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P E N T PENT Forum 2005 Survey Findings Cadre Survey Dec. 2004 Findings 147 Cadre members completed the on-line survey form developed by the PENT Research Committee, supplying data on Cadre activities Skill perception in functional assessment and behavior plan development

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PENT Forum 2005

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P E N T

PENT Forum 2005

Survey Findings


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Cadre Survey Dec. 2004 Findings

  • 147 Cadre members completed the on-line survey form developed by the PENT Research Committee, supplying data on Cadre activities

    • Skill perception in functional assessment and behavior plan development

    • Use of BSP-QE scoring ruberic

    • Activities across 4 phases of behavior consulting

      • Prior to BSP team meeting

      • Plan development

      • Contact during first week of implementation

      • Maintenance and Follow-up

  • Preliminary results follow. Other analyses to be posted at www.pent.ca.gov


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Cadre Self-Rating (FBA Skill)

N=147


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Cadre Self-Rating (BSP Quality)

N=147


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Cadre Self-Rating of Behavior Analysis Skills

  • Food for thought

    • Future area of inquiry: How does this self-report compare to the more objective BSP-QE scores on the Forum 2005 submitted plans?

    • Future activities: What activities at Forum 2006 would increase actual and perceived competence?


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Cadre Self-Rating (Consulting)

N=147

Most of us perceive ourselves

As competent consultants


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Cadre Consulting Skills

  • Food for Thought

    • Can we design a random sampling of the consultees we serve to compare our self-report with interview/questionnaire data?


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Cadre Time Spent Consulting

N=147

33% of CADRE spend

more than 50% of their

time consulting


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Food for Thought

  • For those CADRE with extensive consultation experience, what tips might we have for those who spend less than 25% of their time consulting?

  • Do BSPs developed by teams with a consultant who spends more than 50% of his/her time consulting score higher than those with less experience?


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Cadre-Developed Trainings

N=147

55% of us

do an extensive

amount of training


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Cadre-Developed Trainings

  • Implications

    • We have many trainings we can share with others in the Cadre

    • If you said you were willing to share your trainings, please submit them NOW by uploading to either www.pent.ca.gov, emailing to pent@dcs-cde.ca.gov or mailing a disc to:

      Diana Browning Wright

      Diagnostic Center, Southern Calif.

      4339 State University Dr.

      Los Angeles, Ca. 90032


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Scoring my Own Plans

N=147

49% of us use the BSP-QE scoring ruberic

To check quality of BSPs we develop


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Scoring Others’ Plans

N=147

37% of us score BSPs we

did not develop


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Four Interconnected

Phases of Consultation

I. Develop an Environment Conducive to Teacher Growth and Change

(Initial Steps Prior to Plan Writing and Ongoing Support Activities)

IV. Provide Follow-Up Support

(Maintaining Success)

II. Jointly Develop the Program

(Development of Written

Plan in Meeting)

III. Implement the Program

(Facilitating Initial Implementation Steps After the Plan was Developed)


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Phase I

N=147


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Phase II

N=147

CADRE recognizes the need for

team-developed BSPs


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Reasons for Lack of Teaming

  • Scheduling 14/147

    • 9.5% of responding Cadre have not yet overcome scheduling problems to facilitate the routine procedure of team-developed plans

  • Other 17/147

    • 11% of responding Cadre have other reasons that prevent team developed plans on a regular basis

  • Not writing plans (other duties) 3/147

    • 2% of Cadre are not participating in plan development but have other duties related to behavior

Number of CADRE not developing team plans=34/147 23%


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Phase II: If you do not develop team-based plans, reasons why


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Implications

  • If scheduling issues can be resolved at the school site, more team developed plans would be possible

  • Since team-developed plans are REQUIRED for students with IEPs and since team-developed plans are typically of higher quality and are more likely to be implemented with fidelity, CADRE should examine system barriers and gain commitment to this process


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Phase III

CADRE recognize the

need for contact during the

first week of implementation

N=147


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Phase III: Reasons for why you can’t meet

N=147


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Implications

  • Cadre member’s schedule more frequently interferes with teaming than consultee’s schedules

  • Since implementation with fidelity

    requires consultee support & reinforcement, a full range of methods of contact 2-3 times should be explored

    (direct observation by consultant, email, phone contact, arrangement for administrator observation and encouragement, notes in faculty box, etc.)


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Phase IV

N=147


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Research Conclusions

  • PRODUCT-The BSP

    • We are improving the quality of behavior plans through our CADRE activities

    • We feel ourselves to be competent in analysis and intervention design

    • More training in goal writing, environmental changes and effective communication provisions is needed

    • BSP form format and BSP-QE scoring produces a plan in accordance with the identified 6 key behavior analysis concepts, with internal consistency, allowing us to use an objective measure of plan adequacy


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Leadership Commitment

  • CADRE leadership has developed a strong research-to-practice focus in the era of high accountability for evidence-based practice and RTI (response to intervention).

    • PENT Research team is very active in data analysis to support our best practice.


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OUR CADRE Commitment

  • CADRE members are beginning to exhibit a strong research-to-practice focus in the era of high accountability for evidence-based practice and RTI (response to intervention)

    • 56% responded to the 10 minute on-line survey n=147/262

    • 100% will have submit behavior goals and BSPs at Forum 2005 or immediately thereafter


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OUR CADRE Commitment

  • Challenge: How can we increase CADRE commitment to providing research data through an annual on-line survey designed by the PENT Research team to the 100% level? This aids development of Forum content!


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Research Conclusions

  • PRODUCT to Outcomes Questions:

    • We have designed a product that attempts to define treatment variables so that comparisons across plans can be made

    • Next Research Step: Do plans scoring “Adequate” (treatment) produce better outcomes for students than those that are “Inadequate”?


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Research Conclusions

  • BSP development process:

    • We recognize the need for 4 phases of consultation steps and feel ourselves to be competent consultants

    • Next Research Step: Can we further identify best practice in the 4 phases

    • Next Research Step: Can we identify barriers and solutions that interfer with best practice in the 4 phases?


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Research Conclusions

  • BSP training:

    • We have strong evidence that field training on BSP-QE scoring produces more “Adequate” subsequent plans than training on key concepts and practice writing plans


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Next Research Steps

  • How do we, as “consumers of research” use this research in designing field activities?

  • Should we, as consumers of research, use this finding? If we are training others on plan development, can we demonstrate more use of BSP-QE as a training tool than trainings on behavior key concepts by Forum 2006?


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