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P E N T PENT Forum 2005 Survey Findings Cadre Survey Dec. 2004 Findings 147 Cadre members completed the on-line survey form developed by the PENT Research Committee, supplying data on Cadre activities Skill perception in functional assessment and behavior plan development

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pent forum 2005


PENT Forum 2005

Survey Findings

cadre survey dec 2004 findings
Cadre Survey Dec. 2004 Findings
  • 147 Cadre members completed the on-line survey form developed by the PENT Research Committee, supplying data on Cadre activities
    • Skill perception in functional assessment and behavior plan development
    • Use of BSP-QE scoring ruberic
    • Activities across 4 phases of behavior consulting
      • Prior to BSP team meeting
      • Plan development
      • Contact during first week of implementation
      • Maintenance and Follow-up
  • Preliminary results follow. Other analyses to be posted at
cadre self rating of behavior analysis skills
Cadre Self-Rating of Behavior Analysis Skills
  • Food for thought
    • Future area of inquiry: How does this self-report compare to the more objective BSP-QE scores on the Forum 2005 submitted plans?
    • Future activities: What activities at Forum 2006 would increase actual and perceived competence?
cadre self rating consulting
Cadre Self-Rating (Consulting)


Most of us perceive ourselves

As competent consultants

cadre consulting skills
Cadre Consulting Skills
  • Food for Thought
    • Can we design a random sampling of the consultees we serve to compare our self-report with interview/questionnaire data?
cadre time spent consulting
Cadre Time Spent Consulting


33% of CADRE spend

more than 50% of their

time consulting

food for thought
Food for Thought
  • For those CADRE with extensive consultation experience, what tips might we have for those who spend less than 25% of their time consulting?
  • Do BSPs developed by teams with a consultant who spends more than 50% of his/her time consulting score higher than those with less experience?
cadre developed trainings
Cadre-Developed Trainings


55% of us

do an extensive

amount of training

cadre developed trainings11
Cadre-Developed Trainings
  • Implications
    • We have many trainings we can share with others in the Cadre
    • If you said you were willing to share your trainings, please submit them NOW by uploading to either, emailing to or mailing a disc to:

Diana Browning Wright

Diagnostic Center, Southern Calif.

4339 State University Dr.

Los Angeles, Ca. 90032

scoring my own plans
Scoring my Own Plans


49% of us use the BSP-QE scoring ruberic

To check quality of BSPs we develop

scoring others plans
Scoring Others’ Plans


37% of us score BSPs we

did not develop


Four Interconnected

Phases of Consultation

I. Develop an Environment Conducive to Teacher Growth and Change

(Initial Steps Prior to Plan Writing and Ongoing Support Activities)

IV. Provide Follow-Up Support

(Maintaining Success)

II. Jointly Develop the Program

(Development of Written

Plan in Meeting)

III. Implement the Program

(Facilitating Initial Implementation Steps After the Plan was Developed)

phase i
Phase I


phase ii
Phase II


CADRE recognizes the need for

team-developed BSPs

reasons for lack of teaming
Reasons for Lack of Teaming
  • Scheduling 14/147
    • 9.5% of responding Cadre have not yet overcome scheduling problems to facilitate the routine procedure of team-developed plans
  • Other 17/147
    • 11% of responding Cadre have other reasons that prevent team developed plans on a regular basis
  • Not writing plans (other duties) 3/147
    • 2% of Cadre are not participating in plan development but have other duties related to behavior

Number of CADRE not developing team plans=34/147 23%

  • If scheduling issues can be resolved at the school site, more team developed plans would be possible
  • Since team-developed plans are REQUIRED for students with IEPs and since team-developed plans are typically of higher quality and are more likely to be implemented with fidelity, CADRE should examine system barriers and gain commitment to this process
phase iii
Phase III

CADRE recognize the

need for contact during the

first week of implementation


  • Cadre member’s schedule more frequently interferes with teaming than consultee’s schedules
  • Since implementation with fidelity

requires consultee support & reinforcement, a full range of methods of contact 2-3 times should be explored

(direct observation by consultant, email, phone contact, arrangement for administrator observation and encouragement, notes in faculty box, etc.)

research conclusions
Research Conclusions
    • We are improving the quality of behavior plans through our CADRE activities
    • We feel ourselves to be competent in analysis and intervention design
    • More training in goal writing, environmental changes and effective communication provisions is needed
    • BSP form format and BSP-QE scoring produces a plan in accordance with the identified 6 key behavior analysis concepts, with internal consistency, allowing us to use an objective measure of plan adequacy
leadership commitment
Leadership Commitment
  • CADRE leadership has developed a strong research-to-practice focus in the era of high accountability for evidence-based practice and RTI (response to intervention).
    • PENT Research team is very active in data analysis to support our best practice.
our cadre commitment
OUR CADRE Commitment
  • CADRE members are beginning to exhibit a strong research-to-practice focus in the era of high accountability for evidence-based practice and RTI (response to intervention)
    • 56% responded to the 10 minute on-line survey n=147/262
    • 100% will have submit behavior goals and BSPs at Forum 2005 or immediately thereafter
our cadre commitment27
OUR CADRE Commitment
  • Challenge: How can we increase CADRE commitment to providing research data through an annual on-line survey designed by the PENT Research team to the 100% level? This aids development of Forum content!
research conclusions28
Research Conclusions
  • PRODUCT to Outcomes Questions:
    • We have designed a product that attempts to define treatment variables so that comparisons across plans can be made
    • Next Research Step: Do plans scoring “Adequate” (treatment) produce better outcomes for students than those that are “Inadequate”?
research conclusions29
Research Conclusions
  • BSP development process:
    • We recognize the need for 4 phases of consultation steps and feel ourselves to be competent consultants
    • Next Research Step: Can we further identify best practice in the 4 phases
    • Next Research Step: Can we identify barriers and solutions that interfer with best practice in the 4 phases?
research conclusions30
Research Conclusions
  • BSP training:
    • We have strong evidence that field training on BSP-QE scoring produces more “Adequate” subsequent plans than training on key concepts and practice writing plans
next research steps
Next Research Steps
  • How do we, as “consumers of research” use this research in designing field activities?
  • Should we, as consumers of research, use this finding? If we are training others on plan development, can we demonstrate more use of BSP-QE as a training tool than trainings on behavior key concepts by Forum 2006?