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Progress Monitoring Intensive Behavior Supports December , 2008 Overview Progress Monitoring Tools Data Based Decision Rules Modifications for non-responders Big Ideas in FBA and Intervention Planning Different levels of FBA Build FBA/behavior plan on response classes

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Progress Monitoring Intensive Behavior Supports December , 2008

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Progress monitoring intensive behavior supports december 2008 l.jpg

Progress Monitoring Intensive Behavior Supports

December, 2008


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Overview

  • Progress Monitoring Tools

  • Data Based Decision Rules

  • Modifications for non-responders


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Big Ideas in FBA and Intervention Planning

  • Different levels of FBA

  • Build FBA/behavior plan on response classes

  • Build capacity at the school level to conduct efficient FBAs

  • Make the smallest change that will produce the largest impact


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Common Practices

  • The “check in”

  • Lots of data, no graph

  • Waiting for the student to fail before changing the intervention

  • Changing several components of the intervention at one time

  • Failing to document changes to the intervention


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Ensuring Data-Based Decisions

  • Must develop systemsthat support:

    • Data collection procedures

    • Summarizing data

    • Reviewing data on a regular basis

    • Data-based decision making


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For more information on systems…

  • Intensive Positive Behavior Support (IPBS) Project

  • http://www.uoecs.org

  • Examples?


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Progress Monitoring Tools:

  • SWIS: Majors and Minors

  • Percent of points earned on behavior card (SWIS or Excel)

  • Daily Teacher Ratings

  • Direct Observations

  • DIBELS/AIMSWEB (more on this later…)


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Progress Monitoring Tools

  • Must reflect the behavior of concern

  • Frequent (daily is best)

  • Efficient

  • Sensitive to change


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SWIS

  • Office referrals may provide some indication of change, but are probably not adequate for secondary/tertiary support alone

  • Recommendation: Use ODRs as a secondary piece of data when evaluating effects of an intervention plan


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Percentage of points

  • Daily points on a behavior card are highly correlated with direct observations IF the card is used correctly

    (Campbell & Anderson, 2008)


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Daily Teacher Ratings

  • Correlated with points and direct observations

    • Must be specific

    • Must be objective

    • Must occur daily

    • Compare with typical peers

      (Campbell & Anderson, 2008)


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Data-Based Decision Rules

  • Establish general rules for determining whether or not to change an intervention plan

  • Rules should be flexible


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Baseline = 50%


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Allowed Brian special peer time for reward


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Allowed Brian special peer time for reward


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Combining Academic and Behavior Supports

An example: Combining reading with behavior support for escape maintained behavior


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The Competing Pathways chart for our friend Eddie

Desired

Alternative

Typical

Consequence

Told “good job”

Get good grades

Do work

w/o

complaints.

Setting Events

Triggering

Antecedents

Problem

Behavior

Maintaining

Consequences

Function

Extended structured activity (Reading)

Do difficult

reading task

(grade level material)

Threatens,

Uses profanity

Remove from

class.

Avoid task

Acceptable

Alternative

Ask for

break,

ask for

help.


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Possible Interventions for Eddie

Setting Event

Strategies

Antecedent

Strategies

Behavior

Teaching Strategies

Consequence

Strategies

Prompt task completion

Make task less difficult

Do first activity together

Provide different tasks

Present “forced” choice of which reading assignment to do first

Provide reward within 1 min. of starting task (3 min., 5 min., 10 minutes)

Give break & help when requested

Minimize rewards for problem behavior (don’t remove to a nicer area)

Reward expectations

Teach alternatives to problem behavior:

1. Ask for break

2. Ask for help

Teach reading fluency development

Teach problem-solving skills

Provide Reading curriculum at appropriate level

Additional instruction in reading (fluency)

1:1 instruction in Reading


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Eddie’s Evaluation Procedures

Short term goal: Ask for “break” or assistance when frustrated

Long term goal: Reading fluently at 154 word correct per minute on grade level material


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Eddie’s Evaluation Procedures

Short term goal: Ask for “break” or assistance when frustrated

Long term goal: Reading fluently at 154 word correct per minute on grade level material


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Daily Report Card + silent reading in study hall

Daily Report Card with choice of incentives from “treasure chest”

Fictional Data


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Eddie: Progress monitoring on Oral Reading Fluency

extra silent reading practice 15 minutes during study hall

#1

Fictional Data


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Daily Report Card + silent reading in study hall

Daily Report Card with choice of incentives from “treasure chest” + Read Naturally

Fictional Data


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Eddie: Progress monitoring on Oral Reading Fluency

extra silent reading practice 15 minutes during study hall

#1

#2

Read Naturally in reading lab for 30 minutes during study hall

Fictional Data


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Problem-Solving


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Problem Solving


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Problem Solving


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Problem Solving


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