kipp fba presentation 9-23-11

8/3/2019 KIPP FBA Presentation 9-23-11

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Applying the Function-Based BehaviorProblem Solving Process with Studentswith Repeated Behavior Problems

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To Encourage aProductive Session:

Ask questions anytime

Refrain from conversations while the

presentation is occurring

Make constructive comments

Transition back from activities & breakswhen given the cue


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NJ Positive BehaviorSupport in Schools

PBSIS is a collaboration between the New JerseyDepartment of Education, Office of Special Educationand the Boggs Center at UMDNJ to support a PBSISstate team for training and technical assistance to

targeted districts.

State Training Team:

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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 ofthe page

Scroll down all tools, samples, and resourcesare 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 scopeand sequence of function-based problem solving

b) Introduction to the implementation manual andguided checklist

2. Mapping out behavior patternsa) The parts of a behavior patternb) 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


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Topic Outline for the Second Half

Gathering information to determine function

1. Point of view information: tools & strategiesa) 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


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Pls put

me onsilent

Put your

cell phoneson silent orturn them

off

Thanks!


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Introduction toPositive Behavior Support and

the Function-BasedProblem Solving (FBPS)


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Term Clarification and Context

Positive Behavior SupportThe universe of practices that guide assessment and

intervention planning across the age span

School-Wide Positive Behavior SupportThe application of Positive Behavior Support in schools using

the three tiered intervention model

Function-Based Problem SolvingInformation gathering and intervention design practices that

apply across a continuum of student needs

and planning levels 9


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Universal

Secondary

Individualized

Con

sistentSchoolWideExpectatio

ns,

Recognition,andProcedures Individual and small group

interventions

Individualized assessmentand intervention

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


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Key Resources I Will Refer to:

Implementation Manual

The explanatory guide of what to do

Differentiating Function-Based ProblemSolving for Students with RepeatedBehavior Problems

Big picture guidance document

The FBA process checklist

Specific task directed document 11


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Considerationsfor Beginning theFunction-Based

BehavioralProblem Solving

Process

FBPS h I di id li d Ti


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FBPS at the Individualized Tier

Determining the Planning Level

Teacher

Consultation

Gen. Ed.

Screening

FBA

Proactive forAll Students:

Get goingbefore theproblem

escalates

Proactive for AllStudents:

Circumvent :disciplinary

action & referralto spec. educ. orprogram change

Proactivefor

ClassifiedStudents:

BestPractice

Reactive forClassified

Students:

LegallyRequired

FBA



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FBPS at the Individualized Tier:

Determining the Planning Level

Teacher ConsultGeneral & SpecialEducation Intervention

Screening(Pre-Referral)

General & Special

Education Intervention

IEP (FBA)For students who are classified orbeing evaluated for

Special Education

Most informal level

of interventionplanning

Typically with asingle teacher butcould also be with ateaching team (e.g.,grade level orhouse)

Typically follows a

teacher request forassistance or ideas

Informal process but

has an establishedstructure forcarrying out thescreening

Typically occurringwithin the I &RSprocess

Referral could comefrom teacher(s),

administrators orparents

Formal process

involving proceduralsafeguards

Occurring within thecontext of an initial

or re-evaluation; anadditionalassessment; orfollowing amanifestation

determination

FBPS t th I di id li d Ti


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FBPS at the Individualized Tier:Determining the Planning Level

When determining the best level of planning forreported 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 concomitantneed forprofessional development for staff and individual

strategy planning for the student to occur



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Intended PurposeTeacher Consult

General & Special


Screening

(Pre-Referral)General & Special


IEP (FBA)For students who are classified or

being evaluated for

Special Education

Determine the

function of behavior

Develop function-based strategies andsupports for the

targeted situation

Determine the


Develop function-based strategies &supports for target

situations orsystematicapplication acrossthe students school

day

Determine the

function of behavior Determine function-

based strategies &supports forsystemic application

across the studentsprogram

Determineeligibility forspecial education

Determine changesto IEP


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Environmental Considerations

Is the behavior perceived problematic becauseof a mismatch between cultural understandings?

Is the behavior perceived problematic becauseof a misunderstanding or lack of understandingabout the basics of behavior patterns and theuse of positive interventions (as opposed toreliance on punitive consequences).

Are environments where behaviors occurringeffectively managed with clear routines,expectations, and consistent follow through?


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Classroom Environment Checklist

Checklist with key indicators of arespectful and responsive classroom

environment

Can help identify classroom triggers for

problem behavior

Completed by teacher or other


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Class Climate IndicatorsClass and Activity Start UpIn 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

TransitionsIn 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 environmentalconsiderations typically suggest a need toaddress professional development either prior to

or in conjunction with individual studentplanning:

Skill & knowledge acquisition Reflection on practices Coaching & problem solving

P I l t ti


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Program Implementation

Considerations

Are needed accommodations and supportspresent in environments where behavior isoccurring?

Are the current behavior intervention strategiesor plan being implemented & working whenimplemented?

Are currently defined accommodations andbehavior interventions strategies sufficient andthe most advantageous to meet the students

needs?

P I l t ti


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Program Implementation

Considerations

Problems related to program implementationconsiderations typically suggest a need toaddress professional development either prior to

or in conjunction with individual studentplanning:

Skill & knowledge acquisition Implementation checklist

Progress monitoring meetings

Reflection on practices

Coaching & problem solving


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Severity of Behavior Considerations

Is the behavior persistent over time and acrossenvironments or routines?

Has the behavior resulted in a suspension?

Has an increase in the frequency or intensity ofbehavior been observed? Consider the extent

to which the behavior interferes with thestudent's or other's learning or places thestudent or others at risk of harm.


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Does the behavior place the student at risk for aprogram change including movement to aresource room, self-contained classroom or out

of district placement?

Would the student have more opportunities toparticipate in general education programs if

behavior issues were resolved?


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When severity of behavior is an issue or thestudent is at risk of increasingly restrictive

placements/disciplinary action an FBA would beappropriate to address program planning needs

Professional development for environmental andprogram implementation issues may beoccurring simultaneous to individual studentplanning

G Di i f E i t l


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Group Discussion - for Environmental,Program, and Severity considerations

To what extent do you see students either(a) being identified as a behavior problemor (b) actually having behavior issuesbecause of environmental or programconsiderations?

What practices or options are in place nowto address professional developmentissues related to environment or programimplementation considerations?


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Applying theFunction-

Based ProblemSolving (FBPS)Process


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Applying the FBPS Process

Outline of what we will cover:

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Foundationtopic

Dissecting behavior patternsQuestions to ask and information to gather

Process topic Pre-meeting preparation (gathering preliminaryinformation through records reviews, interviews, &surveys)

Process topic Conducting observations and documentingbaseline

Process topic 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

b) Get out of / away from something (escape) Such as: tasks, embarrassment, people

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

Lets Foreshadow to the End


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Let s Foreshadow to the EndBehavior Summary Map

Behavior Definition for Tommy (9th Grade)

Confrontational interactions with adultsin response to rule violationcorrections: walks away from teacher,

argues when told to do something, ignoresdirections, rolls eyes, shakes head,doesnt take materials out, does not starthis work.

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Tommy 9th Grade Student

Baseline

During the course of the week (20 classperiods where data were recorded):

16 occurrences of rule violations

12 occurrences of not following a rule violationcorrection

4 occurrences of following a rule violationcorrection

4 periods with no rule violations

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Setting Events Problematic Adult & Peers


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g

Antecedents Conditions Responses

Difficulty with memory recall,

organization of tasks and

materials, auditory processing,

task management

Social status - sensitivity to

maintaining a public image in

front of peers (e.g. ,being put on

the spot in front of peers, )

Resiliency to stick with

challenging tasks or overcome

social pressures is vulnerable

Power struggles - reacts

defensively when adults point

him on the spot with directives or

commands. Has betterrelationships with adults who

approach interactions in with a

laid back friendly style & adults

who establish relationships first

Planning and Organization often

arrives without needed materials or

assignments incomplete Asked where work or materials are Managing multiple steps or materials

Work Engagement often loses focus

or attention, seems to get confused

about what is expected Prompts to get started working

Tasks that are challenging either in

terms of content or endurance

When he is not sure what to do

Social Relations and Interactions

When he is called out in front of othersfor a rule violation (arriving late, hat,

cell phone)

Directives or commands (particularly

when given by a teacher he has had

previous conflict with)

Receiving criticism

Adult responses Non verbal cues (e.g.,

look)

Verbal redirection

Provide a reminder of whatis 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

Student Responses Laugh or egg him on Ignore him


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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 respondsconfrontationally by looking away, walking away, rolling eyes, ignoring directions, arguing his point withthe 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 referralswere 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 wherehe 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 justpicking on him

The nature of relationship and approach to interaction is key to whether adults achieve a cooperativeresponse of failure to comply with requests. Tommy wants to feel important/valued and tends torespond better with teachers that have a history of using less confrontational approaches to redirectingbehavior. The adult response to rule violations is an important variable in Tommys perception of

relationship with the teacher, trust with the teacher, and their fairness. 33

Question1:


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Question1:

What are the students strengths?

What does the student dowell?

What does the student liketo talk about?

In what learning or socialconditions does the studentexcel?

What strategies seem towork well?

Strengths Preferences Learning

Style

Friendly

Helpful

Athletic

Football

NASCAR

geography

Classoutline

Bulleteddirections

Always begin a meeting by having teammembers describe the student in positiveand respectful ways


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Video

Sample of aTeacher

Consult

Question 2A:


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Question 2A:

What are the behaviors?

Make sure behaviors are discussed andrecorded in observable and measurableterms: Verbs (hits) versus adjectives (aggressive)

Unhappy Cries during class

Aggressive Hits classmates with objects

Disrespectful Walks away when teacher istalking to her

Disruptive Runs around the classroom

Behavior Definition for


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Behavior Definition forKevin 7th grade student

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BehaviorsRelated to Arrival:

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

Behaviors Relatedto Start up/FollowingDirections/Listening DuringInstruction

does not respond to directions provided to the class;will argue with the teacher over directions orcorrections; talks to other students when he shouldbe working; pulls out or fiddles with unrelatedmaterials; is noisy with objects (e.g.,. tapping pencil,kicking desk in front of him, flipping binder cover ondesk); has work in front of him but not does notengage 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.)


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Video

Sample of aTeacher

Consult

Question 2:


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Question 2:What is the escalation sequence?

Cooperativeand Calm

(accommodateand reinforce)

What does the student do and say he/she iscooperative and calm?

PrecursorSignals

(prevent)

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

InitialOccurrence

(escalating)

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

PersistentOccurrences

(peak)

What is the student saying and doing that is theconsidered 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)


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Video

Sample of aTeacher

Consult

Question 3:


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Question 3:What setting events are influential?

Setting events are the catalyst forrepeated 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 askquestions specifically focused onuncovering problematic setting events

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S Q


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Setting Event Questions to Ask:

Are there underlying medical orphysiological conditions that might becontributing to behavior patterns?

Are there social pressures or emotionalstressors that may reduce the students

ability to cope in a particular situation?

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Has a negative relationship history beenestablished with a particular environment,setting or routine?

What is the social rapport between the student andteachers?

Is the behavior perceived problematic because of amismatch between cultural understandings?

Is the behavior perceived problematic because of alack of understanding about the basics of behaviorpatterns and the use of positive interventions (asopposed to reliance on punitive consequences).


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Are environments where behaviors occurringeffectively 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?


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Group Discussion

Reflecting on the setting event questionsposed: 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 ininterventions that address setting event

issues?

Question 4:


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Question 4:What antecedents trigger behavior?

Events or triggers in the environment thatimmediatelyprecede 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 toidentify

C A t d t T i


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Common Antecedent Triggers

Types Examples of Common Triggers

PromptingMethods

Ambiguous request, distracting stimuli, too much information, re-prompt to quickly, too many steps required, unfamiliar request

Task Related

Problems

Too complex, too much information, too long, requires independent

initiation, too many directions, expectations not clear, too manymaterials to organize

InstructionalConditions

Oral directions, lecture, pacing too fast/slow, disorganized, boring,or confusing concept presentation, abstract discussion

Transition

Problems

Preference transition, teacher/staff transitions, procedure/routine

transitions, activity transitions, physical transitions

Environmental

DiscomfortsNoise level, temperature, structure, physical arrangement,stimulation level, lighting

SocialConditions

Few opportunities for choice/decision making, too much personalassistance, poor quality social interactions, periods of nointeraction

D fi i A t d t


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Defining Antecedents

Help team members recognize antecedents bypicking through scenarios.

Use flip chart to map out scenarios and help teammembers recall potential antecedents

Have team members recount moment by momentwhat happened

Use pivotal questions such as:

If you had to guarantee that the behavior did or didnt

occur, what would you do?


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VideoSample of a

TeacherConsult

Question 5:


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Question 5:What responses follow behaviors?

Consequences are anything that happens inresponse 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 thestudent derives from the consequence Does the student get something?

Does the student get out of something?


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Video

Sample of aTeacher

Consult


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FBPS ProcessPre-MeetingPreparation

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Pre-Meeting Preparation


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Pre Meeting Preparation(Refer to the Process Checklist)

Purpose of the Pre Meeting Preparation: To improve theefficiency and focus of team meeting discussions by gathering keyinformation and developing a user friendly summary of that informationin preparation for the initial meeting.

Products:

A concise summary of the students records including academics,

social-emotional issues, medical/related services, and relateddisciplinary infractions.

A summary of the information reported by staff on the Function-Based Information Tool

A summary of the information provided by the parent/guardian

A preliminary behavior map that organizes the typical behaviorpattern for the student

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Pre-Meeting Preparation


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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 InformationTool for Staff(F-BIT)

Conduct an interview with the parent/guardian using the Function-Based Information Tool for Parents

If appropriate, interview the student (The two recommendedoptions available are: Function-Based Information Tool forStudents OR have the student complete the Student Social

Support Survey)

Develop a facilitation strategy for the first meeting by familiarizingyourself with the information collected thus far

Develop an agenda to guide the meeting

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Re ie E isting Information


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Review Existing Information

Existing data from current reports, evaluations,and office discipline referrals, suspensions

Look for possible explanations or connectionsbetween the instructional environment andoccurrences of problem behavior

Look for and document prior interventions used

FBPS at the Individualized Tier:


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FBPS at the Individualized Tier:Review of Records

Teacher ConsultGeneral & Special


Screening

(Pre-Referral)General & Special


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/reference(e.g., OfficeConduct Referral,grades,

attendance)

Complete review

of all currentrecords

Group Activity Reviewing Records


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Group Activity- Reviewing Records

Review the social & educational background, thesummary of OCRs, and the list of instructional conditionsthat work really well for Kevin.

For the educational tests where Kevin score borderline tobelow average consider the day to day implications thatwould make learning difficult for Kevin and that mightsubsequently function as a setting event or antecedenttrigger

e.g., if Kevin has low working memory

what doesthat mean in terms of classroom performance, what

would be difficult for him?

Based on all of this information begin to fill in the setting

event-antecedent- consequence chart for the categoriessetting events and antecedents.

NJPBSIS Records Review


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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, andchallenges 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 socialmannerisms (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

Note Taking Form

NJPBSIS Records Review Note


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3. Attendance and Grades :

5 excused absences, at risk of failing Language Arts and History.

NJPBSIS Records Review NoteTaking Form (cont)

Date Infraction Period / Location Administrative Decision

10/11 Fighting 2nd to 3rdHallway

2 days OSS

10/26 Insubordination(Classroom Disruption)

7th Saturday detention


5th Saturday detention


7th Friday detention

12/13 Fighting Arrival 3 days1/12 Insubordination

(Classroom Disruption)2nd Friday detention


1st Friday detention

2/11 Physical aggression 5th to 6th Hallway 2 days OSS

2/16 Physical aggression 4th 1 day ISS2/21 Insubordination

(Classroom Disruption)

1st Saturday detention


3rd Friday detention

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

Total Number ofReferrals Total Number of OSSAssignments Total Number of Daysof OSS Total Number of ISSAssignments Total Number of Daysof ISS

11 3 7 1 1


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CollectingSurvey andInterview

Information

Surveys Checklists & Interviews


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Surveys, Checklists, & Interviews

Gather information from about thecircumstances most common to behavior

incidents

Include all relevant people be sure to includethe student, the parents, related services and

related arts staff Distribute and summarize prior to meeting

Use information reported as a starting point fordiscussions

Function-Based


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Function BasedInformation Tool (F-BIT)

Focus is on gathering information about:strengths & preferences, events andcircumstances 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 format65

F-BIT Graph from Survey Monkey


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An Additional

Student Tool

Student SocialSupport Survey

PBSIS Student QuestionnairePut an X or check in the box that reflectsyour agreement with the statement: I

StronglyAgree

Agree Disagree StronglyDisagree


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your agreement with the statement: Ihave at least one adult in my life who

Agree Disagree

offers to help with schoolwork X

says something nice when I do somethinggood

X

pays attention to what is going on in my life Xgets on my case if I mess up or make amistake

X

helps me when I feel threatened or scared Xhelps when there is an emergency X

takes my problems or concerns seriously X

gives advice about personal problems Xcomforts me when I am really upset or mad(angry)

X

connects with me and my interests Xunderstands my point of view X

Put an X or a check next to the items that most reflect your response to thestatement: I would describe myself as someone who..

makes decisions easily X has a hard time making decisions

Xhas lots of talents has a hard time identifying something

I am really good at

is able to do my schoolwork X struggles with schoolwork

is able to stick with a goal regardlessof what gets in my way X

gives up on a goal when faced withobstacles

is comfortable with change or newsituations

X has a hard time dealing with changeor new situations

is optimistic about the future andgrowing up X worries about the future and growinguptakes action when I decide to dosomething

X spends more time thinking aboutsomething than taking steps to dosomething about it

X is comfortable accepting help oradvice

is uncomfortable accepting help oradvice

X has lots of friends would like to have more friends

X is comfortable talking about how I feel is uncomfortable talking about how Ifeel

trusts people easily X has a hard time trusting people

X Does what I think is right, even if myfriends make fun of me Would rather go along with my friendsto avoid being made fun of then tostand up for what I think is right

Put an X or a check in the box that most reflects howyou would respond to the statement: When I am facedwith a problem I am most likely to

MostLikely

Likely NotLikely


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with a problem I am most likely toGo over in my mind what I will say or do XCome up with a couple of different solutions to theproblem

X

Act without thinking it through first XTalk to someone to get advice X

Try to see things from the other persons point of view x

Try to get more information or all the facts before I react XGo on as if nothing is happening XTry to get someone else to solve the problem XWait to see what will happen before doing anything XAvoid the situation or person XConfront the person or situation head on XSeek out adults who can help me XAsk my friends to help me 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/storiesWatching 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: ____________________________________________________________



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Survey & Interview InformationTeacher Consult

General & SpecialEducation Intervention

Screening (I & RS)General & Special


IEP (FBA)For students who are

classified or being evaluatedfor classification

Face to facediscussion

Consider use of theFunction-BasedInformation Tool orequivalent tool tostructure discussionand recall ofinformation

Completion of theFunction-Based

Information Tool (orequivalent tool) by teacherswhere behavior is known tooccur

Face to face discussion Consider the Parent

Function-Based InterviewTool (or equivalent tool)

Consider the StudentFunction-Based InterviewTool and the SocialSupport Survey (orequivalent tools)

Completion of the Function-Based Interview Tool (or

equivalent tool) by all staffworking with the student

Parent Function-BasedInterview Tool (orequivalent tool) completed

Student Function-BasedInterview Tool and theSocial Support Survey (orequivalent tools)

Group Activity Using Information


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p y gfrom the F-BIT

Review the F-BIT summaries for Kevin.

Identify those variables that emerge asprominent or typical

Continue to fill out the S-A-B-C chart withthe new information learned from theparents, teachers and Kevin.

Lets Recap Where We are


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pin 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 Meeting72

The Initial Meeting Will Cover


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g(Refer to the Process Checklist)

Have the IEP team discuss students strengths andpreferences

Have the IEP team come to consensus on anoperationalized definition of behavior(s)

Have IEP team members walk through one or twoscenarios, mapping out the discussion on flip chart usingthe S-A-B-C framework

Review the summary of records and F-BIT information

reflecting on the mapped out scenarios just discussedask clarifying questions as needed

Develop a plan for baseline data collection (teachertallies) and observations (CST)

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Develop a Meeting


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p gFacilitation Strategy

Preparing ahead of the meeting will increase the youproductivity, 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


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g gy(Refer to the Checklist)

Develop a facilitation strategy for the first meeting byfamiliarizing yourself with the information collected thusfar and developing visuals & handouts for the meetingincluding:

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 ofproactive teaming strategies to promote a positive teamenvironment (e.g., develop three agreed upon meeting norms) 75

F-BIT Graph from Survey Monkey


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ConductingObservations and

Documenting

Baseline

Guidelines for


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Documenting a Baseline

Baseline: a quantified summary ofbehavior that reflects the average patternof occurrence.

1. To make objective and factual decisionsabout the function of behavior

2. To develop reasonable incremental criteriafor improvement

3. To make decisions about interventions andintervention schedules

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Guidelines for


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Third party (e.g., CST) observationsshould be detailed and documented using

the Se-A-B-C format either throughanecdotal recording or frequencyrecording

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Guidelines for


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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 theteam to make inaccurate decisions

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Guidelines for


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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


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When using multiple observers calibraterecording procedures to ensure accuracy

Develop a definition list of variables andbehaviors being observed

Provide training

Have a practice and compare setting

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SAMPLE: Data Collection DefinitionsAntecedents

ork task direction Belinda is asked to begin some type of academic related task


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dult direction Belinda is asked to follow an adult direction unrelated to work tasks

ansition to leave

rea

Transitions that involve going from one location to another

ansition within area Transitions that involve moving her seat within a location

hange in schedule Some part of the typical routine is different (e.g., teacher is absent)

o attention - peers Peers in area, but not interacting with her

o attention - adults Adults in the area but not interacting with her

cial crowding Multiple peers or adults hovering around her and providing multiple verbal prompts

nclear expectations Social or instructional situations where Lea may be unsure of what is expected of

her

Behaviorsisruptive during

sson

Grabbing items, calling out

fusal to follow a

irection

Sits or lays on floor, says no, walks away, turns away

ysical Contact Hitting, kicking, spitting, pulling hair while frustrated or upset

uching peers Hugging that turns into a bear hug, touches peer (e.g., on arm, swirls hair) during

instructional situations

aves area Leaves instructional situations to use the bathroom

Consequenceserbal redirection Any type of verbal interaction used to redirect, prompt, correct, or stop behavior

this could include showing her the picture schedule

er involvement Any involvement of peers to redirect, prompt, or stop behavior

dapted or removed

quest

Any time a request is change, adapted or removed

minder or

inforcer

Any verbal or visual prompt to remind Lea that if she behaves she will receive a

reinforcer

eak Any type of break (e.g., OT break) that occurs in response to behavior

ifferent adults Anytime more than adult is involved in responding to behavior

ovided access to a

esired item

Anytime Belinda is provided with a preferred item or event as a result

noring Following behavior, no eye contact, verbal or gestural prompting ignoring only

occurs when no other response is provided

Functionelayed Engagement in the task or direction is delayed for any period of time because of

behaviorBelinda eventually engages in the request

cape Ultimately Belinda does not engage in the request or direction

er attention Anytime a peer responds to an occurrence of problem behavioreither because

an adults prompts them to or on their own

dult attention Attention unrelated to task directions or requests

Using


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84

Using

Frequency /Event Recordingto Document a

Baseline ofBehavior

84

Suggestions for Teacher & StaffF T lli


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8585

Frequency Tallies

Pre-determine with the staff person the days/times fortaking tallies of behavior occurrence

Give the staff person a form with the dates/times listedwhere they can document their tally

Have the staff person email the tally at the end of classor day

Easy strategies for tracking frequency tallies duringclass:

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

Frequency Count Form

Individual: Mary Alice Date: 10/20-10/24


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

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

Activity /

Routine

Monday Tuesday Wednesday Thursday Friday

Getting off thebus for school

/////// ////// //// //

Total Number ofIncidents

7 6 4 2 0


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Scatterplot Form

Excellent Tool for

Organizing TallyData Across Staff

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Scatterplot Forms


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Scatterplot Forms

An at a glance organizer of data acrossdays and times

Very helpful to organize data acrossmultiple staff

In the example tally data was provided by

teaching staff. The case manager insertedthe tally data into the scatterplot form toorganize the big picture

Scatterplot Data for One Week(*R -Removed from class)


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8989

( )

Period 3/21 3/22 3/23 3/24 3/25

1 Physical Ed./

Language Arts///

History////

Math//

Language Arts////

2 Math//

Math///

Environmental Science/

Language Arts///

Math////

3 Language Arts///*R World Language//// Language Arts/// World Language/// Environmental Science04 Environmental Science

//Physical Ed.

//Health

///History////*R

Physical Ed./

5 Lunch0

Lunch0

Lunch0

Lunch0

Lunch0

6 History////*R

Environmental Science//

Math///

Environmental Science/

History////

7 Computers//

Resource Center/

Art/

Physical Ed.0

Resource Center//

8 Resource Center//

History////

Resource Center///

Resource Center///

Art//

Totals 16 20 18 16 17


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AnecdotalRecording

Anecdotal Data Recording


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Anecdotal Data Recording

Best used for third party observations

Observation should be recorded using theSe-A-B-C format

Ensure that the language used todocument is objective, operationalized,

and action oriented use accompanying

Anecdotal Recording Form


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Behavior Observation Note Taking Form

Student: Kevin Date: 3/29

Circumstances OccurringPrior to Behavior

What Kevin did How people responded Considerations forPlanning

History of conflict with Mrs.P over rule following.Strained relationshipbetween them

Students were settling in

their seats. The bell hadrung and Mrs. P was givingdirections to take out bookand notebook.

Kevin arrived just after thebell rang.

He was wearing a hatAs he entered class heyelled Yo! Whats up? to

another student

Kevin did not acknowledgeMrs. P, he kept walking.When he arrived at hisseat, he dropped his bag onthe floor and leaned over

and said something to thegirl next to him.

Kevin made a noise, rolledhis eyes, and shook hishead

Kevin left

The student smiled andnodded anacknowledgement to Kevin

Mrs. P asked Kevin why hewas late and told him to

take off his hat and put inon her desk

Mrs. P walked over and toldKevin to give her his hat

Mrs. P told him to get hisstuff and go down to Mr. Ksoffice

Strategies to get Kevin toclass on time

Have teacher saysomething positive when hearrives

Addressing issues privately,Kevin seems to draw off ofthe other students watchingwhat he will do

FBPS at the Individualized Tier:Ob ti & B li


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9393

Observations & BaselineTeacher Consult

General & Special


Screening

(Pre-Referral)General & Special Education

Intervention

IEP (FBA)For students who are classified or

being evaluated for

Special Education

Consider

teacher kepttally over thecourse of aweek

Considerobservation bythe consultingstaff

Teacher kept

tally in classeswherebehavior isoccurring

Considerobservation byan I&RSmember

Teacher kepttally in classeswhere behavioris known tooccur

Observation of

the student by aCST member ordesignatedpersonnel

Group Activity


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G oup ct ty

Review the data provided for Kevin:

Scatterplot and graph

Observation data

Incident description

Indicate on the behavior summary mapany new information you learn

Indicate if there is any conflict ininformation


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Summarize &

Interpret the DataCollected

Statement &Explanation of

Function

Figuring out the Function


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g g

All behavior serves a function that explainsthe reason or purpose for why the studentis engaging in problem behavior.

In order to understand the function youneed to understand how broad information

about the students life and specificinformation about behavior incidents worktogether


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Figuring out the Function


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g g

Juan tosses hishistory book on thewindow ledge andusing inappropriatelanguage refuses toget started. Theteacher sends him to

the disciplinarian.

What is Juansmotivation?

Get out of class?

Get attention fromadults?

Look cool in front ofpeers?

What Motivates Juan?


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Juan, 16 reads at a2nd grade level. Hefeels embarrassedwhen asked to readout loud and to saveface tosses his bookand refuses so that

he is sent out of theroom.

Which is morepainful?

Getting a detention orsuspension?

Or

Being embarrassed infront of his peers?


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Antecedent


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(TaskDemand)

StudentBehavior

(Disruption)

AdultResponds

(VerbalRedirectionSent to the

Office)

TheBehavior

Disappears

Student andAdult getreinforced

(Whew! Imoutta here

Whew! I canteach now)


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FBPS at the Individualized Tier:Summary of Information


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Teacher Consult

General & SpecialEducation Intervention

Screening

(Pre-Referral)General & Special Education

Intervention

IEP (FBA)

For students who are classified orbeing evaluated for

Special Education

Informal

summary on theBehavior PatternsMap*

Informal summary

on the BehaviorPatterns Map*

Formal report of the

FBA that includesthe BehaviorPatterns Map*

Summary of Information

Summarize the Assessment Data


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To determine the function of behavior:

Organize the data into the Se-A-B-C patternand look for themes or similarities across

situations For example, lets look at the data for Cassie.

What patterns do you observe looking at thefollowing descriptions?

Summarize the Assessment DataInterpretation Logic


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Interpretation Logic

1. What are the macro issues that create acontext for behavior (i.e., setting events)?

2. What is the function (i.e., Is the student trying toget or get out of something)?

3. What are the specific reasons or circumstancesin the immediate environment that trigger abehavior scenario (antecedents andconsequences)?

Consider the Deeper UnderlyingReasons Why Behavior is Occurring


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Reasons Why Behavior is Occurring

Build a stronger social network or betterrelationships?

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 isTurned into a Usable Summary


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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


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


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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 stud ents desks,sharpens pencil, looks out window, etc.)

Setting Events Antecedent Events Typical Staff and Peer

Responses

ADHD which manifests as

attentional, persistence, and

hyperactivity issues

History of academic difficulty

and struggle: SLD in reading

pervades across all subject

areas

Difficulty with executive

functioning skills (e.g.,

processing, reasoning,

memory recall and

organization) History of conflict with

teachers which has result in

strained relationships and

regular confrontation Poor self concept that seems

to cause Kevin a great deal

of insecurity about his social

status.

Academic Situations: Not having necessary class materials (e.g., book,

assignments, pen) when prompted to start work Work he does not know how to do or is challenging for him

(e.g., reading, multi-step tasks, quizzes, tests) Working on task independently for more than 5-8 minutes Quizzes and tests Lecture where he has to take notesSocial Situations When given redirection or correction about his behavior Tolerating mild teasing Directives to do or not do something particularly those that

are made in front of the class, use ultimatums, or

compliance language When another student is the center of attention

particularly for doing something positive

Environment and Structure Transition times, particularly at the start of class

Any situation that involves less structure (e.g., cooperative

learning group)

Staff Responses Most often verbal

redirections, corrections or

demands to comply Sometimes just ignore him Personalized assistance to

start work, stick with an

assignment Sent to office (has resulted in

detentions and suspensions)Peer Responses Peers snicker His friends will give thumbs

up, smiles, etc. Later in the day he gets an

audience to retell the story A good deal of peer social

attention and seemingly

validationWork Implications

Overall explanation: The information collected suggests that behaviors serve two different but related functions. One commonscenario 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.


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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 hall

or cafeteria suggesting that he continues to get social attention at other points in the day.

Reflection Questions to Consider Abouta Usable Summary


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a Usable Summary

Does the summary give you a clear pictureof what is happening with this student?

Does the summary help you relate to thestudents issues?

Just looking at this summary are you able

to immediately generate three things youwould recommend for this student?

Another way to think about it.


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How can we reduce the difficultyassociated with academic material andtasks?

How can we help Kevin to develop hissense of confidence and socialadjustment?

How can we create environments that areless likely to trigger confrontational

res onses?

Main Points from Today


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1. A continuum for applying the FBPSprocess across differentiated levels ofneed

2. Use a mapping out frame to guidediscussions about behavior and remainsolution-focused

Main PointsHallmarks of FBPS


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Hallmarks of FBPS

3. Apply the data collection process with thedeliberate intent of collecting informationthat illuminates the behavior pattern and

provides the information needed tounderstand function

4. Use a collaborative teaming process

Next Time: Intervention Planning


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Setting Events Antecedent

Triggers

Target

Behavior

Consequences

How willaddress theunderlying

reasonswhybehavior isoccurring?

How will youmodify oreliminate

antecedenttriggerstoprevent a

What skillswill you teach

to replace

behavior andenable thestudent to be

How will youincrease

motivation?

How will youdefuse precursor

or initialoccurrences of

kipp fba presentation 9-23-11

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