Evaluating the Technical Adequacy of FBAs and BIPs

1. Evaluating the Technical Adequacy of FBAs and BIPs Rose Iovannone, Ph.D., BCBA-D iovannone@usf.edu

2. Objectives • Participants will: • Describe a minimum of three essential features of effective Tier 3 (FBA/BIP) behavior processes in schools • Describe the purpose of the Technical Adequacy evaluation tool • Apply a scoring rubric to case examples • Discuss further use of the evaluation in their settings

3. Agenda • Essential Features of Tier 3 Behavior (FBA/BIPs) • Review of the Technical Adequacy Evaluation Tool and Rubric • Lunch • Practice scoring • Discussion of how to use the tool in the future • Action Plan

4. What do you picture when you think of Tier 3 in your district/school/setting?

5. Or……….

6. Current Status of FBA/BIP Implementation in Schools (Scott & Kamps, 2007) • Although FBA in special education law since 1997, no systematic policies adopted at federal level • No guidance on key components (who should do FBAs, what features must be included, etc.) • Three primary flaws in school-setting use (Scott, Liaupsin, Nelson, & McIntyre, 2005). • Often used as reactive process • Loses power of prevention in developing interventions addressing minor behaviors before they get serious • “Expert” model overlooks valuable input gained from persons with whom student consistently interacts • Rigid, rigorous procedures not feasible in public school settings • In response, schools have “implemented a variety of inexact practices and procedures that have been loosely labeled as FBA, the majority of which are not tied to any solid evidence base. (Scott, Anderson, & Spaulding, 2008)

7. Context for FBAs/BIPs • FBA/BIP—substantial evidence base • Behavior ‘gold’ standard for nearly 20 years • Systemic and skill issues impeding implementation • Wealth of literature providing evidence-basis • BUT, does not address the contextual fit of FBA in school culture (Scott & Kamps, 2007) • Educators’ willingness and ability to engage in process • Level and intensity of FBA necessary to result in improvements • Conceptually, FBA seen as tool for use in multi-tiered system of supports rather than separate process • If part of process, may change traditional definition of what and who is involved in FBA

8. Examples of the Problem • Forms vs. skills • “Let’s create new forms” common solution • Paperwork vs. implementation • General vs. individualized • Training vs. coaching • Expert vs. collaborative team model • Separate silos vs. integrated, consistent process • Legalities vs. problem-solving

9. The Top Twelve List of Things Needed at Tier 3/Individualized Behavior Supports (Iovannone & Kincaid, in review) • Multiple levels of Tier 3 • Consistent, fluent process with problem solving-process framework • Collaborative teaming • Problem identification • Data collection, simplified • Linking hypothesis to the FBA • Linking BIP to hypothesis • Multi-component behavior intervention plan matched to classroom context • Task-analyzed strategies • Teacher and classroom coaching/support • Array of outcome measures (child-specific, teacher fidelity, social validity, alliance, fidelity of process, technical adequacy of products) • Maintenance (beyond “warranty”)

10. 1. Multiple Levels of Tier 3 FBA • Three levels of Tier 3 • Match the level of need to the student • Level 1: Classroom consultation (Facilitator and teacher) • Brief Prevent Teach Reinforce (PTR) • ERASE (Terry Scott) • Guess and Check (Cindy Anderson) • Level 2: Comprehensive support (e.g., PTR; team-based process) • Level 3: Wrap around with person-centered planning • Tier 3 most effective if Tiers 1 and 2 implemented with fidelity

11. 2. Consistent Tier 3 Process • Standardized process for ALL students requiring FBAs/BIPs • Incorporates following features: • Identifying students needing Tier 3 • Determining level of FBA support necessary to answer referral concern • Decision points • Timelines between FBA, BIP, Support, Follow-up • Data tracking system • Coaching and fidelity

12. 2. Consistent Tier 3 Process—Problem Solving Process DEFINE THE PROBLEM What is the behavior of concern? What do we want to see less of? What do we want the student to do more of? PROBLEM ANALYSIS Functional Behavior Assessment Hypothesis EVALUATE Is the plan effective? What are the next steps? DEVELOP AND IMPLEMENT PLAN Behavior strategies linked to hypothesis; coaching/support

13. 3. Collaborative Teaming • Discontinue expert model – need proficient facilitator to guide team • Three levels of knowledge represented on teams • Knowledge of student • Knowledge of ABA principles • Knowledge of district/campus context • Consensus process established

14. 4. Problem Identification • Primary problem with many ineffective FBA/BIPs is that the problem is not clearly identified: • Too general • Not defined • Baseline data confirming problem absent • Often, several behaviors listed and unclear which behavior was the focus of the FBA • Not uncommon to see behaviors of concern “change” throughout one FBA/BIP • Need to identify both the replacement behavior to increase as well as problem behavior to decrease—consider broad categories including academic, social, behavior

15. Defining Behaviors Nonexamples Examples Grabs clothing of peers by pinching and bunching fabric with his fist Hits peers and adults on their bodies by slapping with hand (moderate intensity), pinching flesh with fingers (leaves mark), punching by making a fist with hand and making contact with peer/adult bodies • Grabs • Hits

16. 5. Simplify Data Collection • Progress monitoring must be: • Feasible • Reliable • Sensitive to change • Flexible to match individual • Standardized (comparable across schools/students/districts) • Direct Behavior Ratings (DBRs) offer a solution • Research supports their effectiveness (see Chafouleas, Riley-Tillman) • LEAP (Phil Strain) • Individualized Behavior Rating Scale (IBRST) used in PTR (Iovannone et al., in press).

17. Case Study- Jeff: Behavior Rating Scale 01/15 Key: Disruption-tapping pencil, talk-outs, touching peers sitting around him, out of seat, walking around. Rate your perception of the number of times Jeff is performing disruptive behaviors. 5 = Terrible day; 4 = Bad day; 3 = So-so day; 2 = Good day; 1 = Fantastic day; Task Engagement-eyes on teacher, speaker, or work materials; interacting appropriately with work materials; raising hand to speak; letting peers work. Rate your perception of the percent of the day Jeff is engaged during independent work times. 5 = Fantastic day; 4 = Good day; 3 = So-so day; 2 = Bad day; 1 = Terrible day. Independent Work Completion-completing assigned activity during independent work time within timeline. Rate your perception of the percent of the day Jeff is engaged during independent work times. 5 = Fantastic day; 4 = Good day; 3 = So-so day; 2 = Bad day; 1 = Terrible day.

18. BRS Psychometrics (Iovannone, Greenbaum, Wang, Kincaid, & Dunlap, in press) • Kappa coefficients of: • Problem Behavior 1 (n = 105): .82 • Problem Behavior 2 (n = 90) : .77 • Appropriate Behavior 1 (n = 103): .65 • Appropriate Behavior 2 (n = 56): .76

19. Other Uses of BRS • Systemic data tracking method for Tier 3 • Sample system created by: • Cindy Anderson • School district in Florida

20. 6. FBA Results in Hypotheses • Primary reason FBA is conducted • Hypothesis should be multi-component • When (antecedents) these contextual/environmental events are present……. • It is highly predicted that the behavior identified as the problem and focus of the FBA happens • As a result, the student: • Gets out of or away from activities, people, tangibles, sensory input, pain • Gets activities, people, tangibles, sensory input, pain attenuation • Confirmed by the consequences (what others do in response to the behavior) that typically occur • Method of organizing information • Competing behavior pathway • PTR Assessment Organization

21. Step 3: Case Study – JeffAssessment Summary Table of Problem Behavior Disruptions

22. Step 3: Case Study – JeffFBA related to appropriate behavior; skills to teach; reinforcement Prosocial

23. Jeff’s Hypotheses Inappropriate Appropriate

24. 7. Linking the Hypothesis to the BIP • Other primary purpose of conducting FBA • STOP generating list of general strategies • Each component of hypothesis generates an intervention • Antecedents modified and made irrelevant • Replacement behavior so that problem behavior is ineffective • Functional equivalent reinforcer so the problem behavior is inefficient

25. Jeff-matching hypothesis to interventions Problem Behavior Disruptive Maintaining Consequences Reinforce ESCAPE!!! Setting Events NONE Prevention Triggering Antecedents Request to do a non-preferred task = writing Replacement Behavior (equivalent or incompatible) Engage in Task Modify trigger Choices Environmental support

26. 8. Multi-Component Interventions Matched to Classroom Context • Multi-component interventions include prevention, teaching and reinforcement strategies • Team/Teacher(s) select strategies that are • feasible • effective • likely be implemented

28. 9. Task Analyzed Strategies • Forgotten art • Can’t just say “give choices”, “reinforce appropriate behavior”, etc., “student will comply” • Breaking down the interventions into sequence of steps • Allows teaching with precision • Allows assessment of teacher capacity • Provides foundation for training and for fidelity

29. Which One Will More Likely be Consistently Implemented? OR BIP-Prevention Strategies BIP-Prevention Strategies Provide Choices: The teacher will provide Don with a choice prior to assigning him independent work in class. Choice options are: (a) materials to use for assignment; choice of leadership activities; (b) where to sit; (c) who to do the assignment with Steps: Immediately after giving the class the independent math assignment, go over to Don and present him with a choice option. When presenting him with a choice, say “Don, where do you want to sit? X or X?” After Don makes his choice, say, “Thanks for making a great choice” and release him to his choice. • Provide choices of where to sit

30. Which One Will More Likely Be Consistently Implemented? BIP-TEACH Strategy BIP-TEACH Strategy Teach Don to ask for a break by using a break card during non-preferred activities. Don will be reminded to use his break cards immediately after giving the assignment for non-preferred activities and when precursor behaviors (putting pencil down, looking around the room, starting to talk to peers) observed. Steps for initial instruction: Step 1: Divide Don’s day into AM/PM. Step 2: Give Don 10 break cards at the beginning of the day during homeroom and again right after lunch. • Teach Don to ask for a break from work or ask for help when he views the work as being too hard using the card system instead of refusing to do his work and disrupting the class.

31. Which One Will More Likely Be Consistently Implemented? BIP-TEACH Strategy BIP-TEACH Strategy (cont.) Step 3: The first couple of days, review with Don how to use his break cards by saying, “Don, you will get to use break cards to take a short break from work. You can use these anytime you are doing seatwork. When you are working and think that you need to stop for 2 minutes, pick up a break card and put it on the corner of your desk. Raise your hand and wait quietly for me to see your break card. (model each step of this procedure). I’ll come over and collect it. You can then take a 2 minute break from work. Show me how you’ll use the break card.” Allow Don to practice/role play and give feedback. If he does it correctly, say “Great! You are doing it right.” If he does not do it correctly, say, “Almost. Watch me again. Now, your turn.” • Teach Don to ask for a break from work or ask for help when he views the work as being too hard using the card system instead of refusing to do his work and disrupting the class.

32. Which One Will More Likely Be Consistently Implemented? BIP-TEACH Strategy BIP-TEACH Strategy (continued) Step 4: Explain how Don will be prompted to use his break cards.Say, “Don, this week you will get 10 break cards in the morning and 10 again after lunch. You can take breaks as long as you have a break card. I’ll remind you at first. If I see you starting to talk to peers or doing something other than your work, I’ll come over, point to your break card to remind you to use it. (model this step). I’ll also remind you about your break cards right after I give the assignment.. Step 5: Explain to Don how bonuses are earned by saying, “Here’s the best part. If you have at least one break card left over at the end of the morning, you get a bonus: A free “get out of a task” card. You can use this to get out of doing one problem or question on your paper during reading or social studies later that day or any day. If you have 2 break cards left, you get 2 “get out of a task” cards.” • Teach Don to ask for a break from work or ask for help when he views the work as being too hard using the card system instead of refusing to do his work and disrupting the class.

33. Which One Will More Likely Be Consistently Implemented? BIP-TEACH Strategy BIP-TEACH Strategy (continued) Step 6: Explain to Don that he will get a bonus if he returns to his task before the timer goes off. “One more thing. If you go back to work before the timer goes off and stay at work for at least 3 minutes, you will earn a bonus break card for the afternoon/morning.” Step 7: Summarize the plan by asking Don questions. Tell him that this will start the next day. • Teach Don to ask for a break from work or ask for help when he views the work as being too hard using the card system instead of refusing to do his work and disrupting the class.

34. Which One Will More Likely Be Consistently Implemented? BIP-TEACH Strategy BIP-TEACH Strategy (continued) During Implementation (steps) Step 1. Each morning and each afternoon, give Don the number of break cards (start with 10) for each time period. Step 2. Briefly review with Don how to use break cards, take breaks, and get bonuses. “Remember how you use the break cards? Show me. Show me how you’ll take a break. What happens if you have break cards left?” (This step may be irrelevant after the first week.) • Teach Don to ask for a break from work or ask for help when he views the work as being too hard using the card system instead of refusing to do his work and disrupting the class.

35. Which One Will More Likely Be Consistently Implemented? BIP-TEACH Strategy BIP-TEACH Strategy (continued) During Implementation (steps) Step 3: Right after giving an independent assignment, go by Don’s desk (the first few days) and quietly remind him about his break cards. “Remember you can use a break card if you need to stop work for a couple of minutes.” Step 4: If Don shows a precursor, off-task behavior (puts pencil down, looks around the room, starts talking to a peer), go over to Don, point to a break card and say, “It looks like you need a break. Show me how you take a break.” • Teach Don to ask for a break from work or ask for help when he views the work as being too hard using the card system instead of refusing to do his work and disrupting the class.

36. Which One Will More Likely Be Consistently Implemented? BIP-REINFORCE Strategy BIP-REINFORCE Strategy Release to a break Step 1: Each time Don puts a break card at the corner of his desk and raises his hand, immediately go over to Don and say, “You asked for a break. Thanks for letting me know. Take 2.” Step 2: Set the timer for 2 minutes. job in taking breaks the right way. I bet this afternoon/tomorrow morning, you might earn a bonus!” • Don will earn breaks and tokens when he shows appropriate behaviors. He will get positive praise for appropriate behaviors.

37. Which One Will More Likely Be Consistently Implemented? BIP-REINFORCE Strategy BIP-REINFORCE Strategy (cont.) Bonus break card Step 1: Each time Don returns to work before the timer goes off and stays engaged for 5 minutes, provide him with a bonus break card for the next time section (either am or pm). Step 2: Show Don the extra break card by holding it up and then putting it in a holder on your desk. Give him a thumbs-up and a smile each time he earns an extra break card. • Don will earn breaks and tokens when he shows appropriate behaviors. He will get positive praise for appropriate behaviors.

38. Which One Will More Likely Be Consistently Implemented? BIP-REINFORCE Strategy BIP-REINFORCE Strategy (cont.) Get out of work cards Step 1: At the end of each AM/PM segment, go over to Don and count the number of break cards he has left. Step 2: Provide him with a Get out of work card for each break card he has left and say “Fantastic work today. You earned X bonuses. You’re a rock star.” Step 3: If he did not earn any Get out of work cards (because he has no break cards left, say, “You didn’t earn a bonus today, but you did a fantastic • Don will earn breaks and tokens when he shows appropriate behaviors. He will get positive praise for appropriate behaviors.

39. Which One Will More Likely Be Consistently Implemented? BIP-Responding to problem behavior Strategy BIP-Responding to problem behavior Strategy Step 1. If Don begins to show the first sign of disengaged behavior (putting his pencil down), the teacher will immediately go over to Don, point to his break card, and say, “Need a break? Show me how to take a break.” Step 2. As soon as Don uses a break card, release him to his break (as described in the reinforce strategy). Step 3. If Don does not pick up his break card and put it at the corner of his desk, model it and say, “This is how you take a break. Take 2.” • If Don is disruptive, he will not earn tokens or he will have tokens taken away.

40. Fun Quiz: Can you identify the replacement behavior being taught in this plan? Select the best response related to the previous BIP strategy The student is being taught the replacement skill of: Compliance Academic engagement Completing tasks Heck if I know The plan says the student is being taught to complete tasks but the plan as described is teaching the student how to respond to a First Then auditory prompt. • Hypothesis: When Don is given a demand to do a non-preferred task that is lengthy, he is disruptive. As a result, he gets to avoid/delay the assignment and gets peer attention. • BIP-Replacement Behavior (verbatim replacement behavior plan from authentic FBA/BIP from an unnamed state—NOT PA ) • Teach Don how to complete work first and then engage in other activities he enjoys through increased structure using the first-then format • “First finish your (non-preferred activity) assignment, then feel free to get out your book and read.” • Use this during study skills and during class when he has work to complete. • If Don begins to engage in disruptive behaviors, restate the “first-then” statement in a soft empathetic voice.

41. Jeff Intervention Plan: Prevent-modifying the antecedents so that behavior does not happen

43. Jeff Intervention Plan: Prevent-modifying the antecedents so that behavior does not happen

44. Jeff Intervention Plan-Teach a replacement behavior that will get the same outcome of the problem behavior

45. Jeff Intervention Plan-Reinforce the replacement behavior with the same function/outcome

46. Jeff—Intervention Plan

48. 10. Teacher and Classroom Coachingand Support • Do not assume teacher/team knows how to implement plan • Schedule 30 minutes to review plan and go over steps • Overview/discussion • Model • Role Play • Problem-solve if teacher has difficulties • Modify plan • Choose different intervention • Make a plan to teach the student

50. Jeff Coaching/Fidelity Plan