Engaging Teachers in Function-Based Interventions

1. FBA Engaging Teachers in Function-Based Interventions Terrance M. Scott University of Louisville Kathy McQuillan Fairfax County Public Schools

2. Assessing predictable relationships between the environment and behavior F B A only Involves observations of student in natural environments Determine why problems occur Testable explanations The purpose is to get the information necessary to create a successful plan Plans focus primarily on prevention

3. Simplified FBA Simplify Vernacular • In special education we often use acronyms or terminology that are difficult for others to understand. • 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” Simplify Rationale • Problem rationales • “He knows what to do and he just needs to do it – or else.” • Leave FBA to the special educators and specialists to implement within school settings • Teachers may be reinforced to escape and avoid. • “If this doesn’t work, they will get this student out of my classroom.” • Simplified rationale • If we can predict it then we can prevent it – and that will save time and effort Simplify Procedures • What’s the least amount we could do to make this student successful? • Prompting, Graphics, Coaching, Support

4. Simplified FBA Un-simplified Procedures • Operational definition of behavior • Identify the predictable antecedent-behavior-consequence chains • Determine stimulus control and the operant function • Determine the appropriate functional replacement behavior • Manipulate antecedent and consequence events to facilitate the replacement behavior? • Develop a measurement system to evaluate intervention Keys: Prompts Graphics Coaches

5. ERASEproblem behavior Explain- What is the problem?Reason- What is he/she getting out of it or avoiding?Appropriate- What do you want him/her to do instead?Support - How can you help this happen more often? Evaluate - How will you know if it works?

6. Functional Behavior Pathways Problem Behavior Antecedent Trigger Setting Condition Access or Avoid = reinforce Replacement Behavior

7. Functional Behavior Pathways MaintainingConsequence Desired Behavior Maintaining Consequence Setting Condition Antecedent Trigger Problem Behavior Function Replacement Behavior

8. State Initiative College Need And/Or Figure 2. Service Projects/Programs Faculty Idea Service Projects/Programs Does the proposed project support the mission and goals of CEHD? Yes No Stop Is there an opportunity to address research questions? Yes No Go to Research Study flowchart Continue as service project/program (i.e. profession development, curriculum, institutional development, etc.) by discussing with your chair the following issues (minimally). Does this project/ program compete with an existing program? What support is necessary from the Dept and/or College? What relationships need to be utilized/established? What is the purpose of the project/program? No Yes Yes Yes Staff Create a new program Money Yes Space Students Support an existing program Technology Get Chair’s approval Equipment Faculty Time School Districts KDE CPE Other Universities U of L Other State Agencies Other National Agencies New courses Do we have permission to use these resources? Sustainable? No No No Yes Who should approach potential partners? Are new courses or entire programs needed? • Which ones? • Why? Get Chair’s approval Yes Yes Can you incorporate the necessary resources into your budget? Go to Collaborations/Partnerships flowchart No Stop

9. How Do We Engage our Teachers in Function-Based Interventions? A Top Down-Bottom Up Approach

10. Fairfax County Public Schools, VA 122 PBS Schools

11. Mental Health FBA/BIP Restorative Practices Social Skills Groups PRACTICES Check In /Check Out Group Counseling SR&R Character Education Guidance Lessons Conflict Resolution Violence Prevention SYSTEM DATA 11 11

12. Tier 3: FBA/BIP Training • Basic FBA/BIP Training: A Team Approach to Functional Behavioral Assessments and Behavioral Intervention Plans • Standardized Format for FBA/BIP

13. Step 4: Hypothesis • Function of the Behavior • Why does the student engage in the problem behavior? • What function(s) does the behavior serve?

14. Only Two Basic Functions Positive Reinforcement Negative Reinforcement Existing aversive condition identified from Horner & Sugai at www.pbis.org

16. Tier 3: FBA/BIP Training • Advanced FBA/BIP Training: Becoming Fluent in the FBA/BIP Process • Objectives • To review key elements of a FBA • Your role as the FBA “expert” • To devise a plan to collect data • Review • Interview • Observe • (T)est • To compare and analyze the data

17. Efficient Functional Behavior Assessment: The Functional Assessment Checklist for Teachers and Staff(Anderson & Borgmeirer, 2007) Student-Assisted Functional Assessment Interview (Kern, Dunlap, Clarke, & Childs, 1994)

18. Source: Gable, Quinn, Rutherford, & Howell (1998)

19. Adapted from Sugai, Lewis-Palmer, & Hagan, 1999

20. Research on “Scaling Up”(Fixsen, Naoom, Blase, Friedman, & Wallace, 2005) Best evidence documents what doesn’twork: Information dissemination alone Training by itself

21. Research on “Scaling Up”(Fixsen, Naoom, Blase, Friedman, & Wallace, 2005) What works- Long term, multi-level approaches Skills-based training Practice-based coaching Practitioner performance-feedback Program evaluation Facilitative administrative practices Methods for systems intervention

22. Tier 3: Next Steps • 2009-10: • Training in meeting facilitation for individuals who will lead the FBA/BIP meeting • Monthly meeting for Open Case Consultation • Rubric to self-evaluate FBA/BIP features • Coach and feedback • Plans to design a simplified presentation about problem-solving for viewing by all school staff

23. Tier 2: Check In/Check Out* • 2009-10 Training: What to Do When Check In/Check Out Doesn’t Work • Emphasis on determining function prior to designing intervention Crone, D.A., Horner, R.H., & Hawken, L.S. (2004). Responding to Problem Behavior in Schools: The Behavior Education Program. New York, NY: Guilford Press.

24. Implement Check In/Check Out Program • Continue with • Basic CICO • Transition to self- management Is Yes Is CICO Working? No Send to Problem-Solving Team Conduct Brief Functional Assessment What is the problem behavior? Where does the problem behavior occur and not occur? Why does the problem behavior keep happening? Function

26. Tier 1: RTI • 2009-10: • Beginning to bootstrap an RTI model with 5 pilot schools • First cohort combining academic and behavior needs

28. Reason The student is not motivated to do the task. The student has not had enough practice to be able to use the skill effectively or efficiently. Example The student does not want to complete the assigned task. The student has not had enough reading opportunities so she falters when asked to read connected text. Possible Reasons for Academic Difficulty (Daly, Witt, Martens, & Dool, 1997)

29. Reason The student has not received enough instruction to do the task. The student has not had to use the skill in this way previously. The task is too difficult for the student. Example A student continues to make the same error when asked to subtract with regrouping. A student is not able to select a correct multiple choice response but can show knowledge of the skill using a different format. The selected reading material is above the student’s independent reading level.

30. Reason The student gets/obtains what he/she wants. The student escapes /avoids something he/she finds unpleasant. Example A student continues to talk with his peers including off topic comments since he prefers their attention to completing the assigned task. A student throws materials when a task becomes too difficult and/or assistance is not received.

32. Building Systems To support function-based interventions: Add function to each level of intervention Universal, Targeted Group, Individual Intensive Simplify- terms, rationale, and procedures Design instruction that includes: Skills-based training Practice-based coaching Practitioner performance-feedback