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and. of. and. Beth Battilla , M.S., C.A.S. Rachael Friesen, MSW Micah Guy, LCSW Liz Mendieta , LCSW, CSPT. Overview /Note Catcher. Tools and Resources for Conducting an FBA. The 5 W’s and the H of FBA’s and BIP’s. The 4 W’s of FBA’s and BIP’s.

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slide1

and

of

and

Beth Battilla, M.S., C.A.S.

Rachael Friesen, MSW

Micah Guy, LCSW

Liz Mendieta, LCSW, CSPT

overview note catcher
Overview /Note Catcher

Tools and Resources for Conducting an FBA

The 5 W’s and the H of FBA’s and BIP’s

The 4 W’s of FBA’s and BIP’s

Tools and Resources for Conducting an FBA

Creating a BIP

Creating a BIP

  • What is my lens?

What is my lens?

Implementation and Progress Monitoring

Implementation and Progress Monitoring

is an fba
is an FBA?

n

Functional Behavior Assessment

Traditional Definition

A process of determining the cause (function) of behavior before developing an intervention (the BIP), based on the hypothesized cause (function) of the behavior.

slide5
Dr. Greene

comments

on the traditional

definition.

is an fba1
is an FBA?

n

Functional Behavior Assessment

A NewDefinition

A proactive approach using a collaborative problem solving process to create a hypothesis that looks beyond behavior and function alone to focus on root cause/lagging skills…that drives the development of an effective BIP.

is a bip
is a BIP?

A comprehensive and individualized plan developed by a collaborative team, based on an FBA, detailing challenging behaviors and defining the root causes, with specific behavioral strategies, supports, and skill building techniques clearly listed.

slide8
?

“Behavior is the clue, not the problem.”

~Ross Greene

“He’s just doing that for attention.”

slide9

Failure to base an intervention on "the root cause"

often leads to meaningless results.

slide10
?

?

slide13
“If a child doesn't know how toread,

we teach.”

“If a child doesn't know how to swim,

we teach.”

“If a child doesn't know how to multiply, we teach.”

“If a child doesn't know how to behave, we… ”

John Herner (NASDSE President) Counterpoint 1998

slide14

WE TEACH

“If a child doesn't know how toread,

we teach.”

“If a child doesn't know how to swim,

we teach.”

“If a child doesn't know how to multiply, we teach.”

“If a child doesn't know how to behave, we… ”

John Herner (NASDSE President) Counterpoint 1998

note catcher
Note Catcher

Tools and Resources for Conducting an FBA

The 5 W’s and the H of FBA’s and BIP’s

The 4 W’s of FBA’s and BIP’s

Tools and Resources for Conducting an FBA

Creating a BIP

Creating a BIP

  • What is my lens?

What is my lens?

Implementation and Progress Monitoring

Implementation and Progress Monitoring

slide17

Translating traditional

components into Dr. Ross Greene’s perspective

Observable Target Behavior(s)

“Adult Concern”

Setting Events

“Triggers”

  • Adapted from a presentation by Carolyn Jones and Sharon Thornagle (2011) titled: Collaborative Problem Solving and PBIS, Great Partners

Antecedents

“Immediate Events

or Circumstances”

Responses

“Unsolved Problems”

Function

“Student Concern”

OR

Performance Deficit

"Lagging Skills"

s etting events and antecedents
Setting Events and Antecedents

"Triggers and Immediate Events and Circumstances "

  • Social Setting Events
  • Physical Setting Events

Physiological Setting Events

Other Setting Events

function student concern
Function "Student Concern"
  • OBTAIN

Seek/Access/Gain

  • AVOID

Escape

  • SELF-STIMULATE
p erformance d eficit
Performance Deficit

“Kids do well if they wanna”

Ross W. Green and J. Stuart Ablon, 2006, The Guilford Press.

Treating Explosive Kids The Collaborative Problem-Solving Approach

lagging skills
Lagging Skills:

“Kids do well if they can“

Executive Functioning

Language Processing

Emotional Regulation

Cognitive Flexibility

Social Interactions

note catcher1
Note Catcher

Tools and Resources for Conducting an FBA

The 5 W’s and the H of FBA’s and BIP’s

The 4 W’s of FBA’s and BIP’s

Tools and Resources for Conducting an FBA

Creating a BIP

Creating a BIP

  • What is my lens?

What is my lens?

Implementation and Progress Monitoring

Implementation and Progress Monitoring

collecting
Collecting .

2. Indirect Assessment Tools

A. Anecdotal Notes and Record Review (IEP, 504, “RtI Classroom Notes”, Cumulative, Admin Conference, etc.)

B. Questionnaire and Functional Analysis Tools

C. Motivation and Interest Assessment

1. Structured Interviews

A. Student

B. Parent/Guardian/Community

C. Teacher/Staff

3. Direct Assessment Tools

A. Antecedent Behavior

Consequence (ABC) Forms

B. Observation Tools

C. Ecological Analysis Tools

special education webpage step 5
Special Education Webpage: Step 5
  • TIPS:
  • Use Goggle Chrome
  • All links are Google Docs
  • If no hyperlink, then document needs to be accessed elsewhere
  • Once open, download the document for best viewing
note catcher2
Note Catcher

Tools and Resources for Conducting an FBA

The 5 W’s and the H of FBA’s and BIP’s

The 4 W’s of FBA’s and BIP’s

Tools and Resources for Conducting an FBA

Creating a BIP

Creating a BIP

  • What is my lens?

What is my lens?

Implementation and Progress Monitoring

Implementation and Progress Monitoring

slide39

Creating a (9 Parts)

  • Record review of current IEP
  • Record review of Administrative Conference notes
  • Interview with Mr. Stein, science teacher
  • Interview with Mr. Madison, father
  • Interview with Billy, student
  • Assessment of Lagging Skills & Unsolved Problems (ALSUP) completed by parent and teacher
  • Interest Inventory
  • Frequency Recording-Scatter Plot
  • Antecedent Behavior Consequence form
  • Ecological Analysis of Setting form
slide40

Skills/Interests:

  • Billy has an extensive vocabulary, and is able to make and keep friends. He loves to play video games, watch television, and play on the computer. He enjoys sports and is often active in swimming and running clubs. He is motivated to earn free time and attention from adult. His goal is to join the family business one day.

Pro-Social Behaviors:

  • Billy is expressive, confident and a self-advocate. His father feels that he is very social and extroverted. He is charismatic and has a great sense of humor. He is very creative when problem solving and has a big imagination. Billy is often very helpful, shares his belongings with others, and cooperative within small group settings.
  • Positive Relationships and Family/Community Supports:
  • Mr. Madison, Billy’s father, is a strong advocate and communicates regularly with the school. His former teacher, Ms. Vaughn has and continues to be a support in his life. The principal Mr. Anderson, and his bus driver, Mr. Farley, are also supportive of Billy’s success in school. Ms. Simone, the school counselor is available to work with Billy.
slide41

Problem (Challenging/Observable) Behaviors: “Adult Concern”

  • When Billy becomes upset he often exhibits inappropriate language, argues with others, becomes verbal aggressive, disruptive, and non-compliant. It is more likely to occur in Science period, when he does not understand the material, and when seated near a female peer.
  • Summary/Hypothesis Statement (Functions of the Behavior): “Student Concern”
  • It is hypothesized that Billy exhibits these behaviors in order to obtain peer attention and/or to avoid a non-preferred task or activity.
  • - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -- - - - - - - - -
  • *If working from the Ross Greene’s Perspective…
  • Lagging Skills:
  • Unsolved Problems:
  • Billy appears to have difficulty maintaining focus and attention to goal-directed activities, thinking before responding, and considering a range of solutions to a problem.
  • Billy appears to have difficulty identifying when he needs help and asking for it, talking at appropriate times, and interacting appropriately and respectfully with peers.
slide42

“Triggers, Immediate Events and Circumstances”

  • Billy benefits from:
  • ~Seating near front
  • ~Daily check-ins with staff
  • ~Review of expectations
  • ~Scheduled breaks
  • ~Positive peer mentor
  • ~Embedded choices
  • ~Consistent reminder
  • of rules
  • ~Frequent monitoring
  • ~Regular home communication
  • Billy’s behavior is likely to decrease if:
  • ~Prompt, or give non verbal signal/cues
  • ~Review expectations
  • ~Offer short term break
  • ~Use “If/Then” to identify outcomes
  • ~Assist with peer conflict resolution privately

“Skill Deficit”

“Performance Deficit”

  • Billy will learn:
  • ~Peer conflict resolution skills (through demonstration, coaching, guided practice)
  • ~Empathy training (through guided practice, conferencing and role play)
  • Billy’s behaviors will be reinforced by:
  • Positive Consequences:
  • ~Specific praise
  • ~Time for peer attention
  • ~Positive grade/mark
  • ~Positive note home
  • Corrective Consequences:
  • ~Unearned grade/mark
  • ~Time out of classroom
  • ~Written refocus form
  • ~Parent contact
  • *See notes/ attachment*

Executive Functions

Language Processing

Emotional Regulation

Cognitive Flexibility

Social Interactions

crisis intervention plan example
Crisis Intervention Plan Example

Crisis Intervention Plan Attached to IEP Annual Review - March 23, 2013

If Billy indicates the potential to harm (himself or others), the following CIP will go into effect:

  • If alone with Billy, summon another staff member for assistance and follow these steps:
  • Remove all other students, and potential weapons, from immediate surroundings
  • Decrease verbal interactions and arguments, give only specific and clear directives.
  • Direct Billy to the Quiet Room to utilize appropriate sensory tools and coping tools to calm down. If he is noncompliant and continues to produce harm, escort him to the Quiet Room, or another designated area.
  • Use physical blocking techniques, as sanctioned by the Crisis Prevention Intervention (CPI) protocols, if Billy aggresses towards others.
  • Remove any sensory tools that may be used as potential weapons.
  • As a last resort, use the appropriate physical management techniques, as sanctioned by CPI sanctioned (trained staff only), until he is able to regain self control to manage himself safely.
  • If Billy is unable to control himself safely within 5 minutes of being physically held, staff will contact administration for additional assistance and intervention.
  • Once physically and verbally calm direct Billy to sit in an area within the Quiet Room (or designated quiet area) to conference with a staff member and complete a Refocus Sheet in order to process the incident.
  • If unable/unwilling to conference with staff, check in every 3-5 minutes to see when Billy’s ready to conference with staff. It is important to follow this step to collaborate with Billy and make a plan for him to remain safe at school.. 
  • Refer to the Jeffco District Code of Conduct for further interventions, if deemed necessary.
slide45

Continuous Progress Monitoring Method:

Frequency Recording- Scatter Plot (number of times Billy requires teacher redirection)

  • Criterion for Success:

Billy will decrease his disruptive behaviors, as evidenced by not calling out, having side conversations or interrupting the lecture, during the academic period.

>Baseline: 10 redirections/1 hour >Goal: Less than 3 redirections/1 hour.

  • Person Responsible:

Mr. Stein, Science Teacher

  • Follow-up Meeting Date:

January 31, 2015

slide46

Supports: Science teacher, Mr. Stein, School Counselor, Ms. Simone, and Billy’s father, Mr. Madison. Ms. Simone will identify a positive peer mentor in each of Billy’s class periods.

  • Resources: Affective curriculum for social skills development, empathy training and peer conflict resolution. Check-in/Check-out (PBIS) program. Utilize quiet space in the break area within Counseling Office.
  • Training: Ms. Stein and Ms. Simone will be trained in utilizing the Check-in/Check-out computer system. Mr. Stein will be trained by Ms. Simone on how to collect frequency records using the Scatter Plot data collection forms.
slide47

Feb. 3, 2014/ As needed

  • Feb. 3, 2014/ Weekly Team Mtgs.
  • Transportation/Driver Math Teacher
  • Copy of report
  • Weekly Consultation
  • Ms. Simone
  • Mr. Stein
  • Ms. Simone,
  • School Counselor
  • Billy Madison, Mr. Madison, Ms. Simone, Mr. Stein, Principal Anderson, Ms. Vaughn
implementation progress monitoring
Implementation & Progress Monitoring

Step 1: Choose Data Collection Tool (method) & Determine Baseline

Step 2: Implement BIPwith Sufficient Time and Effort

Step 3: Progress Monitor using Tool

Step 4: Facilitate Review Meeting & AnalyzePlan

Step 5: Reinforce Effective Strategies and/or Revise Strategies

Step 6: Documentthe Review Meeting and, if needed, Rewrite Plan

Step 7: Share, File, andRepeat

esources
esources

CDE Website www.cde.edu

  • - The Colorado Behavior Resource Manualhttp://wwwlcde.state.co.us/artemis/edmonos/ed14408b392006internet/
  • - Behavior Topic Areashttp://www.cde.state.co.us/cdesped/BehaviorTopicAreas.asp#FBA

Lives in the Balance- Dr. Ross Greene

www.livesinthebalance.org

Think: Kids (Department of Psychiatry at the Massachusetts General Hospital)www.Thinkkids.org

Collaborative Problem Solving and PBIS- Great Partners

http://www.pbisnetwork.org/wp-content/uploads/2011/02/collaborative-Problem-Solving-Thornagle-1.pdf

Functional Behavioral Assessment- How to Conduct a Legally Defensible Procedurehttp://www.nasponline.org/conventions/handouts2010/unstated/Functional%20Behavior%20Assessment.ho.0210.nasp.pdf