Tier III Behavior Supports: Practices and Systems

1. Tier III Behavior Supports: Practices and Systems Research to Practice Chris Borgmeier, PhD Sheldon Loman, PhD cborgmei@pdx.edusheldon.loman@pdx.edu Portland State University

2. Tier 3 Students for whom: Quick fixes & simpler solutions have Not worked There is no single solution Interventions must be tailored to match the individualized needs of student & context

3. Comprehensive Supports Function-based Support Tier III Group Interventions w/function-based modifications • Group Interventions • CICO • Skills groups Tier II • Tier 1 • SWPBS Tier I

4. 9% 19% 24% 18% N = 2565 713 266 474

6. Why FBA? The primary purpose of functional behavioral assessment is to improve the effectiveness and efficiency of behavior support Behavior support plans built from functional assessments are more effective Didden et al., 1997 Newcomer & Lewis, 2004 Carr et al., 1999 Ingram, Lewis-Palmer & Sugai, 2006 Ellingson, et al., 2000; Filter & Horner, 2009

7. Filter & Horner, 2009

8. Ingram, Lewis-Palmer & Sugai, 2005

9. Newcomer & Lewis, 2004

10. FBA in Schools • Federal legislation mandated the use of FBA in schools over a decade ago (IDEA, 1997). • Despite gallant efforts, schools continue to struggle to use FBA in supporting students with behavior problems • Blood & Neel, 2007; Hawken, Vincent, & Schumann, 2008; Scott et al., 2005; Van Acker et al., 2005 • The field has voiced concerns as to if schools are adequately equipped to conduct effective FBAs • Drasgow & Yell, 2001; Ervin et al., 2001; Sasso et al., 2001

11. “Logical Flaws” of FBA use in public schools (Scott et al., 2005) • FBA is used mainly as a reactionary approach. • opportunity is lost to utilize FBA technology to develop interventions that address minor behaviors that usually precede more serious problems. • FBA is restricted to set of procedures used by “experts” • The rich supply of information from people with whom the student interacts with the most is lost (Benazzi, Horner, & Good, 2006). • FBA is restricted to rigorous procedures that are unrealistic for public school settings. • Disincentive for using FBA technology. • Cynicism as to the practicality of FBA .

12. Proactive…Parsimonious…Practical FBA in schools • FBA conceptualized as a proactive pre-referral routine that uses the most parsimonious procedures required to create an effective behavior support plan. • Given the time & resource constraints in schools, we must encourage schools to “work smarter” to develop capacity to implement technology to effectively support more students. • Use Practical FBA procedures to develop capacity within a school to utilize FBA technology.

13. Organizing for Individual Student Supports District District Beh. Specialist School PBS Team CICO Team Student Support Team Building Specialist

14. Building FBA Capacity Done by behaviorally trained member of school or district, typically involves interview(s), and brief observation • Done in school by typical teachers/ staff as part of normal daily problem solving • Done by trained members of school setting, typically involves interview(s), and brief observation • Done by trained behavior analyst. Involves interviews, direct observation, and systematic manipulation of conditions.

15. Tier 3Practices

16. EffectiveFunction-BasedSupport Develop Behavior Support Plan Team & Effective Process FBA: ID Function Implementw/ fidelity Monitor & Revise

17. Establish a Functional Team Knowledge about the individual His/her behavior, interests, strengths, challenges, future Knowledge about the context Instructional goals, curriculum, social contingencies, schedule, physical setting. Knowledge about behavioral technology Elements of behavior/ Principles of behavior/ Intervention strategies + ActiveAdministratorparticipation