Applying the Function-Based Behavior Problem Solving Process with Students with Repeated Behavior Problems

To Encourage a Productive Session:

Ask questions anytime Refrain from conversations while the presentation is occurring Make constructive comments Transition back from activities & breaks when given the cue

NJ Positive Behavior Support in Schools

PBSIS is a collaboration between the New Jersey Department of Education, Office of Special Education and the Boggs Center at UMDNJ to support a PBSIS state team for training and technical assistance to targeted districts.
State Training Team: Sharon Lohrmann, Ph.D Bill Davis, M.Ed Scott McMahon, MSW Kate Handville, Ed.S Paula Raigoza, M.Ed Blair Rosenthal, Ph.D
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All resources and tools can be obtained at:

www.njpbs.org
Click on the resources tab Select individual student planning at the top of the page Scroll down all tools, samples, and resources are posted
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Topic Outline for the First Half

What is function-based problem solving & intervention selection? 1. Initial considerations for determining the level of need. a) From teacher consultations to FBAs: the scope and sequence of function-based problem solving b) Introduction to the implementation manual and guided checklist 2. Mapping out behavior patterns a) The parts of a behavior pattern b) Strategies and process for working with staff to map out a behavior patterns. c) Video sample: working with a teacher to map out a behavior pattern

Topic Outline for the Second Half

Gathering information to determine function 1. Point of view information: tools & strategies a) Function-Based Information Tool for staff, parents, & students
2. Observation & baseline: Considerations, tools & strategies 3. Video practice: documenting observations 4. Summarizing & interpreting function a) Summary template

Put your cell phones on silent or turn them off

Pls put me on silent

Thanks!

Introduction to Positive Behavior Support and the Function-Based Problem Solving (FBPS)

Term Clarification and Context

Positive Behavior Support
The universe of practices that guide assessment and intervention planning across the age span

School-Wide Positive Behavior Support

The application of Positive Behavior Support in schools using the three tiered intervention model

Function-Based Problem Solving

Information gathering and intervention design practices that apply across a continuum of student needs 9 and planning levels

Individualized assessment and intervention

Individualized

Consistent School Wide Expectations, Recognition, and Procedures

Secondary

Individual and small group interventions

Universal

Source: Walker, Horner, Sugai, Bullis, Sprague, & Bricker (1996) 10

Key Resources I Will Refer to:

Implementation Manual
The explanatory guide of what to do

Differentiating Function-Based Problem Solving for Students with Repeated Behavior Problems
Big picture guidance document

The FBA process checklist

Specific task directed document
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Considerations for Beginning the Function-Based Behavioral Problem Solving Process

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FBPS at the Individualized Tier Determining the Planning Level

Proactive for All Students:

Proactive for All Students:

Get going before the problem escalates

Circumvent : disciplinary action & referral to spec. educ. or program change

Proactive for Classified Students: Best Practice

Reactive for Classified Students: Legally Required

Teacher Consultation

Gen. Ed. Screening

FBA

FBA

FBPS at the Individualized Tier: Determining the Planning Level

Teacher Consult
General & Special Education Intervention

Screening (Pre-Referral)
General & Special Education Intervention

IEP (FBA)
For students who are classified or being evaluated for Special Education

Most informal level of intervention planning

Typically with a single teacher but could also be with a teaching team (e.g., grade level or house) Typically follows a teacher request for assistance or ideas

Informal process but has an established structure for carrying out the screening

Formal process involving procedural safeguards Occurring within the context of an initial or re-evaluation; an additional assessment; or following a manifestation determination 14

Typically occurring within the I &RS process Referral could come from teacher(s), administrators or parents

FBPS at the Individualized Tier: Determining the Planning Level

When determining the best level of planning for reported behavior problems consider: Intended purpose of collecting information Potential environmental explanations Potential program design/implementation issues The scope and severity of behavior issues Typically, there will be a concomitant need for professional development for staff and individual strategy planning for the student to occur

FBPS at the Individualized Tier Intended Purpose

Teacher Consult
General & Special Education Intervention

Screening (Pre-Referral)
General & Special Education Intervention

IEP (FBA)
For students who are classified or being evaluated for Special Education

Determine the function of behavior

Determine the function of behavior Develop functionbased strategies & supports for target situations or systematic application across the students school day

Develop function based strategies and supports for the targeted situation

Determine the function of behavior Determine functionbased strategies & supports for systemic application across the students program Determine eligibility for special education Determine changes to IEP

Environmental Considerations
Is the behavior perceived problematic because of a mismatch between cultural understandings? Is the behavior perceived problematic because of a misunderstanding or lack of understanding about the basics of behavior patterns and the use of positive interventions (as opposed to reliance on punitive consequences).
Are environments where behaviors occurring effectively managed with clear routines, expectations, and consistent follow through?

Classroom Environment Checklist

Checklist with key indicators of a respectful and responsive classroom environment Can help identify classroom triggers for problem behavior

Completed by teacher or other

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Class Climate Indicators

Class and Activity Start Up
In Place To Work On Classroom Indicators Students are welcomed to class At the start of class and activities (e.g., transition to group or independent work) a review of behavior expectations and how to access help is provided including examples and nonexamples of what to do Rules/expectations are positively stated and action oriented Rules/expectations are posted and easy to see for all students Consistent signals are used to gain student attention prior to activity directions Instructions are delivered in an organized format easily followed Follow up to group delivered instructions is provided for students who need personalized instructions Instructions for multi step tasks/projects are provided in a layered format and in writing Students have personal space to place belongings Materials in the classroom are easily accessed by all students

Transitions
In Place To Work On Classroom Indicators Consistent signals are used to gain student attention prior to transition directions Transition time and sequence are well organized and minimize movement and use of time Clear instructions/Precorrection are used to circumvent anticipated problems Routines to guide transitions and class activities are clearly defined and consistently used Organization of the room allows for easy student movement

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Environmental Considerations
Problems related to environmental considerations typically suggest a need to address professional development either prior to or in conjunction with individual student planning:
Skill & knowledge acquisition Reflection on practices Coaching & problem solving

Program Implementation Considerations

Are needed accommodations and supports present in environments where behavior is occurring? Are the current behavior intervention strategies or plan being implemented & working when implemented? Are currently defined accommodations and behavior interventions strategies sufficient and the most advantageous to meet the students needs?

Program Implementation Considerations

Problems related to program implementation considerations typically suggest a need to address professional development either prior to or in conjunction with individual student planning:
Skill & knowledge acquisition Implementation checklist Progress monitoring meetings Reflection on practices Coaching & problem solving

Severity of Behavior Considerations

Is the behavior persistent over time and across environments or routines? Has the behavior resulted in a suspension?
Has an increase in the frequency or intensity of behavior been observed? Consider the extent to which the behavior interferes with the student's or other's learning or places the student or others at risk of harm.

Severity of Behavior Considerations

Does the behavior place the student at risk for a program change including movement to a resource room, self-contained classroom or out of district placement? Would the student have more opportunities to participate in general education programs if behavior issues were resolved?

Severity of Behavior Considerations

When severity of behavior is an issue or the student is at risk of increasingly restrictive placements/disciplinary action an FBA would be appropriate to address program planning needs Professional development for environmental and program implementation issues may be occurring simultaneous to individual student planning

Group Discussion - for Environmental, Program, and Severity considerations

To what extent do you see students either (a) being identified as a behavior problem or (b) actually having behavior issues because of environmental or program considerations?
What practices or options are in place now to address professional development issues related to environment or program implementation considerations? 26

Applying the FunctionBased Problem Solving (FBPS) Process

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Applying the FBPS Process

Outline of what we will cover:
Foundation topic Dissecting behavior patterns Questions to ask and information to gather

Process topic

Pre-meeting preparation (gathering preliminary information through records reviews, interviews, & surveys)

Process topic Process topic

Conducting observations and documenting baseline Pulling together all the information gathered
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Understanding Behavior
1. Behavior is a symptom not the problem
2. Most students behavior results in two outcomes: a) Get something they want (access)
Such as: attention, objects, sensory regulation Such as: tasks, embarrassment, people

b) Get out of / away from something (escape)

3. The motivation for why students act out is grounded in an unmet need

Lets Foreshadow to the End Behavior Summary Map

Behavior Definition for Tommy (9th Grade) Confrontational interactions with adults in response to rule violation corrections: walks away from teacher, argues when told to do something, ignores directions, rolls eyes, shakes head, doesnt take materials out, does not start his work. 30

Tommy 9th Grade Student

Baseline During the course of the week (20 class periods where data were recorded):
16 occurrences of rule violations
12 occurrences of not following a rule violation correction 4 occurrences of following a rule violation correction 4 periods with no rule violations
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Setting Events
Difficulty with memory recall, organization of tasks and materials, auditory processing, task management

Problematic Antecedents Conditions

Planning and Organization often arrives without needed materials or assignments incomplete Asked where work or materials are Managing multiple steps or materials

Adult & Peers Responses

Adult responses Non verbal cues (e.g., look) Verbal redirection Provide a reminder of what is an isn't appropriate in class Try to explain and discuss the issue Help get on task Student-teacher conference Move or re-assign seat Send to administrator Have take a break

Social status - sensitivity to maintaining a public image in front of peers (e.g. ,being put on the spot in front of peers, ) Work Engagement often loses focus or attention, seems to get confused Resiliency to stick with about what is expected challenging tasks or overcome Prompts to get started working social pressures is vulnerable Tasks that are challenging either in terms of content or endurance Power struggles - reacts When he is not sure what to do defensively when adults point him on the spot with directives or Social Relations and Interactions Student Responses commands. Has better When he is called out in front of others Laugh or egg him on relationships with adults who for a rule violation (arriving late, hat, Ignore him approach interactions in with a cell phone) laid back friendly style & adults Directives or commands (particularly who establish relationships first when given by a teacher he has had previous conflict with) Receiving criticism 32

Function: Gain the upper hand in social situations with adults & repair situations where he perceives his social status is at risk

When in situations where Tommy is confronted with (a) ultimatums or commands for rule violations (e.g.,, cell phone, and dress code), particularly in front of peers, Or (b) directives about academic work (e.g., getting started, question where materials are, asked why not paying attention, etc.) he responds confrontationally by looking away, walking away, rolling eyes, ignoring directions, arguing his point with the teacher , etc. These confrontations typically result in (a) teacher dropping the issue to avoid further confrontation or (b) continuing to confront him which often results in referral to the office (8 of 13 office conduct referrals were for rule violations, open defiance, or disruptive behaviors).
Information gathered suggests that Tommy s defensive response is an attempt to gain the upper hand in social situations with adults when he is confronted to follow a direction, especially in situations where he is put on the spot in front of peers or perceives that teachers are inconsistent from day to day or across teachers (e.g., some address rule violations like dress code and some do not) and thus are just picking on him The nature of relationship and approach to interaction is key to whether adults achieve a cooperative response of failure to comply with requests. Tommy wants to feel important/valued and tends to respond better with teachers that have a history of using less confrontational approaches to redirecting behavior. The adult response to rule violations is an important variable in Tommys perception of 33 relationship with the teacher, trust with the teacher, and their fairness.

Question1: What are the students strengths?

Always begin a meeting by having team members describe the student in positive and respectful ways
What does the student do well? What does the student like to talk about? In what learning or social conditions does the student excel? What strategies seem to work well?
Strengths Preferences Learning Style

Friendly Helpful Athletic

Football NASCAR geography

Class outline Bulleted directions

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Video Sample of a Teacher Consult

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Question 2A: What are the behaviors?

Make sure behaviors are discussed and recorded in observable and measurable terms:
Verbs (hits) versus adjectives (aggressive)

Unhappy

Cries during class

Aggressive
Disrespectful Disruptive

Hits classmates with objects

Walks away when teacher is talking to her Runs around the classroom
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Behavior Definition for Kevin 7th grade student

Behaviors Related to Arrival: Enters class yelling across the room to students (e.g., Yo! Whats up?), bumping into students/students desks & materials as he walks past them to his seat; makes fun of other students.

Behaviors Related to Start up/ Following Directions/ Listening During Instruction

does not respond to directions provided to the class; will argue with the teacher over directions or corrections; talks to other students when he should be working; pulls out or fiddles with unrelated materials; is noisy with objects (e.g.,. tapping pencil, kicking desk in front of him, flipping binder cover on desk); has work in front of him but not does not engage in the task; gets out of seat and walks around the classroom (e.g., stops at other students desks, sharpens pencil, looks out window, etc.) 37

Video Sample of a Teacher Consult

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Question 2: What is the escalation sequence?

Cooperative and Calm (accommodate and reinforce) Precursor Signals (prevent) What does the student do and say he/she is cooperative and calm?

What changes in affect, disposition or body language suggest the student is having difficulty?

Initial Occurrence (escalating)

Persistent Occurrences (peak)

What does an initial, redirectable occurrence of behavior look like what does the student say and do?

What is the student saying and doing that is the considered the most intense the behavior gets?
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Phases of Escalation Considerations

Pace of escalation:
Slow escalation (stewing over time) Rapid escalation ( explosive response)

Pace of Recovery
Slow recovery (ready to reignite) Rapid recovery (like it never happened)

Video Sample of a Teacher Consult

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Question 3: What setting events are influential?

Setting events are the catalyst for repeated behavior patterns They impact our behavior by:
Altering reinforcement value Predisposing us to act in atypical ways Reducing our ability to tolerate non preferred conditions Increasing our anxiety
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What Setting Events Are Influential?

The inquiry process needs to ask questions specifically focused on uncovering problematic setting events

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Setting Event Questions to Ask:

Are there underlying medical or physiological conditions that might be contributing to behavior patterns?
Are there social pressures or emotional stressors that may reduce the students ability to cope in a particular situation?

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Setting Event Questions to Ask:

Has a negative relationship history been established with a particular environment, setting or routine?
What is the social rapport between the student and teachers?
Is the behavior perceived problematic because of a mismatch between cultural understandings? Is the behavior perceived problematic because of a lack of understanding about the basics of behavior patterns and the use of positive interventions (as opposed to reliance on punitive consequences).

Setting Event Questions to Ask:

Are environments where behaviors occurring effectively managed with clear routines, expectations, and consistent follow through?
How well organized are routines and expectations? How consistent are routines and expectations? How much structure does the setting provide? How effective are strategies to manage the environment?

Group Discussion
Reflecting on the setting event questions posed:
To what extent does your existing process take into account setting event issues? What setting event issues tend to be most prevalent at your school? To what extent does your process result in interventions that address setting event issues?

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Question 4: What antecedents trigger behavior?

Events or triggers in the environment that immediately precede the problem behavior
May be inconsistent May be unique to a situation May build upon one another

An antecedent always precedes a behavior, but sometimes antecedents are hard to identify
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Common Antecedent Triggers

Types
Prompting Methods Task Related Problems Instructional Conditions Transition Problems
Environmental

Examples of Common Triggers

Ambiguous request, distracting stimuli, too much information, reprompt to quickly, too many steps required, unfamiliar request Too complex, too much information, too long, requires independent initiation, too many directions, expectations not clear, too many materials to organize Oral directions, lecture, pacing too fast/slow, disorganized, boring, or confusing concept presentation, abstract discussion Preference transition, teacher/staff transitions, procedure/routine transitions, activity transitions, physical transitions Noise level, temperature, structure, physical arrangement, stimulation level, lighting Few opportunities for choice/decision making, too much personal assistance, poor quality social interactions, periods of no interaction

Discomforts Social Conditions

Defining Antecedents

Help team members recognize antecedents by picking through scenarios.

Use flip chart to map out scenarios and help team members recall potential antecedents Have team members recount moment by moment what happened

Use pivotal questions such as:

If you had to guarantee that the behavior did or didnt occur, what would you do? 51

Video Sample of a Teacher Consult

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Question 5: What responses follow behaviors?

Consequences are anything that happens in response to the behavior
What do people say and do? What is the chronological order of how people respond?

Define consequences like any other behavior:

Objective & operational Sequence and intensity

Consider the potential reinforcement the student derives from the consequence
Does the student get something? Does the student get out of something?
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Video Sample of a Teacher Consult

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FBPS Process Pre-Meeting Preparation

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Pre-Meeting Preparation
(Refer to the Process Checklist)
Purpose of the Pre Meeting Preparation: To improve the
efficiency and focus of team meeting discussions by gathering key information and developing a user friendly summary of that information in preparation for the initial meeting.

Products:
A concise summary of the students records including academics, social-emotional issues, medical/related services, and related disciplinary infractions. A summary of the information reported by staff on the FunctionBased Information Tool A summary of the information provided by the parent/guardian A preliminary behavior map that organizes the typical behavior pattern for the student
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Pre-Meeting Preparation
(Refer to the Process Checklist)
Summary of the checklist steps:
Conduct a records review Have staff members complete the Function-Based Information Tool for Staff (F-BIT) Conduct an interview with the parent/guardian using the FunctionBased Information Tool for Parents If appropriate, interview the student (The two recommended options available are: Function-Based Information Tool for Students OR have the student complete the Student Social Support Survey) Develop a facilitation strategy for the first meeting by familiarizing yourself with the information collected thus far Develop an agenda to guide the meeting
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Review Existing Information

Existing data from current reports, evaluations, and office discipline referrals, suspensions Look for possible explanations or connections between the instructional environment and occurrences of problem behavior Look for and document prior interventions used
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FBPS at the Individualized Tier: Review of Records

Teacher Consult
General & Special Education Intervention

Screening (Pre-Referral)
General & Special Education Intervention

IEP-CST (FBA)
For students who are classified or being evaluated for Special Education

Situation dependent (e.g. grades, attendance, product samples)

Relevant records reviewed/referenc e(e.g., Office Conduct Referral, grades, attendance)

Complete review of all current records

Group Activity- Reviewing Records

Review the social & educational background, the summary of OCRs, and the list of instructional conditions that work really well for Kevin. For the educational tests where Kevin score borderline to below average consider the day to day implications that would make learning difficult for Kevin and that might subsequently function as a setting event or antecedent trigger e.g., if Kevin has low working memory what does that mean in terms of classroom performance, what would be difficult for him?
Based on all of this information begin to fill in the setting 60 event-antecedent- consequence chart for the categories setting events and antecedents.

NJPBSIS Records Review Note Taking Form

1.Summary of key information from the students records to consider in the function-based problem solving process: Academic Information: Specific Learning Disability (SLD) in math and reading, classified in the 5th grade ADHD: displays hyperactivity, impulsivity, restlessness, difficulty maintaining self-control, and challenges sustaining attention in school. Low to below average scores for: perceptual reasoning, working memory, processing speed, comprehension and decoding, spelling, numerical operations, and mathematical reasoning Social Emotional Information: Struggles with low self-confidence / esteem and tends to overcompensate through his social mannerisms (e.g., is loud, aggressive tone, seeks out being center of attention). Has an average size peer network, but most have similar social/academic issues. Experiences very strained relationships with most of his teachers.

Related Services/Medical Information: Ritalin 2x daily

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2.Summary of Office Conduct Referrals (OCR) and Suspensions

Date
10/11 10/26 11/16 11/22 Fighting Insubordination (Classroom Disruption) Insubordination (Classroom Disruption) Insubordination (Classroom Disruption) Fighting Insubordination (Classroom Disruption) Insubordination (Classroom Disruption) Physical aggression Physical aggression Insubordination (Classroom Disruption) Insubordination (Classroom Disruption) Total Number of OSS Assignments 3

NJPBSIS Records Review Note Taking Form (cont)

Infraction Period / Location
2nd to 3rd Hallway 7th 5th 7th

Administrative Decision
2 days OSS Saturday detention Saturday detention Friday detention

12/13 1/12
1/21 2/11 2/16 2/21

Arrival 2nd
1st 5th to 6th Hallway 4th 1st

3 days Friday detention

Friday detention 2 days OSS 1 day ISS Saturday detention

2/25

3rd

Friday detention

Total Number of Referrals 11

Total Number of Days of OSS 7

Total Number of ISS Assignments 1

Total Number of Days of ISS 1

3. Attendance and Grades : 5 excused absences, at risk of failing Language Arts and History.

Collecting Survey and Interview Information

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Surveys, Checklists, & Interviews

Gather information from about the circumstances most common to behavior incidents Include all relevant people be sure to include the student, the parents, related services and related arts staff Distribute and summarize prior to meeting Use information reported as a starting point for discussions

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Function-Based Information Tool (F-BIT)

Focus is on gathering information about: strengths & preferences, events and circumstances related to behavior, & how people respond when behavior occurs The blanks are in your packet
Staff version: Checklist format Parent version: Interview format Student: Interview format
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F-BIT Graph from Survey Monkey

An Additional Student Tool

Student Social Support Survey

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PBSIS Student Questionnaire

Put an X or check in the box that reflects your agreement with the statement: I have at least one adult in my life who offers to help with schoolwork says something nice when I do something good pays attention to what is going on in my life gets on my case if I mess up or make a mistake helps me when I feel threatened or scared helps when there is an emergency takes my problems or concerns seriously gives advice about personal problems comforts me when I am really upset or mad (angry) connects with me and my interests understands my point of view Strongly Agree Agree Disagree Strongly Disagree

X X X X X X X X X X X

Put an X or a check next to the items that most reflect your response to the statement: I would describe myself as someone who.. makes decisions easily X has a hard time making decisions has lots of talents X is able to do my schoolwork is able to stick with a goal regardless of what gets in my way is comfortable with change or new situations is optimistic about the future and growing up takes action when I decide to do something X X X is comfortable accepting help or advice has lots of friends is comfortable talking about how I feel trusts people easily Does what I think is right, even if my friends make fun of me X X X X X X has a hard time identifying something I am really good at struggles with schoolwork gives up on a goal when faced with obstacles has a hard time dealing with change or new situations worries about the future and growing up spends more time thinking about something than taking steps to do something about it is uncomfortable accepting help or advice would like to have more friends is uncomfortable talking about how I feel has a hard time trusting people Would rather go along with my friends to avoid being made fun of then to stand up for what I think is right

Put an X or a check in the box that most reflects how you would respond to the statement: When I am faced with a problem I am most likely to Go over in my mind what I will say or do Come up with a couple of different solutions to the problem Act without thinking it through first Talk to someone to get advice Try to see things from the other persons point of view Try to get more information or all the facts before I react Go on as if nothing is happening Try to get someone else to solve the problem Wait to see what will happen before doing anything Avoid the situation or person Confront the person or situation head on Seek out adults who can help me Ask my friends to help me

Most Likely

Likely

Not Likely X X

X X x X X X X X X X X

How do you like to spend your out-of-school time? (check all that apply) Hanging out with friends: What do you do? Hang out at the mall_______________ Playing on a sports team: What type of sports? __________________________ Reading ____ magazines ____ novels/stories Watching TV or movies Staying at home Listening to music Playing an instrument: What instrument do you play? ______________________ Skateboarding/bike riding: ____ at the skate/bike park ____ around my neighborhood Dancing Going to parties Volunteering/helping others Shopping/going to the mall Creating art: What type of art do you like to do? __________________________ Photography Studying/learning something new Exercising Video games Other: ____________________________________________________________ Other: ____________________________________________________________

FBPS at the Individualized Tier Survey & Interview Information

Teacher Consult
General & Special Education Intervention Face to face discussion Consider use of the Function-Based Information Tool or equivalent tool to structure discussion and recall of information

Screening (I & RS)

General & Special Education Intervention
Completion of the Function-Based Information Tool (or equivalent tool) by teachers where behavior is known to occur Face to face discussion Consider the Parent Function-Based Interview Tool (or equivalent tool) Consider the Student Function-Based Interview Tool and the Social Support Survey (or equivalent tools)

IEP (FBA)
For students who are classified or being evaluated for classification
Completion of the FunctionBased Interview Tool (or equivalent tool) by all staff working with the student Parent Function-Based Interview Tool (or equivalent tool) completed Student Function-Based Interview Tool and the Social Support Survey (or equivalent tools)

Group Activity Using Information from the F-BIT

Review the F-BIT summaries for Kevin. Identify those variables that emerge as prominent or typical
Continue to fill out the S-A-B-C chart with the new information learned from the parents, teachers and Kevin.
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Lets Recap Where We are in the FBPS Process

So far we have:
Obtained parent consent (as dictated by state procedural requirements) Reviewed Records Collected survey and interview information from staff, parents, and student

The Next Steps are to Prepare for and Hold the Initial Meeting

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The Initial Meeting Will Cover

(Refer to the Process Checklist)
Have the IEP team discuss students strengths and preferences Have the IEP team come to consensus on an operationalized definition of behavior(s) Have IEP team members walk through one or two scenarios, mapping out the discussion on flip chart using the S-A-B-C framework Review the summary of records and F-BIT information reflecting on the mapped out scenarios just discussed ask clarifying questions as needed Develop a plan for baseline data collection (teacher tallies) and observations (CST)
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Develop a Meeting Facilitation Strategy

Preparing ahead of the meeting will increase the you productivity, efficiency , & focus of the discussion:
Increases efficiency of the meeting Helps you anticipate potential conflicts Helps you to be familiar with the information collected thus far Enables you to prepare visuals and handouts that will help with discussion Leads you to a clear plan of what information needs to be discussed

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Meeting Facilitation Strategy (Refer to the Checklist)

Develop a facilitation strategy for the first meeting by familiarizing yourself with the information collected thus far and developing visuals & handouts for the meeting including:
An agenda to guide the meeting Summary of information learned through surveys or interviews and the review of records A calendar to plan observations and baseline documentation (consider having a take away calendar for each teacher indicating the days and times they will be collecting their tallies) List of the students strengths and preferences to display If needed you might also consider considering the use of proactive teaming strategies to promote a positive team environment (e.g., develop three agreed upon meeting norms) 75

F-BIT Graph from Survey Monkey

Conducting Observations and Documenting Baseline

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Guidelines for Documenting a Baseline

Baseline: a quantified summary of behavior that reflects the average pattern of occurrence.
1. To make objective and factual decisions about the function of behavior 2. To develop reasonable incremental criteria for improvement 3. To make decisions about interventions and intervention schedules
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Guidelines for Documenting a Baseline

Third party (e.g., CST) observations should be detailed and documented using the Se-A-B-C format either through anecdotal recording or frequency recording

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Guidelines for Documenting a Baseline

Vary data collection across routines, activities, locations, time of day, and days of the week
Behavior is context related so different settings may have different sets of variables Behavior can vary day to day Time of day may be an influential factor A brief snapshot may be misleading and guide the team to make inaccurate decisions
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Guidelines for Documenting a Baseline

Use peer and setting comparisons
Settings where behavior most/least typically occurs How similar or disparate is behavior from peers in the same setting

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Guidelines for Documenting a Baseline

When using multiple observers calibrate recording procedures to ensure accuracy
Develop a definition list of variables and behaviors being observed Provide training Have a practice and compare setting

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SAMPLE: Data Collection Definitions

Antecedents
Work task direction Adult direction Transition to leave area Transition within area Change in schedule No attention - peers No attention - adults Social crowding Unclear expectations Belinda is asked to begin some type of academic related task Belinda is asked to follow an adult direction unrelated to work tasks Transitions that involve going from one location to another Transitions that involve moving her seat within a location Some part of the typical routine is different (e.g., teacher is absent) Peers in area, but not interacting with her Adults in the area but not interacting with her Multiple peers or adults hovering around her and providing multiple verbal prompts Social or instructional situations where Lea may be unsure of what is expected of her

Behaviors
Disruptive during lesson Refusal to follow a direction Physical Contact Touching peers Leaves area Grabbing items, calling out Sits or lays on floor, says no, walks away, turns away Hitting, kicking, spitting, pulling hair while frustrated or upset Hugging that turns into a bear hug, touches peer (e.g., on arm, swirls hair) during instructional situations Leaves instructional situations to use the bathroom

Consequences
Verbal redirection Peer involvement Adapted or removed request Reminder or reinforcer Break Different adults Provided access to a desired item Ignoring Any type of verbal interaction used to redirect, prompt, correct, or stop behavior this could include showing her the picture schedule Any involvement of peers to redirect, prompt, or stop behavior Any time a request is change, adapted or removed Any verbal or visual prompt to remind Lea that if she behaves she will receive a reinforcer Any type of break (e.g., OT break) that occurs in response to behavior Anytime more than adult is involved in responding to behavior Anytime Belinda is provided with a preferred item or event as a result Following behavior, no eye contact, verbal or gestural prompting ignoring only occurs when no other response is provided

Function
Delayed Escape Peer attention Adult attention Engagement in the task or direction is delayed for any period of time because of behavior Belinda eventually engages in the request Ultimately Belinda does not engage in the request or direction Anytime a peer responds to an occurrence of problem behavior either because an adults prompts them to or on their own Attention unrelated to task directions or requests

Using Frequency / Event Recording to Document a Baseline of Behavior

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Suggestions for Teacher & Staff Frequency Tallies

Pre-determine with the staff person the days/times for taking tallies of behavior occurrence Give the staff person a form with the dates/times listed where they can document their tally Have the staff person email the tally at the end of class or day Easy strategies for tracking frequency tallies during class:
Move paperclips from pocket to pocket Rubber (or silly) bands from one wrist to another Tally on a post it note or pad of paper Stick a post it on the desk for each occurrence
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Frequency Count Form

Individual: ____Mary Alice______________ Date: ___10/20-10/24____

Behavior Definition: Refusal: saying no, walking away, sitting with arms crossed

Activity / Routine /////// Getting off the bus for school

Monday //////

Tuesday

Wednesday //// //

Thursday

Friday

7 Total Number of Incidents

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Scatterplot Form Excellent Tool for Organizing Tally Data Across Staff

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Scatterplot Forms
An at a glance organizer of data across days and times Very helpful to organize data across multiple staff In the example tally data was provided by teaching staff. The case manager inserted the tally data into the scatterplot form to organize the big picture

Scatterplot Data for One Week

(*R -Removed from class)

Period 1 2 3 4 5 6 7 8 Totals

3/21 Physical Ed. / Math // Language Arts ///*R Environmental Science // Lunch 0 History ////*R Computers // Resource Center // 16

3/22 Language Arts /// Math /// World Language //// Physical Ed. // Lunch 0 Environmental Science // Resource Center / History //// 20

3/23 History //// Environmental Science / Language Arts /// Health /// Lunch 0 Math /// Art / Resource Center /// 18

3/24 Math // Language Arts /// World Language /// History ////*R Lunch 0 Environmental Science / Physical Ed. 0 Resource Center /// 16

3/25 Language Arts //// Math //// Environmental Science 0 Physical Ed. / Lunch 0 History //// Resource Center // Art // 17

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Anecdotal Recording

90

Anecdotal Data Recording

Best used for third party observations Observation should be recorded using the Se-A-B-C format Ensure that the language used to document is objective, operationalized, and action oriented use accompanying
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Anecdotal Recording Form

Behavior Observation Note Taking Form
Student: Kevin Circumstances Occurring Prior to Behavior History of conflict with Mrs. P over rule following. Strained relationship between them Students were settling in their seats. The bell had rung and Mrs. P was giving directions to take out book and notebook. Date: 3/29 What Kevin did Kevin arrived just after the bell rang. He was wearing a hat As he entered class he yelled Yo! Whats up? to another student How people responded The student smiled and nodded an acknowledgement to Kevin Mrs. P asked Kevin why he was late and told him to take off his hat and put in on her desk Considerations for Planning Strategies to get Kevin to class on time Have teacher say something positive when he arrives

Kevin did not acknowledge Mrs. P, he kept walking. When he arrived at his seat, he dropped his bag on the floor and leaned over and said something to the girl next to him. Kevin made a noise, rolled his eyes, and shook his head Kevin left

Addressing issues privately, Kevin seems to draw off of the other students watching Mrs. P walked over and told what he will do Kevin to give her his hat

Mrs. P told him to get his stuff and go down to Mr. Ks office

FBPS at the Individualized Tier: Observations & Baseline

Teacher Consult
General & Special Education Intervention

Screening (Pre-Referral)
General & Special Education Intervention

IEP (FBA)
For students who are classified or being evaluated for Special Education

Consider teacher kept tally over the course of a week Consider observation by the consulting staff

Teacher kept tally in classes where behavior is occurring Consider observation by an I&RS member

Teacher kept tally in classes where behavior is known to occur Observation of the student by a CST member or designated personnel
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Group Activity
Review the data provided for Kevin:
Scatterplot and graph Observation data Incident description

Indicate on the behavior summary map any new information you learn Indicate if there is any conflict in information

Summarize & Interpret the Data Collected Statement & Explanation of Function

Figuring out the Function

All behavior serves a function that explains the reason or purpose for why the student is engaging in problem behavior.
In order to understand the function you need to understand how broad information about the students life and specific information about behavior incidents work together

Figuring out the Function

Juan tosses his history book on the window ledge and using inappropriate language refuses to get started. The teacher sends him to the disciplinarian. What is Juans motivation?
Get out of class? Get attention from adults? Look cool in front of peers?

What Motivates Juan?

Juan, 16 reads at a 2nd grade level. He feels embarrassed when asked to read out loud and to save face tosses his book and refuses so that he is sent out of the room. Which is more painful?
Getting a detention or suspension? Or Being embarrassed in front of his peers?

Antecedent (Task Demand)

Student and Adult get reinforced (Whew! Im outta here Whew! I can teach now)

Student Behavior (Disruption)

The Behavior Disappears

Adult Responds (Verbal Redirection Sent to the Office)

FBPS at the Individualized Tier: Summary of Information

Teacher Consult
General & Special Education Intervention

Screening (Pre-Referral)
General & Special Education Intervention

IEP (FBA)
For students who are classified or being evaluated for Special Education

Informal Informal summary summary on the on the Behavior Behavior Patterns Patterns Map* Map*

Formal report of the FBA that includes the Behavior Patterns Map*

Summarize the Assessment Data

To determine the function of behavior: Organize the data into the Se-A-B-C pattern and look for themes or similarities across situations For example, lets look at the data for Cassie. What patterns do you observe looking at the following descriptions?

Summarize the Assessment Data Interpretation Logic

1. What are the macro issues that create a context for behavior (i.e., setting events)? 2. What is the function (i.e., Is the student trying to get or get out of something)?
3. What are the specific reasons or circumstances in the immediate environment that trigger a behavior scenario (antecedents and consequences)?

Consider the Deeper Underlying Reasons Why Behavior is Occurring

Build a stronger social network or better relationships? Develop social and communication skills to handle situations that trigger behavior? Receive supports to experience academic achievement and better sense of competence? Increase the students sense of self or improved well-being

Information Obtained Through FBPS is Turned into a Usable Summary

Operational definition of behavior A list of:

Relevant setting events Most common antecedent triggers How adults and peers respond

A narrative interpretation that explains the function of behavior

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Kevin engages in a number of behaviors that all seem to serve the same function but look slightly different depending on the context: Behaviors Related to Arrival: Enters class yelling across the room to students (e.g., Yo! Whats up?), bumping into students/students desks & materials as he walks past them to his seat; makes fun of other students Behaviors Related to Start up/ Following Directions/listening during instruction: does not respond to directions provided to the class; will argue with the teacher over directions or corrections; talks to other students when he should be working; pulls out or fiddles with unrelated materials; is noisy with objects (e.g.,. tapping pencil, kicking desk in front of him, flipping binder cover on desk); has work in front of him but not does not engage in the task; gets out of seat and walks around the classroom (e.g., stops at other students desks, sharpens pencil, looks out window, etc.) Setting Events Antecedent Events Typical Staff and Peer Responses Academic Situations: Staff Responses ADHD which manifests as attentional, persistence, and Not having necessary class materials (e.g., book, Most often verbal hyperactivity issues assignments, pen) when prompted to start work redirections, corrections or demands to comply History of academic difficulty Work he does not know how to do or is challenging for him (e.g., reading, multi-step tasks, quizzes, tests) Sometimes just ignore him and struggle: SLD in reading pervades across all subject Working on task independently for more than 5-8 minutes Personalized assistance to areas Quizzes and tests start work, stick with an Lecture where he has to take notes assignment Difficulty with executive Social Situations functioning skills (e.g., Sent to office (has resulted in When given redirection or correction about his behavior detentions and suspensions) processing, reasoning, Tolerating mild teasing Peer Responses memory recall and organization) Directives to do or not do something particularly those that Peers snicker History of conflict with are made in front of the class, use ultimatums, or His friends will give thumbs compliance language up, smiles, etc. teachers which has result in strained relationships and When another student is the center of attention Later in the day he gets an regular confrontation particularly for doing something positive audience to retell the story Poor self concept that seems Environment and Structure A good deal of peer social to cause Kevin a great deal Transition times, particularly at the start of class attention and seemingly validation of insecurity about his social Any situation that involves less structure (e.g., cooperative status. learning group) Work Implications

Overall explanation: The information collected suggests that behaviors serve two different but related functions. One common scenario is that challenging academic situations will trigger a problem scenario that results in avoidance of the work as well as social attention from peers. A second common scenario is that social circumstances, either with a peer or a teacher, will trigger a problem scenario that results in social attention from peers, social control over the situation, and also has the effect of delaying time to work. The following provides an explanation of the typical circumstances associated with behavior patterns. Setting events: Data collected suggests a number of setting events that may contribute to difficulty Kevin has in the classroom setting: (a) the presence of ADHD which manifests as attentional, persistence, and hyperactivity issues; (b) a history of academic difficulty in reading which pervades across all subject areas; (c) use of executive functioning skills (e.g., processing, reasoning, memory recall and organization) which also pervades across all subject areas; (d) history of conflict with teachers which has result in strained relationships and regular confrontation; and (e) an apparent poor self concept that seems to cause Kevin a great deal of insecurity about his social status. These setting events seem to undermine Kevins tolerance for handling situations that are frustrating or involve public social conflict, are a perceived risk to his social status. What sets the pattern in motion: The information gathered suggests that Kevin has difficulty with a number of typical classroom conditions: Academic triggers typically include, not having necessary class materials (e.g., book, assignments, pen) when prompted to start tasks, work he does not know how to do or is challenging for him (e.g., reading, multi-step tasks, quizzes and tests), sustaining attention on tasks independently for more than 5-8 minutes, lecture, especially when he has to take notes. Social triggers typically include, when Kevin is entering class, when others students are the center of attention, peers are mildly teasing him, or he has been put on the spot in front of the class. environmental triggers typically include transitions and less structured activities. What Kevin does in response to triggers: The typical pattern that seems to occur is that when in these academic, social, or environmental situations Kevin responds by: not following directions provided to the class; arguing with the teacher over directions or corrections; yelling across the room, talking with students when he should be working; pulling out or fiddling with unrelated materials; is noisy with objects (e.g.,. tapping pencil, kicking desk in front of him, flipping binder cover on desk); has work in front of him but not does not engage in the task; getting out of seat and walking around the classroom (e.g., stops at other students desks, sharpens pencil, looks out window, etc.). How do staff respond: In response to behaviors, staff typically provide Kevin with redirections, corrections, ultimatums to comply. Approaching Kevin privately, with choices, and a relaxed tone tend to get a better response from him. Directives or ultimatums tend to result in an escalation of behaviors. How do peers respond: When a situation occurs, peers who are friendly with Kevin tend to encourage him by snickering, giving a thumbs up, smiling at him etc. At times later in the day Kevin has been observed retelling the story to a group of peers in the 110 hall or cafeteria suggesting that he continues to get social attention at other points in the day.

Reflection Questions to Consider About a Usable Summary

Does the summary give you a clear picture of what is happening with this student?
Does the summary help you relate to the students issues? Just looking at this summary are you able to immediately generate three things you would recommend for this student?

Another way to think about it.

How can we reduce the difficulty associated with academic material and tasks?
How can we help Kevin to develop his sense of confidence and social adjustment?

How can we create environments that are less likely to trigger confrontational responses?

Main Points from Today

1. A continuum for applying the FBPS process across differentiated levels of need
2. Use a mapping out frame to guide discussions about behavior and remain solution-focused

Main Points Hallmarks of FBPS

3. Apply the data collection process with the deliberate intent of collecting information that illuminates the behavior pattern and provides the information needed to understand function 4. Use a collaborative teaming process

Next Time: Intervention Planning

Setting Events Antecedent Triggers Target Behavior Consequences

How will address the underlying reasons why behavior is occurring?

How will you modify or eliminate antecedent triggers to prevent a problem from occurring?

How will you What skills increase will you teach motivation? to replace How will you behavior and defuse precursor enable the or initial student to be occurrences of successful? behavior to
115 prevent the situation from