Planning Function-Based Interventions for Students With Intensive Behavior Needs

1. Planning Function-Based Interventions for Students With Intensive Behavior Needs • Lori Newcomer, Joseph Wehby, and Gail Chan • University of Missouri, Vanderbilt University, and American Institutes for Research • April 11, 2014

2. Note The National Center on Intensive Intervention (NCII) does not endorse any specific products. We would like to acknowledge that examples used in presentations are selected for illustrative purposes, in large part because they are commonly used in tiered systems and have an intriguing evidence base.

3. What Is Intensive Intervention? Intensive intervention addresses severe and persistent learning or behavior difficulties. Intensive intervention should be: • Driven by data • Characterized by increased intensity (e.g., smaller group, expanded time) and individualization of academic instruction and/or behavioral supports

4. Five Steps of Data-Based Individualization (DBI) • Secondary intervention program, delivered with greater intensity • Progress monitoring • Informal diagnostic assessment • Adaptation • Continued progress monitoring, with adaptations occurring whenever needed to ensure adequate progress

5. A Bird’s Eye View of DBI

6. Why Do We Need Intensive Intervention? Low academic achievement: • 8–17 percent of students with disabilities (SWDs) scored “Proficient” or above across reading and mathematics at Grades 4 and 8. Dropout rates: • SWDs drop out of high school three times more often than the general population.

7. Part I: Core Concepts in Behavior

8. Core Concepts in Behavior Basic assumption: • Behavior always serves a purpose. • It is performed to obtain a desired outcome or goal. Photo Credit: <a href="http://www.flickr.com/photos/73645804@N00/1384954600/">woodleywonderworks</a> via <a href="http://compfight.com">Compfight</a> <a href="http://creativecommons.org/licenses/by/2.0/">cc</a>

9. Most Common Functions of Behavior

10. Most Common Functions of Behavior Common reasons why students misbehave: Students have not learned the behavior. Inappropriate behavior removes students from what they do not want to do (escape). Inappropriate behavior gets students something (typically attention). They have not had to do the behavior in that way before.

11. Part II: Why Should I Care About Function?

12. Why Function Is Important “A hammer is an effective tool but not with a screw.” • Design and implement interventions carefully, but quickly. • Time is a precious commodity.Educators need to be efficient when problem solving. http://ebi.missouri.edu/

13. Function-Based Interventions • When generating interventions we use functionto develop ideas to change A, B, and C. Antecedent Problem Behavior Maintaining Consequence & Function Targeted Routine FUNCTION Function should guide selection of preventionstrategies.

14. Example • Jason is nine and cries when asked to do difficult tasks. The crying is maintained by avoiding or escaping difficult tasks. • Possible behavioral interventions: • Planned ignoring Jason when he cries • Breaking down objectives into smaller parts; asking for help • Stopping the activity • Time out from reinforcement • Increasing his schedule of reinforcement (e.g. giving him access to preferred activities more often) Start with the function Which one will address the function of the problem?

15. Reminder About Core Terminology Functional problem solving Functional behavior assessment Function-based interventions Functional analysis of behavior Functional assessment

16. Levels of Analysis

17. Function-Based Interventions Reminder… • With function-based interventions, it is important to identify the events that reliably predict and maintain problem behavior.

18. Tools to Guide Function-Based Interventions • Gather indirect and direct data • Analyze the data • Formulate a hypothesis about the function of the behavior • Develop a Positive Behavioral Support Plan (PBSP) • Monitor and adjust the plan as needed

19. Guiding Questions About Your Current FBA Process • Refer to pp. 2–4 for examples of guiding questions Source: Newcomer, 2012

20. Part III: Planning and Implementation Considerations

21. Five Things Intensive Intervention Plans Should Include • Intervention steps or procedures • Existing or needed materials and resources • Roles and responsibilities related to intervention implementation • The intervention schedule and context • A method to monitor outcomes and analyze data Source: Evidence Based Intervention Network (http://ebi.missouri.edu)/

23. Source: Evidence Based Intervention Network (http://ebi.missouri.edu)/

24. Case Example: Instructional Match Photo credit: http://www.flickr.com/photos/charlottel/154443920/; http://www.flickr.com/photos/dno1967b/8703319368/; http://creativecommons.org/licenses/by/2.0/

25. Instructional Mismatch? • Problem: The assessment of a student’s current instructional level/ability is inaccurate in some way (e.g., knowledge, difficulty, pace, and/or level). • In other words, there is a mismatch between the student’s skill/ability and the level or difficulty of the task. • Result: Students who are failing academically are frustrated and often act out! Source: Evidence Based Intervention Network (http://ebi.missouri.edu)/

26. Quick Example #1 Instructional Issue: • Doing addition problems without being able to count Possible Solution: • Preteach content or skill—teach student number skills before introducing addition.

27. Quick Example #2 Instructional Issue: • Journal writing without being able to form two- or three-word sentences Possible Solution: • Reduce the difficulty of the task—as opposed to writing sentences independently, you could have the student draw a picture and fill in the blank/guided writing.

28. Quick Example #3 Instructional Issue: • Reading comprehension passage Possible Solution: • Break down tasks into smaller, more manageable subtasks—provide questions with prompts and key words from the passage.

29. Example: Johnny • Task/Activity: math worksheet with multi-step directions • Behavior: pretends to sleep; non-responsive • Other Notes: generally sociable; likes peers

30. Considerations for Johnny • Function: Escape/avoidance of the math task • More specifically, Johnny cannot remember multi-step directions • Priority reason was identified as a mismatch between the current ability and task demand

31. Considerations for Johnny • Intervention: Select an intervention that aligns with the identified function of behavior • Use visual prompts • Write instructions on the whiteboard • Provide desk-size copies of instructions

32. Considerations for Johnny • Monitor outcomes and analyze data: After implementing the visual prompts for three math lessons, the teacher will assess if Johnny is more engaged and submitting his math worksheets. • Style and context: The teacher has identified that she really likes peer tutoring strategies as well. • Add peer tutor or mentor

33. Critical Components for Success With Instructional Match • Must be able to accurately assess a student’s current level of ability and implement a curriculum and teaching materials that are appropriate to the student’s instructional level. • Must match task demands with current skill levels to ensure success. • Must differentiate instruction whenever possible and appropriate. Source: Evidence Based Intervention Network (http://ebi.missouri.edu)/

34. Summary • Identify the hypothesized function of behavior and then select the intervention. • Use data to evaluate the effectiveness and make adaptations as necessary. • Implementation integrity • Selecting function-based interventions are likely effective, not definitely effective. Source: Evidence Based Intervention Network (http://ebi.missouri.edu)/

35. Disclaimer This module was produced under the U.S. Department of Education, Office of Special Education Programs, Award No. H326Q110005. Celia Rosenquist serves as the project officer. The views expressed herein do not necessarily represent the positions or polices of the U.S. Department of Education. No official endorsement by the U.S. Department of Education of any product, commodity, service or enterprise mentioned in this website is intended or should be inferred.

36. References Capizzi, A. M., & Fuchs, L. S. (2005). Effects of curriculum-based measurement with and without diagnostic feedback on teacher planning. Remedial and Special Education, 26(3), 159–174. Deno, S. L., & Mirkin, P. K. (1977). Data-based program modification: A manual. Minneapolis, MN: Leadership Training Institute for Special Education. Fuchs, L. S., Deno, S. L., & Mirkin, P. K. (1984). The effects of curriculum-based measurement evaluation on pedagogy, student achievement, and student awareness of learning. American Educational Research Journal, 21(2), 449–460. Fuchs, L. S., Fuchs, D., & Hamlett, C. L. (1989). Effects of instrumental use of curriculum-based measurement to enhance instructional programs. Remedialand Special Education, 10, 43–52.

37. References Newcomer, L. (2012). Brief functional assessment and behavior support plans. Paper presented at Montana Behavior Initiative Summer Institute, Bozeman, MT.

38. National Center on Intensive Intervention • 1000 Thomas Jefferson Street NW • Washington, DC 20007-3835 • 866-577-5787 • www.intensiveintervention.org • Email: ncii@air.org