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Using Data within Individual Student Supports

Using Data within Individual Student Supports. Rob Horner University of Oregon www.pbis.org. Goals. Brief extension of data-based decision-making logic to individual student supports. Decision-making at many levels. Whole school Small groups or school areas Individual student.

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Using Data within Individual Student Supports

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  1. Using Data within Individual Student Supports Rob Horner University of Oregon www.pbis.org

  2. Goals • Brief extension of data-based decision-making logic to individual student supports

  3. Decision-making at many levels • Whole school • Small groups or school areas • Individual student

  4. Purposes of Behavior Support Plan • Define critical features of environments where the focus person will be successful. • Facilitate consistency across multiple implementers. • Provide professional accountability.

  5. Steps in Building a Behavior Support Plan • Defining the Challenge • Assessment • Design of support strategies • Implementation of strategies • Evaluation and adaptation

  6. Behavior Support Elements *Team *Specialist Problem Behavior *Hypothesis statement *Competing Behavior Analysis *Technical Adequacy of Plan * Contextual Fit Functional Assessment Content of Support Plan *Implementation Plan Fidelity of Implementation *Monitor, Adapt *Person-centered planning * Wraparound Impact on Behavior and Lifestyle

  7. Knowledge of Team Members • Begin individual student support design by selecting the right people to be on the team. Benazzi

  8. Components of Individual Student Supports • Description of Student • Operational description of problem behavior(s) • Assessment • Operational Descriptions, Routines, FA Hypothesis • Foundations (if needed) • Prevention • Teaching/Education • Place problem behavior on extinction • Reward desired behavior • Punish problem behavior (if needed) • Define safety/emergency procedures (if needed) • Evaluation and Monitoring for Improvement • Steps for implementation • Contextual fit Template

  9. Decisions for individual student supports:

  10. Using Data • Compare observed with desired • Frame with precision, and within a coherent hypothesis • Consider practical options/solutions

  11. Brian Bender Is there a problem?

  12. Brian BenderIs there a problem

  13. Do we have a problem? • What is needed to define the problem with precision? • What • Where • When • With whom • Why

  14. Considering Individual Student Data • Five day rule: • If an intervention is not shifting the pattern of behavior after five days, re-consider assessment decisions. • Data review • Level • Trend • Variability • Do NOT over-weight “outliers”

  15. Solution Development

  16. Is the intervention being implemented as planned?

  17. Perceived Level of Implementation Low High Weeks

  18. Perceived level of Impact Low Impact High Impact Weeks

  19. Brian BenderShould we maintain, modify, terminate?

  20. Brian BenderShould we maintain, modify, terminate?

  21. Brian Bender

  22. Brain Bender

  23. Your Turn • Select a student • Define problem behavior(s) • Define functional behavioral assessment hypothesis: • Setting  Behavior  Maintaining Function • Focus on data sources needed for decisions

  24. Precision Statement/Hypothesis • What • Where • When • Who • Why • What other info needed?

  25. Solution Development

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