FBA/BIP Highlights - Center for Community Engagement

Report
Expanding the Power of FBA
for all Students
Ami Flammini, LCSW
Ami.flammini@pbisillinois.org
Training Behavioral Expectations
EXPECTATION
BE RESPONSIBLE
TRAINING SITE
 Make yourself comfortable & take care of your needs
 Address question/activity in group time before discussing
“other” topics
 Ask questions
BE RESPECTFUL
 Turn cell phones, beepers, and pagers “off” or to “vibrate”
 Contribute where possible
 Save talking with your neighbor/s until team time.
BE PREPARED
 Follow up on tasks for next training day
 Take (and Pass) notes (use Action Plan throughout day)
Objectives
1. Understand where the process can fit within a PBIS
framework
2. Understand the difference between brief and
complex FBA/BIP
3. Review current challenges of implementation
4. Review and Understand the key components of
FBA/BIP
5. Review tools to support FBA
6. Structures to Consider
7. Data
A few notes before we begin…
Assumptions re: today
A way, not THE way
Action Plan at the End of each Activity
Keeper of the information from today
Grounding Activity
Where does FBA/BIP fit?
School-Wide Systems for Student Success: A
Response to Intervention (RtI) Model
Academic Systems
Behavioral Systems
Tier 3/Tertiary Interventions
1-5%
1-5%
Tier 3/Tertiary Interventions
•Individual students
•Assessment-based
•High intensity
Tier 2/Secondary Interventions
•Individual students
•Assessment-based
•Intense, durable procedures
5-15%
5-15%
Tier 2/Secondary Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
•Small group interventions
•Some individualizing
•Some students (at-risk)
•High efficiency
•Rapid response
•Small group interventions
• Some individualizing
Tier 1/Universal Interventions 80-90%
•All students
•Preventive, proactive
80-90%
Tier 1/Universal Interventions
•All settings, all students
•Preventive, proactive
Illinois PBIS Network, Revised May
15, 2008. Adapted from “What is
school-wide PBS?” OSEP
Technical Assistance Center on
Positive Behavioral Interventions
and Supports. Accessed at
http://pbis.org/schoolwide.htm
SCHOOL-WIDE
POSITIVE BEHAVIOR
SUPPORT:
What is meant by
“layering”
interventions?
~5%
~15%
Primary Prevention:
School-/ClassroomWide Systems for
All Students,
Staff, & Settings
~80% of Students
Tertiary Prevention:
Specialized
Individualized
Systems for Students with
High-Risk Behavior
Secondary Prevention:
Specialized Group
Systems for Students with
At-Risk Behavior
Positive Behavior Interventions & Supports:
A Response to Intervention (RtI) Model
Tier 1/Universal
School-Wide Assessment
School-Wide Prevention Systems
Tier 2/
Secondary
ODRs,
Attendance,
Tardies, Grades,
DIBELS, etc.
Check-in/ Checkout (CICO)
Social/Academic
Instructional Groups (SAIG)
Daily Progress
Report (DPR)
(Behavior and
Academic Goals)
Competing Behavior
Pathway, Functional
Assessment Interview,
Scatter Plots, etc.
Illinois PBIS Network, Revised October 2009
Adapted from T. Scott, 2004
SIMEO Tools:
HSC-T, RD-T, EI-T
Tier 3/
Tertiary
Group Intervention with
Individualized Feature
(e.g., Check and Connect -CnC and
Mentoring)
Brief Functional Behavior Assessment/
Behavior Intervention Planning (FBA/BIP)
Complex or Multiple-domain FBA/BIP
Wraparound
A Context for
Positive Behavior Support
• A redesign of environments, not the redesign
of individuals
• Plan describes what we will do differently
• Plan is based on identification of the
behavioral function of problem behaviors and
the lifestyle goals of an individual
What’s the difference
between brief and complex FBA/BIP?
Brief vs. Complex FBA/BIP
Brief
Complex
 Generic Individual
Individualized Youth
Problem solving Team
FBA/BIP Team
 Meeting time/day
usually already
determined
Meeting time/day
decided by
individualized team
 Plan developed
quickly/easily
Interventions are highly
individualized
Brief vs. Complex FBA/BIP
Brief
Every school has this
type of meeting
Complex
May be a new type of
meeting for schools.
 Behavior intervention Interventions/strategies
plans address only one
address multiple
behavior, typically only
settings and/or
in one setting.
behaviors
Brief vs. Complex FBA/BIP
Brief
 SWIS data, Daily Progress
Report (DPR) points,
Functional Assessment
interviews
 Effectiveness of system
monitored by Secondary
Systems Planning Team
Complex
 SWIS data, Daily Progress
Report (DPR) points,
Functional Assessment
interviews, SIMEO Data,
direct observation data,
additional tools as needed
 Effectiveness of system
monitored by Tertiary
Systems Planning Team
 Data reviewed at least every
other week
 Data reviewed at least
weekly
Brief FBA
Minimum Key Components:
Teacher(s) Interview, Observable Problem
Behavior and Summary Statement,
Student Interview, Family Interview
Continue data gathering until key
components are in place.
Additional Data Tools Used for
Complex FBA/BIP
• SIMEO
 Educational Information Tool
 Student Disposition Tool
•
•
•
•
•
Problem-Behavior Questionnaire
Forced-Choice Reinforcement Menu
Complex FBA Family-Directed Interview
Direct observation
Setting-specific data (Scatter Plot, ABC chart)
Tier 3 Behavior Intervention
Planning
• All areas must be addressed:




Setting Events
Triggering Antecedents
Behavior or skills
Consequences
• All individuals must be involved:
 Family
 Non-teaching staff/bus drivers etc.
 Teachers/administrators
Challenges
◦
◦
◦
◦
◦
◦
◦
There is a difference between FBA/BIP
Only access if have an IEP
Put in drawer
Written without stakeholders
Problem Statement
Narrow view of setting event
Using FBA/BIP when need higher level
intervention
◦ Safety Plans aren’t really safety plans
◦ It’s about changing the environment around the
student
Based on Research and Practical
Experience…
• By the time youth access FBA/BIP intervention, they
are already at high-risk of placement change
• More youth need FBA/BIP sooner.
• Many BIPs focus only on rewarding youth for
appropriate behavior, omitting supports that
make appropriate behavior more likely
Activity
What other challenges have you faced
What solutions have you found
The Bottom Line
• Behavior intervention plans built from
functional assessment are more effective.
• Research indicates clearly that an effective
intervention is tied to function.
Activity: Reflecting on Current Practices…
• Do your current generic individual problem solving
team meetings result in effective behavior support
plans for kids?
• Do your current FBA/BIPs prevent problem
behavior from occurring? Are youth responding to
these supports?
• Do the interventions seem to be applied with
integrity?
• Does special education eligibility affect which
students have access to FBA/BIP?
FBA
Function is identified through structured interviews focusing on the
problem behavior, antecedents, consequences, and setting events,
Functions
Problem
Behavior
Pos Reinf
Escape/
Avoid
Something
Obtain/Get
Something
Stimulation/
Sensory
Tangible/
Activity
Social
Adult
Neg Reinf
Peer
FBA/BIP Competing Behavior Pathway
Student Strengths
5
6
Desired Behavior
2
4
Setting Event
1
Trigger/Antecedent
Problem Behavior(s)
7
Replacement Behavior
Adapted from Sugai, G., Lewis-Palmer, T., & Hagan-Burke, S., 2000
Current Consequence
8
3
Maintaining
Consequence
Function
Defining Problem Behavior
Observable and Measurable
Non-Examples
• Hyperactive
• Aggressive
• Delinquent
• Psychotic
• Irresponsible
Examples
• Out of seat and walking
around the room touching
other student’s things
• Hits with hands and kicks
peers
• Steals valuable items from
peers
• Reports seeing monsters
• Arrives to class
late 75% of the time
Antecedent (fast trigger)
Non-Examples
Examples
“Sue wants control”
“Request to do something,
request to work on
assignments”
“Student has low self-esteem
and has missed 11 days so far
this year”
“Sitting in large group”
“Student refuses to listen”
“When corrected or redirected
by staff”
“There are no triggers”
“Physical place, such as games
like “tag” at recess”
Maintaining Consequence
Setting Event
• “Setting event, plus discriminative stimulus,
set the occasion for a response that is
maintained by a reinforcer”
Or you could say…
• “Setting events make triggers more likely to
cause problem behavior”
Setting Event (slow trigger)
Non-Examples
Examples
“History of academic failure”
“ADHD”
“Academic frustration, build
up of peer conflict (real or
perceived)”
“Parents divorce”
“Unstructured times, such as
the hall, special classes”
“Premature”
“Transitions”
“Tardy to school”
Desired Behavior
Current Consequence
Consider what most peers obtain from
desired behavior
Example:
Desired Behavior: “on task and complete homework”
Maintaining Consequence: “passing grades, decreased
office referral”
“Alternative” or “Replacement”
Behavior(s)
Replacement behaviors must maintain
the same function for the student with the
same accuracy and efficiency as the
problem behavior.
Replacement Behaviors
Non Examples
Examples
“Sit quietly at desk”
“When teacher puts hand
over mouth the student will
raise hand and teacher will
call on student next
(function: attention)”
“Student will create and
maintain relationships with
peers and staff that do not
result in conflict or negative
actions (ODRs)”
“Student will develop impulse
control and behavioral self
control”
“Student will do 3 problems,
then use a break card.
(function: escape from
classwork)”
What Skill(s) Does this
Student Need?
• What does he need/want/get from his
inappropriate behavior?
• How is the current behavior reinforced?
• What new behavior does he need to learn?
• How will the new/appropriate behavior be
reinforced?
Functions
Problem
Behavior
Pos Reinf
Escape/
Avoid
Something
Obtain/Get
Something
Stimulation/
Sensory
Tangible/
Activity
Social
Adult
Neg Reinf
Peer
Competing Behavior Pathway
Reflection
1. Identify which box(s) on the pathway would be
most challenging for you to explain to another
staff member? Family member?
2. What questions would you need answered to
better understand and explain that box?
3. Place questions on chart paper under
appropriate heading(s).
Tools
Questionnaire, Interview
(indirect) Tools
• FACTS Function Assessment Checklist for Teachers
and Staff
• FBA Family-directed interview
• Student directed Interview
• Assessing activity routines
• Problem-behavior questionnaire
• Forced-choice reinforcement menu
• Setting event checklist
• SIMEO: SD-T (shortened version for FBA)
• SIMEO: EI-T
Observation (direct) Tools
• Scatter plot
• ABC chart
• Functional Assessment Observation Form
• DPR Card
Using the FACTS
Functional Assessment Checklist
for Teachers & Staff
• Structured interview questions used with teachers
and staff.
• Guides interviewee to think specifically about
components of the Competing Behavior Pathway.
Exploring the FACTs
1. Find FACTs interview in folder.
2. Each step will be described and then at
your table brainstorm possible questions
you would ask a teacher to gather
information necessary to complete FBA.
Example: Step #2: Student’s Strengths
“ What are the student’s strengths?”
FACTS Step #2: Identify Strengths
• Identify at least three strengths or
contributions that the student brings to
school
• Important for developing an effective support
plan
 Makes it more likely that youth will find strategies
appropriate, and buy-in to the plan
 Makes it more likely youth will be successful (i.e.
learn replacement behavior quickly)
 New behaviors more likely to be sustained
FACTS Step #3:
Identify Problem Behavior
Referrals by Problem Behavior
N u m b e r o f R e fe r r a l s
Referrals per Prob Behavior
50
40
30
20
10
0
Lang
Achol
Arson
Bomb
Combs
Defian
Disrupt
Dress
Agg/fgt
Theft
Harass
Prop D
Types of Problem Behavior
Skip
Tardy
Tobac
Vand
Weap
FACTS Step # 4: Routines Analysis
• Routines to identify
 Context in which the problem behavior does and
does not occur
• Identifying routines
 Obtain student schedule and rating of frequency
of problem behavior
 Look for similarities in context across similar
activities
N u m b e r o f O ffi c e R e fe r r a l s
Referrals by Location
50
40
30
20
10
0
Bath R
Bus A
Bus
Caf
Class
Comm
Gym
Hall
School Locations
Libr
Play G
Spec
Other
Example: Student Daily Progress Report (from S/AIG)
NAME:______________________ DATE:__________________
Teachers please indicate YES (2), SO-SO (1), or NO (0) regarding the student’s achievement to the following goals.
1 st block
2 nd block
3 rd block
4 th block
EXPECTATIONS
Be Safe
Use your words
Use deep breathing
2
1
0
Be Respectful
Keep arm’s
distance
Use #2 voice level
when upset
2
1
0
2
1
0
2
1
0
2
1
0
Be Responsible
Ask for breaks
Self-monitor with
DPR
2
1
0
2
1
0
2
1
0
2
1
0
Total Points
Teacher Initials
2
1
0
2
1
0
2
1
0
FACTS Step 5:
• List the Routines in order of Priority for
Behavior Support
• FACTS Part B will be used for each
routine/behavior you list here (may be
sooner or later)
FACTS Step 7: (Part B)
Make Sure You Can See the
Behavior!
FACTS Step #8: Identifying
Antecedents/Triggers
• Response occurs much more often in presence then
absence
• What happens immediately before the behavior?
• Very specific: where, when, with whom the problem
behavior occurs?
• Where, when, with whom desirable behavior is
more likely to occur?
Referrals by Time of Day
N u m b e r o f R e fe r r a l s
Referrals by Time of Day
30
25
20
15
10
5
0
7:00
7:30
8:00
8:30
9:00
9:30
10:00
10:30
11:00
11:30
12:00
Time of Day
12:30
1:00
1:30
2:00
2:30
3:00
3:30
FACTS Step #8: Identifying
Antecedents/Triggers (Cont.)
• What events, contexts, demands, tasks, people
reliably trigger/precede the behavior?
• Can you identify events you could change that would
prevent the problem?
• Do you clearly understand what does and does not
evoke the problem behavior?
• Probe question
 If you were going to do one thing to make it REALLY likely
the problem happened, what would it be?
 If I did _____________ ten times, how many times would
problem behavior occur?
Step 9: Identifying Setting Events
56
Environmental Setting Events
• Neighborhood
• Quality of Life
• Interactions/Reactions
• Home Environment
• Level of Curriculum
• Instructional Arrangements
Behavioral Learning Styles as
Setting Events
• Preferred Activities
• Length of Task
• Modality
• Multiple Intelligence
• Choice Making
• Skill Level
• Level of Activity
Personal Factors as Setting Events
• Medications
• Sleep
• Chronic Illness
• Nutrition
• Arousal
• Sensory Sensitivity
FACTS Step #10:
Identifying Consequence & Function
• What happens immediately after the problem
behavior?
 How do adults respond?
 How do peers respond?
 What does the student start or stop doing?
• Do I understand how the behavior is paying
off/why the student is doing this?
• Probes:
 Think of the last 10 times this behavior
happened; how many times did X follow?
Functions
Problem
Behavior
Pos Reinf
Escape/
Avoid
Something
Obtain/Get
Something
Stimulation/
Sensory
Tangible/
Activity
Social
Adult
Neg Reinf
Peer
FACTS Step 11: (Last Step)
Summary Statement
Setting Events
Infrequent
events that
affect value
of maint.
conseq.
Antecedent
(Fast Trigger)
Challenging
Behavior
Maintaining
Consequences
Preceding
events that
trigger or
occasion
Set of
related
behaviors
of concern
Following
events that
maintain
behaviors
of concern
Student-Directed
Functional Assessment Interview
Define the behaviors of concern. * “ What are the
things you do that get you in trouble or are a
problem?” (Prompts: Late to class? Talk out in
class? Don’t get work done? Fighting?)
Complete student schedule. Use the “ Student
Daily Schedule” matrix to identify the times
and classes in which the student performs
problem behavior. Focus the interview on
those times that are most likely to result in
problem behavior.
Family-Directed
Functional Assessment Interview
a. What are the things that ______________ does that
tend to get him/her into trouble at school? Specifically,
what would you say is the ‘problem behavior’ at school?
b. What do you think is happening at school that leads
_____________into getting into trouble/having difficulty?
(What happens before, makes him/her upset or makes the
problem more likely to happen?)
c. In general, do you have any thoughts as to why/how this is
happening? Is_________ trying to get something or avoid
something? Is he/she being triggered or set off by
something at school?
Reflection on FACTS
What do you currently use?
What do you like about it? Don’t like about
it?
What are your thoughts on using the
FACTS? Student/Parent Interview?
Linking the FBA to Interventions:
Behavior Intervention Plans
BIP includes:
Operational definition of problem behavior (or attached
FBA that included the operational definition)
• Statement about the relation between FBA results and the
BIP
• Statement that identifies at least 1 strategy for preventing
the problem behavior
• At least 1 strategy for minimizing reinforcement of
problem behavior
• At least 1strategy for reinforcing the use of the
desired/alternative behaviors
• Identifies a safety plan for preventing physical harm to self
or others
• A formal and regular (at least twice a month) system for
assessing the fidelity with which the plan of support is
being implemented
• A formal and regular (at least twice a month) system for
assessing the impact of the plan on student outcome.
•
Using FBA to Design Effective
Support: The Simple BIP
•
•
•
•
•
How can we prevent problem situations?
What should we teach as a replacement behavior?
How to increase reward of appropriate behavior?
How to minimize reward of problem behavior?
Are negative consequences for problem behavior
needed?
• Are safety routines needed?
• What data to collect?
 Are we doing the plan?
 Is the plan working?
Setting Event
Manipulations
Antecedent
Manipulations
Behavior
Manipulations
Consequence
Manipulations
Setting Event
Manipulations
Assess if math
curriculum is at
appropriate
level
Additional
instruction in
math
1:1 instruction in
math
Antecedent
Manipulations
Behavior
Manipulations
Define
expectations
Teach
expectations
Reward
expectations
Divide one long
recess into two
short recesses
that occur
earlier
Teach about
reward system
Ignore
inappropriate
behavior
Teach to ask for
help through role
playing
Consequence
Manipulations
Earn “attention
tickets”
Precorrect
Earn other
tangibles-e.g.,
art supplies or
time to work on
art projects
Behavior Teaching Strategies
Non-Examples
Examples
“Parents will work with school to
help change her behaviors”
“Student will read a social story with the
social worker to teach him replacement
behavior and expectations”
Most plans do not have a specific
teaching strategy.
“The counselor, parent, psychologist, and
assistant principal spoke to the student
about behavior plan”
“Student participates in SAIG group”
“Social worker will go into the classroom
3 days per week during the plan or
centers time and will use a teach and
model approach to encourage turn
taking and appropriate play”
Replacement Behavior Needs:
Teach student how to communicate need for:
•
•
•
•
•
•
•
•
•
Help
A break
Interaction
Attention
Time alone
Reduced demands
Alternative assignment
More time to finish
Movement
Replacement Behaviors Must Be:
• Do-able
• Efficient
• Serve the same function
• Socially appropriate
These skills have to be directly taught
Strategies to Prevent
Problem Behavior
Non-Examples
Examples
“Precorrect for blurt outs”
“When student earns a total of 100
points he will receive rewards where
he can spend alone time with his mom “Teacher will give student an option of
in order to gain adult approval”
which academic station he wants to start
out at”
“Token system”
“Allow student more time to transition
between activities”
“Provide tasks nonverbally”
“Create a laminated sub plan for each
teacher to leave in sub folder”
Examples of Preventive Strategies
• Modify the curriculum (interest preferences, choice,
sequence).
• Modify the demands (quantity, difficulty, input,
output, groupings, alternative tasks).
• Cool Tools for entire class/grade/school focusing on
prevention.
• Reorganize the physical & interactional setting (have
supplies available, pair seats, independent seats).
Using Cool Tools (Direct
Instruction) as Prevention Support
 Teach new routines & physical arrangements to
support student
• For example, teaching all students how to transition to
class when arrive to school late.
 Cool Tools that target thinking process, beliefs, etc..
• For example, teaching all students that we all work at
different speeds and that’s ok.
Consequence Strategies
• Must match maintaining consequence of problem
behavior (function)
• Reinforce and reward replacement behaviors and
response to prevention strategies
• Minimize reinforcement of problem behaviors
• Include strategies that reinforce entire class/grade
(larger population) for using skills taught through
cool tools. This contributes to the more supportive
environment.
Strategies for Minimizing
Reinforcement of the Problem
Behavior
Non-Examples
Examples
“Minimize reinforcement of problem
behavior by providing the
opportunity to go to the computer
lab before school and allowing him
to be dismissed early from class to
check out and help in early
childhood”
“Limit attention”
“Ignore problem behavior when
there is no danger”
Most Plans do NOT address this strategy
SAFETY PLAN
Safety Plan?
Non-example:
“If student becomes too disruptive the principal, assistant
principal, psychologist, and/or social worker will be called to
assist”
“Student is removed”
“In the event of physical aggression notify the office”
Safety Plan Example
1.
2.
3.
4.
5.
6.
7.
8.
9.
Be aware of cues that student is upset.
Try to calm student. Separate student from peers if possible.
If problem gets worse, notify school principal.
School counselor will cover gym teacher’s class.
Gym teacher will come to talk with student and escort him to gym.
Student takes a 10 minute time-out outside of gym.
Student is verbally praised for calming himself and taking time-out
appropriately.
The gym teacher reminds student of expectations upon return.
The gym teacher (or other adult) escorts student back to class.
Activity
Talk to your neighbor about the most recent
safety plan you read in a BIP.
What was done well?
What needed improvement?
Ideas on how to bring about change?
Plan for implementing the BIP
Plan for Implementation of the BIP
• Transform ideas for BIP elements into a
formal plan for implementation
 Who will do what, when, and how will we know?
• Logistical arrangements





Who needs to know?
What materials are needed?
Who will tell the student?
Plan for substitutes?
Do you need a crisis plan?
• Math assessment and
curriculum
individualization
• Role-play how to
make appropriate
requests for help
• Allow Tom to earn
“coupons” to trade in
at school store or for
5 minutes of art time
as a reward for
appropriate behavior
throughout the class
period
• Design behavior card
and “coupons” to
communicate to all
relevant adults how
the behavior card will
be used
• Explain behavior
support plan to
student
By
When
Person
Responsible
Tasks
•
Math Resource
teacher
•
School
Psychologist
•
Teacher
•
•
Two weeks-11/1
Review
Date
• 2-3 weeks (11/8)
By 10/25
• 11/8
•
Begin 10/22
• 11/8
•
School
Psychologist
•
10/21
• 11/8
•
Teacher
•
10/21
• 11/8
Evaluation
Decision
• Monitor
• Modify
• Discontinue
Activity:
Layering Interventions for Efficiency
• What interventions do you already have inplace in your school that could be used as
part of BIPs to address Setting Events –
Consequence modifications?
 Ex. CICO, After-school re-teaching of
expectations, Classroom Cool Tools…
How can we help expand
the power of this process?
Remember Strengths-Based
Planning
What does the student like or enjoy?
What is the student interested in?
What does the student like to talk about?
Read about? Draw about? Write about? Play
with?
• Identify where, when, with whom the
student IS successful.
WATCH OUT FOR…
• Dual function
 Focus on primary for brief FBA
• One function as maintaining consequence and
another under function
 Maintaining Consequence IS Function
• Control, Power, Revenge as Function
 To obtain, to escape
Evaluation Plan
• A formal and regular (at least twice a
month) system for assessing the fidelity
with which the plan of support is being
implemented.
• A formal and regular (at least twice a
month) system for assessing the impact of
the plan on student outcomes.
Structures to consider
3-Tiered System of Support
Necessary Conversations (Teams)
Universal
Team
Plans SW &
Class-wide
supports
Universal
Support
Secondary
Systems Team
Problem Solving
Team
Tertiary
Systems Team
Uses Process data;
determines overall
intervention
effectiveness
Standing team; uses
FBA/BIP process for
one youth at a time
Uses Process data;
determines overall
intervention
effectiveness
CICO
Brief
SAIG
Group w.
individual
feature
Brief
FBA/BIP
Sept. 1, 2009
FBA/
BIP
Complex
FBA/BIP
WRAP
Teaming at Tier 2
• Secondary Systems Planning Team

Uses process data from CICO, S/AIG, Simple
Individualized Secondary & Brief FBA/BIP supports
to:
a) determine overall intervention effectiveness for each,
b) improve integrity, fidelity, procedures etc. for each,
c) create interventions that are missing from continuum
• Secondary Problem Solving Team



Develops plans for one student at a time
Every school has this type of meeting
Teachers and family are part of student’s
team
FBA/BIP Facilitator & Team Process
a) Illustrates FBA to the rest of the team through the Competing
Behavior Pathway; including hypothesized function; and
shares data sources and process used; including interviews
that were done.
b) Leads the team in creating a BIP; making sure all
stakeholders give input and agree with aspects of the plan
that require their action.
Other team members/Stakeholders:
a) Ask questions for clarification on FBA & come to consensus
on hypothesized function or briefly brainstorm alternative
function together with FBA/BIP Facilitator.
b) Work with FBA/BIP Facilitator in creating the BIP;
contributing as an ‘implementer’ for parts of BIP where
needed (ex. SW may add student to group counseling,
Special Education teacher may see youth for after-school
tutoring, Counselor may add youth to CICO).
DATA
Data-Based Decision Rules:
Tertiary Sample to Consider
Identification for Complex FBA/BIP:
 Youth is identified by Secondary Problem Solving Team
because not responding to Brief FBA/BIP
Progress-monitoring:
 Outcome data (i.e. ODRs, attendance) is reviewed by FBA
Facilitator weekly.
 SIMEO data is collected & reviewed by each FBA/BIP team
at least once a month.
Exiting/transitioning:
 Outcome data (i.e. ODRs etc.) shows improvement (aka
response to intervention)
 FBA/BIP team agrees interventions can be faded
and team is no longer needed
Data Used to Identify Youth Ready for
Exiting/Transitioning Out of Support
• DPR (Daily Progress Report) points earned each day
(data entered into Excel or SWIS)
• Office Discipline Referrals
• Suspensions
• Attendance
• Tardies
• Follow-up questionnaire for teachers, family
member, or student who made referral
• Recommendation: SIMEO (Student Information
Management of Educational Outcomes)
Example: Individual Student Daily Progress Report
NAME:______________________ DATE:__________________
Teachers please indicate YES (2), SO-SO (1), or NO (0) regarding the student’s achievement to the following goals.
EXPECTATIONS
2nd block
1st block
2
1
0
Be Respectful
Keep arm’s distance
Use #2 voice level when
upset
2
1
0
2
1
0
2
1
0
2
1
0
Be Responsible
Ask for breaks
Self-monitor with DPR
2
1
0
2
1
0
2
1
0
2
1
0
Teacher Initials
1
0
2
1
4th block
Be Safe
Use your words
Use deep breathing
Total Points
2
3rd block
0
2
1
0
Replacement Behaviors Reflected
in Daily Progress Report (DPR)
• Prompting of Replacement Behaviors
• Facilitate transference and generalization of
new skills being taught
• To monitor progress
• Reinforcement connected to use of new skills
Data Used for Ongoing Progress
Monitoring
•
•
•
•
DPR points
SWIS (ODRs, suspensions)
Attendance
Grades
Same data used to monitor lower level
Secondary interventions
Sample: Assessing Implementation
Behavior Support Plan Weekly Assessment
Student:_________________________ Week: ______________________
To what level did we implement the plan we proposed
Low
1
Moderate
2
3
High
4
5
6
To what degree is the plan having a positive impact on the
student?
Low
1
Moderate
2
3
4
High
5
6
Using Data to Drive
Decision-Making
Tools for Complex FBA/BIP:
 Student Disposition Tool (SD-T)
 Educational Information Tool (EI-T)
Additional Tool for Wraparound:
 Home, School, Community Tool (HSC-T)
Acknowledgements
• Terry Scott
 University of Louisville
• Cindy Anderson
 University of Oregon
• Rob Horner
 University of Oregon

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