training school personnel to implement fba/bip sheldon loman, phd kathleen strickland-cohen, phd
TRANSCRIPT
Training School Personnel to Implement FBA/BIP
Sheldon Loman, PhD Kathleen Strickland-Cohen, PhD
Who’s here?
o Administrators?o Teachers?o Paraprofessionals?o Behavior Specialists?o Higher Education Members?o Other related services? o Others?
FBA is….
• an empirically supported practice that has been demonstrated to improve both the effectiveness & efficiency of behavioral interventions in schools
• Blair, Umbreit, & Bos, 1999; Carr et al., 1999; Ingram, Lewis-Palmer, & Sugai, 2005; Lee, Sugai, & Horner, 1999; Newcomer & Lewis, 2004.
Ingram, Lewis-Palmer & Sugai, 2005
Newcomer & Lewis,
2004
CHALLENGES SCHOOLS FACE TODAY ARE NOT FINDING WHAT WORKS, BUT IMPLEMENTING WHAT WORKS. FIXSEN, NAOOM, BLASE, FRIEDMAN, & WALLACE, 2005
Since 1997 FBA has not been implemented widely in schools.Not due to lack of knowledge, but to practicality of use
Concern• As schools adopt Tier 2 and Tier 3 supports, the
behavior specialists in the district are often overwhelmed with requests to conduct functional behavioral assessments and building behavior support plans.
Basic Message:
Any time you feel overwhelmed the answer is likely to include investing in
the training of others.
District Behavior Support Specialist
Support Teams
building behavior support
plans from Assessme
nt informatio
n
Train 1-2 people per school to conduct “basic” FBA/BSP
Train and coach
PBIS at all three tiers
Maximizing Your Session Participation
Work with your team
Consider first question:
– Where are we in our implementation?
Current Issues and Needs in Your District…
• Do people already know how to do FBA in your schools?
• Can a district leader teach FBA/BSP procedures in a reasonable amount of time?
• Are the basic FBA/BSPs developed by school personnel valid for improving student behavior?
• Do our school teams understand the CRITICAL FEATURES of function-based interventions ?
• Do we have materials that are practical and effective for use by district specialists?
Maximizing Your Session Participation
Work with your team
Consider 2nd question:
– What do I hope to learn?
We hope you will learn to…• Identify the research-base for the use of a practical approach
to training school personnel to conduct FBA/BSPs
• Identify the procedures for school district behavior support specialists to use in training school personnel to conduct practical FBA/BSPs
• Identify a process for creating capacity in schools to support the development and implementation of function-based interventions
“Scaling Down to Scale up”• Scott, Alter, & McQuillan (2010)
• In order for FBA to be applied in typical classrooms we need to simplify the practices associated with effective FBA
• It is essential to use straightforward language, rationale, and examples of how FBA can be applied in the context of classroom
13
“Work Smarter NOT Harder…”By using the 4 “P”s• Proactively build capacity- Train 1-2 school personnel in each
school with a “flexible” role to conduct FBA/BSPs for students with mild/moderate problem behaviors
• Parsimonious tools- Use simple tools and terminology that are relatable to school personnel
• Practical Trainings- Provide short training sessions that teach “less more thoroughly” based on established instructional practices
• Prioritized follow-up- Through use of quick in-training assessments to determine those participants that will require more follow-up coaching
Determine Student Skills& Expectations of
Performance
Plan Instruction: ü What to teachü How to teachü How to evaluate progress
Deliver Instruction
Evaluate Response to Instruction
Instructional Response
Progress Monitoring
Student, Grade, & HomeStudent is Progressing
Need for Instructional Modification
Responsive Instruction
Training Series
• 4 training sessions on conducting functional behavioral assessments (FBA) for students with mild to moderate behavioral problems in schools.
• The training series teaches participants to conduct interviews and observations in such a way as to precisely determine the relationship between student problem behavior and the context:– What the problem behaviors are.– When, Where, & Why a student’s problem behaviors occur.
• A summary of this information will help an individual student team develop effective behavioral supports that:
-prevent problem behaviors from occurring -teach alternative behaviors-& effectively respond when problem behaviors occur.
Practical FBA processD.A.S.H.
Define behavior in observable & measurable terms
Ask about behavior by interviewing staff & student
-specify routines where & when behaviors occur-summarize where, when, & why behaviors occur
See the behavior
-observe the behavior during routines specified-observe to verify summary from interviews
Hypothesize: a final summary of where, when & why behaviors occur
17
Session #1
Session #2
Session #3
Session #4
Format of Practical FBA Training Sessions
Objectives
Review
Activities
Checks for Understanding
Comments/Questions
Tasks
Key Points
Practical FBA vs Comprehensive FBA
Practical FBA Comprehensive FBA
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 to guide behavior support planning
Time-intensive process that also involves archival records review, family-centered planning, and collaboration with agencies outside of school
Conducted by whom: School-based personnel (e.g., teachers, counselors, administrators)
Professionals trained to conduct functional assessments with students with severe problem behaviors (e.g., school psychologists, behavior specialists) 19
Focus of this training series
Session #1: Defining & Understanding Behavior
• Overview of the Practical FBA training series and introduces concepts, examples, and practice opportunities for participants to learn how to:
(a) Define behavior (WHAT), (b) Identify events that predict WHEN & WHERE the specific behavior occurs(c) Identify the function of behavior (WHY), and (d) Construct functional behavioral summary statements
TASK: Find someone at their site whom they may conduct a practice interview with next week.
Always start with the Behavior1- Once you have defined the behaviors (the What)2- & know the Where & When the behaviors occur #2 (Routine &
Antecedents)3- Then want to find out WHY (the outCome of the behavior…what
happens right afterwards)
21
2Antecedent/Trigger:
When _____ happens….
1 Behavior:
the student does (what)__
3Consequence/OutCome
..because (why) ______
Rules for Defining Behavior
• 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! 22
Functions that behaviors serve
23
ProblemBehavior
Obtain/GetSomething
Escape/Avoid
Something
SocialTangible/Activity
Adult
Stimulation/Sensory
Peer
What is the pay-off of the problem behavior?
Create a Hypothesis Statement for Johnny’s BehaviorAfter interviewing Mr. Smith and conducting several observations of Johnny in
the third grade classroom, the team determined that during less structured class time (free time, cooperative group art projects, etc.), Johnny tears up his paper and stomps his feet. After Johnny engages in this behavior his peers laugh at him.
Routine: During __(some routine e.g.: _______________
24
Antecedent/Trigger: “When ..”
Behavior: “Student does..”
Consequence/OutCome: “Because..”
Peers laugh at him
Therefore, the function of the behavior is to:
get/avoid Peer Attention
Less structured class time
Third grade classroom
Tears up paper & stomps feet
Session #2: Investigating Behavior
• Review content from the first session
• Instruction, modeling, and practice opportunities in conducting FACTS interviews with staff and students
(modified from Borgmeier, 2005)
• Practice constructing behavioral summary statements from each interview.
TASK: Complete a practice FACTS interview with a staff member at school site.
Setting Events/“Set ups”
Antecedent/Trigger
Consequence/Outcome
ProblemBehavior
4 terms of Hypothesis/Summary Statement
Following events that
maintain behaviors of
concern
Preceding events that
trigger
Observable behaviors of
concern
Infrequent events that affect value of outcome
Select #1 Ranked Answers to Insert into Summary
Have Teacher Rate the Statement
Follow-up
ANTECEDENT(s): Rank Order the strongest triggers/predictors of problem behavior in the routine above. Then ask corresponding follow-up question(s) to get a detailed understanding
of triggers ranked #1 & 2. Environmental Features (Rank order strongest 2)
Follow Up Questions – Get as Specific as possible
1 X a. task too hard ___ g. large group instruction___ b. task too easy ___ h. small group work _X_ c. bored w/ task ___ i. unstructured time_X_ d. task too long ___ j. transitions ___ e. physical demand 2_X k. independent work 3_X f. correction/reprimand ___ l. with peers ___ m. Other, describe _____________________________________________________________
If a,b,c,d or e - describe task/demand in detail __writing sentences, paragraphs, letters, journals, etc. student cannot write because they don’t know how to read or spell fluently______________________If f - describe purpose of correction, voice tone, volume etc. _________________________________________________If g, h, I, j or k - describe setting/activity/content in detail ____Independent work involving writing or reading; works better in small groups if he doesn’t have to read or write_____________________________________________________________If l – what peers?
Make sure to ask follow-up questions in the right column of Antecedents & Consequences section
Session #3: Observing & Summarizing Behavior
• Review content from previous training sessions & practice interviews from week before
• Instruction & practice opportunities (using videos) for participants to conduct ABC observations of students within routines identified as settings in which the problem behavior occurs most frequently (based upon the staff FACTS interviews).
• Participants practice constructing summary statements based upon data from their observations to verify or modify summary statements derived from their FACTS interviews.
TASK: Complete a practice ABC observation at school site.
Videos used in training available from Sopris West: Scott, T. M., Liaupsin, C., & Nelson, C. M. (2005). Team-based Functional Assessment and Intervention Planning: A Simplified Teaming Process. Longmont, CO: Sopris West.
Practical FBA ABC FAQ:
• “How many times should I observe the student in the routine?”• Observe until you are convinced (about 5 to
10 occurrences of behavior OR 3 to 1 ratio verifying FACTS summary).
• You may have to go in on more than one day or period….but make sure you are going during identified routine.
• Need to be convinced your observation data are accurately representing situation
Session #4: Function-based Behavior
Support Planning • Review of concepts, skills from first three sessions• Review practice ABC observations & summarizing results• Provide opportunities for participants to practice the
skills that they have learned in conducting interviews, observations, and constructing behavioral summary statements
• Introduce the Competing Behavior Pathway and ideas for helping individual student support teams in designing function-based behavioral supports.
Competing Behavior Summary
Typical Consequence
Maintaining Consequence
Desired Behavior
Problem Behavior
Alternate Behavior
AntecedentSetting Event
Summary of Behavior
BEHAVIOR SUPPORTPLANNING
COMPETING PATHWAYS
Neutralize/eliminate
settingevents
Add relevant & remove irrelevanttriggers
Teach alternative
that is moreefficient
Add effective & & removeineffectivereinforcers
Summary of Behavior - ShaneSetting Event Antecedent Behavior Consequence
Teacher/Staff Interview Summary StatementAcademic Failure in previous class that day
Difficult tasks, any word problems & most math operations
Work refusal, doodling, not follow directives, yells at teacher, disruptive
Avoid math task, doodling, work refusal, sent to office
ABC Observation Summary StatementNegative relationship w/ teacher???
Teacher confrontation
Work refusal, doodling, yells at teacher, disruptive
Avoid teacher confrontation, avoid math task, to office
Final Summary of Behavior (move to Behavior Plan)Negative relationship w/ teacher & previous academic failure
1. Teacher confrontation
2. Math task
Work refusal, doodling, yells at teacher, disruptive
Avoid math task & teacher confrontation
Examination of Efficacy of Practical FBA
• To determine if staff with flexible roles in schools (e.g., counselors, administrators) can be trained to conduct FBA for students with mild to moderate behavior problems (i.e., students with recurring problems that do not involve physical aggression or violent behaviors).
• To determine the efficacy and acceptability of Practical FBA methods and tools with school personnel.
Methods: 3 Phases of the StudyPhase 1- Practical FBA training on FBA tools & methods provided
to 12 school professionals.-Pre- & Post-Tests of FBA knowledge
Phase 2- 10 of the 12 Trained participants conducted an FBA
according to procedures they were taught for one student within their school.
-Using Practical FBA tools: interviewed, observed, and hypothesized summary of student behavior.
Phase 3- Functional analyses conducted by researcher to test each participant’s hypothesis/summary statement
-Experimental manipulations to determine the efficacy of the Practical FBA training .
Pre/Post Training FBA Knowledge
0
20
40
60
80
100
Cohort 1 Cohort 2 Cohort 3 Overall
97% 96%87%
93%
Pre
Post
N=12
Overall Pretest M= 39.50% (SD=18.82%)Overall Posttest M= 92.55% (SD=7.22%)
Results: Phase 1
99% Inter-rater Total Agreement on 25% of tests.
39%
Acceptability Ratings
Equipped
me
Will
Use Aga
in
Sugg
est to
Others
Tools E
asy to
Use
Teach
er FA
CTS
Studen
t FACTS
ABC Form
Confident In
form In
terve
ntion
Time R
easo
nable
Overal
l Ben
efit
1
2
3
4
5
65.6 5.5
5.75.5 5.6
55.3
5.5 5.45.7
Agree
Results: Phase 2
N=10Strongly disagree
Strongly Agree
Comparison of Summary Statements Generated from Interviews
• 9 out of 10 of the summary statements hypothesized by the FACTS interviews with teachers were verified by results of experimental functional analysis.
• The one FACTS summary statement that was not verified by FA actually resulted in further clarification from the direct observation. • The school participant decided to use the results from the
direct observation which resulted in a function that was verified by experimental functional analysis.
Results: Phase 3
Participant 2Hypothesis: Access Adult Attention
1 2 3 4 50%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Control ConditionEscape ConditionAttention ConditionIOA
Sessions
Perc
enta
ge o
f Int
erva
ls w
ith O
ccur
renc
e of
Pro
blem
Beh
avio
rs
All 10 of the FAs confirmed the Hypothesis Statements
Contributions of Study• Use of Basic FBA v. Comprehensive FBA
• Proactive, Parsimonious, Practical
• School personnel can conduct “valid” FBAs for students with mild to moderate behavioral problems.• Usefulness & acceptability of training/tools
• Utility of FACTS interview tool, but implications of essential direct observation validation
• Ideas on how to organize personnel within a school/district to implement best practices
How hasPractical FBA been used? • Designed to be used by someone well-versed in FBA and
behavioral principles (e.g., behavior specialist, school psychologist) to train school personnel.
• Springfield Public Schools trained instructional assistants, teachers, principals, vice principals, counselors, and specialists from elementary, middle, and high schools (over 40 in attendance).
• Rural Virginia K-8 School District (20 teachers and staff)
• Also being used in Australia, and Canada ….soon in Saudi Arabia??
Different Formats Used• Middle and High School Administrators and Counselors
• 4 sessions, 1.5 hours, 2 weeks apart
• K-12 educators – general education teachers, special education teachers, title reading teachers, classified employees• 5 sessions, 2 hours, 2 weeks apart
• Elementary teams – principals, counselors, school psychologists, special education teachers• 3 sessions, 1 half day followed by 2 sessions, 1. 5 hours, 1 week apart
Beyond Training to Professional Development• Teacher self nominations• FBA support
• Walked through DASH assessment procedures• Provide feedback on data assessment• 1-3 hours of direct coaching
Teacher Evaluation of the Process• “…it really helped me to understand
behavior and how to see things from a functional perspective”
• “Truly great professional development opportunity that changed the way I look at behaviors”
From Practical FBA to Practical Training on Function-based Interventions
• The most important purpose of conducting FBA is to inform the development of Behavior Support Plans that directly address the FUNCTION of student behavior
FBA-BSP in Schools: How are we doing?
• Growing body of research showing that FBA can be effectively conducted by typical school personnel
• (Crone, Hawken, & Bergstrom, 2007; Dukes, Rosenberg, & Brady, 2007; Loman, 2010; Maag & Larson, 2004; Renshaw et al., 2008; Scott, Nelson, & Zabala, 2003)
However…
• Schools continue to struggle to utilize FBA information to build BSPs
• (Blood & Neel, 2007; Cook et al., 2007; Scott & Kamps, 2007; Scott, Liaupsin, Nelson, & McIntyre, 2005; Van Acker, Boreson, Gable, & Potterton, 2005)
Traditional BSP Development
• Traditionally the role has been the responsibility of one individual with extensive knowledge of developing and implementing function-based interventions
• Lack of trained school-based personnel common concern (Borgmeier & Horner, 2006; Ducharme
& Schecter, 2011; Hawken, Vincent, Schumann, 2008)
• Lack of contextual fit (Benazzi, Horner, & Good, 2006)
• Schools continue to rely on punitive consequences to for dealing with problem behavior (Cook et al., 2007; Ducharme & Schecter, 2011)
A Proactive Approach to Behavior Support Planning
• Majority of problem behaviors that teams encounter do not require comprehensive FBA-BSP (Loman & Horner, in press)
• Using simplified FBA-BSP procedures that “match” the level and intensity of problem behavior
• Provide FBS at the first signs of persistent problem behavior
Practical FBA
Basic FBA:
Behaviors and Maintaining Functions are Easily Defined and Identified
Complex FBA:
Behaviors and Maintaining Functions Vary, and are not Easily Defined and/or Identified
(Loman, S. & Borgmeier, C., 2010)
From “Basic FBA” to BSP: Training Curriculum
Determine Student Skills& Expectations of
Performance
Plan Instruction: ü What to teachü How to teachü How to evaluate progress
Deliver Instruction
Evaluate Response to Instruction
Instructional Response
Progress Monitoring
Student, Grade, & HomeStudent is Progressing
Need for Instructional Modification
Responsive Instruction
Screening and Assessment
From “Practical FBA” to BSP Training Series
• Intended for training school-based professionals who:
• Have an understanding of basic behavioral theory
• Have some training related to and experience with the FBA process
• Have the role/responsibility of leading team-based behavior support planning
Assessing Knowledge of Behavioral Theory
• 10 item pre-test• Assessed ability to:
• Operationally define behavior• Define reinforcement, extinction, response class, ect. • Identify antecedents, consequences, and behavioral function
• Average score: 98.6% (range: 91-100)
Assessing Knowledge of BSP Development
• 50 item pretest (Versions A & B) • Assessed ability to:
• List the critical features of behavior support plans• Identify missing or incorrect items on sample plan• Discriminate between Function-Based, Neutral, and
Contraindicated strategies
• In science, when asked to work with a partner or small group Jacob (6th grade) makes inappropriate comments, pushes materials off his desk and refuses to do his work. This is most likely on days when an altercation with a peer has occurred prior to science. Based on the data collected, the team agreed that the function of Jacob’s behavior is to avoid working with peers.
Function-Based (FB)? Neutral (N)? or Contraindicated (C)?
1. ____ Teach student to appropriately request a break from working with his partner(s).
2. ____ When problem behavior occurs, allow student to work alone.
3. ____ Develop a behavior contract with the student specifying that if he works successfully with peers for a specified part of lab time, he can spend the remainder of class time working independently.
4. ____ Review class rules about respectful interactions with peers at the beginning of class.
5. ____ When problem behavior occurs, send student to resource classroom to the complete activity.
6. ____ When presenting assignments on days when Jacob has had a previous peer altercation, provide a choice of working either individually or with a peer partner.
7. ____ Provide tokens that can be exchanged for items at the school store when student engages in appropriate peer interactions.
8. ____ Provide pull-out social skills training 2 times per week for 20 minutes.
FB
CFB
N
C
FB
N
N
Average Score: 61% (Range: 43% – 69%)
Planning Instruction
Defining “What” to Teach• Focus on Performance Expectations
• What do we want learners to be able to DO?
• Concepts, principles, rules, strategies, or heuristics that facilitate the most efficient and broadest acquisition of knowledge
• Teach “Big Ideas”• Focus on essential elements, not details
4 One-Hour Training Sessions
• Session #1: Using FBA data to identify alternative and desired behavior
• Session #2: Identifying and selecting function-based prevention, teaching, and consequence strategies
• Session #3: Contextual fit, implementation and evaluation planning
• Session #4: Leading a BSP team
How to Teach Desired Skills
• Critical Features of Instructional Design(Engleman & Carnine, 1991; Gilbert, 1978; Kame’enui, Carnine, Dixon, &Burns, 2007; Markle, 1969; Sidman & Stoddard, 1966)
• Primed Background Knowledge • Explicitly tying knowledge that the learner brings to new information
• Conspicuous Strategies• Teacher behavior that make instructional delivery and problem solving
strategies explicit (e.g., advanced organizers, guided notes, highlighted text, verbalizing covert behavior)
Critical Features of Instructional Design, cont’d • Mediated Scaffolding
• Reduces the task complexity by structuring it into manageable chunks to increase successful task completion
• Gradual and planful removal of supports as learner becomes successful
• Judicious Review• Distributed, cumulative, varied
• Strategic Integration• Curriculum design that offers the learner an opportunity to
successfully integrate several big ideas • Can help students learn when to use specific knowledge beyond
classroom application
Format for Training SessionsEach of the 4 training sessions includes the following
elements:
Objectives: Content and skills participants will learn during the session
Review: A review of terms and concepts (short answer, choral responding)
Activities: Practice opportunities to better understand content and develop skills
Checks for Understanding: Activities to check for understanding or identify points that need to be discussed or practiced further (*submitted to trainer at the end of each session)
Example Training Slides
Objectives for Session #1: Identifying Alternative and Desired Behaviors
By the end of this training session Team Leaders will be able to:
1. Explain the difference between ‘mild to moderate’ and ‘severe/complex’ problem behaviors
2. Label the essential components of an FBA summary statement
3. Describe the three essential characteristics of alternative behavior
4. Identify examples and non-examples of appropriate alternative behaviors given sample scenarios
5. Construct an example summary statement including antecedents, behavior, consequence, and function, and provide examples of appropriate and inappropriate alternative behaviors
From FBA to BSP
• The most important purpose of conducting FBA is to inform the development of comprehensive Behavior Support Plans that directly address the FUNCTION of student behavior
• Start with FBA results, specifically the Summary Statement
Essential Components of FBA Summary Statements
• The summary statement should include an observable description of:• Targeted Routine• Any identified Setting events / “Set-ups” • Antecedents / “triggers” for problem behavior• Operationally defined Problem Behavior• Consequences that follow the problem behavior• Primary Function of problem Behavior
• Multiple Functions = Multiple Summary Statements
ExampleSummary Statement for Ben’s BehaviorIn Social Studies, when asked to read independently, Ben (a strong reader) often gets out of his seat, walks around the room, and jokes with peers. Ben’s peers laugh and talk to him as he walks by. This behavior is most likely to happen on days when Ben’s parents bring him to school (i.e., he doesn’t ride the bus with friends).
Setting event Antecedent Behavior Consequence
Routine:
Function:
Out of seat, walks
around room, jokes
with peers
Asked to read
independently
Peers laugh and talk
to Ben
Ben brought to
school by
parents
Access peer attention
Social Studies
Activity 1
Summary Statement for Jason’s Behavior:When Jason is asked to outline a book chapter in Language Arts, he often argues, refuses to work and uses profanity which results in being sent to the office for ‘disrespect’. This behavior is more likely if Jason has an altercation with a peer on the bus on the way to school.
Setting event Antecedent Behavior Consequence
Peer altercation on
bus on the way to school
Asked to outline
chapter
Arguing with teacher, refusing
to work, profanity
Teacher sends her to the office
Function: ESCAPE TASK
Routine:
(page 10)
Language Arts
Activity 2 What is wrong with / missing from this summary statement? Sarah often leaves her seat without permission, walks around
the room and makes faces at peers. Sarah’s peers laugh or tell her to stop. This behavior is more likely if she has forgotten to take her medication before school. The function of Sarah’s behavior is to gain access to teacher attention and to escape tasks.
Setting event Antecedent Behavior Consequence
Routine: _____________
Sarah forgets to take
medication
Out of seat, faces at peers
Attention from Peers
Function: Adult Attention
Escape from Tasks
Critical Components of Behavior Support Plans
• #1: Complete Competing Behavior Pathway• #2: Function-Based Preventive, Teaching, and Consequence
Strategies• #3: Implementation Plan• #4: Evaluation Plan
Selecting the Alternative Behavior
Developing a Competing Behavior Pathway
Natural Consequence
Maintaining Consequence
Desired Behavior
Problem Behavior
Alternative Behavior
AntecedentSetting Event
Targeted Routine
Summary Statement: We already have this!!!
This is what we want…
Natural Consequence
Maintaining Consequence
Desired Behavior
Problem Behavior
Alternative Behavior
AntecedentSetting Event
Targeted Routine
But… start with the Alternative Behavior.
Why the Alternative Behavior?
Success, teacher acknowledgment
Sent to hall to ‘calm down’
Function: escape task
Complete writing task
Crying, pushing
papers off desk
Raise hand & ask for break
Asked to complete
Independent writing tasks
None Identified
Routine: Language Arts
Why not go straight to the Desired Behavior?
1. This is what we’re asking
the student to do.
2. This is what the student wants now.
3. Look how different this is
from what’s happening now
4. The student is going to need to gain writing skills
before being able to do this like peers
5. So… in the meantime we use
the alternate behavior
Nadia
Three Essential Characteristics of Alternative Behavior
• Alternative Behavior:• Serves the same function as the problem behavior (reliably results in
the same type of consequences as the problem behavior)
• Is easier to do than the problem behavior• Requires less (or at least no more) physical effort than the problem
behavior
• Is socially acceptable
Identifying Appropriate Alternative Behavior
• When Pam is asked to work on long-division problems in math class, she argues, refuses to work, and uses profanity in order to avoid/escape the difficult task.
Which is the best alternative behavior?
• Move to sit by another student
• Request adult attention
• Request an easier task/worksheet
• Ask if she can play on the computer instead
• Ask for a reward for completing the task
1. Serve same
Function? Does it provide escape?
2. Is Behavior easier to do
than problem behavior?
3. Is Behavior socially
acceptable?
Identifying Appropriate Alternative Behavior
• During independent reading time in language arts, Audrey makes noises, talks out, and walks around the room. The FBA has shown that this behavior is maintained by adult attention.
Which is the best alternative behavior? Why/Why Not?
• Ask to sit at the teachers desk during reading
• Raise hand and ask for a break
• Request help/adult attention
• Ask for a reward for completing the task
• Request an easier task
1. Serve same Function?
2. Is it Easier?
3. Is it Socially Acceptable?
Activity 3(page 12)
• Complete the next one on your own.• Please write ‘yes’ or ‘no’ for each option AND explain why or why
not?
Identifying Appropriate Alternative Behavior • During independent seatwork, Ronnie makes
inappropriate noises and makes faces at peers. Based on the data collected, the team agreed that the function of Ronnie’s behavior is to obtain peer attention.
Which is the best alternative behavior?
• Ask the teacher for help
• Finish all work, then ask to talk to a peer
• Request help/adult attention
• Ask to work with a peer tutor
• Request an easier assignment
Evaluating Response to Instruction
Evaluating Response to Instruction• On-going Formative Evaluation
• Utilize multiple response formats throughout• Written responses
• Circle correct answer / Fill in the blank / short answer• Choral responding• Think, pair, share
• Culminating activities – used to adjust teaching
Session #1Checks for Understanding
(Page 13 in Workbook)
Check #1Critical Components of Behavior Support Plans
• #1: __________________________________________________
• #2: Function-Based Behavior Support Strategies• #3: Implementation Plan• #4: Evaluation Plan
Check #2• List the three essential characteristics of alternative behavior:
1. _______________________________
2. _______________________________
3. _______________________________
Check #3
• Write an example summary statement. Include the problem behavior, context/ routine, antecedents, maintaining consequence, and hypothesized function (use boxes provided).
• Based on your example, what would be:a) An suggested alternative behaviorb) A alternative behavior that would not be likely to be
effective
Session #2 Identifying Function-Based
Strategies
SettingEventStrategies
AntecedentStrategies
Teaching Strategies
Consequences Strategies
Eliminate or Neutralize Setting Events
Prevent/Modify“Triggers”/ Prompts for Alt/Des
Teach Alternate / Desired Behavior
Reinforce Alt/Des Behavior
Response to Problem Behavior/
Identifying Behavior Support Strategies
Team identifies a range of strategies/ interventions to address: - Prevention - Teaching - Consequences
We consider the FUNCTION of the problem behavior when selecting these strategies.
Session #2Checks for Understanding
(Page 26 in Workbook)
Consequence/FunctionAccess Peer AttentionPeers laugh and talk with him, and talk about it after class
AntecedentAsked to finish homework or write in his journal independently
Setting EventParent brings to school (does not interact with peers on bus)
Alternative BehaviorAsk to work with a peer
Problem BehaviorOut of seat (walking around room), making noises, and talking to peers
ConsequenceGood grades, teacher acknowledgement
Routine 1st Period Writing
Setting Events Manipulate Antecedent Teach Behavior Alter Consequences
Arrange time for positive adult attention before writing on days when student is brought by parent
Remind student before independent-work time that he may choose to work quietly with a peer
Allow student to sit with preferred peer in 1st period writing
Teach student to appropriately ask to work with a peer
Explicitly teach what “on-task” behavior looks like (and does not look like) in writing class
RewardsStudent can work with peer when asks appropriately
Student can earn 5 minutes of free time with a peer, if stays on task for 90% of period for 5 consecutive days
Response to ProblemWhen student starts to get out of seat/engage in problem behavior, remind him to ask appropriately to work with a peer
Desired Behavior Complete writing assignment and turn in work
Response to Instruction, cont’d • Summative Evaluation
• Final activity – given scenario and FBA summary statement, lead team in BSP development
• Posttest data
• Application in real settings (Woo Hoo!!!)
The Study
Purpose
• To assess if a four-part training series was sufficient to allow
individuals with basic behavioral knowledge to master the
skills needed to guide a school teams in using “Practical FBA”
information to build formal behavior support plans that are:
(a) Technically adequate
(b) Contextually relevant
(c) Effective in changing student behavior
Design by Phase • Phase 1: From “Practical FBA” to BSP training series – 13
BSP Team Leaders• Assess change in knowledge (descriptive)
• Phase 2: Six team leaders guided behavior support teams in development of BSP for 1 student
• BSPs assessed for technical adequacy and contextual fit (descriptive)
• Phase 3: Student BSPs implemented• Direct observation data to assess:
• Impact on student behavior• Fidelity of Implementation (experimental)
Results
Pre/Post-Test Results: Assessment of BSP Knowledge
ParticipantPre Test
Post TestPercent Change
1 63% (A) 96% (B) +33%
2 67% (A) 84% (B) +17%
3 69% (A) 94% (B) +25%
4 65% (A) 86% (B) +21%
5 60% (A) 88% (B) +28%
6 63% (A) 90% (B) +27%
7 43% (A) 82% (B) +39%
8 61% (B) 92% (A) +31%
9 63% (B) 82% (A) +19%
10 45% (B) 80% (A) +35%
11 67% (B) 90% (A) +23%
12 61% (B) 86% (A) +25%
13 80% (B) 94% (A) +14%
Mean 62% 88% +26%
Micah
0
25
50
75
100
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 2 21 2 2 2 25 2 27
Int with PB
ImplementationFidelity
Charlie
0
25
50
75
100
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 2 21 2 2 2 25 2 27
Int with PB
Implementation Fidelity
Sebastian
0
25
50
75
100
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 2 21 2 2 2 25 2 27
Off-task
Talk outs
Implementation Fidelity
% 1
0 se
c in
terv
als
Sessions
Bailey
0
25
50
75
100
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 2 21 2 2 2 25 2 27
Off-task
Int w/ PB
Implementation Fidelity
Gareth
0
25
50
75
100
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 2 21 2 2 2 25 2 27
Int with PB
Implementation Fidelity
Baseline
Intervention
Micah
0
25
50
75
100
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 2 21 2 2 2 25 2 27
ImplementationFidelity
Engagement
% 1
0 se
c in
terv
als
Sessions
Baseline
Intervention
Bailey
0
25
50
75
100
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 2 21 2 2 2 25 2 27
Implementation Fidelity
Engagement
Charlie
0
25
50
75
100
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 2 21 2 2 2 25 2 27
Implementation Fidelity
Engagement
Gareth
0
25
50
75
100
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 2 21 2 2 2 25 2 27
Implementation Fidelity
Engagement
Sebastian
0
25
50
75
100
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 2 21 2 2 2 25 2 27
Implementation Fidelity
Engagement
“Work Smarter NOT Harder…”By using the 4 “P”s• Proactively build capacity- Train 1-2 school personnel in each
school with a “flexible” role to conduct FBA/BSPs for students with mild/moderate problem behaviors
• Parsimonious tools- Use simple tools and terminology that are relatable to school personnel
• Practical Trainings- Provide short training sessions that teach “less more thoroughly” based on established instructional practices
• Prioritized follow-up- Through use of quick in-training assessments to determine those participants that will require more follow-up coaching
Thank You for Attending!
• More information please email:
OR
Where are you in implementation process?
Adapted from Fixsen & Blase, 2005
• We think we know what we need so we are planning to move forward (evidence-based)
Exploration & Adoption
• Let’s make sure we’re ready to implement (capacity infrastructure)
Installation
• Let’s give it a try & evaluate (demonstration)
Initial Implementation
• That worked, let’s do it for real (investment)
Full Implementation
• Let’s make it our way of doing business (institutionalized use)
Sustainability & Continuous Regeneration
Maximizing Your Session Participation
Work with your team
Consider last 2 questions:
– What did I learn?– What will I do with what I learned?