BICM Certification Training

1. BICM Certification Training Part 2 February 19, 2003

2. WELCOME to theB.I.C.M. CERTIFICATION TRAININGPart II Who we are Today’s Agenda What we will accomplish by the end of the morning B.I.C.M. - C.C.R. Definition

3. DESIRABLE BEHAVIORS Stay on Task Do Your Work Participate Model Appropriate Behavior Stay Awake!

5. ACTIVITYGetting To Know You Introduce Yourself Tell your role in school setting Talk about the most difficult behavior problem you’ve ever had to deal with

6. HISTORICAL BACKGROUND

7. Research literature on Functional Assessment has roots in how people with Developmental Disabilities (DD) and severe behavior problems were historically supported 1950’s - 60’s support was primarily in institutional settings Institutional settings often correlated with frequent and severe problem behavior Most intervention for problem behavior limited to chemical or physical restraint

8. Gradual emergence of evidence that people with developmental disabilities respond to teaching techniques Early emphasis on punishment as a consequence to reduce problem behavior Concerns about ethics, maintenance of interventions, and absence of replacement skills

9. Several studies published in late 60’s early 70’s demonstrated that self-injurious problem behavior can serve a purpose or function for some individuals Contingent attention demonstrated by Lovaas et al in 1965 Contingent escape from task demands demonstrated by Carr et al in 1976 Rincover et al demonstrated sensory reinforcement and a maintaining contingency for stereotypic behavior (1979); Favell et al (1982) showed sensory consequences as maintaining self-injurious behavior

10. Different theories of motivation for self-injury brought together in a single methodology proposing assessment using functional analysis (Iwata et al 1982) Assessed social attention, escape from demands, and sensory/automatic reinforcement Methodology use experimental design and presented hypothesized contingencies systematically while measuring effects on behavior Theory behind approach is behavioral

11. Functional assessment is based on a behavioral approach to psychology Emphasis on the study of what can be directly observed Priority placed on clearly defining (i.e. operationalizing) what is to be studied and recording observations over time (i.e. data collection) Tendency to avoid concepts or explanations that rely on internal or unobservable factors

13. FUNCTIONAL ANALYSIS ASSESSMENT The Path to a FAA ...

14. LEAST RESTRICTIVE APPROACHtoBehavior ………...

17. Behavior Key Concepts There are 2 Functions of Behavior

18. 1. To Get Something Object, attention (adult/peer) fulfill basic need

19. 2. To Reject Something Protest, Avoid, Escape

21. KEY CONCEPT Change occurs if there is an alternative to replace the problem behavior

22. KEY CONCEPT Behavior is related to the environment

23. CLASSROOM INTERVENTIONS Modifications & Accommodations

24. Behavior Goals Focus on: 1. Reducing frequency of problem behavior 2. Increasing use of alternative/replacement behaviors 3. Developing new skills that remove the need to use old problem behavior

25. Key Points - Goals Measurable To track progress and to determine if it’s working

26. Goals Example: Sue will learn a system of communication, picture exchange communication system (PECs) and utilize picture exchange to request desired objects or activities on 90% of request situations in a two month period.

27. Behavior Support Plans Why do we do them?

28. Top 5 Reasons to Create a BSP

30. Examples of the New BSPandBlank FormandCompleted Example

31. FAA needed when Serious or Extreme Assaultive behavior Self-Injurious behavior Behavior causing serious property damage Pervasive Maladaptive Behavior

32. Assaultive - physical attacks that are serious and occurring often Self-Injurious - physical harming self (e.g. cutting, hits self on head, causing nose bleeds and bruising) Pervasive Maladaptive - serious behavior that interfere with quality of life (e.g. throwing cloths off, projectile vomiting in response to request to perform tasks, school refusal, or school phobia)

34. Information obtained from the Functional Analysis Assessment May lead to creating a BIP ……….

35. Overview of FAA Process Part 1 of 2+ step process Assessment Plan and time lines Team Roles Staff Involvement Know Your Focus

36. Role of BICM CONSULTS FACILITATES TRAINS EVALUATES SUPERVISES SUPPORTS

37. EDUCATIONAL REVIEW

38. MEDICAL and PSYCHOLOGICAL DATA

39. ENVIRONMENTAL ANALYSIS

40. Purpose is to identify the most problematic behaviors, the factors in the environment that trigger those behaviors, and to begin to develop hypothesis regarding the purpose (function) the problem behaviors serve (i.e. what are the maintaining reinforcers). Informant assessment (interview) Descriptive analysis (direct observation) Experimental analysis (direct manipulation of hypothesized factors)

42. Initial steps that can help environmental analysis go more smoothly Clear operational definitions of behaviors targeted for assessment. All team members should help define behaviors so that all agree on what to observe Brief inservice with teaching/direct care staff so that staff who interact with student are able to collect data while BICM is off-site Identify times & settings most associated with problem behavior so that initial observations are more productive

43. Informant assessment is important in providing the details of the context in which problem behavior occurs and in acquiring the hypotheses from those who spend the most time with the student At minimum, should include a person familiar with student in school setting as well as someone familiar with the student outside of school Interview can be informal, include rating scales, or semi-structured interview forms Informant data can be used to guide descriptive analysis and supplement observational data for low frequency behaviors

44. An example of a semi-structured interview: The Functional Assessment Interview Form (O’Neill, Horner, Albin, Sprague, Storey, & Newton, 1998) Operational definitions of problem behaviors Section on ecological setting events Description of schedules, routines, opportunities for choice and staff support Detailed questions regarding antecedent events Section on identifying hypothesized rewards for problem behaviors Coverage of alternative behaviors, communication skills, and guidelines for effectively working with student Brief reinforcer survey History of prior interventions Summary statements section to translate informant data into hypotheses

45. Descriptive analysis is the process of observing, recording, and summarizing observational data when conducting a functional assessment ABC model of data collection Use operational definitions to clearly describe behavior of concern Record details of the environmental factors preceding and following behavior

46. Observational behavior checklist reporting sheets Blank columns where antecedent, behavior, and consequence information is recorded Narrative logs Index cards ABC Data Collection

47. Recording behavior does not require extensive detail if operational definitions have been developed effectively in advance. Additional description of behavior useful when Recording behaviors not previously identified during definition phase Recording precursor behaviors that sometimes, but not always, lead to more severe problem behavior As a way of gathering behavioral information of functional alternatives that can be developed during intervention

48. Data collection should occur using several approaches: BICM may want to consider a preliminary observation phase to get initial impressions prior to formal interview and records review Teacher or classroom staff data collection of data when BICM is unable to observe Formal direct observation in which variety of times, settings, and intervention contexts are observed by BICM

49. Antecedent information should be recorded in as much detail as possible since antecedents give clues about the functions of problem behaviors and have implications for intervention Immediate event(s) preceding the behavior episode More general description of environmental setting, including how the setting may contribute to the display of problem behavior Notes on any setting events that may have contributed on that day (e.g. poor sleep, illness, teasing on bus ride, bad weather keeping student inside during recess, etc.)

51. ENVIRONMENTAL ANALYSIS WORKSHEET

52. PHYSICAL SETTINGS: Describe the aspects of the physical/structural environment in which the student spends his/her time

53. SOCIAL SETTINGS: Social aspects of the physical contexts described above What types of social interactions occur and how do those interactions lead to problem behavior? How does the social context promote functional alternative skills? Do interactions with certain people or certain styles of interaction lead to problem behavior?

54. ACTIVITIES/NATURE OF INSTRUCTION: What does the instructional context look like? What requirements are placed on the student and how do skills deficits relate to behavior problems? What variety of activities are present in the environment?

55. SCHEDULING: When during the day is problem behavior occurring? Does unpredictability, monotony, or excessive time in one location/block schedule correlate with problem behavior?

56. COMMUNICATION: How do communication deficits relate to problem behavior? How could communication skills be used more effectively to replace problem behavior? How does the failure of other students or teaching staff to respond to appropriate communication relate to problem behavior?

58. DEGREE OF INDEPENDENCE: Is the level of independence allowed or support provided developmentally appropriate? Are student’s needs different from grade level peers? How does the need for greater independence or more support relate to problem behavior?

59. DEGREE OF PARTICIPATION: Is environment enriched? Does it promote student engagement? Does level of student participation & motivation prevent problem behavior? What factors are associated with minimum & maximum participation?

60. AMOUNT/QUALITY OF SOCIAL INTERACTIONS: Is student interaction style active and reciprocated by others? Are most student interactions inappropriate, ignored, or punished by peers or adults?

61. DEGREE OF CHOICE: How much is student’s choice incorporated into ed supports? Is student’s participation in IEP occurring appropriate to developmental level? How are choices made in scheduling student’s activities/tasks, materials used, preferred recreational activities or rewards, breaks from work, etc.?

62. Synthesizing your Information Problem behavior data sheet - Form E Organize your information Consider all the data Ask yourself questions Consider dynamics Consider internal/emotional states Other

63. PROBLEM BEHAVIOR DATA SHEET

64. Developing the Hypothesis Statement about the function of the behavior based on all available information What you see and why it’s happening Look to consequences to help understand function One, or sometimes more than one function

65. CASE EXAMPLES: PRACTICE

66. WHERE ARE WE?

67. FOR FEBRUARY 26: