Basic FBA to BIP e Learning Modules Building

Basic FBA to BIP e. Learning Modules: Building Capacity for Tier 3 Support Chris Borgmeier, Ph. D Portland State University Chris. Borgmeier@pdx. edu www. Basic. FBA. com

Overcoming Barriers: A Proactive Approach to Behavior Support Planning Many of problem behaviors that teams encounter do not require comprehensive FBA-BSP Using simplified FBA-BSP procedures that “match” the level and intensity of problem behavior Provide FBS at the first signs of persistent problem behavior Basic FBA/BSP: Non-Dangerous Behaviors and Maintaining Functions are Easily Defined and Identified Complex FBA or Functional Analysis: Behaviors and Maintaining Functions Vary, and are not Easily Defined and/or Identified

Redefining the Role of the District Specialist in Schools Proactively build capacity • Train 2 -3 school personnel in each school to use Basic FBA/BSP • Teach all school-based team members to understand FUNCTION Practical Trainings- Provide short training sessions that teach “less more thoroughly” based on evidence-based instructional practices Prioritized follow-up- use of assessment to determine type of follow-up coaching needed

Basic vs. Complex FBA/BSP Basic Complex For: Students with mild to moderate problem behaviors (behaviors that are NOT dangerous or occurring in many settings) Students with moderate to severe behavioral problems; may be dangerous and/or occurring in many settings What: Relatively Simple and Efficient process for behavior support planning based on “practical” FBA data Time-intensive process that involves emergency planning, familycentered planning, and collaboration with outside agencies Developed by whom: Team of school-based professionals (e. g. , PBS team members whose job responsibilities include FBA and behavior support planning) School-based team including professionals trained to develop and implement intensive interventions for students with severe problem behaviors (e. g. , behavior specialist) 4

The Basic FBA to BSP Training Series

Empirical Support for Basic FBA to BSP Loman & Horner (2014) Strickland-Cohen & Horner (2015) Borgmeier, Loman, Hara, & Rodriguez (2014) Strickland-Cohen et al. (2016)

Examining the Efficacy of Basic FBA (Loman & Horner, 2014) Phase I: “Practical FBA” - four 1 -hour trainings for 12 staff with flexible roles in schools (i. e. , school psychologists, counselors, administrators) Sessions Defining and Understanding Behavior Interviewing Stakeholders Observing and Recording Behavior Support Planning Phase II: Staff completed FBAs for students on their campuses

Phase III: Functional Analysis Percentage of Intervals with Occurrence of Problem Behaviors 100% 90% 80% 10 of 10 FAs confirmed Control Condition Escape Condition the Attention Condition Hypothesis IOA Statements 70% 60% 50% 40% 30% 20% 10% 0% 1 2 3 Sessions 4 5

Typical School Personnel Developing and Implementing Basic Behavior Support Plans (Strickland-Cohen & Horner, 2015) Phase I: Four 1 -hour “Basic BSP” trainings Sessions Identifying Replacement Behaviors Selecting Function-based Strategies Planning for Implementation Evaluation Planning Participants: 13 school professionals (4 counselors, 3 school psychologists, 6 SPED teachers) Change in BSP Knowledge Pretest Avg: 61% Posttest Avg: 80%

Plans rated high on technical adequacy by researchers High on contextual fit by implementers

Social Validity Participating Teachers High ratings of acceptability, feasibility, and effectiveness (AVG 5. 17 – 5. 67 out of 6. 0) Team Leaders High ratings of acceptability, feasibility, effectiveness of training tools and methods AVG 5. 5 – 5. 83 out of 6. 0 “I plan to use Basic FBA/BSP procedures in the future. ” – 5. 83 out of 6. 0 Ten week follow-up 2 out of 6 had used basic FBA/BSP with one other student 2 had used basic FBA/BSP with more than 2 students

Basic FBA to BSP Training Series Loman, Strickland-Cohen, Borgmeier, & Horner (2014) In-Person Modules Module 1 - Defining & Understanding Behavior* Module 2 - FBA: Interviewing Stakeholders Module 3 - FBA: Observing Behavior Module 4 - BSP: Critical Features of Function-based Interventions* Module 5 - Selecting Function-based Interventions Module 6 - Planning for Implementation Module 7 - Evaluation Planning *Designed as training for all school staff

Big Ideas Skills taught in manageable chunks 60 -90 minute modules Intended delivery: 1 module every 1 -2 weeks Interactive Training Activities – Learn through demonstration & practice application activities Built-in Assessment Activities – included at end of each module Homework Tasks with each module for real-world practice that culminate in implementation of a BSP developed from an FBA

www. basicfba. com

Basic FBA to BIP Training Series New interactive on-line e-modules

Online Module Features Pre and Post Assessment for Each Module Participant Guide and Materials to Follow Along and Practice Using Forms/Tools Interactive Activities with built in Checks for Understanding Embedded video to model interviewing Embedded video for practicing observations Links to data collection and graphing resources specific to Basic FBA to BSP Email follow-up with Homework Reminders Free!

VIDEO

Basic FBA to BIP e-Learning Modules Eddie Croissant Lead Instructional Designer Tyler Collier Web Developer

ABC Tracker Teacher completes in Classroom

Module 2 – FBA Interviews Step by Step Training w/ video model and practice activities

Module 3 – FBA Observations Step by Step Training w/ video model and practice activities

Modules 4 & 5 – Function–Based Intervention Training to Identify Function-Based Interventions using information from the FBA Develop a Competing Behavior Pathway w/ a Replacement Behavior Identify interventions to Prevent, Teach, Reinforce & Correct Behavior Identify Successive Approximations to support the student to progress from the Replacement Behavior to the Desired Behavior

Behavior Intervention Plan

Successive Approximations Worksheet

Module 6 – Implementation Planning How to facilitate an Implementation Planning meeting Contextual Fit Supporting Implementation

Implementation Plan form

Basic FBA to BIP Table Tent

Daily Point Card Template

Module 7 – Evaluation Plan & BIP Review Meeting

Daily Point Card w/ Implementation Checks Research suggests Daily Self. Monitoring by the implementer is an effective and feasible strategy for supporting implementation & collecting implementation data to inform feedback Fro nt Ba ck

Data-Based Decision Making 36

Evaluation Plan

BIP Review Meeting Form

Basic FBA to BIP: Planning to Maximize Implementation

Professional Development in Schools Training efforts should result in both: Changes in educator behavior that lead to improved student outcomes Changes in organizational or systems-level practices (Reinke et al. , 2014) It’s going to take more than training…

Establishing the District Context District Level Improving behavior support systems must be one of the top three priorities Administrative Support Written policy District-level specialist with FTE dedicated to building school capacity

Planning to use Basic FBA to BSP (Module on basicfba. com) Includes: Presentation on how to plan for a district or region Tools such as: District Planning Guide School Readiness & Commitment Form Embedded in each module are “Coaching Tools” for District Level staff to support schools in implementing Basic FBA to BSP

School Readiness Checklist

Building Capacity District Level Personnel with expertise in FBA and behavior support planning is allocated to support schools at the district level Efficient & effective resources exist for training school personnel to conduct basic FBA/BSP

District Behavior Support Specialist Train and coach PBIS at all three tiers Support Teams building behavior support plans from Assessment information Train 1 -3 people per school to conduct “basic” FBA/BSP School-wide training: Increase Staff Knowledge of Behavior & Function

Building Capacity School Level At least 2 personnel with flexibility in their schedule are trained to conduct basic FBA/BSP All staff (or as many as possible) are trained on overall function-based thinking Modules 1 & 4 (now available online) Effective and efficient resources for conducting basic FBA/BSP are available for trained staff

www. basicfba. com Online Modules for Coaches Pre and Post Assessment for Each Module Interactive Activities with built in Checks for Understanding Embedded video to model interviewing Embedded video for practicing observations Links to data collection and graphing resources specific to Basic FBA to BSP Email follow-up with Homework Reminders Coaching tools to review participant productsinterviews, observations, behavior plans

Basic FBA to BIP Coaching Checklist Review Basic FBA to BIP documents for each module & provide feedback

Implementing Basic FBA to BSP: Systems to Support Staff District Specialist provides initial training AND focused followup support Coaching (modeling/observation/feedback) Follow up on homework/application activities from modules Focused “booster” sessions Yearly training for new employees 2 -3 Staff at school conduct Basic FBA & provide on-going coaching support to teachers implementing Basic BSPs All staff trained on Basic FBA (Modules 1 & 4) Team leader as school-based coach to monitor and provide feedback to teachers and staff

A Proactive Approach to Behavior Support Planning As Schools gain fluency & build capacity to complete Basic FBA to BIPs…. The District Behavior Specialists should be able to allocate more time to the complex cases Basic FBA/BSP: Complex FBA or Functional Analysis

www. basicfba. com

On-line SW-PBIS Coaching Certificate New Cohort Beginning next Fall Courses are Fully on-line 3 courses; 9 credits S S T M / d e p s / u d e. x d www. p Fall – Coaching SW-PBIS Tier 1 Winter – Coaching SW-PBIS Tier 2 Spring – Coaching SW-PBIS Tier 3