The%20Initial%20Line%20of%20Inquiry:%20A%20Simple%20Functional%20Assessment

1
The Initial Line of Inquiry A Simple Functional
Assessment

• Presented by

Development
2
www.edprodevelopment.com
3
Workshop Outcomes

• As a result of this workshop, participants will
• Know how to assist teams in conducting an Initial
  Line of Inquiry.
• Understand and be able to describe strategies to
  assist teams in prioritizing supports for
  students.
• Design simple data collection tools to measure
• A. reduction of problem behavior/increase in
  appropriate behavior and
• B. measuring fidelity of implementation (did
  they implement as designed?).
• 4. Know how to interpret data to determine next
  steps around a student.

4
Start time 800 Lunch 1130 End 400
5

Materials
6
This is YOUR Workshop! Feel Free to Ask
Questions! Enjoy!
7
Introductions
Choose as many index cards from the middle of
your table as you think you will need for this
activity. On each index card you chose write down
one reason you are at this workshop/you need
additional information about conducting
functional assessment. Introduce yourself by
telling us your name, position/school/role in the
district, and all the reasons you are at this
workshop/you need additional information about
conducting functional assessment.
8
Workshop Outcomes

• As a result of this workshop, participants will
• Know how to assist teams in conducting an Initial
  Line of Inquiry.

9
Meeting Basics
Use of Agenda Rotating Roles Decision-Making
Strategies Ground Rules Norms
10
Tertiary Interventions Team Meeting Agenda
DATES Facilitator Creates agenda and guides meeting Scribe Takes notes and copies for all Timekeeper Monitors time on agenda items Taskmaster Writes tasks and copies for all Rudder Ensures team stays on task (agenda) Encourager Checks task status, assists if help is needed Equalizer Ensures everyone is able to participate in discussion Jargon Buster Asks for clarification on unknown/confusing terms.



Ground Rules 1. 2. 3.

• Team members present __________________________
• List of priority students _______________________
  ____
• Celebrations
• Task review
• Review new referrals
• Data review of progress and current referrals
• Plan for sharing of information with faculty
  staff

11
Commonly Used Roles
Electronic Recorder
Public Recorder
12
SYSTEMS OF INTEGRATED SCHOOL-WIDE SUPPORT The
Three Tiered Model
Tier 2 Secondary Interventions Specialized Group
Systems for Students with At-Risk Behavior
5-15
Tier 1 Primary Preventions Whole School Systems
for All Students, Staff, Settings
80 of Students
13
Establishing Tier 2 Systems of Academic
Behavioral Supports

• 15 of students
• Multiple referrals (2-5)/ At Risk of Academic
  Failure
• At-risk for developing more severe/chronic
  patterns of problem behaviors and/or academic
  challenges

Tier 2 Secondary Interventions Specialized Group
Systems for Students with At-Risk Behavior
14
(No Transcript)
15
INTEGRATED SYSTEMS OF SCHOOL-WIDE POSITIVE
BEHAVIOR INTERVENTIONS AND SUPPORTS The Three
Tiered Model
16
Individual Student System
Tertiary Intervention Systems

• Behavioral competence at school district levels
• Function-based behavior support planning
• Team- data-based decision making
• Comprehensive person-centered planning
  wraparound processes
• Targeted social skills self-management
  instruction
• Individualized instructional curricular
  accommodations

17
Functional Assessment
A process for identifying clear, predictive
relationships between events in a persons
environment and occurrences of the target
behavior in effort to explain the purpose of the
behavior.
18
Why is the student doing what he or she is doing,
when he or she is doing it, to get the outcome he
or she gets? Or, Whats the function???
19
Outcomes of a Functional Assessment
Identify Student Strengths Identify, Prioritize,
Define Problem Behavior(s) Determine Fast
Triggers Determine Slow Triggers Determine
Consequences Generate Hypothesis for the Function
of the Targeted Behavior.
20
Workshop Outcomes

• As a result of this workshop, participants will
• Know how to assist teams in conducting an Initial
  Line of Inquiry.

21
An Initial Line of Inquiry A Simple Functional
Assessment
22
An Initial Line of Inquiry Strengths of student
What the student does well? Students strengths,
gifts, talents.
Slow Triggers (Setting Events) Fast Triggers (Antecedents) Behavior Problem Actual Consequences Perceived Function

23
An Initial Line of Inquiry Strengths of student
What the student does well? Students strengths,
gifts, talents.
Slow Triggers (Setting Events) Fast Triggers (Antecedents) Behavior Problem Actual Consequences Perceived Function
An observable and measurable description of the behavior(s) of concern.
24
An Initial Line of Inquiry Strengths of student
What the student does well? Students strengths,
gifts, talents.
Slow Triggers (Setting Events) Fast Triggers (Antecedents) Behavior Problem Actual Consequences Perceived Function
Events with a discrete onset and offset, that occur immediately before the challenging behavior (e.g., task demand, teacher direction, social interaction) An observable and measurable description of the behavior(s) of concern.
25
An Initial Line of Inquiry Strengths of student
What the student does well? Students strengths,
gifts, talents.
Slow Triggers (Setting Events) Fast Triggers (Antecedents) Behavior Problem Actual Consequences Perceived Function
Events that may occur before and/or during the targeted response that causes the student to respond to a typical situation in an atypical way. Specific conditions, events, or activities that make the problem behavior worse? (missed meds, academic failure, conflicts at home, lack of sleep, missed meals, poor interactions with peers/teacher(s), school/classroom behavioral expectations unclear Events with a discrete onset and offset, that occur immediately before the challenging behavior (e.g., task demand, teacher direction, social interaction). Make it Happen An observable and measurable description of the behavior(s) of concern.
26
An Initial Line of Inquiry Strengths of student
What the student does well? Students strengths,
gifts, talents.
Slow Triggers (Setting Events) Fast Triggers (Antecedents) Behavior Problem Actual Consequences Perceived Function
Events that may occur before and/or during the targeted response that causes the student to respond to a typical situation in an atypical way. Specific conditions, events, or activities that make the problem behavior worse? (missed medication, history of academic failure, conflict at home, missed meals, lack of sleep, history of problems with peers Events with a discrete onset and offset, that occur immediately before the challenging behavior (e.g., task demand, teacher direction, social interaction) An observable and measurable description of the behavior(s) of concern. Those events that occur after the behavior (e.g., peer attention, escape task) or as a result of the behavior (e.g., time out, suspension, detention, ) What usually happens after the behavior occurs? (e.g., teachers reaction, other students reactions, power struggle )
27
An Initial Line of Inquiry Strengths of student
What the student does well? Students strengths,
gifts, talents.
Slow Triggers (Setting Events) Fast Triggers (Antecedents) Behavior Problem Actual Consequences Perceived Function
Events that may occur before and/or during the targeted response that causes the student to respond to a typical situation in an atypical way. Specific conditions, events, or activities that make the problem behavior worse? (missed medication, history of academic failure, conflict at home, missed meals, lack of sleep, history of problems with peers Events with a discrete onset and offset, that occur immediately before the challenging behavior (e.g., task demand, teacher direction, social interaction) An observable and measurable description of the behavior(s) of concern. Those events that occur after the behavior (e.g., peer attention, escape task) or as a result of the behavior (e.g., time out, suspension, detention, ) What usually happens after the behavior occurs? (e.g., teachers reaction, other students reactions, power struggle ) Team members initial explanation(s) of why behavior is occurring. What might he/she be getting or avoiding? What else might he/she get or access as a result of engaging in the behavior? Does his/her behavior result in a power struggle? Does his/her behavior help to clarify the parental (family) system? gain access or connection to others? get access to preferences? obtain a sense of control? clarify the rules? clarify parental roles? avoid unpleasant circumstances (e.g. work, person, place, activity? reduce anxiety or release tension? escape feeling inadequate? sensory feedback -feels good? reduce uncomfortable stimuli? increase beneficial stimuli?
28
An Initial Line of Inquiry Strengths of student
What the student does well? Students strengths,
gifts, talents.
Slow Triggers (Setting Events) Fast Triggers (Antecedents) Behavior Problem Actual Consequences Perceived Function
Events that may occur before and/or during the targeted response that causes the student to respond to a typical situation in an atypical way. Specific conditions, events, or activities that make the problem behavior worse? (missed medication, history of academic failure, conflict at home, missed meals, lack of sleep, history of problems with peers Events with a discrete onset and offset, that occur immediately before the challenging behavior (e.g., task demand, teacher direction, social interaction) An observable and measurable description of the behavior(s) of concern. Those events that occur after the behavior (e.g., peer attention, escape task) or as a result of the behavior (e.g., time out, suspension, detention, ) What usually happens after the behavior occurs? (e.g., teachers reaction, other students reactions, power struggle ) Team members initial explanation(s) of why behavior is occurring. What might he/she be getting or avoiding? What else might he/she get or access as a result of engaging in the behavior? Does his/her behavior result in a power struggle? Does his/her behavior help to clarify the parental (family) system? gain access or connection to others? get access to preferences? obtain a sense of control? clarify the rules? clarify parental roles? avoid unpleasant circumstances (e.g. work, person, place, activity? reduce anxiety or release tension? escape feeling inadequate? sensory feedback -feels good? reduce uncomfortable stimuli? increase beneficial stimuli?
Building DJs Hypothesis(es) to the Function(s)
Given these circumstances Sickness Missed meals Missed medicine Conflicts with certain when this occurs. Other students unwilling to play/interact with Dominick Standing in line near someone person does Hits Pinches Grabs another person with both in order to Gain peer attention/ interaction Terminate/Avoid undesired peer interaction Cope with
29
Building DJs Hypothesis(es) to the Function(s)
Given these circumstances Sickness Missed meals Missed medicine Conflicts with certain peers Mrs. Coffey being absent when this occurs. Other students unwilling to play/interact with Dominick Standing in line near someone with whom he does not get along Other students teasing him Mrs. Coffey being out of sight Unstructured time (playground, transitioning in line from or to classroom) person does Hits Pinches Grabs another person with both arms Spits on another person (Sometimes scowls/grimaces and clinches fists before engaging in one of the other behaviors) (May cry or scream after behavior) in order to Gain peer attention/ interaction Terminate/Avoid undesired peer interaction Cope with frustration of other students unwilling to play/interact with him
30
Curtis Initial Line of Inquiry
Setting Stimulus Problem Consequence
Perceived Antecedent Antecedent Behaviors
Function (Slow Trigger) (Fast
Trigger)
More likely if When Curtis is Curtis
yells Sent to office Curtis
escapes the little sleep the asked to
obscenities
task/assignment night before. complete
difficult and/or throws
because he doesnt or non-preferred
objects
like to make errors
More like likely math and
in front of his peers if teacher talks reading
tasks and he doesnt know
to him about his how to
ask for grades or behav-
help without feeling ior at beginning
others think he is of class
stupid.
More likely during Talking to girls Curtis
is late Teacher scolds, Curtis gets
teacher class changes in the hallway. for
class, often writes an office and peer
attention. in the hall
ends in power referral, often
Often escapes class
struggle with goes to office. or
assignment. We
Curtis going to think he likes
being the office
acknowledged for
being with girls has little
rapport with the teacher.
31
From Hypothesis to Strategies

Slow trigger Strategies Fast trigger strategies Alternative/ Competing Behavior Skills Teaching Strategies Long Term Desired Skills Teaching Strategies Reinforcement Strategies Alternative Behaviors Long Term Skills Class Behavioral Expectations Reduction/ Punishment Strategies
when this occurs
because
Function
32
Building DJs Hypothesis(es) to the Function(s)
Given these circumstances Sickness Missed meals Missed medicine Conflicts with certain peers Mrs. Coffey being absent when this occurs. Other students unwilling to play/interact with Dominick Standing in line near someone with whom he does not get along Other students teasing him Mrs. Coffey being out of sight Unstructured time (playground, transitioning in line from or to classroom) person does Hits Pinches Grabs another person with both arms Spits on another person (Sometimes scowls/grimaces and clinches fists before engaging in one of the other behaviors) (May cry or scream after behavior) in order to Gain peer attention/ interaction Terminate/Avoid undesired peer interaction Cope with frustration of other students unwilling to play/interact with him
33
DJ's Postive Behavior Support Recommendations
Slow Trigger Strategies Call home if DJ has a fever or is throwing up Let DJ lie down Provide snacks/ food if DJ is hungry Use cooperative groups/teams/ structures Develop and use social stories to let DJ know that Mrs. Coons is absent and what happens when she is absent Fast Trigger Strategies Develop and use T-charts to teach rules for line and playground Provide guidance to substitute teachers Teach DJ to move places in line Role play appropriate peer attention getting/interaction skills Role play appropriate avoidance/termination of peer interaction skills Develop and use social stories to let DJ know that when Mrs. Coons is not close to him what he should do Alternative Skills Teaching Strategies Teach DJ to use self-management strategy to cope with frustration when other student(s) are not willing to play/interact with him or when the students tease him. Teach DJ to initiate peer interaction appropriately Teach DJ to avoid/terminate peer interaction appropriately Reinforcement Strategies Verbal praise Hugs Positive PEP cards Stickers Treasure Box Punishment Strategies Classroom System for Rule Infractions -lose 1st card -lose 2nd card -lose 3rd card -miss play time -sad note home Crisis Level Goes to ISS for no more than one hour
34
Workshop Outcomes

• As a result of this workshop, participants will
• Know how to assist teams in conducting an Initial
  Line of Inquiry.
• Understand and be able to describe strategies to
  assist teams in prioritizing supports for
  students.

35
ACTIVITY
As a group lets prioritize a character we all
know best. Please LETTER a piece of paper from A
to G. Starting with A list each character in
order next to each letter

• Dr. Gregory House
• Cosmo Kramer
• Dexter Morgan
• Miss Piggy
• Bart Simpson
• Archie Bunker
• Lucy Van Pelt

There are seven names listed. Beside the name of
the character that you know the BEST put the
number 7. Beside the name of the character you
know the LEAST put the number 1. Looking at the
remaining FIVE characters decide which you know
the BEST and put the number 6. Beside the
character you know the LEAST put the number 2.
Continue doing this until all characters have a
number beside them. Share your numbers as they
are requested. The character with the highest
score is the one we, as a group, know BEST.
36
ACTIVITY
1. Using the character whom we prioritized (using
the Delphi Weighting Method) lets complete an
ILI together

Slow trigger Strategies Fast trigger strategies Alternative/ Competing Behavior Skills Teaching Strategies Long Term Desired Skills Teaching Strategies Reinforcement Strategies Alternative Behaviors Long Term Skills Class Behavioral Expectations Reduction/ Punishment Strategies
When these things occur
and we believe it is because
Function
37
Workshop Outcomes

• As a result of this workshop, participants will
• Know how to assist teams in conducting an Initial
  Line of Inquiry.
• 2. Understand and be able to describe strategies
  to assist teams in prioritizing supports for
  students.

38
ACTIVITY
1. Using the character whom we prioritized (using
the Delphi Weighting Method) lets complete an
ILI together
2. Lets use the Delphi Weighting Method to
prioritize the recommendations we
generatedremember to letter the recommendations
on a separate sheet of paper, put the highest
number next to the recommendation you think is
MOST important and the lowest number (1) next the
recommendation you think in the LEAST important.
Repeat this until you have scored all the
recommendations. 3. As a group tally the scores
and circle the top three scoring recommendations.
39
Workshop Outcomes

• As a result of this workshop, participants will
• Know how to assist teams in conducting an Initial
  Line of Inquiry.
• Understand and be able to describe strategies to
  assist teams in prioritizing supports for
  students.
• 3. Design simple data collection tools for
  measuring
• A. reduction of problem behavior/increase in
  appropriate behavior and
• B. fidelity of implementation (did they
  implement as designed?).

40
DATA . . .
IS NOT JUST ANOTHER FOUR LETTER WORD!
41
Why Do I Have to Take Data?

• Determines baseline performance/measure.
• Provides objective assessment information.
• Leads to effective design of intervention.
• Used to identify goals objectives.
• Used to monitor progress toward goals
  objectives.
• Used to evaluate progress toward goals
  objectives i.e., data-based decisions.

Professional Accountability
42
Data Must Be.

• Collected
• Summarized
• Visually Displayed
• Used for Decision-Making

43
Data Collection Two Most Common Categories

• Permanent Product
• a product that is tangible and can be measured
  after the behavior has occurred (Cooper, Heron,
  Heward, 1987)
• Direct Observation
• A method of data collection that involves the
  careful watching and recording of something,
  (e.g. a situation, teacher, student or setting).
  Temporal, in the moment.

44
Permanent Products

• Examples tests, products, student performances
• Advantages Easy to collect, tangible, permanent
• Disadvantages Must be quantified for evaluation
  purposes

45
Permanent Products
Permanent products are by far the easiest of data
collection strategies. The challenge is to
summarize and visually display results over time.
46
Data Collection
Running Record Date Words Correctly Read/Total Percentage Words Correctly Read
1/7/2008 24/28 86
1/10/2008 22/30 73
1/14/2008 25/31 81
Data Visually Displayed
47
Direct Observations
48
Direct Observation Data for Tertiary/Tier 3
Interventions Discrete Response/Correct-Error
Recording Used most often when teaching new
skills or activity sequences. Responses are
recorded as correct, error, and, at times,
prompted. (e.g., use of self management strategy
to diffuse anger coming to class prepared,
bringing in completed homework, All of which
could be appropriate behavior that needs to
INCREASE!) Event/Frequency Recording Measures
the total number of times a specific behavior
occurs. (e.g., number of occurrences of
challenging behavior,) Rate Recording Measures
the number of times a specific behavior occurs
per one unit of time. (e.g., math facts per
minute, raised hand (alternative to blurting out)
during 30 minutes class)
49
Direct Observation Data Other direct
observation date observation strategies least
common for secondary interventions include
Duration Recording Measures how long a behavior
occurs within an observation period (e.g. off
task/out of seat for X seconds/minutes).
Latency Recording Measures how long it takes to
initiate a behavior after the instructional/natura
l cue (X seconds/minutes to get out book,
homework, etc). Interval Recording Measures
the occurrence or nonoccurrence of a behavior
during an observation period (whole, partial,
momentary) Come to two-day Tertiary Workshop
for more information.
50
Direct Observation Data for Tertiary/Tier 3
Interventions Discrete Response/Correct-Error
Recording Used most often when teaching new
skills or activity sequences (to replace
inappropriate behaviors identified in the ILI).
Responses are recorded as correct, error, and,
at times, prompted. (e.g., use of self management
strategy to diffuse anger coming to class
prepared, bringing in completed homework, )
51

• Strategies for Collecting Data
• Pen and Paper
• Student self record
• Office Discipline Referrals
• Computer
• Student record for teacher
• Pennies, buttons, paper clips transferred from
  one pocket to another

52
Examples
RECOMMENDATION Teach Octavia to use her personal
schedule.
Teacher provides data via chart
53
Examples
RECOMMENDATION Teach Johnny to raise his hand
before saying the answer to a question. Collect
data on the number of times he does this WITHOUT
being prompted.
Teacher collects data by moving buttons from left
to right pocket for each question he asks the
whole class. He then moves paper clips from left
to right pocket each time Johnny raises his hand.
Teacher records these numbers on chart below.
Date and class Number of questions Number of hand raises





54
Examples
RECOMMENDATION Have Jermiah monitor his
appropriate and inappropriate comments and in and
out of seat behavior.
Teacher collects data by creating a data sheet
and reviewing with Jermiah how to mark it. In
week one the teacher and Jermiah BOTH collect the
data and compare daily. In week TWO, assuming
Jermiah and the teacher had agreement the last
2-3 days of week one, Jermiah collects his own
data.
55
ACTIVITY
Using the character on whom we completed an ILI
together and the top three recommendations that
we prioritized (using the Delphi Weighting
Method) generate a data collection tool. You may
work as a group and create tools for all three
recommendations or you may work alone and
generate a tool for one of the recommendations. Yo
u will have 7 minutes and will have to share with
the large group.
56
Workshop Outcomes

• As a result of this workshop, participants will
• Know how to assist teams in conducting an Initial
  Line of Inquiry.
• Understand and be able to describe strategies to
  assist teams in prioritizing supports for
  students.
• 3. Design simple data collection tools for
  measuring

• reduction of problem behavior/increase in
  appropriate behavior and
• B. fidelity of implementation (did they
  implement as designed?).

57
Fidelity of implementation is the delivery of
instruction intervention in the way in which it
was designed to be delivered.
(Gresham, MacMillan, Beebe-Frankenberger,
Bocian, 2000)
58

• Several studies confirm the importance of
  fidelity of implementation to maximize program
  effectiveness. A few notable ones
• Foorman Moats, 2004
• Foorman Schatschneider, 2003
• Gresham et al., 2000
• Kovaleski et al., 1999
• Telzrow, McNamara, Hollinger, 2000 Vaughn,
  Hughes, Schamm, Klingner, 1998

59
Although these studies examined various
interventions, the results suggest that positive
student outcomes may be attributed to three
related factors 1. Fidelity of implementation of
the process (at the school level) 2. Degree to
which the selected interventions are empirically
supported 3. Fidelity of intervention
implementation (at the teacher level)
60

• Specific proactive practices that help to ensure
  fidelity of implementation include the following
  
• Link interventions to improved outcomes
  (credibility)
• Definitively describe operations, techniques, and
  components
• Clearly define responsibilities of specific
  persons
• Create a data system for measuring operations,
  techniques, and components
• Create a system for feedback and decision making
  (formative)
• Create accountability measures for non-compliance

61
Examples
RECOMMENDATION Develop and use T-chart to
teach behavioral expectations for raising hand to
speak.
Teacher provides copy or brings completed T-Chart
to next meeting. Teacher collects
data on
teaching.
Week of __ Week of __ Week of__ Week of__
10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10
9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9
8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8
7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7
6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6
5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5
4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4
3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3
2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
0 M T W R F M T W R F M T W R F M T W R F
Raises Hand Appropriately (/yes, Xno)
62
Examples
Recommendation With Jamirez, develop an anger
control strategy. Put it in writing with
pictures. Teach Jamirez to control his anger
when a peer does not want to play with him during
recess.
Teacher shares copy of anger control strategy
with words and pictures. Evidence of student
words. Teacher documents teaching strategy.
DATE CONTEXT NEEDED STUDENT RESPONSE/REACTION






63
Examples
Recommendation Each teacher who supports and/or
teaches Susannah conduct a 2X10 with her
beginning Monday.
Teacher documents intervention on data sheet
below.
DATE Time of Day Topic of 2 min. conversation and any notable comments by Susannah
1
2
3
4
5
6
7
8
9
10
64
ACTIVITY
Using the character on whom we completed an ILI
together and the top three recommendations that
we prioritized (using the Delphi Weighting
Method) generate a fidelity of implementation
data collection tool. Again, you may work as a
group and create tools for all three
recommendations or you may work alone and
generate a tool for one of the recommendations. Yo
u will have 7 minutes and will have to share with
the large group.
65
Workshop Outcomes

• As a result of this workshop, participants will
• Know how to assist teams in conducting an Initial
  Line of Inquiry.
• Understand and be able to describe strategies to
  assist teams in prioritizing supports for
  students.
• Design simple data collection tools to measure
• A. reduction of problem behavior/increase
  in appropriate behavior and
• B. fidelity of implementation (did they
  implement as designed?).
• 4. Know how to interpret data to determine next
  steps around a student.

66
What is next step for Brian?
67
Goal When Andy feels like he is being
challenged, he will use his ACR strategy 4/5
opportunities Data / correct response X
incorrect response P prompted response Circle
Total Number Steps Correct Natural Cue(s) When
Andy feels like he is being challenged.
Natural Consequences Andy will stay out of
trouble.
step Step/Behavior
9 Evaluate your choice. 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9
8 Make a choice. 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8
7 What do I want to happen as a result of my choice? 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7
6 What could I do? 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6
5 Was what was said or done, fair? 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5
4 Why do you feel what you are feeling? 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4
3 How do you feel? 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3
2 Think. What just happened? 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2
1 Stop. Take 2 deep breaths. 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Scenario  
Date  
68
Frequency/Discrete Response Data Sheet Student
Andy Goal Increase use of anger control
strategy and decrease negative comments made to
teachers and peers SD When Andy feels like his
dignity is being attacked by a peer or teacher
Date Negative Comments Frequency Data (tally marks) Total of Negative comments Use of Anger Control Strategy (tally marks) Total Use of anger control
12.02.07 IIII IIII 10 0
12.03.07 IIII IIII 9 I 1
12.04.07 IIII II 7 I 1
12.05.07 IIII 5 III 3
12.06.07 III 3 IIII 4
12.09.07 II 2 IIII I 6
12.10.07 II 2 IIII I 6
12.11.07 I 1 IIII II 7
12.12.07 I 1 IIII III 8
12.13.07 0 IIII IIII 10
69
What is next step for Andy?
70
Joey's In Seat DRL Chart
time 800-830
time 900-930
time 100-130
time 1000-1030
time 1200-1230
time 1100-1130
date page began___________ Principal signature
date _____________
71
Student Joey Behavior Out of Seat (less than
5 X per 30 min) Date 1.14.08
Time Tally every time that the behavior occurs (out of seat) Total of times behavior occurred during interval Criteria Less than 5 per interval for dot
800-830 IIII IIII 10
830-900 IIII 4
900-930 III 3
930-1000 III 3
1000-1030 IIII 4
1030-1100 IIII 4
1130-1200 IIII II 7
1230-100 IIII I 6
100-130 IIII 4
130-200 III 3
200-230 IIII 5
Daily Total 53
72
What is next step for Joey
73
What Next?
1. Practice!!! Practice!!!! Practice!!!! 2.
Teach faculty and staff ILI procedures. 3.
Connect to Primary and Secondary efforts.
74
Questions??? Next Steps???
EdPro Development Evaluation
75
Thanks For Coming

http//edprodevelopment.com/
76
Competing Behavior Model
Long-term desired behavior
alternative, functionally equivalent behavior
77
Competing Behavior Model