviors

• Environment should not allow problem behavior to
  result in previous outcomes
• Teach behaviors that result in a new outcome for
  the student
• Tell the student what you want them to do instead

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When Teaching Replacement Behaviors

• Environment should not allow problem behavior to
  result in previous outcomes

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Which is not true about Generalization?

• Teach in the targeted setting
• When teaching, include peers the target student
  is likely to encounter in the problem setting
• Use one consistent adult when teaching
• Continue teaching for a sufficient amount of time

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Which is not true about Generalization?

• c. Use multiple adults when teaching

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BONUS ROUND!!!!
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WORTH 2 POINTS EACH!! NAME THE MISSING LABELS!!
Positive Behavior Support
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Who Is The PBS Champion?
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Tertiary Implementation Systems, Practices,
Data to Support Individuals
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Activity
CHANGE
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School Improvement
Workbook pages 4-5
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Tertiary Prevention Specialized
Individualized Systems for Students with
High-Risk Behavior
CONTINUUM OF SCHOOLWIDE INSTRUCTIONAL
POSITIVE BEHAVIOR SUPPORT
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Secondary Prevention Specialized Group Systems
for Students with At-Risk Behavior
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Primary Prevention School-/Classroom- Wide
Systems for All Students, Staff, Settings
Workbook Page 6
80 of Students
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Workbook Page 7
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Workbook Page 8
Positive Behavior Support
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When PBS schools are ready to implement secondary
and tertiary supports they have to put a system
in place to support that process.
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Systems for Individual Students

• Quick, supportive response to teacher
• Students with chronic challenging behavior beyond
  the capacity of single adult
• Multiple students displaying similar behaviors
  system issue
• Work toward creating collaborative culture
• Understand how behavior is functionally related
  to the teaching environment FBA

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Special Considerations

• IDEIA efforts PBS efforts for Students With
  Disabilities are not autonomous activities
• Individual plans completed for PBS can be part of
  IEP Plans when IEP team takes part and makes
  decision
• Individual plans completed for student IEPs can
  incorporate PBS principles

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How does this relate to PBS?
Need more info on IDEA? Contact your EC
department!

• PBS plans for SWD are not automatically part of
  the students IEP.
• The need for a BIP or PBS plan as part of the IEP
  is an IEP team decision
• The IEP team considers BIP/PBS plans as part of
  students need for a free and appropriate public
  education (FAPE)
• IEP team decision doesnt prohibit PBS plan
  outside of IEP

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How do we create the system?

• Consider working smarter at individual student
  level
• Incorporate System of Care Principles for
  guidance
• Create referral process data collection
  protocol
• Answer the team question Who?

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Working Smarter at theTertiary Level
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Create the SystemWorking Smarter

• What does working smarter look like at the
  individual level? How do we invest our resources
  wisely?
• Develop a continuum of support, within the
  tertiary level to address all the shades of red

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Creating the Tertiary System Incorporating
System of CarePrinciples
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Create the SystemSystem of Care Process

• Individualized to the unique features of the
  child and family culturally relevant
• Emphasis on continuous, data-based improvement in
  behavior and overall functioning
• Focused on creative, individualized effectiveness
  and relevance to that child
• Organizes emotional social prevention
  intervention

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Benefits of Integration

• Enables PBS schools to work better with children
  at secondary and tertiary levels.
• Enables all parties to come together around a
  single plan of care for each child.
• Helps PBS schools engage families.

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Benefits of Integration

• SOC consultation can assist teachers in finding
  appropriate strategies for kids with mental
  health issues.
• Ability to build effective alliances between
  families, schools, community agencies.

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Create the System System of Care CFTs

• Child and Family Teams are family members and
  their community supports that come together to
  create, implement and update a plan with the
  child, youth/student and family. The plan builds
  on the strengths of the child, youth and family
  and addresses their needs, desires and dreams.

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School-Based Child Family Teams

• Current referral trends
• To address chronic absenteeism (informal policy
  put in place to make a CFT referral BEFORE
  absenteeism reaches formal intervention
  requirements in the school).
• To support school success when youth are
  pregnant, homeless or struggling with chronic
  behavioral problems in the school environment.
• To support youth challenged with physical and
  mental health concerns that impact their school
  success. Especially in cases where outside
  resources are needed such as mental health, and
  even medical intervention.
• In partnership with other agencies to support
  transitions including placement changes.

From NCSUs Center for Family Community
Engagement
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Teacher, administrator, social worker, nurse,
counselor identifies youth with educational
and/or behavioral challenges and refers
From NCSUs Center for Family Community
Engagement
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Creating the Tertiary SystemCulturally
Responsive Schools
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How do we create Culturally Responsive Schools?

• Every student must have an equal opportunity to
  achieve her or his full potential.
• Every student must be prepared to competently
  participate in an increasingly intercultural
  society.
• Teachers must be prepared to effectively
  facilitate learning for every student, no matter
  how culturally different or similar from her or
  himself.

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How do we create Culturally Responsive Schools?

• Schools must be active participants in ending
  oppression of all types, first by ending
  oppression within their own walls, then by
  producing socially and critically active and
  aware students.
• Education must become more fully student-centered
  and inclusive of the voices and experiences of
  the students.

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How do we create Culturally Responsive Schools?

• Educators, activists, and others must take a more
  active role in reexamining all educational
  practices and how they affect the learning of all
  students testing methods, teaching approaches,
  evaluation and assessment, school psychology and
  counseling, educational materials and textbooks,
  etc

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Creating the Tertiary SystemReferral Process
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Workbook Page 9
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Referral Process

• How will teachers know who to refer?
• Data decision rule
• Professional judgement
• After what process in classroom
• How do they refer?
• Conversation in the hall
• Form
• To Whom

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Referral Process

• What happens next?
• Data collection
• Case manager
• How will parents/families be included
• Team meeting
• Plan
• Plan written?
• Good fit for context?
• Executed by whom? How do you know?
• Evaluated?
• Next Steps

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Minimum Data at Referral

• Operational definition of behavior
• Archival records
• Current levels of
• Academic functioning
• Absences
• Discipline referrals

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What about the team?

• Create a new team
• Not always realistic who needs another job?
• Utilize/Modify existing team
• If current student assistance process is
  effective, utilize expertise to address student
  needs
• Utilize existing team with additional training or
  revised process

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Team Planning Considerations

• Existing team
• Agenda and time management plan
• Complete FBA/BIP Level II III
• Coordinate FBA/BIP Level IV
• Develop measurement plan
• Assign tasks
• Create timeline for monitoring and review
• Evaluate to determine next steps

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Case Managers

• Training time
• Synthesize scales archival data
• Conduct interviews
• Conduct observations
• Preliminary report with hypothesis

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What is the role of the Behavior Specialist?

• Assist with team/staff training
• May assist with some Level III FBA/BIPs
• Primary resource for Level IV FBA/BIP process
• Assist team in determining appropriate evaluation
  methods and data collection strategies

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Tertiary Systems Example 1
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How do we create the system?

• Use RtI model as framework
• Research-based process
• Compatible with PBS
• Readily available support network (DPI sponsored
  training support)

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EBIS Team Structure Ex Tualatin Elementary
School
Workbook Page 10
GRADE LEVEL TEAMS Meet monthly Plan, implement
and monitor interventions for 20 group, with
EBIS team support
EBIS TEAM Meets weekly Includes principal,
counselor, literacy specialist, special
education, ELL specialists, and classroom teacher
representatives from each grade level Monitors
all students in small group and individual
interventions Oversees RTI fidelity and makes
referrals to special education
EBS TEAM Meets Twice Monthly Plans implements
school-wide supports
INDIVIDUAL STUDENT CASE MANAGEMENT Implements and
progress monitors students in intensive
interventions (RTI process)
CONTENT AREA TEAMS (aka Professional Learning
Communities) Meet Monthly Recommend curriculum
and instructional improvements across all content
areas Reading/Language Arts, Math, Science, and
Behavior
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How the EBIS Team Process Works

• EBIS is intended to be a structured, systematic
  process involving the following features and
  activities team membership, planning for all
  students (school-wide), planning for the 20
  (targeted groups), monthly meetings, and
  individualizing-intensifying interventions.

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How the EBIS Team Process Works

• The EBIS team has three purposes
• To review school-wide behavior and academic data
  in order to evaluate the effectiveness of core
  programs.
• To screen and identify students needing
  additional academic and/or behavior support.
• To plan, implement and modify interventions for
  these students. Depending on each students
  response to intervention, a formal referral for
  special education evaluation may result.

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How would process begin?

• Teacher or parent concern
• Student meets criteria based on screening
  instrument (DIBELS, SSBD, etc)
• Student meets data decision rule (e.g. more than
  5 absences in one 30 day period, falls in lowest
  20 of academic performance or highest 20 of
  behavior infractions)

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EBIS Decision Rules Grades 1-5

• Place students in the 20 group when
• Academic skills fall below benchmark and place
  them in the lowest 20 compared to their peers on
  one or more of the following measures DIBELS,
  DORF, Math Writing curriculum based
  assessments, OSA.
• Chronic problems with attendance and/or
  socio-emotional-behavioral skills occur, as
  defined by
• More than 5 absences in a 30 day period
• 3 or more discipline or counseling referrals in a
  30 day period

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EBIS Decision Rules Grades 1-5

• Modify interventions when
• Progress monitoring indicates 3 or more data
  points below the aim line.
• If data is highly variable, maintain the current
  intervention for another month to establish a
  trend line.
• Progress is monitored once weekly
• Individualize interventions when
• Progress trend under small group instruction is
  below the airline for two consecutive
  intervention periods (at 8, 12 or 16 weeks,
  depending on the data).
• Refer to Special Education when
• After one highly structured, individualized
  intervention, progress continues below aimline.
• Progress is monitored twice weekly or more
  frequently if needed

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EBIS Teamwork Flow Example Metzger Elementary
EBIS Team reviews data with each grade level
teacher team to identify lowest 20.
Interventions and progress monitoring are planned
by team and teachers, and implemented by teachers
for 4 weeks.
All K-5 students are tested with DIBELS. Other
data is gathered (academic, behavior, attendance)
EBIS and teachers review intervention progress
Workbook Page 11
Revise and implement 2nd group intervention,
monitor progress
Progress
- Progress
Continue intervention for another cycle and
monitor progress
Progress
- Progress
Now, what does the team think?
EBIS Team uses Problem Solving format to explore
alternative explanations for lack of progress,
develops individualized intervention
Resume general program
From Effective Behavior and Instructional
Support A District Model for Early
Identification and Prevention of Reading and
Behavior Disabilities, Sadler Sugai, 2006, in
process Do not use without permission from
author (casadler_at_verizon.net).
Improvement appears related to other factors
Progress
- Progress
Now, what does the team think?
Intervention is so intense, LD is suspected
Special Education referral is initiated
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So what?

• PBS teams use what we know about the function of
  behavior to short-circuit problem behaviors and
  teach students an acceptable alternative
  behavior.
• In a school, this happens in a systematic way
  using secondary or tertiary interventions.
• We can begin to link these interventions with the
  RtI team to provide the most effective and most
  comprehensive support.

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Tertiary Systems Example 2
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Workbook page 12
Student Assistance Team Structure
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Action Team Responsibilities

• Review referral and planning assessment
• Collect assessment data
• Design a function-based Behavior Support Plan
• Follow-up Evaluation

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Process of Core and Action Teams
Initial Meeting (15 minutes) Take and review
referral Form Action Team Provide support to AT
as needed
Assessment Conduct simple FBA (30
minutes) Conduct full FBA if recommended (90
in.) Prepare to report findings
Workbook Page 13
Second Meeting (60 minutes) Discuss assessment
findings Design BIP Implement BIP
Third Meeting (30-60 minutes) Evaluate
effectiveness of BIP Modify BIP as necessary
Support and Follow through Follow progress on
identified student Provide support as needed
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Sample Agenda (Student Assistance Team)

• Date
• Student
• Introductions
• Review Request for Assistance
• Determine level of functional assessment to begin
  with (simple or full)
• Form Action Team
• Assign responsibilities and deadlines for
  completing FBA
• Total meeting time 15 minutes

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Coordinator

• The Student Assistance Team will need a
  Coordinator/referral Liaison. This person will
  remain constant throughout the year. This can be
  any member of the core team.
• Should be organized, responsible, have strong
  leadership and communication skills.
• The coordinator will lead the meetings, keep
  participants focused, assure that someone is
  responsible for the completion of the task list
  that is generated at the meetings.

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Organizing Structure Procedure

• Team will meet at least 3 times in
• responding to a referral
• Initial referral
• After the Action Team has collected functional
  behavior assessment data
• After the behavior support plan has been
  implemented for at least 6-8 weeks.

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Critical Elements ofTertiary Systems
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Tertiary Systems Considerations

• Prior to implementation schools should be willing
  to commit to
• Establishing a team to assess and intervene with
  students who have serious behavior problems.
• Allotting adequate time and resources for the
  team to be trained, for the team to plan, design,
  and implement individual behavioral support.

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Why do we need Tertiary Systems?

• Research shows that this is the BEST way to make
  a lasting, positive, change in behavior
• To provide a systematic way to support staff and
  students and establish practices for children
  with behavior concerns
• To serve as Pre-intervention strategies for an
  Exceptional Childrens Program referral

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Team Time

• Using the questions in your workbook and the
  Checklist for Individual Student Systems (CISS),
  discuss how you will create systems to support
  tertiary interventions in your school

Workbook Pages 14-21
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Supporting Staff Behavior
SYSTEMS
Positive Behavior Support
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Tertiary Practices

• Self-Management
• FBA/BIP
• Level 1
• Level 2
• Level 3
• Level 4

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Self-Management
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Self-Management

• Self-management should be planned and taught
  at the beginning of any behavior change program.
  Once new behavior has been successfully brought
  under teacher control and is demonstrated at a
  fluent rate, move to student control of behavior,
  or self-management.

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Self-Management

• SELF-MONITORING - Condition in which the student
  objectively records the frequency of a given
  behavior or class of behaviors
• SELF-REINFORCEMENT- Condition in which students
  have an opportunity to reward or reinforce their
  behaviors

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Self-Management Training

• Self-Management is more likely to succeed if the
  student is interested in changing his/her
  behavior and is motivated to work for specified
  contingencies
• Must teach procedure and provide several
  opportunities to practice.

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Self-Monitoring

• Pre-Intervention Involve student in
• Goals
• Criteria to meet goals
• Consequences
• Data collection instrument selection

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Self-Monitoring

• Developing the recording instrument
• Instrument should be easy to use
• event recording
• permanent product
• momentary time sampling
• evaluation
• Easier to self-monitor if discrete behaviors are
  targeted

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Self-Monitoring

• Teaching the recording procedure
• What to record (clearly defined behavior)
• When to record (each behavior/correct-incorrect/at
  end of interval)
• How often to record (what subjects/what time
  period)

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Self-Monitoring

• Implementing the self-recording procedure
• Set up periods when both teacher and student can
  record behavior
• Set up goals, criteria, and contingencies to
  increase accurate responding
• Simultaneously reinforce appropriate behavior and
  accurate self recording

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Self-Monitoring

• Reinforce student when
• Student displays appropriate behavior
• Student accurately records behavior
  (student/teacher match)
• Student has reached behavior criteria
  (daily/weekly goal for both target behavior and
  accuracy)
• Train to high level of accuracy before fading
  teacher control

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Self-Monitoring

• Increasing effectiveness of self-monitoring
• Provide opportunity to record immediately after
  occurrence of behavior or end of time interval
• Provide prompts to cue the person when to observe
  and record
• Provide periodic checks for accuracy
• Teach self-instruction

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Self -Monitoring

• Outcome of Self-Monitoring
• Self-Reinforcement

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Self-Reinforcement

• During social skill instruction
• Reinforcement under teacher control
• Immediate and contingent paired with natural
  reinforcement following display of appropriate
  behavior
• Teach self-reinforcement procedure

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Self-Reinforcement

• Student mastery of self-monitoring
• Fade control of reinforcement to student
• Provide systematic and consistent procedures
• Periodic check by teacher for accuracy
• Once student is fluent at self-reinforcement,
  begin to fade external reinforcement
• Emphasize natural reinforcers and schedules

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Evaluate Self-Management Effectiveness

• Data collection in generalized settings
• Encourage other teachers to monitor
  self-management and reinforce
• Provide periodic "booster" sessions if
  generalized responding decreases

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Self-Monitoring Example

• Hannah
• 4th Grader
• Down Syndrome
• Disruptive Behavior during work time (ignores
  directions, draws, talks to peers, makes silly
  faces), does not complete own work

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Desired Behavior Complete work Work quietly
Follow directions
Maintaining Consequences Peer/ adult attention
Illness, Lack of sleep
Acceptable Alternative Self-management work
quietly, complete work, self-monitor
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Self-Monitoring Example
Self-Management Card Hannah Am I working?
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Self-Monitoring Example
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FBA/BIP

• Levels
• FBA/BIP I
• Individualized BEP/Contracts
• FBA/BIP Level II
• FBA/BIP Level III
• FBA/BIP Level IV

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What is FBA?

• To create effective systems of PBS for students,
  we must understand how behavior is functionally
  related to the teaching environment
• Functional Behavioral Assessment problem
  solving approach

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Understanding Behavior

• The basic science of behavior
• Behavior is learned
• Every social interaction you have with a child
  teaches him/her something

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(No Transcript)
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More Basics of Behavior

• Behavior communicates need
• Children engage in behavior(s) to "get" what they
  find reinforcing or to "avoid" what they find
  aversive
• Need is determined by observing what happens
  prior to and immediately after behavior

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More Basics of Behavior

• Behavior is influenced by the environment or
  context in which it occurs
• Behavior of implementers also contributes to
  behavior
• To change behavior we need to focus on teaching
  effective, efficient, and relevant replacement
  behavior.

142
Using Behavior Basics

• By identifying the need that is being met with a
  problem behavior, we can interrupt the current
  behavior cycle and teach the student an
  appropriate way to meet their need.
• The first step is a functional behavior
  assessment.

143
Functional Assessment

• A process for gathering information used to
  maximize the effectiveness and efficiency of
  behavioral support Operational definition of
  behavior
• Identification of events consequences that are
  functionally related to behavior
• Hypothesis about function of behavior
• Direct observation to confirm/support hypothesis

(ONeill et al., 1997)
144
FBA Process

• Identify strengths
• Define the target behavior
• Collect data
• Understand the context of the behavior
• Determine the function of the behavior
• Write a hypothesis statement

145
Function of the Behavior

• Only 2 research-validated functions
• (Positive Reinforcement or Negative
  Reinforcement)
• In other words
• To GET something
• To AVOID something

146
The purpose of BIP

• Use information gained through FBA to choose
  effective interventions
• Teach replacement behavior(s) that result in
  same/similar outcome
• Ensure environment will not allow problem
  behavior to result in previous outcomes
• Ensure replacement behavior will be more
  efficient than problem behavior

147
Positive Behavior Intervention Plans(BIP)

• Describe what behaviors are expected of the
  student and how they will be taught and supported
• Describe the changes in the environment that are
  designed to alter a students behavior
• Describe what adults will do differently in an
  effort to alter what the child does
• Describe what academic, schedule, etc. changes
  will be made to support new behavior

148
BIP Plan Should Make Problem Behavior

• Less effective, by neutralizing setting events
  and removing antecedents that prompt problem
  behavior
• Less efficient, by selecting replacement
  behaviors that require less effort to access
  reinforcers than problem behavior
• Less relevant, by decreasing access to
  consequences that maintain problem behavior and
  increasing access to consequences that maintain
  acceptable behavior
• (Sugai, Lewis-Palmer Hagan, 1998)

149
Comprehensive BIPs Have

• Identified strengths to build on
• Antecedent and setting event modifications
• Teaching of alternative skills
• Acknowledgement/reinforcement system
• Consequence strategies

150
When to complete FBA/BIP

• When the classroom and school-wide discipline
  plans are not working
• After repeated attempts to change undesired
  behavior have not been successful
• May be required after 10 day suspension of
  identified students

151
Why Complete FBA/BIP

• Best practice vs. discipline
• Process vs. a set of forms
• Understand the science of behavioral assessment
  intervention development

152
How does FBA/BIP fit into PBS?

• Conduct functional behavioral assessment
• Create behavior teaching plan based on functional
  assessment outcome
• Developed within infrastructure to support
  behavior change (system change)

153
FBA/BIPLevel I
154
FBA/BIP Level I

• May occur at secondary level
• Informal
• Problem-solving technique
• Practice all staff know how to do
• May be conducted by teacher/staff or by team
• Results in matching student with existing group
  intervention

155
FBA/BIP Level I

• Developed by teacher and parent
• Collect basic information
• Concerns
• Services currently received
• Define/analyze problem
• Create/implement plan
• Evaluate (compare levels of performance)
• Decide next steps
• Continue/modify/discontinue plan
• Move to Level II

156
FBA/BIP Level I

• Assess (behavior) instructional practices
• Individualize existing classroom behavior
  management plan
• Plan should address possible function of problem
  behavior (get or avoid)
• Plan should include opportunities for behavior
  skills teaching and practice
• Assess classroom environment and social skills
  instruction

157
Tools for Level I

• Classroom Assessment
• Sample Contracts
• Think Sheets

158

• Lance is walking toward his locker and sees
  two boys looking at a magazine. Lance grabs the
  magazine, throws it and runs away. The peers yell
  and chase him down the hall. The three stop
  running when they see the principal. The peers
  return to their locker, Lance continues down the
  hall. Lance sees a girl getting a drink and
  pushes her face into the water. The girl screams
  when her face and hair get wet. Lance laughs and
  walks away as the peer calls him names. Lance
  stops to talk to a friend. As he is talking to
  his friend, he trips a student walking down the
  hall. Lance and his friend laugh and continue
  down the hall.

159
FBA/BIP Level I

• What is Lance trying to get or avoid? (function)
• What skills does Lance need to learn?
• How can I teach encourage those?
• What existing group interventions might help him
  meet these needs in a more acceptable way?
• What tools might you choose to help you address
  Lances behavior?

160
FBA/BIPLevel II
161
FBA/BIP Level II

• Multiple staff at the school level can perform
• Team-led process
• Involves data collection Interview Brief
  Observation
• Create operational definition of problem behavior

162
FBA/BIP Level II

• Generate hypothesis about function of behavior
• Data collection
• Identify replacement behaviors
• Plan for teaching while modifying the environment
  
• Schedule follow-up

163
FBA/BIP Level II

• Chart behavior
• Contact Secondary PBS team
• Are there any Secondary PBS Practices that could
  support this student?
• Design a plan using existing intervention options
  and behavior remediation

164
Diagram Behavior(FBA Process)
165
Define Alternative or Competing Behavior
166
DESIGNING FUNCTIONAL INTERVENTIONS
Workbook Page 22
167
Designing Functional Interventions Rasheed

• When Rasheed is left unattended by the teacher
  for longer than 5 minutes (setting event), and he
  is given independent or small group work
  (antecedent) he leaves his seat/area (behavior)
  to obtain adult attention (function).

168
Desired Behavior Completing assignments
Maintaining Consequences Work Completion
Grades
Acceptable Alternative Ask for help/ Recruit
feedback
169
Intervention Support Strategies

Event Manipulations Schedule independent or
small group work after whole group activities
in- volving active participation and
group response

• Antecedent
• Manipulations
• Check in frequently with
• Rasheed during
• work periods.
• Precorrect Rasheed on appropriate way to ask
  for teacher help/attention
• Design lessons to provide more whole group
  response/ active participation

• Behavior
• Teaching
• Re-teach class rules and routines that address
  in seat and class movement
• Teach Rasheed how to request teacher help /
  attention
• Teach Rasheed how to tolerate delays in getting
  attention

• Consequences
• Manipulations
• Ignore out of seat requests for assistance
• Respond immediately if he asks appropriately for
  teacher attention

170
Practice Behavior Charting Part I
Workbook Page 23
171
Practice Behavior Charting Part 2
Workbook Page 23
172
Team Time

• Discuss the students in your school/classroom
  that exhibit problem behaviors
• As a team, choose one student as your focus
• Practice charting the students behavior

Workbook Page 23
173
What if we cant figure out what the function of
the behavior is?

• Look for patterns of behavior, even very diverse
  behaviors can serve the same function
• Dont see a pattern? May need more data
• Utilize additional tools
• Is it time to go to the next level?

174
Tools for Level II

• System of Secondary Interventions
• Utilize Checklists
• Problem Behavior Questionnaire
• Functional Assessment Checklist
• Motivation Assessment Scale
• Additional Data Collection
• DBRs
• Behavior Charting

175
Activity Paper Kids

• Do you have students like this?
• How do you help?

176
FBA/BIPLevel III
177
FBA/BIP Level III

• More complex team-implemented process
• Requires team member with behavioral training
• Includes interviews, observations, and record
  review
• Peer-referenced observation
• Creates AND tests hypothesis before BIP
• BIP based on confirmed functional hypothesis

178
FBA/BIP Level III

• BIP identifies set of replacement behaviors to be
  taught
• BIP takes into account antecedent and consequence
  strategies, as well as contextual fit
• Create/implement plan (Goal and measurement
  strategy)
• Evaluation planned several weeks after
  implementation

179
Tools for Level III

• Social Developmental History (RtI)
• Peer-Referenced Behavior Observation Forms (RtI)
• Functional Assessment Checklist for Teachers and
  Staff (FACTS A B)

180
FBA/BIPLevel IV
181
FBA/BIP Level IV

• Functional analysis requires intense data
  collection
• Includes systematic manipulation of the
  environment to confirm hypothesis
• Requires behavioral expertise
• Encourages inclusion of family and any other
  agencies/community partners involved with the
  family

182
FBA/BIP Level IV

• BIP structured to intervene at each possible
  level
• BIP plans intensive teaching of replacement
  behavior, generalization strategies and who will
  teach
• BIP defines reinforcement and consequence
  strategies

183
FBA/BIP Level IV

• Evaluation planned to determine success of BIP
  and any modifications necessary to make it more
  efficient or effective
• Will likely require crisis plan to be put in
  place during data collection and planning
• NOT NECESSARILY tied to special ed referral (but
  could be part)

184
Tools for FBA/BIP Level IV

• Functional Interventions in Versatile
  Environments Questionnaire (FIVE-Q)
• Functional Behavior Assessment Behavior Support
  Plan (F-BSP) Protocol

F-BSP Workbook Pages 24-31
185
Which level is appropriate?
186
Additional training available for FBA/BIP
practices and procedures for the team in your
school who will be completing them.
187
Supporting Staff Behavior
SYSTEMS
Positive Behavior Support
188
Reasons to Avoid Data Collection
I dont need data. I know my methods are
effective! Its too hard. It takes too much
time! I dont like what it implies I tried it
and it didnt work. I dont know how! Im
teaching, how do I write all that down???
189
Why bother with data?

• To establish a baseline
• To determine priority target behavior
• To evaluate effectiveness of intervention
• Helps ensure that target behavior has been
  clearly defined to all involved (including
  student)

190
Data Considerations Measurable Descriptors
Measurable
Not Measurable
oppositional
bothering
lazy
talking out
rude
inattentive
swearing
fighting
out of area
on task
defiant
191
Data Considerations Objective Descriptors
Subjective
Objective
Talking during seatwork
Disobedient
Seldom
Repeatedly
Passing notes
Once or twice a week
Hurrying through work
Leaning back in chair
Five times each day
Bothering a neighbor
Sometimes
Continuously
Bizarre
Every ten minutes
Tapping pencil on desk
Twice each period
192
Data ConsiderationsClear Definition of Problem
Behavior

• The Stranger Test
• Is the description of the behavior crystal clear?
• Would a strangers description match yours?
• If a stranger read your description, would they
  be able to identify the problem behavior?

193
Data ConsiderationsData to Collect
Frequency
How extreme is it?
How often does the behavior occur?
Intensity
Duration
How long does it last?
Context
Under what circumstances does it occur?
194
Data Collection Strategies

• What is already collected?
• Anecdotal notes by teacher
• Office referrals
• Disciplinary actions
• What else can be collected?
• Products from Consequences
• Behavior Contracts
• Checklists
• DBRs
• Direct Observation
• Interviews

195
ProductsfromConsequences
196
Think sheets
Workbook Pages 32-33
How should I have solved the problem? List 2
better ways.
The rule I broke was
Fixing Broken Rules
Becoming A Problem Solver
What will I do from now on?
What should happen because I broke the rule?
197
Data fromBehavior Contracts
198
Sample Contracts
Workbook Pages 34-35
These are my consequences if I dont meet my
goals
My Contract
These are my goals
Race to 20!
These are my rewards if I meet my goals
199
Data Collection StrategiesChecklists
200
Classroom Assessment
Workbook Pages 36-39
Classroom Management Checklist adapted from
Geoff Colvin's Classroom Strategies Name of
Teacher ___________________ Date
______________
Level I
201
Context Checklist

• Indentify contributing factors
• Design data collection plan
• Considerations for interventions
• Recommended for Level I

Workbook Page 40
202
Problem Behavior Questionnaire

• Simple two-page checklist that can be used to
  assist in determining function of behavior
• Recommended for Level II

Workbook Pages 41-42
203
Motivation Assessment Scale

• Additional tool for determining what variables
  are maintaining problem behavior
• Recommended for Level II

Workbook Pages 43-44
204
FACTS A B

• Functional Assessment Checklist for Teachers
  Staff parts A B
• Useful in helping to determine patterns of
  behavior, typical predictors and consequences
• Recommended for Level III

Workbook Pages 45-48
205
Data Collection StrategiesDBRs
206
DBRs

• Daily Behavior Report DBR
• The DBR involves a brief rating of target
  behavior over a specified period of time
• Additional examples at http//www.interventioncent
  ral.org/htmdocs/interventions/behavior/behrptcd.ph
  p

Workbook Page 49
Level II
207
Characteristics of DBR

• The DBR involves a brief rating of target
  behavior over a specified period of time
• a behavior(s) is specified
• rating of the behavior(s) typically occurs at
  least daily
• obtained information is shared across individuals
  (e.g., parents, teachers, students)
• the card is used to monitor the effects of an
  intervention and/or as a component of an
  intervention
• (Chafouleas, Riley-Tillman McDougal, 2002)

208
Potential Uses for the DBR

• Increase communication (teacher-student,
  home-school)
• As a component of an intervention package,
  particularly in self-management
• Provide quick assessment of behaviors,
  especially those not easily captured by other
  means
• Monitor student behavior over time
• Flexible
• K-12,
• or
• 1 student or larger group
• range of behaviors

209
A systematic DBR possesses the following 4
characteristics

• 1. The behavior of interest must be operationally
  defined.
• 2. The observations should be conducted under
  standardized procedures.
• 3. The DBR should be used in a specific time,
  place, and at a predetermined frequency.
• 4. The data must be scored and summarized in a
  consistent manner.

210
How are DBR data summarized?
211
DBR Considerations

• Measures perception of behavior
• 3 to 7 not he is a 7
• No absolutes in Social Behavior
• Rater Effects

212
Data Collection StrategiesDirect Observation
213
Direct Observation

• Data collection strategy where operationally
  defined behavior(s) are observed and recorded
  with permanent product
• Recommended for FBA/BIP Level II and up

Level II up
214
Workbook Page 50
ABC Observation(Antecedent, Behavior,
Consequence)
In the lunchroom, sitting next to Joe
Benny Joe argue over the dessert
Benny hits Joe and calls him names.
Benny is hit by Joe and begins to scream.
Benny and Joe continue to fight until staff
intervenes. Bennys anger turns toward staff.
215
Direct Assessment Frequency Counts
Workbook Page 52
Behavior Counting Name ____Benny Bad____
Week of __Oct 5, 200X______ Behavior to be
counted ____Negative Comments to Peers (Youre
ugly, I hate you, You stink) Monday 1 2 3 4 5 6
7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23
24 25 26 27 28 29 Tuesday 1 2 3 4 5 6 7 8 9 10 11
12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27
28 29 Wednesday 1 2 3 4 5 6 7 8 9 10 11 12 13 14
15 16 17 18 19 20 21 22 23 24 25 26 27 28
29 Thursday 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
16 17 18 19 20 21 22 23 24 25 26 27 28
29 Friday 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
17 18 19 20 21 22 23 24 25 26 27 28 29
XXX X XX X XX
XX X XXX X X X X X X
XXX X XX X X X X X X X X X X X X
X X X X X
XXX X XX X XXX X X X X X X X X X X
X X X X X X X X X X
XXX
216
Workbook Page 54
Direct Assessment Frequency Counts
Behavior Counting Name ____Benny Bad____
Week of __Nov 5, 200X______ Behavior to be
counted ____Negative Comments to Peers (Youre
ugly, I hate you, You stink)
217
Direct Assessment Frequency/Intensity Recordings
Student_Benny Bad Teacher___Ms. Lee____ Date
_Sept. 1, 200X___ Subject __Lang. Arts Task
present listen to oral reports Period/Time
__5th____ Target Behavior ______________________
_____________________________________ Examples of
Mild_____________________________________________
__________________ Examples of Medium
__________________________________________________
__________ Examples of Severe ___________________
__________________________________________ Activi
ty Type (circle all that apply) Large group
lecture pencil/paper active
Small group cooperative
individual Process auditory visual
kinesthetic Additional information
__________________________________________________
________ Mark each occurrence as it happens
Tantrums
Paces around the room, uses loud voice, pushes
chairs
Crawls under table, uses loud voice, kicks top of
table
Screams, throws items at people, kicks, hits
staff students
Workbook Page 56
1
2
4
3
5
I thought he would settle down when I told him he
could go outside after he did his report. It just
made it worse. He really began to tantrum and I
had to remove him from class.
Comments
218
Workbook Page 58
Direct Assessment Interval Recording
Student/Class Interval Recording Data
Sheet Student_Benny Bad_ Teacher___Mr. Handy__
Grade/Program ___6____ School __________
Observer ________________ Observation Interval
_5 min_ Start time _100__ Stop Time
____200_____ Date ___Sept. 23_________
To determine the percentage of time intervals
when the behavior was exhibited, divide the
number of checks by the total number of
observation intervals and multiply the quotient
by 100. Behavior of interest Number of checks
Total of Intervals of Time
Intervals 1. _____________ ______________
_______________ ______________ 2.
_____________ ______________
_______________ ______________ 3.
_____________ ______________
_______________ ______________
4
Negative Comments (I hate you, you stink,
etc.)
12
30
Out of seat
6
12
50
219
Direct Assessment Interval Recording
Scatter Plot Assessment Student Name ___Benny
Bad_ Starting Date Nov 5, 200X
Observer Mr. Franks
Setting __Reading___
Workbook Page 60
Notice any patterns????
220
Direct Assessment Duration Recording
Student Name ____Benny Bad____ Date
_Nov 5, 200X_ Teacher/Subject ____Ms. Lee____/
Language Arts_ Target Behavior _____Out of
Area___
Comments ________________________________________
_______________ __________________________________
_______________________________ __________________
_______________________________________________
He told me he had to go to the
bathroom and as soon as he got back, I needed him
to have his literature book, so I told him to go
to his locker. He took a long time to get back.
He said that he forgot