Basic FBA to BSP

1. Basic FBA to BSP Using FBA to DevelopFunction-Based Support for Students with Mild to Moderate Problem Behavior Module 7: Monitoring, Reviewing, andModifying the BSP

2. The Basic FBA to BSP Process 1. Define the Problem Behavior 2. Conduct assessment for behavior support planning a. Functional Behavioral Assessment • Defining behavior in observable & measureable terms • Ask staff and student about where, when, & why behavior occurs • See the behavior during specified routines • Hypothesize a final summary of where, when, & why behavior occurs 3. Design an individualized behavior support plan (BSP) • Ensure technical adequacy • Ensure contextual fit 4. Ensure Fidelity of Implementation 5. Monitor Plan Impact on Student Behavior Adapt BSP and implementation as needed based on on-going monitoring Adapted from Horner, Albin, Todd, Newton & Sprague, 2011

3. Basic FBA to BSP Training Series • Module 1- Teaching Basic Principles • Module 2- FBA: Practice Interviewing • Module 3- FBA: Practice Observing • Module 4- Critical Features of BSP • Module 5- Building BSP from FBA • Module 6- Leading a Team • Module 7- Implementing, Reviewing, and Modifying the BSP

4. Basic vs. Complex FBA/BSP Focus of this training series 4

5. Objectives (p. 110) By the end of this session you will be able to: • Explain the role of BSP Team Leader and team members in monitoring student progress • Describe different methods for monitoring fidelity and student progress • Explain the purpose and outcomes of the BSP Review Meeting • Define potential barriers to implementation and plan effectiveness, as well as methods for modifying the plan to increase student independence

6. Review #1 (p. 110) • The Basic FBA to BSP training series is designed to teach school staff to conduct assessment and develop supports for students with what type of behavior? • Mild to Moderate, NON-DANGEROUS Behaviors

7. Review #2 (p. 111) • What are the 4 steps of the Basic FBA Process (Hint: D.A.S.H)? #1: Define behavior in observable, measureable terms #2: Ask staff about When, Where, & Why the behavior occurs #3: See the behavior (direct observation) #4: Hypothesize a final summary of when, where and why behavior occurs

8. Review #3 (p. 111) • Please list the 4 critical components of Behavior Support Plans: #1: Competing Behavior Pathway #2: Prevention, Teaching, and Consequence Strategies #3: Implementation Plan #4: Evaluation Plan

9. Monitoring the BSP

10. How Will We MEASURE Progress? • Remember: the evaluation plan includes the specific data that will be collected to assess: #1. Is the plan being implemented as designed? #2. Is the plan making an impact on student behavior?

11. Monitoring the BSP: Role of Team Leader (p. 112) • Team Leader • Provide coaching on how to carry out each aspect of the plan • Check in with implementing staff (via e-mail, phone, or in person) & collect direct observation data (student and staff behavior) • Initially a minimum of 1 x per week • Less often as staff & student become successful • Provide frequent acknowledgement for staff implementation of plan components

12. Training Staff How to Implement the BSP The plan will not be implemented if: Staff don’t understand how to do it The plan will not work if: The intervention is being used incorrectly Plan times for Modeling/Roleplay and Feedback Think 20-30 min Roleplay with teacher/staff outside of problem context What actions will be taken, what words will be used, what materials are needed and how will they be used? Plan for Observations and Follow-ups to provide feedback, help problem solve, and ensure that intervention is being used as designed Ex. E-mail “check-in”, along with periodic visits/observations

13. Monitoring the BSP: Role of Plan Implementers (p. 112) Plan Implementers Collect fidelity of implementation data at least 1 x per week Report any difficulties in implementing the plan to the team leader Collect data on student behavior at least 3 x per week to assess progress If problem behavior increases or escalates contact team leader immediately

14. Is the Plan Being Implemented? Considerations When Developing Measures of Fidelity: Does the measure capture the specific tasks/target behaviors of interest? Is the plan being implemented? Did I implement the plan? vs. Did I check in with student and provide specific praise when she entered class?

15. Example: Sheldon Desired Behavior Sitting appropriately and responding with group during circle time Consequence Feeling of success, adult praise for appropriate behavior Routine: Circle Time on Carpet Setting Event None Identified Antecedent Teacher teaching to whole class or praising another student Problem Behavior Making noises with mouth or hands, leaning on or grabbing others or materials, out of seat Consequence/Function Teacher reprimands, teacher takes to time-out Access Teacher / Adult Attention Replacement Behv Raise hand for adult attention or to answer a question

16. Example: Implementer Checklist

17. Example: Team Leader Fidelity Checklist *If no problem behavior occurred or time out was not used, mark N/A

18. Activity #1 (p. 113) Using the BSP strategies for Kelly and the sample forms on pages ___ in your participant’s guide… Work with a partner to develop: An Implementer Checklist for Kelly’s teacher A Team Leader Fidelity Checklist for Kelly’s Team Leader to use

19. Kelly (p. 113) Desired Behavior Stay in seat, sit quietly, complete assignments Consequence Teacher acknowledgement Routine: Math, Writing Setting Event Altercation/ reprimand on the bus on way to school Antecedent Asked to complete desk work independently Problem Behavior Talks out, makes noises, talks to/makes faces at peers, out of seat/walks around Consequence/Function Peers talk back / laugh or tell him to leave them alone Obtain Peer Attention Replacement Behavior Raise hand and ask to work with peer

20. Is the Plan Making a Difference? FAQ: I see the student every day, why do I need to collect data? • Answer: Data help us to • Document what has occurred and the variables responsible • Predict future performance • Be accountable for our own behavior • Determine when program modifications are needed

21. Measures for Tracking Student Behavior Considerations: Does the measure capture the specific tasks/target behaviors of interest? Was it a “good” or “bad” day? vs. How many talk-outs occurred during Spanish class today? Is the measure sensitive enough to change? Dimensions of behavior

22. Balancing Accuracy and Feasibility The “quality” of the measurement system is irrelevant if no one uses it. • Are implementers consulted/included when designing measures? • How often will data need to be collected? How often does he behavior occur? • How much time, effort will data collection methods require? Does this “fit” the context/setting? • Are there forms that staff are already using (ex. point cards) that can be modified/used?

23. During Writing, LeRoy will ask appropriately for an easier task or for a “break” from difficult tasks without throwing materials or cursing at least 75% of the time as measured by a daily point card. Measuring the Short-term Goal LeRoy Feb. 4th Decrease in Problem Behavior through focus on Expected Behaviors Ask approp’ly for break/ easier task Use Respectful Language Use materials appropriately

24. Developing Data Forms (p. 114) Estimates vs. Real-Time Recording • Consider using: • Time Samples rather than Continuous Recording • Ex. The first 15 min of circle time, the last 10 min of Math • Use FBA information to decide on best time to record • Scales rather than Frequency Counts/Duration Measures • Ex. 0, 1-3, 4-5, 5+ incidents/minutes (circle one)

25. When one of Grant’s teachers asks him to complete a folder task at his work station, Grant will often yell, tear up materials, and flop on the floor to avoid completing the task. Grant’s team has decided that during desk work, they will teach him how to use pictures to ask for a break or for an easier task. He will also have a visual reminder placed on his desk during this time. Please complete at the end of each 20 min 1:1 work time block

26. Activity #2 (p. 115) Using the information provided in Kelly’s action plan on p. 115 in your guide, work with a partner to determine/describe: WHAT student behaviors will you collect data on? HOW will you collect these data (what type of form will you use? When/for how long will you collect data? How often?)

28. Meeting to Review the Plan

29. Meeting to Review the Plan • The plan is a WORKING DOCUMENT! • Team members meet regularly to: a) Monitor progress b) Modify the plan as needed to: • Make the plan more effective or • Change mastery criteria and increase student independence

30. Review Meeting: Role of the Team Leader Guide team in reviewing DATA for each component of the plan to document: 1. Is each strategy being implemented as designed? 2. Is the plan resulting in change in student behavior? 3. Do data indicate that the plan needs to be modified and how? 4. What is the date of the next Review Meeting?

31. The Implementation Plan is used to record: : 3/21/11 1. The extent to which the plan is being implemented and… 2. Team evaluation decisions made, based on the data presented at the meeting Add more multi-digit problems Monitor Monitor Completed/ Discontinue 7 8

32. Barriers toImplementation • Questions to ask if plan is not being implemented: • Do implementers understand how and when to use strategies? • Have implementers been provided with a way to measure implementation? • Are strategies feasible in the natural setting? • Are there ways that plan can be modified to make implementation more likely? *Note: If the plan is not being implemented with fidelity, we can not assess if the plan is working.

33. Barriers to Plan Effectiveness • Questions to ask if progress is not being made: • Is student Consistently being rewarded for alt/des behavior? How often? • Are reinforcers for alt/des behavior “powerful” enough? Are reinforcers functionally equivalent? • Is the Problem Behavior still being Reinforced? • Remember: we must minimize pay-off for problem behavior for new appropriate behavior to “compete”

34. The Plan is Working! Now What?? • The student is making progress, but has not yet met the short term goal. • Continue plan and progress monitoring • The student has met the short-term goal!! • Create a new short-term goal that more closely approximates the desired behavior and ASK: • Can we expand the plan/implement in more contexts? • Can we being fading antecedent prompts and modifications? • Should we start fading and/or modifying rewards? • Are there strategies that we can use to increase the student’s monitoring of his or her own behavior?

35. Check #1 (p. 116) On page 116 in your guide, explain the role 1. The Team Leader and 2. The Plan Implementers play in ensuring student progress.

36. Check #2 • Edgar’s team has met to review his progress since implementing the BSP. • The data show that Edgar’s problem behavior has not decreased in the past 2 weeks. What is the first question that Edgar’s team should ask? Is the plan being implemented??

37. Key Points • Both the Team Leader and Team Implementers collect Fidelity and Effectiveness data regularly. • Team members meet every to weeks to determine: • Is the BSP being implemented as agreed on by the team? • Is the student making progress? • Do we need to modify the plan? If so, how? • When is the date of our next meeting? • Behavior Support Plans are Working Documents that are modified frequently to: • Improve the effectiveness of the behavior support strategies • Increase student independence

38. Task (p. 121) • Over the next week… Schedule a time to meet with your team to review the plan that you created last week. Use the Implementation Checklist form to document the components of the plan that are: a) being implemented b) effective 38

39. Comments/Questionsabout Module 7 At the bottom of page # ___ please write any comments/questions you may have pertaining to this session. Thank you for your time & attention! 39

40. Appendices • FACTS for Staff • ABC Recording Form • Behavior Support Planning forms • Behavior Support Review form