Establishing a Tier 3 System of Support Tier 3 Level 1 Day 3

1. Establishing a Tier 3 System of SupportTier 3 Level 1 Day 3

2. FBA Summary Statements:What should they include? • A functional behavioral assessment should result in one or more summarystatements that define: • Clear and measurabledescription of problem behavior(s) • Contexts (activities, routines,) in which the problem behavior is most and least likely to occur • Specific antecedent events (triggers; setting events) that predict when the problem behavior is most likely • Consequence that contributes most to maintaining the problem behavior in that routine • Statement of function (purpose) of problem behavior

3. Competing Behavior Pathways Diagram Description of the Context Desired Behavior “Long Term” Maintaining Consequence Problem Behavior Maintaining Consequence Function: Obtain or Avoid Setting Events Triggering Antecedents Acceptable Replacement Behavior “Short Term” Maintaining Consequence “When he (insert details of the setting events) and (insert details of the antecedent) (the student) is likely to (insert problem behavior) because (insert details of maintaining consequence) therefore, the function of the behavior is to (obtain/avoid).”

4. FBA Summary Statements:Clear and Measurable Description • A functional behavioral assessment should result in one or more summarystatements that define: • Clear and measurabledescription of problem behavior(s) • Contexts (activities, routines,) in which the problem behavior is most and least likely to occur • Specific antecedent events (triggers; setting events) that predict when the problem behavior is most likely • Consequence that contributes most to maintaining the problem behavior in that routine • Statement of function (purpose) of problem behavior

5. Clear & Measurable Description of Problem Behavior(s)Description of Problem Behavior(s) The descriptions must be • Clear – Description of specific student actions, not inferred traits; Observable, can be replicated by a stranger (Use precise language - action verbs) • Measurable – Report behaviors that have an observable beginning & end and measurable dimension(s) • Frequency, duration, intensity, latency

6. FBA Summary Statements:Context of Problem Behavior • A functional behavioral assessment should result in one or more summarystatements that define: • Clear and measurabledescription of problem behavior(s) • Contexts (activities, routines,) in which the problem behavior is most and least likely to occur • Specific antecedent events (triggers; setting events) that predict when the problem behavior is most likely • Consequence that contributes most to maintaining the problem behavior in that routine. • Statement of function (purpose) of the problem behavior

7. Context of the Problem Behavior After we develop a clear and measurable description of the problem behavior, we identify the context where the problem behavior is most likely and least likely to occur. Identifying the context provides information to identify events that predict WHEN, WHERE & under WHAT conditions the problem behavior occurs. (Loman & Borgmeier, 2010) Context is identified though a context analysis

8. FBA Summary Statements:Specific Antecedent Events A functional behavioral assessment should result in one or more summarystatements that define: • Clear and measurabledescription of problem behavior(s) • Contexts (activities, routines,) in which the problem behavior is most and least likely to occur • Specific antecedent events (triggers; setting events) that predict when the problem behavior is most likely • Consequence that contributes most to maintaining the problem behavior in that routine. • Statement of function (purpose) of the problem behavior.

9. Identification of the Specific Antecedent Definition Antecedent – An event or circumstance that happens immediately before a problem behavior. (Crone & Horner, 2003) The specific antecedent is identified from information contained in the context analysis

10. FBA Summary Statements:Consequence • A functional behavioral assessment should result in one or more summarystatements that define: • Clear and measurabledescription of problem behavior(s) • Contexts (activities, routines,) in which the problem behavior is most and least likely to occur • Specific antecedent events (triggers; setting events) that predict when the problem behavior is most likely • Consequence that contributes most to maintaining the problem behavior in that routine. • Statement of function (purpose) of the problem behavior.

11. Identification of the Consequence Definition of Maintaining Consequence: Any event that occurs after a behavior that increases the likelihood that the behavior will occur again. The maintaining consequence is identified from information contained in the context analysis

12. Definition: Situations unique to an individual that make the problem behavior more intense or more likely to occur (e.g. illness, fatigue, hunger, social conflict, previous failure with the activity) The occurrence of a setting event can explain why a request to complete a task results in problem behavior on one day, but not on the next. Identification of Setting Events

13. How will we identify the setting events? Examine the student’s context analysis, then ask the following question: Are there specific situations or circumstances that make it more likely that a problem behavior will occur or that will make the problem behavior more intense within the highest rated contexts?

14. FBA Summary Statements:Statement of Function • A functional behavioral assessment should result in one or more summarystatements that define: • Clear and measurabledescription of problem behavior(s) • Contexts (activities, routines,) in which the problem behavior is most and least likely to occur • Specific antecedent events (triggers; setting events) that predict when the problem behavior is most likely • Consequence that contributes most to maintaining the problem behavior in that context. • Statement of function (purpose) of the problem behavior.

15. Identification of the Function of the Problem Behavior Examine the identified antecedent and consequence events. Examine the pattern or pathway of the problem behavior to determine if the student is attempting to obtain something or avoid something.

16. Functional Behavior AssessmentSummary Statements • A functional behavioral assessment should result in one or more summarystatementsthat define: • Clear and measurabledescription of problem behavior(s) • Contexts (activities, routines,) in which the problem behavior is most and least likely to occur • Specific antecedent events (triggers; setting events) that predict when the problem behavior is most likely • Consequence that contributes most to maintaining the problem behavior in that context. • Statement of function (purpose) of the problem behavior.

17. Writing a Summary Statement Construct the Summary Statement by using the following format: “When he is (insert details of the setting events) and (insert details of the antecedent) (the student) is likely to (insert problem behavior) because (insert details of maintaining consequence) therefore, the function of the behavior is to (obtain/avoid).”

18. Debra’s Case Study Scenario 1 - Debra

19. Debra Debra is a ninth grade student attending a high school that serves grades nine through twelve. Debra’s grades are below average and she completes, on average, 4 out of 15 assignments per week. Debra’s middle school teachers indicated that she “barely made it through middle school” due to poor grades. Debra’s ninth grade communication arts, social studies, and math teachers describe her as disruptive and noncompliant. Specific behaviors include wandering the room, not completing work, refusal to comply with adult directions, and leaving the classroom without permission. These teachers report that when they approach Debra about being off-task, she refuses to follow directions. When asked what “refuses to follow directions” looks like, they said “not getting out her work materials” and “not initiating work tasks”.

20. Debra These behaviors occur during independent work requiring reading and/or writing. The three teachers report that Debra wanders the room and refuses to follow directions daily in their classes (not getting out her work materials and not initiating work tasks); these behaviors occur three times per day across her schedule. She fails to complete work 11 times per week. Debra leaves the communication arts classroom on average two times per week. Her behaviors usually disrupt those around Debra but can also be intense enough to disrupt the entire class. Peers typically ignore Debra but their frustration with her disruptions is growing.

21. Debra All three teachers report that when Debra refuses to follow directions or complete her work, they frequently don’t force the issue because they don’t want her behavior to escalate; therefore, Debra does not get her work completed. The times she left the room without permission have all happened when the communication arts teacher has told Debra the previous day that she’ll have to complete all her work in after-school detention the next day.

22. Debra Debra has received 7 office referrals for disrupting class and noncompliance as well as six one-day suspensions for leaving her classroom without permission. All of these referrals and suspensions were the result of behaviors that occurred in communication arts, social studies, and math . Debra’s Spanish, science, art, health/p.e., and instrumental music teachers describe Debra as an average student who participates in class with few disruptions. The science teacher reported that Debra particularly enjoys hands-on activities but she does not initiate work during independent written tasks. Whenever written work is required, the science teacher allows Debra to work with a partner. The Spanish teacher is currently focusing on the students acquiring basic speaking skills but is concerned when there will be more written requirements.

23. For the rest of the PowerPoint, refer to Debra’s case study handout. • When each slide appears, with your team, first discuss possible responses and then continue for answers.

24. Clear & Measurable Descriptionof Problem Behavior(s)Complete what you know then go to next slide for answers

25. Clear & Measurable Descriptionof Problem Behavior(s)

26. Context AnalysisComplete what you know then go to next slide for answers

27. Context Analysis

28. Identifying the specific antecedentComplete what you know then go to next slide for answers • What type of activity is occurring in Debra’s highest rated context? • Which peers or adults are present in this context? • What tasks are most commonly assigned during this context?

29. Identifying the specific antecedent Independent work Classroom teacher, peers Tasks that require reading and/or writing • What type of activity is occurring in Debra’s highest rated context? • Which peers or adults are present in this context? • What tasks are most commonly assigned during this context?

30. Identifying the specific antecedentComplete what you know then go to next slide for answers • What type of activity is occurring in Debra’s second and third highest rated context? • Which peers or adults are present in this context? • What tasks are most commonly assigned during this context?

31. Identifying the specific antecedent Independent work Classroom teacher, peers Tasks that require reading and/or writing • What type of activity is occurring in Debra’s second and third highest rated context? • Which peers or adults are present in this context? • What tasks are most commonly assigned during this context?

32. Identifying the consequenceComplete what you know then go to next slide for answers • Examine the Context Analysis • Identify the context with the highest rating • Once you have identified the context with the highest rating, ask the following question to identify the consequence: • What usually happens after the behavior occurs?

33. Identifying the consequence Teacher “backs off” and does not require her to complete work • Examine the Context Analysis • Identify the context with the highest rating • Once you have identified the context with the highest rating, ask the following question to identify the consequence: • What usually happens after the behavior occurs?

34. Identifying the setting eventsComplete what you know then go to next slide for answers Examine Debra’s context analysis, then ask the following question: Are there specific situations or circumstances that make it more likely that a problem behavior will occur or that will make the problem behavior more intense within the highest rated contexts?

35. Identifying the setting events If Debra’s teacher tells her she will have to complete work during after-school detention Examine Debra’s context analysis, then ask the following question: Are there specific situations or circumstances that make it more likely that a problem behavior will occur or that will make the problem behavior more intense within the highest rated contexts?

36. Completing a Behavior Pathways Diagram Context Setting Event Problem Behavior Consequence Function Antecedent Complete what you know then go to next slide for answers

37. Completing a Behavior Pathways Diagram Context: More likely to happen in activities involving reading and/or writing • Problem Behavior: • Wanders the • classroom • Does not get out • work materials • Does not initiate • work tasks • Does not complete • work • Leaves the room Consequence: Avoids the assignment Function: Avoid the reading/writing task Setting Event: Teacher tells her the day before that work will need to be completed during detention Antecedent: Asked to begin independent work involving reading and/or writing

38. Writing a Summary StatementComplete what you know then go to next slide for answers Write a Summary Statement for Debra by using the following format: “When she is (insert details of the setting events) and (insert details of the antecedent) (the student) is likely to (insert problem behavior) because (insert details of maintaining consequence) therefore, the function of the behavior is to (obtain/avoid).”

39. Writing a Summary Statement Construct the Summary Statement for Debra by using the following format: “When she is (told she will need to complete work in after-school detention) and (she is given independent work requiring reading and/or writing), (Debra) is likely to (wander the classroom, refuse to follow directions, not complete work, and leave the room) because (she will not be required to complete the assignment) therefore, the function of the behavior is to (avoid the reading/writing task).”

40. Competing Behavior Pathways Diagram More likely to happen in activities involving reading and/or writing Desired Behavior “Long Term” Maintaining Consequence • Problem Behavior: • Wanders the • classroom • Does not get out • work materials • Does not initiate • work tasks • Does not complete • work • Leaves the room Consequence: Avoids the assignment Function: Avoid the reading/writing task Setting Event: Teacher tells her the day before that work will need to be completed during detention Antecedent: Asked to begin independent work involving reading and/or writing Acceptable Replacement Behavior “Short Term” Maintaining Consequence “When she is (told she will need to complete work in detention) and (she is given independent work requiring reading and/or writing), (Debra) is likely to (wander the classroom, refuse to follow directions, not complete work, and leave the room) because (she will not be required to complete the assignment) therefore, the function of the behavior is to (avoid the reading/writing task).”

41. What is Next for the Tier 3 Action Team? • The team had a high level of confidence in the Summary Statement. • Their next step is to schedule observations to confirm the Summary Statement. • The counselor, a member of the Action Team who had expertise in conducting observations, was assigned to observe Debra in Communication Arts, Math, and Social Studies. She also observed in Spanish, a setting with a low occurrence of the behavior.

42. Observation Results Communication Arts

43. Observation Results Math

44. Observation Results Social Studies

45. Observation Results Spanish

46. What is Next for the Tier 3 Action Team? After the observations confirmed the Summary Statement, the Action Team is now ready to develop the BIP.

47. Desired Replacement Behavior Use writing strategies to complete work Maintaining Consequence Sample BIP for Debra • Problem Behavior: • Wanders the • classroom • Does not get out • work materials • Does not initiate • work tasks • Does not complete • work • Leaves the room Setting Event Teacher tells her the day before that work will need to be completed during detention Antecedent Maintaining Consequence Avoids the assignment . Function Avoid the reading/ writing task Asked to begin independent work involving reading and/or writing Acceptable Replacement: Use Break Card Prevent 1) Use other ways to produce written work: Use Guided Notes Strategy outlined in Task Difficulty mini-module. Allow her to write single word answers rather than requiring her to write sentences. Require only that she write answers and not copy problems or questions. 2) Create a folder with resources chosen by Debra and her teachers to help her complete tasks. Debra can initiate the use of the folder or her teacher can offer the folder if Debra does not start the task. Teach Teach Debra to use the break card Teach Debra shortcuts to produce written work (i.e. single word answers) Teach Debra how to use the resource folder. Teach Debra specific writing strategies (i.e. graphic organizers) Reinforce After Debra completes 2 or 3 problems, check her work and provide positive feedback for her attempts to correctly complete the work. Debra will be able to earn points for using strategies to initiate & complete tasks.

48. Day 3 Outcomes Establishing a Tier 3 team Develop system to elicit participation of teachers(s), student and family in FBA/BIP process Making decisions about students who will receive interventions Updating staff

49. Day 3 Outcomes • Establishing a Tier 3 team • Assign participant roles and responsibilities • Action Team • Use a standard Tier 3 meeting format • Action Team • Develop system to elicit participation of teachers(s), student and family in FBA/BIP process • Making decisions about students who will receive interventions • Updating staff

50. Core Team Members · Administrator · Person with behavioral expertise · Person with academic expertise Action Team Members Action Team Members Action Team Members · · · Members of core Members of core Members of core team team team · · · Teacher(s) of Teacher(s) of Teacher(s) of identified student identified student identified student · · · Parent(s) Parent(s) Parent(s) · · · Significant others Significant others Tier 3 Student Support Teams Significant others Your student Student - Luke Student - Debra