S300 Screening & Brief Functional Behavior Assessment

1. S300Screening & Brief Functional Behavior Assessment

2. Review group norms and prepare to introduce your team School Roles of people here today Successes/experiences with tier 2 up to this point as well as experiences with FBA/BIP Remember to think in terms of data, systems, practices! Introductions and Acknowledgments

3. Agenda What page numbers do these start on? 4-11 12-20 21-39 40-76 77-78 Review Selected System Using the MATT Screening Understanding Brief Functional Behavior Assessment Brief FBA Walkthrough and Planning Technical Assistance

4. Review Selected System Using the MATT

5. School-Wide Systems for Student Success Academic Systems Behavioral Systems • Tier 3/Intensive Interventions 1-5% • Individual students • Assessment-based • High intensity • 1-5% Tier 3/Intensive Interventions • Individual students • Assessment-based • Intense, durable procedures • 5-15% Tier 2/Selected Interventions • Some students (at-risk) • High efficiency • Rapid response • Small group interventions • Some individualizing • Tier 2/Selected Interventions 5-15% • Some students (at-risk) • High efficiency • Rapid response • Small group interventions • Some individualizing • Tier 1/Universal Interventions 80-90% • All students • Preventive, proactive • 80-90% Tier 1/Universal Interventions • All settings, all students • Preventive, proactive Illinois PBIS Network, Revised May 15, 2008. Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at http://pbis.org/schoolwide.htm

6. Data-Based Decision MakingNumbers to Keep in Mind • 7-15%: Percent of total population expected to need and be supported by Tier 2 interventions • 1-5%:Percent of total population expected to need and be supported by Tier 3 interventions • 70%: Percent of youth (receiving intervention “X”) that should be responding to intervention • Data-based decision rules for “determining response” must be defined Data sources defining response are efficient e.g., Daily Progress Report (DPR) cards: Student maintains an 80% average on DPR for 4 weeks

7. Tier 1/Universal School-Wide Assessment School-Wide Prevention Systems ODRs, Attendance, Tardies, Grades, DIBELS, etc. Tier 2/Selected Tier 3/ Intensive Check-in/check-out Intervention Assessment Social/Academic Instructional Groups Daily Progress Report Individualized Check-In/Check-Out, Groups & Mentoring (e.g., CnC) Competing Behavior Pathway, Functional Assessment Interview, Scatter Plots, etc. Brief Functional Behavioral Assessment/ Behavior Intervention Planning Complex FBA/BIP SIMEO Tools: HSC-T, RD-T, EI-T Wraparound Illinois PBIS Network, Revised May 2009 Adapted from T. Scott, 2004

8. Wisconsin Conversation Chart

9. Selected Systems Planning Team Includes FBA/BIP intervention coordinator Brings overall student intervention and implementation data to team Oversee intervention implementation with staff/students/families Creates and supports interventions from data-demonstrated need Supports students and staff with interventions Uses process data from CICO, SAIG, brief FBA/BIP interventions to: Determine overall intervention effectiveness Improve integrity, fidelity, procedures, etc. Create interventions missing from continuum Teaming at Tier 2/Selected

10. Selected Problem Solving Team Develop plans for one group or student at a time with info from systems team (i.e., FBA facilitators and staff) Most schools already have this type of meeting Consists of a standing team plus teachers and family of the student Teaming at Tier 2/Selected

11. Monitoring Advanced Tiers Tool Complete sections A, B, and C specific to current systems, CICO, SAIG, and individualized group interventions Coaches – use interview questions to guide conversation. Enter Consensus response If all team members not present, use time to read over and plan when to do as team

12. Break

13. MATT Report

14. Screening Process

15. Universal Screening Rationale President’s Commission on Excellence in Special Education (2001) and No Child Left Behind (2001) and ESEA Reauthorization recommend academic AND behavioral screening Greater likelihood of altering negative life trajectory associated with early intervention (Patterson, Reid, & Dishion, 1992) Approximately one out of 10 school-age children and youth are at-risk for developing externalizing (i.e., acting out) or internalizing (i.e., markedly withdrawn or sad) behaviors

16. Additional Benefits of Gated Screening • Cost-efficient • Less expensive than ongoing reactive approaches and special education evaluations • Proactive • Identify students who can benefit from extra supports (best practice) • Objective • Help address disproportionality in discipline and special education issues by engaging students early in preventive and supportive manner

17. There’s a “window of opportunity” when early intervention can prevent the onset of major emotional problems Mental Health and School-age Children Great Smoky Mountains Study: Age Between First Symptom and Initial Diagnosis Source: O’Connell, Boat, & Warner, 2009

18. Teacher Rank Ordering for Universal Behavior Screening Internalizing Behavior • Anxious, nervous • Introverted (e.g. often seen alone) • Rarely/doesn’t speak to peers • Overly sensitive (e.g., cries easily, has difficulty standing up to others • Bullied by other students Adapted from Walker and Severson 1992

19. Teacher Rank Ordering for Universal Behavior Screening Internalizing Behavior Step 1 Internalizers: Students regularly display at least one of the listed behaviors 1. 2. 3. 4. 5. 6. 7. Step 2 Internalizers: Top three students of concern, regularly displaying at least one of the listed behaviors 1. 2. 3. Adapted from Walker and Severson 1992

20. Suggested Timeline for Screening Beginning of October after expectations have been taught and retaught to fluency School Year Late winter (February) – optional, but better Late spring (early May) – optional, but better

21. Educate staff on difference between externalizing and internalizing behaviors. Prep with session in staff meeting followed up by written communication by team and/or principal with examples Notify parents of universal screening in handbook and with communication home with opt out provision Provide time in staff meeting to complete gates (ranking and screening) Submit screening tool to identified person Logistics

22. Screening tool is completed by identified individuals (instructional staff) Students meeting criteria of tool may then have self- and home-screeningdone (optional) Screening facilitator then “hands off” student to tier 2/selected team to begin intervention after obtaining consent. Interventioncontinues and is monitored according to data rules Logistics

23. Screening Process Multiple Gating Procedure (Adapted from Walker & Severson, 1992) • Gate 1 • Teachers rank order then select top 3 students on each dimension (externalizing and internalizing Teachers Rank Order then Select Top 3 Students on Each Dimension (Externalizing & Internalizing) Gate 1 Tier 2 Intervention & Monitoring Pass Gate 1 Teachers Rate Top 3 Students in Each Dimension (Externalizing & Internalizing) using either SSBD, BASC-2/BESS, or other evidence-based instrument • Gate 2 • Teachers rate top 3 students in each dimension (externalizing and internalizing) using evidence-based instrument (e.g., SSBD, BASC-2/BESS) Gate 2 Tier 2 Intervention & Monitoring Pass Gate 2

24. Short Term Plan What is currently in place to identify students with internalizing behavior? How will you systematically begin identifying students with internalizing behaviors? Do you have the capacity to provide basic tier 2 interventions to additional students? How will you expand this capacity? Long Term Plan Is there a place for formal behavioral screening in your district? Who are the people that would make that decision? What information to they need? Who will begin or participate in that discussion from this team? Screening Process

25. Understanding Brief FBA

26. What happens when a student with a behavioral concern is referred to your problem solving/consultation team? Do people implement the interventions? How do you know? Are there instances when they are not implemented? Do the interventions “work”? How do you know? Are there instances when interventions are not implemented? Problem Solving TeamWhat are you doing now?

28. Why Do People Behave? Modeling? Accident?Instinct?Condition? Why Do People Continue Behaving? IT WORKS! T. Scott; University of Louisville, 2012

29. Building FBA Capacity Horner & Anderson (2007)

30. Operationally defined problem behavior(s): who, what, where, & when Identified routinesin which the problem behavior is mostandleastlikely to occur Defined antecedent events (triggers; setting events) that predict when the problem behavior is most likely Defined consequence(one) that contributes most to maintaining the problem behavior in that routine Summary statement of findings Outcomes of Brief FBA

31. Many BIPs are not aligned with the FBA because they: focus only on rewarding youth for appropriate behavior do not teach replacement behaviors don’t change settings that trigger behaviors omit supports that make appropriate behavior more likely continue practices which reinforce the function of the problem behavior Based on Research and PracticalExperience

32. Changing our thinking By the time youth access FBA/BIP intervention, they are already at high risk of placement change. More youth need FBA/BIP, sooner. FBA/BIPs are often found in the “file” and viewed as a document. But it is an active and evolving document!

33. Selected Systems Planning Team FBA/BIP intervention coordinator? (Bring overall student intervention & implementation data to team, oversee intervention implementation with staff/students/families) From data-demonstrated need, create and support interventions Support students & staff with interventions Use process data from CICO, SAIG, brief FBA/BIP interventions to: determine intervention effectiveness improve integrity, fidelity, procedures Create missing interventions Teaming at Tier 2/Selected Selected Problem Solving Team • With info from systems team (FBA facilitator & teacher), develop plans for one group or student at a time (facilitator, teacher, and problem solving team develop BIP) • Most schools already have this type of meeting • Standing team plus teachers and family of the student

34. Gather information from data and interviews, generate brief FBA, illustrate FBA through the Competing Behavior Pathway Problem behavior along with triggers and hypothesized function and maintaining consequence Share data sources and process used Interviews Lead the team in creating a BIP Ensure all stakeholders give input and agree with aspects of the plan that require their action and that they understand and can carry out those actions Problem Solving Team RolesFBA/BIP Facilitator

35. Ask questions for clarification on FBA Come to consensus on hypothesized function briefly brainstorm alternative function Work with FBA/BIP Facilitator to create the BIP Contribute as an “implementer” for parts of BIP where needed (e.g.,. staff may add student to group counseling, see youth for after school tutoring, add youth to CICO) Problem Solving Team RolesOther Team Members

36. Who is your brief FBA/BIP coordinator? Who will be the FBA/BIP facilitators? How will time to do this be arranged (e.g., shift of duties, compensation?) When/how will brief FBA/BIP findings be presented to staff and by whom? Team Time

38. When: Lower-level (simple selected) interventions do not result in adequate progress as determined by data rules Data identifies student as in need (e.g., # of ODRs, suspensions, absences) Exception: Adult perceives youth as being in urgent need (lower-level support not seen as adequate) Identifying Who Needs FBA/BIP

40. Selected systems team identifies youth needing tier 2/selected FBA/BIP level of support and refers to individual problem solving team meeting. FBA/BIP facilitator (i.e., social worker, counselor, psychologist other trained staff) takes lead in organizing data and using tools to conduct the brief FBA. Brief FBA/BIP facilitator generates brief FBA/competing behavior pathway (based on data). Share with problem-solving team. The BRIEF FBA/BIP ProcessPrior to the Problem Solving Team Meeting Prior BRIEF FBA/BIP Process During After

41. 4. Problem-solving team develops and implements BIP (with stakeholders). 5. FBA/BIP fidelity tool is used to make sure all parts of BIP have been implemented as designed Follow-up meeting scheduled (in 4-6 weeks) for all stakeholders to review progress of BIP. The BRIEF FBA/BIP ProcessAt the Problem Solving Team Meeting Prior AND BRIEF FBA/BIP Process During After

42. 7. Data monitored weeklyby FBA/BIP facilitator. Prior BRIEF FBA/BIP Process During After

43. www.wisconsinpbisnetwork.org  Resources

44. Brief FBA Walkthrough

45. The FACTS is simply one tool you can use to gather the info Starting the Brief FBA Process

46. 1 • 2 • 3 • 4 • 5 • 6 • 7 • 8 • 9 • 10 • 11 FACTS The Functional Assessment Checklist for Teachers and Staff

47. Identify at least three strengths or contributions that the student brings to school Important for developing an effective support plan • 1 • 2 • 3 • 4 • 5 • 6 • 7 • 8 • 9 • 10 • 11 • 1 • 2 • 3 • 4 • 5 • 6 • 7A • 7B • 8 • 9 • 10 • 11 FACTS Step 1 & 2:Identify Student & Strengths

48. 1 • 2 • 3 • 4 • 5 • 6 • 7 • 8 • 9 • 10 • 11 FACTS Step #3:Identify Problem Behavior

49. Observable and Measurable Be so clear in your definition that when you’re done anyone could act out the problem and it would look/sound just like it does in reality • 1 • 2 • 3 • 4 • 5 • 6 • 7 • 8 • 9 • 10 • 11 Define the Problem

50. Routines to identify Context in which the problem behavior does and does not occur Identifying routines Obtain student schedule and rating of frequency of problem behavior Look for similarities in context across similar activities • 1 • 2 • 3 • 4 • 5 • 6 • 7 • 8 • 9 • 10 • 11 FACTS Step # 4:Routines Analysis But remember, the routines need to have been TAUGHT