Basic & Comprehensive FBA to BSP

1. Basic & Comprehensive FBA to BSP Using FBA to DevelopFunction-Based Support for Students with Mild to Severe Problem Behavior Module 1: Defining & UnderstandingBehavior

2. Preview of Training – DAY 1 • Functional Behavioral Assessment • Background & Law • Theory • Process • Records Review • Routines Analysis & Interviews • Observations • FBA Report

3. Preview of Training – DAY 2 • Behavior Support Plans • Competing Behavior Pathway • Behavior Support Plan • Implementation Plan • Monitor Progress/ Evaluate Progress • Crisis Plan • Schedule & Conduct Follow-up Meetings

4. Why FBA/BSP?...

6. A primary goal of a Functional Behavioral Assessment (FBA) is to…. • Clearly define problem behaviors and conditions under which they occur to: • guide the development of effective positive interventions based on the function of the behavior (e.g. tangible, escape, attention, sensory; Horner, 1994).

7. Functional Behavioral Assessment Newcomer & Lewis, 2004 Teaching Social, Academic and Communication Skills Remove Rewards for Problem Behavior Enhance Rewards for Desired Behavior Environmental Redesign

8. Function Guides Interventions at all Levels When generating interventions we use Function to develop ideas to change A, B & C Targeted Routine Maintaining Consequence & Function Antecedent Problem Behavior FUNCTION Function should guide selection of consequences: (+) and (-) Function should guide selection of prevention strategies Function should guide selection of alternative/ replacement behaviors

9. Repeal of the Hughes Bill California AB 86: Repeal of the Hughes Bill Effective 7/1/13 school districts no longer obligated to conduct Functional Analysis Assessments (FAAs) and include “Behavior Intervention Case Managers” (BICMs) for “serious behaviors” (assaultive, self-injurious, severe property damage, pervasive behaviors) pursuant to former CA Ed Code section 3052(b)

10. Practices just need to be aligned with IDEA/federal law (i.e., IEP Teams will decide when Functional Behavior Assessment (FBA) and/or Behavior Intervention Plan (BIP) are necessary for FAPE).

11. FBA/BIP as a Protection for Students • The law has built in safeguards for IEP students with significant behavioral concerns to protect their right to an appropriate education • We cannot by law continually remove students from instruction (through detention, suspension or a change in placement) due to behavior problems • By doing so we are depriving them of an appropriate education

12. First, who is legally required to have an FBA completed? • FBA is required by LAW for students with IEPs who have missed 10 days of instruction (due to suspension or change in placement) for disciplinary reasons • We need to identify students at-risk of missing 10 days of school due to suspension & begin an FBA when students reach 6-7 days of suspension

13. Who else can be referred for FBA? • FBA is not only for SPED students, but it can only be legally required for SPED students • FBA is also for students who: • chronically engage in problem behavior disruptive to the school environment • you have tried a variety of interventions, but nothing has worked • previous SST, IEP, etc. has not been effective • engage in potentially dangerous behavior

14. ACTIVITY #1Prioritize these students according to how much they need an FBA Date = December 8th • Jorge - 7 days of suspension, w/ IEP • Nick – 12 office referrals, 6 days of suspension w/ no IEP, no SST • Claudia - 11 days of suspension, w/ IEP • Fatima – 2 days of suspension, w/ IEP • Bjorn – 14 days of suspension – no IEP, w/ SST

15. Prioritize the students below in how much they need an FBA • Claudia - 11 days of suspension, w/ IEP • She is out of compliance by Law – need FBA started today • Jorge - 7 days of suspension, w/ IEP • IEP student who is quickly approaching 10 days of suspension • Bjorn – 14 days of suspension – no IEP, w/ SST • No legal mandate, but student for whom an SST has not been working w/ too much suspension – certainly would benefit from FBA, but not mandated, yet • Nick – 12 office referrals, 6 days of suspension -- no IEP, no SST • Refer for SST, other students should be priority right now • Fatima – 2 days of suspension, w/ IEP • No great risk of yet

16. Because FBA/BSP is so intensive…… We must fit it with an effective SW system

17. SW-PBS Logic! Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant and durable. (Zins & Ponti, 1990)

18. Tier 2 Assessment & Intervention Intensive Targeted Refer to Tier 3 team: Basic FBA Individualized Behavior Support Plan Non-Responder Preliminary FBA Modified CICO Matched to Function Borderline Initial CICO Data Intervention “Tweak”/ Small change to CICO Assessment Student Referral Data (ODRs) Basic CICO Universal School-Wide Assessment School-Wide Prevention Systems

19. Not just FBA: Function Based Support

20. FBA: Team Process

21. Embedding Function-Based Support into School Teams – Leah Benazzi, 2005 • Participants • School-based teams • Behavior specialists with knowledge of behavior theory • Participants developed behavior support plans (BSPs) based on description of students • Teams without a behavior specialist • Behavior specialist without the team • Teams and the behavior specialist together • All BSPs were evaluated for technical adequacy and contextual fit

22. Results • BSPs developed by behavior specialists alone, rated low on contextual fit • BSPs developed by teams alone, rated low on technical adequacy • Only BSPs developed by the team working with a behavior specialist rated high on both technical adequacy and contextual fit.

23. Who should attend FBA meetings? • Behavior Specialist (often School Psych or SpEd) • Principal • Teachers who work with student • Both Gen Ed & SpEd • Other staff who work closely with the student • Parent • Student (if old enough – team decision) An FBA meeting for an IEP student is an IEP meeting, so all required attendees must be present

24. FBA Team members

25. Day 1  Next 2 wks Day 14  Next 2 wks Day 28  Ongoing  Initial FBA meeting Team disburses and gathers functional assessment data FBA/BSP meeting - team reconvenes to review assessment information & develop behavior plan Team implements behavior plan & collects data Behavior Plan Review - Team reconvenes to look at data to Review effectiveness and implementation of behavior plan Continue to implement behavior plan or changes as needed Review Meeting - Reconvene as needed depending on success of behavior plan FBA Process -- Meetings

26. Purpose of Initial FBA meeting • Review student records to determine whether or not to complete FBA on referred student • If not, determine what interventions will be used with student • If team does decide to go ahead with FBA, then • Obtain permission to conduct FBA/BIP • Assign tasks to complete data collection for FBA • Set follow-up meeting time and date in 2 weeks to review FBA data • See Initial FBA meeting form • p. 3- FBA forms packet

27. Who should attend FBA meetings? • Behavior Intervention Case Manager (BICM) • Administrator • Teachers who work with student • Both Gen Ed & SpEd • Other staff who work closely with the student • Parent • Student (if old enough – team decision) An FBA meeting for an IEP student is an IEP meeting, so all required attendees must be present

28. How do we identify students to refer for FBA? • Look at suspension data, particularly for students w/ IEPs • Look at IEPs, FBA/BIP can be required in IEPs • Look at SWIS data for students with most office referrals (see next slide) • Teacher/staff referral • Parent referral

30. Components of Functional Behavioral Assessment • Functional Behavioral Assessment • Records Review • Interviews • Teacher/Staff • Parent • Student • Observations • ABC Observation • Scatterplot

31. FBA tools(See Reference Materials) • Records Review • Health and Developmental History • Discipline history • Academic history, IEP • Interviews • Teacher Interview • Behavior Escalation Worksheet • Student Interview • Parent Interview • Observations • Scatterplot • ABC Observation

32. Participant’s Guidebook Objectives Review Activities Checks for Understanding Comments/ Questions Tasks Key Points

33. Defining & Understanding Behavior • This is the first of 7 training modules focused on conducting behavioral assessment and developing function-based support for students with mild to severely challenging behaviors. • Module 1 provides an overview of the FBA to BSP training series and lays the foundation for: #1. Understanding why problem behavior continues to occur #2. Using that information to develop effective intervention strategies

34. The 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, parent, 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

35. FBA to BSP Training Series • Module 1- Defining & Understanding Behavior • 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- Leading a BSP Team

36. Basic vs. Comprehensive FBA/BSP 36

37. Basic FBS/BSP Methods are designed to be used with students who: Exhibit problem behaviors that are NOT dangerous (e.g., talking out, non-compliance, not completing work, social withdrawal) Exhibit problem behaviors in 1 to 2 school routines (e.g., specific classroom activities, lunch, recess) Have received interventions that did not improve problem behavior Basic FBA/BSP Methods are NOT sufficient for use with students who: Exhibit dangerous behaviors (e.g., hitting, throwing objects, property destruction) Exhibit problem behaviors during 3 or more school routines

38. Module 1 Objectives By the end of this module you should be able to: • Define observable behavior (What). • Identify events that predict When & Where the specific behavior occurs. • Identify Why a student engages in the specific behavior. • Construct hypothesis statements that summarize the What, When, Where, & Why of a student’s behavior

39. The A-B-C’s of Understanding Behavior A= Antecedent. Find out the events that occur right beforethe behavior. When and Where? B= Behavior. Find out What is the observable problem behavior? C= Consequence. Find out what happens afterthe behavior occurs? WHY?

40. Always Start by Defining the Problem Behavior 2 Antecedents/Triggers When _____happens…. 1 Behavior: the student does (what)__ 3 Consequence/Function ..and as a result______

41. Defining Observable Behaviors • Definitions of behaviors need to be: • Observable: The behavior is an action that can be seen. • Measurable: The behavior can be counted or timed. • Defined so clearly that a person unfamiliar with the student could recognize the behavior without any doubts!

43. Are these observable, & measurable? • Gets out of desk and hits other students • Has separation anxiety (from parent) • Spacey • Reads 120 wpm • Says she hears voices • Emotionally disturbed • Doesn’t like classmates

44. Defining Behavior: Tip #1: Ask yourself, “What does the behavior look like?” Talking out: Any verbalization made by the student that was not initiated by the teacher and/or distracts others from the assigned tasks in the classroom.

45. Tip #2 Provide Examples and Non-examples of the problem behavior Examples of Talking Out: • Answering a question directed to another student by the teacher. • Talking when the teacher is giving directions • Talking to peers during independent work time Non-examples of Talking Out: • Answering a question that the teacher directed to the child • Yelling to another student during recess • Talking with a peer during group work

46. Behavior = Talking out Definition:Any verbalization made by the student that was not initiated by the teacher and/or distracts others from the assigned tasks in the classroom. Examples of Talking Out: • Answering a question directed to another student by the teacher. • Talking when the teacher is giving directions • Talking to peers during independent work time Non-examples of Talking Out: • Answering a question that the teacher directed to the child. • Yelling to another student during recess • Talking with a peer during group work

47. Activity 1 Using your guidebook (pg. 1.2) provide an observable & measurable definition for ONE of these behaviors: • Jeff is always disruptive in class. • Hailey is constantly off-task during math. • Chris is defiant. • Brandon is angry and hostile. • Alexis uses inappropriate language.

48. Is your definition so clear that a person unfamiliar with the student could recognize the behavior without any doubts?

49. 2 Antecedents/Triggers When _____happens…. 1 Behavior: the student does (what)__ Once you have defined the problem behavior… THEN: Where & Whendoes the behavior occur? • Routines • Triggering Antecedents

50. WHERE and WHEN Does the Problem Behavior Occur? WHERE = Routines where the problem behavior is most likely • Examples: During math class, gym class, lunch, recess WHEN = Specific events (or antecedents) within a routine that “trigger” the problem behavior • Examples: When given double-digit addition, given directions