FBA: Analyzing the Data and Pulling it all together

1. FBA: Analyzing the Data and Pulling it all together Steps 4 through Steps 7 Developing a Hypothesis statement Testing the Hypothesis Developing Interventions Monitoring Intervention Effectiveness

2. Warm up Activity: Make a puzzle piece pin Make a pin using visual strategies to make the pin.

3. Housekeeping • Find your table: This week you are seated with participants with the same role. There may be more than one table for your role group. • Find your cell phone: Put it on vibrate or silence and place it in a quick access spot. • Make a puzzle pin: Refer to the visual directions at your seat. • Share: As you paint, share your Autism Awareness activities with your group.

4. Review Info from last training: Suggestions: Use a fun game like “Who wants to be a millionaire?” or “Jeopardy”. Adults need extra activities just like children to retain information.

5. Get organized You will need: The FBA Brief: • Summary • Step by step process • Implementation check sheet

6. Review: Steps 1 - 3 You will need the Implementation Checklist for Functional Behavior assessment.

7. Review: FBA Step One • Handout: FBA Implementation Checklist

8. Review: FBA Step Two • Handout: FBA Implementation Checklist

9. Review: FBA Step 3 • Handout: FBA Implementation Checklist

10. Review Characteristics of Autism

15. SENSORY

16. LEARNING CHARACTERISTICS

17. SELF REGULATIONSELF MODULATION

18. A Case Study • Step 3 (case study) • “All About Me”

19. What drives the consequences • Reinforcement • Punishment • Extinction/Reduction strategies Activity – walk gallery Horner form on the document camera

20. Break

21. Lori • Practice data collection (ABC) • Use video clip

22. Lori • Data triangulation • Form • Kathy will show David’s data • 2 minutes to complete individual case study

23. Step 4:Developing a Hypothesis Statement 4:1 Hypothesis Statement must include: • Setting events, immediate antecedents, immediate consequences surrounding the interfering behavior. • Description of the interfering behavior • Perceived function (ex. Attention, escape, tangible/edibles automatic/sensory) Form for hypothesis statement Filling in behavior pathway Kathy-David district student

24. Hypothesis Activity • Practice with vignettes • Handout: “Hypothesis Activity”

25. Step 5:Testing the Hypothesis • Step 5:1 Modify the setting/activity to increase the probability that the behavior occurs.

26. Finding the Function • On a scale of 1 to 6, how confident are we that we have identified the primary function of the problem behavior?

27. Parent moment • What do you want the school to know? • If you have been through this process and you have gotten POSITIVE results, tell us about it.

28. Working lunch Task: Meet two new people that do what you do. Share some barriers that you have when it comes to analyzing problem behaviors.

29. Terminology Moment Activity: Behavioral terms and definitions

30. Legal Moment

31. Step 6: Let’s Organize

32. Step 6Developing Interventions • 6:1 Identify which 24 Evidence Based Strategies would address the function of the interfering behavior. • 6:2 Develop a Behavior Intervention Plan that matches the function and team agrees.

33. 6:2 Develop a Behavior Intervention Plan that matches the function and team agrees.

34. Step 6 Cont’d 6:3 Behavior Intervention Plan includes the following: • Definition of the target behavior • List the Evidence based strategies to decrease the interfering behavior. • Objectives that indicate progress. • Materials needed (ex. Data sheets, timers, visual supports, additional staff) • Environmental modifications • List staff’s behavior/responses to the interfering behavior(consequences) • From the 24 Evidence Based Practices, list strategies to improve skill deficit. • List Strategies to enhance learner motivation • Determine data collection plan.

35. Developing Interventions

36. Behavior Intervention Plan: A Case Study

37. Break • 5 minutes

38. Step 7Monitoring Intervention • Step 7:1 Develop a system to monitor the effectiveness of the intervention (who, by whom, and how data are collected). • Step 7:2 Begin to collect data on: • Frequency of interfering behavior • Frequency of use of replacement behavior • Duration of interfering behavior

39. Step 7 cont’d • Step 7:3 Collect data settings of occurrence and non occurrence. • Step 7:4 Collect data in the settings behavior occurs at least once per week, targeting the interfering behaviors(s) and replacement behavior(s)

40. Step 7 cont’d Step 7:5 Compare intervention data to baseline data to note effectiveness of the intervention(s) Step7:6 Summarize the data to make decisions about program planning.

41. Break • 10 minutes • Sara’s baby

42. Leadership Moment

43. Assessment of Reinforcers • Rob’s slides • Rob’s activity: (with candy)Rob’s 4 choice handouts

44. Activity: Forced Choice

45. Activity: 4 Choice Assessment

46. Wrapping It Up • Develop an Action Plan to complete Steps 1 -7 • Web Resources related to FBA/BIP’s • Summer trainings • State’s Next Steps