Basic FBA to BSP

1. Basic FBA to BSP Using FBA to DevelopFunction-Based Support for Students with Mild to Moderate Problem Behavior Module 7: Evaluation

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

3. Basic FBA to BSP Training Series • Module 1- Teaching Basic Principles • Module 2- FBA: Practice Interviewing • Module 3- FBA: Practice Observing • Module 4- Critical Features of BSP • Module 5- Building BSP from FBA • Module 6- Implementation & Evaluation • Module 7- Evaluation

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

5. Objectives By the end of this module you will be able to: • Define the necessary components of evaluation plans and provide examples of appropriate short- and long-term goals • Describe data collection procedures that would be used to track implementation fidelity and student progress when provided with a sample BSP • Describe the process for conducting and products that should result from a Plan Review Meeting

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

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

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

9. Leading a BSP Team

10. Evaluation Planning • The team leader will ensure that the BSP includes an evaluation plan with: • A short-term goal that is reasonable based on current performance • Focused on decreasing problem behavior and increasing Replacement behavior • A long-term goal focused on increasing desired behavior • Specific activities/procedures that will be used to evaluate progress • A specific datewhen the team will next meet to review progress

11. Evaluation Planning: How Will We Measure Progress?? EVALUATION PLAN Behavioral Goal (Use specific, observable, measurable descriptions of goal) The team identifies: • Short-term goal • Long-term goal • Specific evaluation procedures • Date to meet and evaluate the effectiveness of the plan What is the short-term behavioral goal? _________ Expected date What is the long-term behavioral goal? _________ Expected date Evaluation Procedures Plan date for review meeting (suggested within 2 weeks) ________________

12. Use Competing Behavior Pathway to Identify Goals Long-term goal Desired Behavior Typical Consequence Routine: Setting Event Antecedent Problem Behavior Maintaining Consequence Alternate Behavior Short-term goal

13. Evaluation Planning: Short- and Long-term Goals Short-term goal Focus on reducingproblem behavior andincreasingstudent’s use of the identified Replacement behavior & Use baseline data to develop a REASONABLE initial goal that student will be able to achieve Short term goal will CONTINUOUSLY be revised as student moves closer to achieving the long-term goal Long-term goal Focus on desired behavior& sustained reductions in problem behavior Begin by reinforcing approximations of desired behavior

14. Developing Goals • Goals should include the following components: • Condition • Student • Behavior • Criterion • Measurement Plan

15. Developing Goals • Both short and long-term goals should: A. Be written in observable, measureable terms • What specific behaviors will you increase/decrease? • Increase use of Replacement Behavior • Reduce Problem Behavior • Increase APPROXIMATIONS of the desired behavior B. Include specific mastery criteria • How will you know when the student has met the goal?

16. Developing Goals Measuring Reduced Problem Behavior via increased Positive Behavior Short-term Goal • During Reading, when asked to complete independent writing tasks, (Condition) Jonas (Student) will work in his seat quietly ORappropriately request a break (Behavior) at least 70% of the time (Criterion) as measured by ratings on a daily point card (Measurement). • Notice that the goal is stated positively (what to do) rather than negatively… reductions of problem behavior can be measured by monitoring the expected behavior

17. Sample Short-Term Goal for Dexter Decrease Problem Behavior Increase use of Replacement Behavior Increase Approximations of Desired Behavior Mastery Criteria 17 • Short-term: Dexter will: a) stay on task without leaving his seat or talking to peers about unrelated topics for at least 75% of independent work time, OR b) appropriately ask to work with a peer (or work independently) in Writing, c) complete at least 25% of his daily writing assignments for 4 out of 5 days across 2 consecutive weeks.

18. Example Goals for Leroy • During Writing class, Leroy is currently engaging in problem behavior (throwing materials and cursing) to escape difficult tasks in Math approximately 4 days per week. On average, he is completing only 25-30% of his work in class. Behavioral Goals ( Always include mastery criteria ) What is the short-term behavioral goal? During Writing, Leroy will ask appropriately for an easier task or for a “break” from difficult tasks without throwing materials or cursing at least 75% of the time as measured by a daily point card for 2 consecutive weeks. What is the long-term behavioral goal? Leroy will complete at least 80% of his assigned work in his math class with no more than 3 incidences of problem behavior (throwing materials, cursing) for 3 consecutive weeks. __5/1____ Expected date Short-term goal Increase Alt. Behavior &Reduce Problem Behavior + Approximation toward Desired Behavior Long-term goal Increase Desired Behavior & Reduce Problem Behavior

19. How will we measure student progress?

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

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

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

23. Developing Data Forms Estimates vs. Real-Time Recording • Consider using Scales or Ratings rather than Frequency Counts/Duration Measures • Ex. 0, 1-3, 4-5, 5+ incidents/minutes (circle one)

24. Example Goals for Leroy • During Writing class, Leroy is currently engaging in problem behavior (throwing materials and cursing) to escape difficult tasks in Math approximately 4 days per week. On average, he is completing only 25-30% of his work in class. Behavioral Goals ( Always include mastery criteria ) What is the short-term behavioral goal? During Writing, Leroy will ask appropriately for an easier task or for a “break” from difficult tasks without throwing materials or cursing at least 75% of the time as measured by a daily point card for 2 consecutive weeks. What is the long-term behavioral goal? Leroy will complete at least 80% of his assigned work in his math class with no more than 3 incidences of problem behavior (throwing materials, cursing) for 3 consecutive weeks. __5/1____ Expected date Short-term goal Increase Alt. Behavior &Reduce Problem Behavior + Approximation toward Desired Behavior Long-term goal Increase Desired Behavior & Reduce Problem Behavior

25. During Science, LeRoy will ask appropriately for an easier task or for a “break” from difficult taskswithout making inappropriate comments or throwing materials at least 75% of the time as measured by a daily point card. Measuring the Short-term Goal LeRoy Feb. 4th Measure Decrease in Problem Behavior through focus on increasing Expected Behaviors Ask teacher for break / easier task Use Respectful Language Use materials appropriately

26. Example: Rating Feasibility During Science class, LeRoy often makes inappropriate comments, pushes materials off his desk and refuses to do his work to escape difficult tasks. • To evaluate the effectiveness of Leroy’s BSP, the team members have suggested that his teacher: Indicate at the end of each class period if LeRoyhad ( 0, 1-3, or 4 or more ) instances of problem behavior

27. During Science, LeRoy will ask appropriately for an easier task or for a “break” from difficult taskswithout making inappropriate comments or throwing materials at least 75% of the time as measured by a daily point card. Please complete at the end of each Science block LeRoy’sWeekly Data Chart

28. Intermediate Goals: Approximations Leroy’s Short-Term Goal Leroy will ask appropriately for an easier task or for a “break” from difficult tasks without throwing materials or cursing at least 75% of the time as measured by a daily point card for 2 consecutive weeks. Leroy will ask appropriately for an easier task or for a “break” no more than 3 times during Math block with no more than 2 problem behavior incidents for 4 consecutive days . Leroy will ask appropriately to cross off up to 60% of difficult math problems and will have no more than 3 problem behavior incidents for 2 consecutive weeks. Leroy’s Long-Term Goal Leroy will complete at least 80% of his assigned work in his math class with no more than 3 incidences of problem behavior (throwing materials, cursing) for one month.

29. Over time focus shifts to Long Term goal • Focus will shift to work completion • Calculate percentage of problems completed on class work daily & graph • Monday = 15/20 • Tuesday = 11/12 • Wednesday = 14/15 • Thursday = 25/25 • Friday = 11/14

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

31. Activity #2 (page 89) When asked to read aloud or answer questions during small group reading lessons, Charlie makes inappropriate comments (e.g., “This is so stupid”), puts her head down on the desk and refuses to comply with any of the teachers directions. The FBA shows that this problem behavior is maintained by adult attention, and the team has decided to teach Charlie to raise her hand and ask appropriately for teacher help/attention. Develop: a) a short-term goal, b) an intermediate goal, and c) a long-term goal for Charlie. Make sure that you include: observable, measureable descriptions of behavior mastery criteria

32. Evaluation Planning: How Will We MEASURE Progress? • In addition to long- and short-term goals, the evaluation plan includes the specific data that will be collected to assess: Is the plan making an impact on student behavior?

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

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

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

36. Example: Implementer Checklist

37. Desired Behavior Work with peers to complete group assignment ConsequenceSuccess, sense of accomplishment, peer attention Routine: Social Studies Setting Event Student gets to school late and misses breakfast Antecedent Asked to complete a project with a group (2-3 peers) Problem Behavior Whining and refusing to do work Consequence/Function Student is told to go complete her work in the office Avoids working with peers Replacement Behavior Ask appropriately if she may work on the assignment alone

38. Evaluation Procedures for Maizey Plan Review Date 3/14/05

39. Activity #3 (page 91) Using the summary statement and strategies provided for Kelly on pages 91-92 in your guide, work with a partner to determine/describe: What SPECIFIC student behaviors will you collect data on?

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

41. Meeting to Review the Plan

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

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

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

45. Insert data graph – example of data for student outcomes

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

47. Barriers to Plan Effectiveness • Questions to ask if progress is not being made: • Is plan being implemented regularly and accurately? • prevention, teaching & reinforcement strategies? • Is student Consistently being rewarded for alt/des behavior? How often? • Are reinforcers for alt/des behavior “powerful” enough? Are reinforcers functionally equivalent? • Is the Problem Behavior still being Reinforced? • Remember: we must minimize pay-off for problem behavior for new appropriate behavior to “compete”

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

49. Key Points • An EVALUATION PLAN for determining A) if the plan is being implemented B) if the plan is making a difference in student behavior C) when team members will meet again to discuss progress • Both the Team Leader and Team Implementers collect Fidelity and Effectiveness data regularly. • The Behavior Support Plan is a Work in Progress!!! • Team members meet every to weeks to determine: • Is the BSP being implemented as agreed on by the team? • Is the student making progress? • Do we need to modify the planto: • Improve effectiveness • Increase student independence? • When is the date of our next meeting?

50. Check #3 • When developing a BSP evaluation plan, short-term goals should focus on increasing the student’s use of: The Replacement Behavior • The long-term goal focuses on increasing: Desired Behavior/Skills