FBA and BIP for Educators Niki Roberts and
FBA and BIP for Educators Niki Roberts and Angela Harris, Delaware PBS Project
DE-PBS Project is on going collaboration between the Delaware Department of Education and the UD Center for Disabilities Studies
Objectives • Understand the ABCs of behavior • Recognize the role of function based thinking across all tiers of support • Identify the steps for conducting an FBA • Understand the critical components of function based BIPs • Identify who needs an FBA/BIP and the role of the problem solving team in the process
Acknowledgements Dr. Rose Iovannone and FLPBi. S Midwest PBIS Network Northeast PBIS Portland State University: www. basicfba. com
Resources Delawarepbs. org Pbis. org Schoology Access Code: F 5 SJ 3 -75 K 3 X
Training Expectations RESPECT… SELF OTHERS • Self-monitor (Are you participating? Engaged as a learner? talking during allotted times? ) • Stretch, break, stand as needed • Ask questions if you don’t understand, use a post it or raise your hand! • Cell phones (inaudible): Converse in lobbies and breaks • Work as a team: Room for every voice, reinforce participation • Maintain student and staff confidentiality
How to participate in this PD 1. 2. 3. 4. Go to socrative. com Select “Student Login” In the “Room Name” box type: SXBVFR 8 Answer the questions as they appear on your screen
Who is in the Room? • • General education teacher Special education teacher School psychologist School counselor Student services (OT, PT, Speech, etc. ) Administrator Paraprofessional Other?
Please answer the following: When thinking about the FBA and BIP process I feel:
Understand the ABC’s of Behavior
What is an FBA? Assessing predictable relationships between the environment and behavior – Involves gathering information from those who know the student – Predict when/where behavior problems will occur – Determine why problem behaviors occur The FBA is just the information we need in order to build an effective intervention plan
Understanding the “F” Word What do we mean by “function”? Midwest PBIS Network
Just using the term “function” may be less effective than saying… • “how behavior meets a student’s needs” or “how behavior helps the student communicate” or “why they’d want to do it” or “purpose” or “what’s in it for them? ” others?
Functions of Behavior
Examples of functions in schools… To obtain: I shout because it takes the attention off the task and onto me I disagree with the teacher to get access to an activity or prevent a transition I wander because I am bored and I can stimulate myself somewhere else Escape: I will take a walk around the room because someone will tell me to get to work and help me I ask to go to the nurse because I can get a break from class
The A-B-C’s of Understanding Behavior A= Antecedent. Find out the events that occur right before the behavior. When and Where? B= Behavior. Find out What is the observable problem behavior? C= Consequence. Find out what happens after the behavior occurs? WHY?
Building Blocks of Behavior Setting Event Antecedent Behavior Consequence Antecedent condition or event that temporarily alters the value of the consequence. A “stimulus that precedes a behavior. ” An ”observable and measurable act of an individual (also called a response). ” A “stimulus change that occurs contingent on a behavior. ” (Alberto & Troutman, 2006)
Say it together… • • OBSERVABLE AND MEASURABLE • Antecedents are typically observable and measurable stimuli that precede a behavior • Behaviors are typically observable and measurable acts • Consequences are typically observable and measurable stimuli that contingently follow a behavior So, the key questions to ask are: Can you see (or sense) it? • Can you measure it? •
ABC’s of Behavior Now that we understand that antecedents, behaviors, and consequences are… what? …OBSERVABLE and MEASURABLE, we can go into more depth with types of consequences and types of antecedents
Antecedents: Questions to Answer Where, when and whom is the problem behavior more likely?
Common Antecedents: Routines/activities (e. g. transitions, recess, independent work, bathroom, discussions etc. ) Circumstances (e. g. reprimanded or corrected, task is too difficult, end of preferred activity, specific adults or peers)
Consequences: Questions to Answer What do others (adults, peers) most often do or say immediately after the behavior occurs (e. g. what interventions have been attempted)?
Reinforcement and Punishment Inc. ( )* Dec. ( )* Give (+) Take (-) Positive Negative Reinforcement Positive Punishment Negative Punishment * Future probability of behavior
r e h t o at n A ok ion lo nct fu Pos Reinf Neg Reinf
What type of consequence? • Provide specific praise to a student who enjoys attention following a behavior • Assign a quiz at the end of every week; for students who turn in their homework, the quiz is cancelled • Provide specific and immediate feedback following unwanted behavior • Ask a student to stay in from recess to finish a homework assignment
Setting Events: Questions to Answer Are there specific circumstances unrelated to the school setting (or happen outside of the immediate routine) that occur some days but not on other days that may make problem behavior more likely or worse?
Focus on Setting Events Setting Event Antecedent condition or event that temporarily alters the value of the consequence. Antecedent Behavior Consequence Can occur at the You may be sick or tired in school when same time given a task, which may decrease the be environmental, and/or same. Setting events valuemay of typical reinforcers for taskphysiological, social completion (and increase value of nap) place as theor Cue Can occur earlier If you fight a family member before helpwith explain variations in behavior and/or in a Setting events school, it may decrease the value of adult different attention for appropriate social skills (and location from increase value of escape) the Cue
Common Setting Events: • Lack of sleep or food • Illness • Having a fight on the way to school • Bad grade on a test / reprimands • Forgetting to take medication • Substitute teacher / changes in routine • Lack of rapport with staff • History of bad grades in a subject area Non-examples: • Diagnosis of autism or ADHD • “Bad” home life * Note: Setting Events can be difficult to identify, are often unknown.
“Adam” When Adam is told that he must wait for a favorite activity, he screams, hits, kicks, head -butts, and destroys property. After this behavior, staff immediately allow him to do his favorite activity. In the future, Adam continues to scream, hit, etc. , whenever he is told to wait.
Breakdown of Example: Adam • Antecedent: When Adam is told to wait • Behavior(s): he screams, kicks, head-butts, and destroys property • Consequence: Adam’s staff allow him to access his favorite activity – Action(+ or -): Adam’s staff…give him access to the activity – Effect( or ): In the future, Adam continues to “tantrum”” – So it is: Positive reinforcement
Bus Duty When the teacher is given an extra bus duty on a rainy day, he complains loudly to the principal. The principal covers the bus duty. In the future the teacher is more likely to complain loudly when asked to do an extra duty.
Breakdown of Example: Bus Duty • Antecedent: The teacher is given an extra bus duty • Behavior(s): He complains loudly to the principal • Consequence: The principal takes the bus duty away – Action(+ or -): The principal…takes the duty away – Effect( or ): In the future, the teacher continues to complain – So it is: Negative reinforcement
“Adam” y t i When Adam is told that he must wait for a v i t c favorite activity, he screams, hits, kicks, head A n i -butts, and destroys property. After this a t b behavior, staff immediately allow him to do O / t his favorite activity. In the future, Adam e G scream, hit, etc. , whenever he continues to is told to wait. Assuming this is a consistent pattern… What is the function of Adam’s behavior?
Bus Duty When the teacher is presented with d i o v loudly. In bus duty, he complains A / e tygets the past, the principal p i a v c i s takes t frustrated. Eand the duty away. c A In the future, the teacher continues to complain whenever he is presented with a duty. Assuming this is a consistent pattern… What is the function of the teacher’s behavior?
Understanding and Influencing Behavior …and leading others to do the same https: //www. youtube. com/watch? v=SByymar 3 b ds
Recognize the role of function based thinking across all tiers of support
MULTI-TIERED SYSTEM OF SUPPORTS FOR BEHAVIOR ~5% ~15% Primary Prevention: School-/Classroom. Wide Systems for All Students, Staff, & Settings Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior • • ~80% of Students Staff Parents Families
The FBA-BIP Across the Tiers The bottom line: • While we understand the need for “formal” FBA-BIP • Understanding the ABCs of behavior is an important tool across all three tiers! • Function-based problem solving is a continuum. – Teachers can use function-based problem solving in the classroom – Teams can modify Tier 2 interventions based on function – Teams can develop simple to complex BIPs based on function
Across all Tiers of Support Function Helps us… Take a best guess about function & choose strategies that are function based to prevent problem behavior and increase positive behaviors!
Functional thinking across all tiers Classroom Management Strategies Function-based Problem Solving
8 Positive Classroom Behavioral Supports for ALL 1. 2. 3. 4. 5. 6. ALL Arrange orderly physical environment Define, Teach, Acknowledge Rules and Expectations Define, Teach Classrooms Routines and Procedures Employ Active supervision Provide Specific and Contingent Praise for Behavior Continuum of Response Strategies for Inappropriate Behaviors (including Error Correction) 7. Class-wide group contingencies (e. g. Positive Behavior Game) 8. Provide Multiple Opportunities to Respond
Problem solve using functional thinking at Tier 1… What is the problem? gather and analyze information; define behavior of concern; do you need any additional information? Why is it happening? Think about antecedents and function What can you do? What do you want the students to do instead? How will you prevent problem behavior? When will you implement the strategies? How will you know if it’s working? Review the data and answer the questions using your functional thinking • 4 th grade class • 29 students • 15 discipline referrals (in the classroom) • Referrals received in October and November • Referrals for disruptive and disrespectful behavior • 9/15 referrals occurred between 1: 00 -3: 00 pm
Remember… • As the needs of the student increase: – The process involves more adults for problem solving – The data collection increases and becomes more specific – Individualization of the interventions increase
Functional thinking across all tiers Small group interventions Function-based Problem Solving
Tier II Interventions Based on Function • Tier I supports are explicitly linked to Tier II supports • Tier II behavior interventions should be ongoing, evidence-based (supported by research), and address attention seeking and escape maintained behaviors (i. e. , function). • Interventions provide: – – – Additional instruction/time for student skill development Additional structure/predictability (focus on prevention) Increased opportunity for feedback (e. g. , daily progress report) Include progress monitoring May involve community: parents, teachers, school staff
Tier II Interventions Based on Function • A formal process is in place to select Tier II interventions that: – Match student need and behavioral function Example (CICO): • Research study found that for students with attention-maintained behavior, participating in the Check-In/Check-Out intervention was associated with improvements in ratings of problem behavior, prosocial behavior, and office discipline referrals. • *For students with escape-maintained behavior, no effects or improvements were found.
Two classes of interventions • 1. Relationship Building – For students whose behavior is a function of seeking adult/peer attention – For students who “can do” appropriate behavior but typically “don’t do” – Goal: Provide greater reinforcement for desired behaviors than is currently provided for undesired behavior; increase opportunities for positive adult/peer attention If the student does not experience the interactions as positive and supportive, the intervention will not work!
Relationship Building Intervention Examples • What are some examples of relationship building interventions in your school?
2. Skill Building Interventions – For students who lack appropriate behaviors/skills– typically for students who “can’t” do rather than “don’t do” • *Function of behavior can be escape-maintained or attention seeking – Students need to be taught desired behaviors and/or appropriate replacement behaviors – Goal: Provide greater opportunities for students to learn, practice and generalize desired behaviors/skills than is currently provided
Examples of Skill-Building Interventions Escape-maintained: Group that focuses on identifying and regulating emotions – may teach students how to “take a break” instead of displaying inappropriate behaviors Attention seeking: Group that focuses on social skills/friendship skills to teach students how to get attention in more appropriate ways
• What are some examples of skill building interventions in your school that address escape maintained behavior?
Identify the steps for conducting an FBA
FBA/BI P Functional thinking across all tiers
Critical Features of the FBA • Assessment Includes: – Student/family input (student strengths and preferences for support options) – Relevant medical, behavioral (attendance, discipline data), mental health strengths and needs, academic data – Current Tier 1 and 2 supports for relevant academic and behavioral interventions
Critical Features of the FBA Assessment Includes: – Problem behaviors (academic, social, emotional, etc. ) identified and defined in observable and measurable terms – Baseline data collected for problem behavior(s) – Identification of antecedents and consequences – Identification of behavioral function
The FBA to BIP Process 1. Define the Problem Behavior 2. Conduct assessment for behavior support planning (Functional Behavioral Assessment) • Defining behavior in observable & measureable terms • Ask staff, student and family about where, when, & why behavior occur AND what interventions have already been attempted • Hypothesize a final summary of where, when, & why behavior occurs • See the behavior during specified routines (to confirm hypothesis) 3. Design an individualized behavior intervention plan (BIP) • Ensure technical adequacy • Ensure contextual fit 4. Ensure Fidelity of Implementation 5. Monitor Plan Impact on Student Behavior Adapt BIP and implementation as needed based on on-going monitoring Adapted from Horner, Albin, Todd, Newton & Sprague, 2011
The FBA Process is always the same but becomes more complex as the student’s • More data gathered needs increase (including observations Complexity of FBA • • Less data gathered Small problem solving team Fewer settings • Intensity of Behavior(s) of behavior) Larger problem solving team More life domains considered
2. Conduct assessment for behavior support planning (Functional Behavioral Assessment) Definitions of behaviors need to be: – OBSERVABLE: the behavior is an action that can be seen – MEASURABLE: The behavior can be counted or timed Defined so clearly that a person unfamiliar with the student could recognize the behavior without any doubts
Observable/Measurable Definition Non-observable/measurable Definition Talks when teacher is lecturing, calling out Disruptive behaviors in a loud voice, singing Draws pictures during group work time Off-task behaviors Throwing objects, Kicking over chairs Angry, Hostile Behaviors Calls peers names Inappropriate language Tapping/ drumming on desk, looking around the classroom Attention problems Refusal to do work, failure to follow directions Non-compliance Yells “No” or “You can’t make me” when given direction Defiance
Defining Behavior: Tip #1: Ask yourself, “What does the behavior look like? ” Talking out: Any verbalization made by the student that was not initiated by the teacher and/or distracts others from the assigned tasks in the classroom.
Tip #2 Provide Examples and Non-examples of the problem behavior Examples of Talking Out: · Answering a question directed to another student by the teacher. · Talking when the teacher is giving directions · Talking to peers during independent work time Non-examples of Talking Out: · Answering a question that the teacher directed to the child · Yelling to another student during recess · Talking with a peer during group work
Are these observable, & measurable? • • Gets out of desk and hits other students Has separation anxiety (from parent) Spacey Reads 120 wpm Says she hears voices Emotionally disturbed Doesn’t like classmates
Collect Baseline Data on Problem Behavior
2. Conduct assessment for behavior support planning (Functional Behavioral Assessment) Ask staff, student and family about where, when, & why behavior occur AND what interventions have already been attempted
ANALYZE the Nature of the Behavior– Questions to keep in mind • When is the behavior more likely to occur? – Consider time of day, day of week • Where is the target behavior more likely to occur? – Consider location, subject, activity • What is happening before the behavior occurs? (Antecedents) • How often is the behavior occurring? (Behavior) • What is happening after the behavior occurs? (Consequence)
2. Conduct assessment for behavior support planning (Functional Behavioral Assessment) Hypothesize a final summary of where, when, & why behavior occurs
Put it all together… Develop a summary statement…otherwise known as a hypothesis statement
What started the behavior in motion? Antecedent This is known as the Antecedent. Riffel, 2017
Defined behavior in measurable and observable terms Antecedent Behavior This is known as the Behavior. Riffel, 2017
We then determine what is reinforcing the behavior. Antecedent Behavior Consequence This is known as the Consequence. Riffel, 2017
And what the student is gaining or escaping. Antecedent Behavior Consequence This is known as the Function. Riffel, 2017
As needed…consider what makes the behavior more likely Setting Event Antecedent Behavior Consequence This is known as the Setting Event Riffel, 2017
Once we have all this- we have the summary statement Setting Event (more likely when) On days Scout’s mother visits the school for lunch Antecedent (when) When there is a transition Behavior (The student) Consequence (and as a result) Scout has a His teacher holds disruptive outburst his hand Function to: get adult attention Riffel, 2017
2. Conduct assessment for behavior support planning (Functional Behavioral Assessment) See the behavior during specified routines; update information based on observations
ABC Observation Collection Tool
Excel ABC tracker available on: www. delawarepbs. org/pbs/iep/abcsofieps/
Practice! Evaluate sample FBA
Understand the critical components of function based BIPs
True or False? • A BIP is a list of strategies to address problem behavior?
FALSE! A BIP defines how an educational setting will be changed to improve the behavioral success of one or more students based on information gathered through an FBA process. Horner, Sugai, Tim Lewis (2008)
The FBA to BIP Process 1. Define the Problem Behavior 2. Conduct assessment for behavior support planning (Functional Behavioral Assessment) • Defining behavior in observable & measureable terms • Ask staff, student and family about where, when, & why behavior occur AND what interventions have already been attempted • Hypothesize a final summary of where, when, & why behavior occurs • See the behavior during specified routines (to confirm hypothesis) 3. Design an individualized behavior intervention plan (BIP) • Ensure technical adequacy • Ensure contextual fit 4. Ensure Fidelity of Implementation 5. Monitor Plan Impact on Student Behavior Adapt BIP and implementation as needed based on on-going monitoring Adapted from Horner, Albin, Todd, Newton & Sprague, 2011
The BIP Process is always the same but becomes more complex as the student’s • Goals (academic, health, needs increase career and social) across life Complexity of BIP • • Fewer settings BIP (often) developed by a standing team Less individualization • Intensity of Behavior(s) domains (home, school, community) BIP developed by a unique (larger) team (collaboration across multiple stakeholders) More individualization
7 Core Features of a BIP – Prevention strategies – Teaching strategies with replacement/alternative behaviors identified and defined in observable and measurable terms – Strategies for removing rewards for problem behavior – Specific rewards for desired behavior – Safety elements when needed – A systematic process for assessing fidelity and impact – An action plan for putting the support plan in place
FBA/BIP Competing Behavior Pathway Student Strengths 6 1 7 Desired Behavior 3 5 Setting Event 2 Trigger/Antecedent Problem Behavior(s) 4 Current Consequence 8 Maintaining Consequence Function 9 Adapted from Sugai, G. , Lewis-Palmer, T. , & Hagan-Burke, S. , 2000 Replacement Behavior MIDWEST B I S P NETWORK
“Replacement” or “Alternative” Behavior(s) Replacement behaviors must maintain the same function for the student with the same accuracy and efficiency as the problem behavior. MIDWEST B I S P NETWORK
Which of the Following are Appropriate Replacement Behaviors? • Jason is nine and cries when asked to write in his journal. The crying is maintained by avoiding or escaping difficult tasks. 1. Serve same Function? Does it provide escape from difficult task? Basic FBA to BIP • Possible Replacement Behaviors: • More rewards for doing tasks • Ask for an easier task/ worksheet • Ask to play w/ his Gameboy • Appropriately request adult attention • Ask to have soda after tasks are done 2. Is behavior easier to do than problem behavior? 3. Is Behavior socially acceptable?
Teach Strategies Replacement Behavior Desired Behavior (Skill) Reject an activity Specific academic skill Request a new activity or item Specific organizational skill Request assistance Specific social skill instruction Request a break Specific learning skill Request a work check Specific problem solving skill Social problem solving skill Self management Increased academic engaged time School wide expectation? ?
Prevention Strategies address the function the problem behavior serves When asked to read aloud in class, Kyle makes inappropriate comments and pushes his book off his desk to avoid public speaking (not related to reading difficulty; related to extreme social anxiety). Does the Prevent Intervention address the Function of Behavior – Give student passage in advance to practice pre-reading – Do not ask student to read aloud in class (or respond publicly) – Let student read 1 sentence directions they are familiar with, instead of entire paragraphs from the text
Prevention Strategies address the function the problem behavior serves: Adult Verbal Behavior When participating in large group activities, Angela often interrupts the teacher to ask questions during instruction to gain adult attention. Does the Prevent Intervention address the function of behavior? • Give the student a job to complete during large group instruction (e. g. write the answers on the board) • Allow the student to write comments on a post-it to share later • Let the student choose a preferred seat during large group instruction • Increase the ratio of positive to negative comments during large group instruction
Prevention Strategies After the Replacement behavior has been taught, Prompts and Pre-corrections are used to support and help remind the student to use Replacement/desired behavior. Example: – Niki’s problem behavior is maintained by escape from difficult math assignments. – When handing out assignments, Niki’s teacher will remind her that she can ask for a break (Replacement behavior). – Niki’s math assignments will include specific visual prompts to help her successfully complete the tasks (desired behavior).
Power Card Strategy When Billy is angry he can use his Jedi words. • Power cards are the size of a trading card and includes small picture of student special interest and the solution to a problem broken down into 3 -5 steps • Read frequently (at first), on a scheduled basis • Provide reinforcement for practicing steps (before) problem behavior occurs Power Cards Book available on Amazon! Billy can communicate his thoughts and feelings. For example he could say, “More time please”, or “I am angry, I need to walk to calm down. Remember: Yoda says, “Two hands a person has! Helping himself, one for, helping others, other for!” Dr. Riffel suggests… You could also write: I feel _______ when ___________. I need __________________. As a sentence to help the student make their point in a more socially acceptable way.
Strategies for Removing Rewards for Problem Behavior 1. Redirect to the Replacement Behavior 2. Minimize the pay-off the student has been receiving for the problem behavior
Redirect to Replacement Behavior When Student engages in the problem behavior: r n o r o Er ecti rr o C Prompt the student to use the Replacement Behavior…. A subtle gestural or verbal prompt to remind student to use the replacement behavior can effectively get the student on-track • e. g. , Raising your hand to prompt hand-raising behavior (replacement-behavior) OR saying: “If you raise your hand you can take a break. ” When the student engages in the replacement behavior, quickly provide the student with an outcome that matches the function of the problem behavior (This should also help to prevent escalation) • E. g. if student raises hand to request an easier task, substitute assignment; in order to escape difficult tasks then quickly provide the student with the easier assignment
Error Correction Example… Niki you are not completing your math job, if you need a break don’t forget to use your break card, working on our math and taking breaks is responsible, thanks for starting your math work!
Strategies for Reinforcing Behavior Reinforcement should focus on 2 different sets of behaviors 1. Replacement Behaviors 2. Desired Behaviors
Reinforce the Replacement Behavior ¨ When the student engages in the replacement behavior, quickly provide the student with an outcome that matches the outcome/ function of the problem behavior ¨ E. g. if student raises hand to request an easier, substitute assignment; in order to escape difficult tasks then quickly provide the student with the easier assignment
Reinforce Desired Behaviors ¨ The ultimate plan is to have the student move beyond the replacement behavior to using the desired behavior ¨ Reinforcing this progression should start from the beginning of the intervention
Specific and Contingent Praise • Praise should be… • …contingent: occur immediately following desired behavior • …specific: tell learner exactly what they are doing correctly and continue to do in the future • “Good job” (not very specific) • “I like how you are showing me active listening by having quiet hands and feet and eyes on me” (specific) • “Thank you for reaching out to your students’ parents and establishing positive communication. ” Yanek. 2017
The FBA to BIP Process 1. Define the Problem Behavior 2. Conduct assessment for behavior support planning (Functional Behavioral Assessment) • Defining behavior in observable & measureable terms • Ask staff, student and family about where, when, & why behavior occur AND what interventions have already been attempted • See the behavior during specified routines • Hypothesize a final summary of where, when, & why behavior occurs 3. Design an individualized behavior intervention plan (BIP) • Ensure technical adequacy • Ensure contextual fit 4. Ensure Fidelity of Implementation 5. Monitor Plan Impact on Student Behavior Adapt BIP and implementation as needed based on on-going monitoring Adapted from Horner, Albin, Todd, Newton & Sprague, 2011
7 Core Features of a BIP – Prevention strategies – Teaching strategies with replacement/alternative behaviors identified and defined in observable and measurable terms – Strategies for removing rewards for problem behavior – Specific rewards for desired behavior – Safety elements when needed – A systematic process for assessing fidelity and impact – An action plan for putting the support plan in place
Tier 3: Progress Monitoring • Data directly linked to defined behaviors vs. existing data sources (e. g. ODRs) • Observational data gathered during identified setting/context • Set decision points: how do you know if the intervention was successful?
How Often? Frequency depends on the intensity of student needs!
• Possible sources of data: – Daily Behavior Ratings (DBRs): https: //www. interventioncentral. org/teacherresources/behavior-rating-scales-report-card-maker – Individual Behavior Rating Scale (IBRST) – Formal observations – Fidelity measures
CICO Card Front John’s updated Tier 3 CICO Card John’s Tier 2 CICO Card Goals AM to Lunch Be Responsible Be Respectful Be Ready Total Points Teacher Initials Goals Lunch to Recess to PM AM to Lunch Be Responsible J K L J K L Be Ready Use Strategies J K L • Ask for help Lunch to Recess Be Respectful Recess to PM J K L J K L J K L • Ask for 2 more minutes Total Points Teacher Initials
Individualized Behavior Rating Scale (IBRST) Angry Outbursts – any behavior defined as yelling, talking back, angry words directed at teacher – measured in times of occurrence per day Going to the nurse – times that Robbie requests to go to the nurse per day Stating feelings – anytime that Robbie expresses how he feels (i. e. nervous, scared, worried, anxious, angry, mad) either using picture cues or words. This is also measured in times per day. Requesting a break – the number of times Robbie requests a break either by words or picture
Without fidelity… We cannot draw conclusions and plan next steps for interventions that don’t seem to be working. We cannot say that a student is resistant to intervention without showing that the intervention happened as designed.
What Impacts Fidelity?
If you are implementing the intervention… • • Be an active participant in selecting interventions Provide description on how interventions will look in the classroom setting Task analyze each step: describe what adults will do! Develop a daily checklist of implementer steps Participate in coaching and ensure all relevant staff are coached Frequently check in with the team Seek on-going support
Writing the Intervention Plan • Task analyze each step of the plan • Non-Example: Give student choices • Example: • Prior to the start of independent reading, tell the student, “We have 2 worksheets today. ” • Show student both worksheets • Say, “Which worksheet would you like to do first? ” • Teachers need to know exactly what to do or the intervention may not be implemented as intended.
Which One Will More Likely be Consistently Implemented? BIP-Prevention Strategies OR Provide Choices: The teacher will provide Don with a choice prior to assigning him independent work in class. Choice options are: (a) materials to use for assignment; choice of leadership activities; (b) where to sit; (c) who to do the assignment with Steps: 1. Immediately after giving the class the independent math assignment, go over to Don and present him with a choice option. 2. When presenting him with a choice, say “Don, where do you want to sit? X or X? ” 3. After Don makes his choice, say, “Thanks for making a great choice” and release him to his choice. • • Provide choices of where to sit
Mike’s Intervention Plan Teach Strategies Replacement Behavior: Appropriately express his need to calm down Specific Steps Mike will be taught to use his Dynamite to express his need to calm down. Replacement Behavior Steps: 1. An adult will program Mike’s AAT device to say “I need to calm down. ” 2. A choice board will be built into the device by identifying 3 -4 options from which Mike can select as his activity to calm down and identifying buttons to represent those choices. 3. One minute before transitioning from a preferred to a non-preferred activity or at the end of a preferred activity (if the timer has not gone off), the teacher/adult will remind Mike to use his replacement behavior. “Remember, If you start to get mad when you go to X, you can tell us you need to calm down. ” 4. At the first sign of Mike beginning his screaming behavior (initial squeal), redirect Mike to use his replacement behavior by prompting him (most-toleast hierarchy) while saying “What do you need? ” For example, initially the teacher will use physical prompting (hand-over-hand) to guide Mike in telling the adults that he needs to calm down. 5. Once Mike communicates “I need to calm down”, present him with the choice board of calming strategies and ask him, “What do you want? ” 6. As soon as he is calm, praise him by saying “thank you for telling us what you need to calm down. ”. 7. Allow Mike to engage in his choice until he is calm for 1 -min. 8. If Mike does not return to his area, then start having a fun time in that area with those students present
Practice! Evaluate sample BIP
Identify who needs an FBA/BIP and the role of the problem solving team in the process
Identifying Who Needs a FBA-BIP • Any student not responding adequately to Tier I/II interventions • Request for Assistance made by teacher, parent, or student • Adult perceives youth as in urgent need (lower-level support not seen as adequate) • Data identifies student as in need (# of ODRs, suspensions, absences, etc. . ). • Student comes into the district with function-based or behavioral needs indicated in their records § IDEA requires an FBA whenever a child with a disability has his or her current placement changed for disciplinary reasons and during the manifestation process, if needed. • ALL students in both general and special education are eligible for the FBA-BIP process and supports!
Why we need Strong Systems to support FBA-BIP Based on Research and Practical Experience… • By the time many youth access FBA-BIP intervention, youth are already at high-risk of placement change. • FBA-BIP are successful with students in general and special education alike. • We must be able to use function-based process in all settings! • FBA-BIPs are often found in the “file” and not seen as a living document to be used by teachers and support staff. • Many behavior supports are reactive and focus only on rewarding or punishing youth, omitting supports that make appropriate behavior more likely.
3 -Tiered System of Support Necessary Conversations (Teams) School-wide Team Plans SW & Class-wide supports Tier 2 Team Identifies targeted student needs, Selects and supports implementation of relevant interventions, and Evaluates interventions’ use System Conversations Uses process data; evaluates overall effectiveness; does NOT involve discussion of individual students Universal Support through SW Program Tier 3 Team Uses Process data; determines overall intervention effectiveness Problem Solving Conversations Matches students to interventions and monitors progress, making adjustments as needed CICO Group interventions FBA/BSP PTR Person Centered Planning Group w. individual features Brief FBA/BSP Adapted from the Illinois PBIS Network
Tier 3 Continuum of Supports Wraparound based (Personcentered plans, functional analysis, multiple expertise) Comprehensive FBA and BIP Efficient FBA and BIP Comprehensive FBA More intensive FBA/BIP process Multiple meetings (2 -4) or one long meeting (>2 hours) Best for chronic, durable, intense behaviors Prevent-Teach-Reinforce Wrap-Around Long-standing, extremely intense behaviors, mental health concerns, complex life events Multiple services, agencies or institutions Person-Centered-Planning Efficient FBA/BIP developed in one meeting (~60 minutes) Best for high frequency/low intensity behaviors Noncompliance, minor disruptions
FBA-BIP Team Roles and Responsibilities Facilitator Team Members Student and Family Who Team member with: expertise in facilitating problem solving process, knowledge of behavioral principles, supervised experience in conducting FBA/BIPs in schools Unique to student (e. g. teacher, specialist, paraprofessional, counselor etc. ) Unique to student (provides input on who is a member of the team) FBA Ensures relevant information is gathered by team Provides and gathers information (data) Provide input about strengths, preferences and goals Ensures the team comes to consensus on a hypothesis that includes operational definition of problem behavior, antecedents and function Using data available, problem solve unclear components of the hypothesis statement Leads the team in creating a BIP Work with Facilitator in creating the BIP • • • Ensures all stakeholders give input Keeps team focused on the hypothesized function Ensures the identified function-based strategies are a good fit for the classroom / implementation setting Ensures all stakeholders agree with aspects of the plan that require their action Ensures there are follow-up procedures in place (coaching, progress monitoring) Ask questions for clarification Provides additional sources of data as appropriate Brainstorm additional sources of data that may clarify the process • Identify function based interventions matched to hypothesis • Provide feedback on feasibility of the proposed function-based strategies • Implement interventions • Support the collection of progress monitoring data Work with Facilitator in creating the BIP • Provide preferences/input for individual support options to meet their stated needs and goals across life domains (e. g. academics, health, career and social)
ALL STAFF: • Understand the ABCs of behavior • Use function-based strategies in classroom problem solving • • Be able to clearly define problem behaviors • • EX: Jessica is telling jokes and the kids give her attention by laughing. I could have her be the teacher’s helper for attention without disrupting instruction… Observable and measurable! Understand their role in a formal (team-based) FBA-BIP process • Provide assessment data, help implement plan
Tier 3 Team Member Roles: Self Assessment
Questions, Comments, Concerns?
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