LAURA MATSON, PH.D SPECIAL SERVICES DIRECTOR PUGET SOUND ESD’ VANESSA TUCKER, PH.D., BCBA-D...
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Transcript of LAURA MATSON, PH.D SPECIAL SERVICES DIRECTOR PUGET SOUND ESD’ VANESSA TUCKER, PH.D., BCBA-D...
L A U R A M AT S O N, P H . DS P E C I A L S E RV I C E S D I R E C T O R
P U G E T S O U N D E S D ’
VA N E SS A T U C K E R , P H . D. , B C B A - DA SS I S TA N T P R O F E SS O R O F S P E C I A L E D U C AT I O N
PA C I F I C LU T H E R A N U N I V E R S I T Y
Supporting PBIS at the Tier 3 Level: Avoiding pitfalls, creating capacity
NWPBIS Fall ConferenceNovember 10, 2015
Welcome!
Who are you and what are your roles?What is your background?Goals for today’s training?Rate your familiarity with the FBA (using
sticky notes) 0-5, with 0 being the least, 5 being the mostIntroductions to presenters:Laura MatsonVanessa Tucker
Session Objectives
Participants will:List the steps in the Functional Behavior
Assessment (FBA) processList the necessary components of the Positive
Behavior Intervention Plan (PBIP)Identify strategies for avoiding common
pitfallsExplore ways to develop instructional
leadership capacity for Positive Behavior Interventions and Supports (PBIS) in their buildings.
Participation Expectations
Be prepared to Listen, Share Learn
Be respectful of the presenter and other participants Phones on vibrate Avoid side
conversationsAsk questions
When things go sideways
Vanessa’s Example
By the time this student was on the radar of the consultant:20+ time out room visits5+ out of school suspensionsPlacement questionedNO FBA OR PBIP on file Elementary Student
ASD diagnosis African American 1st grader Low to no verbal skills
Behaviors of Concern Perseveration on coloring/drawing Running from work/classroom Mild to moderate aggression
Laura’s Example High School Student
SLD & ADHD African-American FBA & BIP- not being utilized across
all staff Behaviors of Concern
Non-compliance Posturing Verbal confrontation with authority
By end of 1st semester 25+ days of in-school suspension 10+ days of out-of-school
suspension Admin suggesting to parent and
student that “current setting wasn’t working for student” & telling the Sped Admin- “this student needs a different place.”
Start with the FBA
Your FBA has to be a high quality road map-giving direction and insight to the team.
FBA Must Haves
High quality FBAs consist of the following: Well constituted team, Data-based rather than “assumptions,” Contains adequate background information,
including interventions previously tried, Contains a limited # of targeted behaviors (for
reduction or increase) that everyone agrees upon,
Contains a reasonable set of summary/hypothesis statements leading to the PBIP.
STOP HERE: IS THERE DATA??
Flow Chart: FBA Process
Starting an FBA
Build Capacity By: “Get ready for data collection” Facilitating Agreement on Targets: 2-3 (Preferably less) target behaviors, operationalized Use tools to seek information from various members
regarding their own perceptions: FAI: Functional Assessment Interview FAI-Parents: Functional Assessment Interview for Parents
(with certain accommodations)Avoid:
“The Coffee Table FBA” Focus on many behaviors, blaming, considering all as
“control” based.
FBA in Process
Data collection should be the next step in the process. Data is ALWAYS necessary.
Build capacity by asking: What are the target behaviors? What kinds of data do we need to collect? Who
will do this, and for how long? What already exists?
Data needs depend on the topography of the behaviors.
Topography: How you describe the behavior determines this.
FBA in ProcessBehavioral Description
Data Options Suggestions
Behavior happens quickly (is episodic) but not frequently (about once per hour or less).
ABC Data ChartFile review (ODRs)Observation and narrative
Practice first with staff before releasing responsibility.
Behavior happens very often and is fleeting (e.g. hitting head)-multiple times per hour.
Scatterplot ChartFrequency Table/Count
Consider the time increments needed, collect for at least 10 days. Consider up/down counter.
Behavior happens for a time period and is not episodic.
Duration dataDuration tableTime sampling
Consider time sampling’s tendencies to over or under estimate.Use stop watch start/stop method.
Behavior happens but is delayed…
Latency dataLatency tableDuration data
Use stop/start method
FBA in Process
Build Capacity in: Data collectionIn all pertinent environments,Collected over 2 weeks if possible,
Compiled and reviewed at the end of 2 weeks
Should give you a good picture of the following questions (see next slide)
FBA in Process
Your team’s data should tell you: Where is it most and least likely to occur? With whom is it most and least likely to occur? In what situations is it most and least likely? When is it most and least likely to occur? What setting events can occasion the behavior? What interventions have been tried in the past? What other factors must be considered?
FBA in ProcessData/Data Tool Will provide this:
ABC Data Chart Patterns in the data with the antecedent, behavior and consequence.Where, When, Who, Frequency
Scatterplot Chart Patterns in data, especially intensity.Where, When, Who, Frequency
Frequency Data How often something does and does not occur.
Duration Data How long something does and does not occur.
Latency Data How long it takes someone to perform a behavior after being cued or asked.
FAI/FAI-Parent The FAI will provide the framework to start the data collection and a comparison post-collection.The FAI-Parent will provide you with many setting event pieces that are otherwise unavailable.
ODRs (Office Discipline Referral Data)
Patterns in data (what are the behaviors of concern)Patterns in time and locationPatterns in responses
FBA in Process
AFTER all data is collected.Fill out the FBA using everything you have
collected.Include:
Student’s strengths, interests Prior interventions (include how long, effectiveness) Summary/hypothesis statements based upon data. These should reflect the identified: Antecedents (what happens before, via data) Behavior (expressed via data) Consequences(what happens after, via data)
Flow Chart: FBA Process
Group Activity
On a post-it note, write one word that captures the value of doing a comprehensive FBA
Form groups with 4-5 peopleUse the words from each person’s
post-it note to create a sentence (use additional words as needed) which speaks to the importance of conducting Functional Behavior Assessments.
Challenging behavior
Remember…
“Even if the behavior is identified as challenging, for the student the behavior is in fact very functional and effective; it produces an outcome that is desirable to the student”
Chandler & Dahlquist, 2002
Pitfall to Avoid
Pitfall Having a “specialist”
develop the Positive Behavior Intervention Plan, in isolation!
Solution Have the staff who will
implement the plan, be involved in the development of the plan. It may be facilitated by a “specialist.”
Positive Behavior Support
Positive Behavior
Skills that increase the likelihood of success and personal satisfaction in various settings. Academic Work Social Recreational Community Family
Support
Educational methods for skill development Teach Strengthen Expand
Systems change methods Increase opportunities for
positive behavior
Remember- your FBA data tells you…
Setting Event(Slow Trigger)
Antecedent(Fast Trigger)
Behavior of Concern
Consequence
What happens before the student entered the environment that increases their need for access to desired consequences
What happens 5-10 seconds before behavior is exhibited?
How often? (frequency)
How much impact? (intensity)
How long does it last? (duration)
What happened 5-10 seconds after behavior is exhibited?
(Remember-this one is easily misconstrued due to the “title”)
Pitfall to Avoid
PitfallDeveloping a plan
that does not contain interventions based on the FBA data.
SolutionKeep the FBA data
at the center of the PBIP discussions.
Desired Behavior
Challenging BehaviorSetting Event
Antecedent
Maintaining Consequence
Maintaining Consequence
FBA-competing pathways model
Replacement Behavior
FBA-competing pathways model
Desired Behavior
Challenging BehaviorSetting Event
Antecedent
Maintaining Consequence
Maintaining Consequence
The path they are currently following
Replacement Behavior
FBA-competing pathways model
Doesn’t sleep well at night due to medication
Expected to participate in morning activity that involves lots of sitting and listening.
Verbally refuses, swears at or threatens teacher, pushes books on floor Gets sent to
time out- falls asleep
Hypothesis
When Jonas doesn’t sleep well at night, due to his medication, and he is expected to participate in a morning activity that involves lots of sitting and listening, Jonas will verbally refuse, swear at or threaten the teacher and push books on floor. Jonas appears to engage in this behavior in order to be sent to time-out, where he can fall asleep.
FBA-competing pathways model
Desired Behavior
Challenging Behavior
Setting Event
Antecedent
Maintaining Consequence
Maintaining Consequence
The path we want them to follow
Replacement Behavior
FBA-competing pathways model
Sit, listen and participate
Verbally refuses, swears at or threatens teacher, pushes books on floor
Ignore, mild verbalpraise from teacher
Gets sent to time out- falls asleep
Doesn’t sleep well at night due to medication
Expected to participate in morning activity that involves lots of sitting and listening.
FBA-competing pathways model
Desired Behavior
Challenging BehaviorSetting Event
Antecedent
Maintaining Consequence
Maintaining Consequence
The path they may take while learning new skills
Replacement Behavior
FBA-competing pathways model
Sit, listen and participate
Verbally refuses, swears at or threatens teacher, pushes books on floor
Ignore, mild verbalpraise from teacher
Gets sent to time out- falls asleep
Doesn’t sleep well at night due to medication
Expected to participate in morning activity that involves lots of sitting and listening.
Put head down on desk
Pitfall to Avoid
Pitfall Having the team focus
on placement rather than interventions.
Solution Placement decisions
must be made by the IEP team. Data from the FBA and PBIP outcomes can be used by the IEP team for placement decisions.
Expected to participate in morning activity that involves lots of sitting and listening.
Create a Comprehensive Plan
Setting Event
Strategies
AntecedentStrategies
SkillBuilding
StrategiesConsequence
Strategies
Verbally refuses, swears at or threatens teacher, pushes, books on floor
Sit, listen and participate
Ignore, mild verbalpraise from teacher
Gets sent to time out- falls asleep
Doesn’t sleep well at night due to medication
Put head down on desk
Setting Event Strategies(preventive)
Strategies toAlter home and
school environmentReduce the
occurrence of behavior of concern
BE SURE TOReduce negative
situationsIncrease positive
situations
Antecedent Strategies(preventive)
Strategies made during the school day to
Reduce and/orChange and/orEliminate
Situations that predict the occurrence of the problem behavior
Skill Building Strategies
What appropriate pro-social skills
Will be taught to student Allow student to
appropriately obtain maintaining consequences
That will allow contribute to develop the target behaviors (desired & replacement)
Think about what “specially designed” instruction you will use to increase the student’s behavioral response repertoire
Skill Examples
Social skills: Empathy Game playing skills Pragmatic
communication skills
Making friends Resisting peer
pressure
Self control Skills Waiting Accepting “no” Delayed
gratification Managing feelings Self Care
Organizational Skills Time management Setting goals Turning in
homework
Pitfall to Avoid
Pitfall Developing a plan that
focuses on controlling and/or punishing the student!
Solution Be active in the
development of the plan, making sure it has a greater focus on pro-active/preventative strategies than negative consequences.
Consequence Strategies
Describe what consequences will be Provided Withdrawn
REDUCE THE OCCURRENCE of the behavior of concern
INCREASE THE OCCURRENCE of the desired behavior
A consequence is not a consequence if it doesn’t change the rate of occurrence
Using consequences
Positive consequences result in More long term changeGeneralizing to other settings
Punishment/negative consequences result inImmediate stoppage of behavior of
concernLess long term change
Monitoring and Evaluation
DATA DATA DATA DATA DATA DATA DATA DATA
We can’t say that our plan is working, unless we have the data to show a change in the rate of the behaviors of concern!
Are we also collecting data to see if the plan is being implemented
Who is collecting the data and when?
Evaluation Questions
What impact is the plan having on staff, family, & others in setting?
What impact is the plan having on the behavior of the individual?
Pitfall to Avoid
Pitfall Assuming that once the
PBIP is in place, the hard work is done!
Solution Plan your work based on
the fact that addressing student’s challenging behavior is an ongoing process. The Positive Behavior Support Process is ongoing and involves a continuous review cycle.
Leading with Data Based Decision Making
Guiding the team to collect, analyze and use FBA data will reduce subjective and reactive decision making
Guiding the team to collect and reflect on student behavior will help them see small improvements that may otherwise be missed
The data collected will provide you with objective data to be used if you need to access resources outside your building
Leading with Communication
Establish a building norm that instances of student misbehavior are opportunities for teaching & learning, rather than punishment!
Be calm, stay calm and promote calmness!Model and promote respectful
communication about students, family and staff.
Establish a communication plan that will keep all team members updated and allow for continual problem solving.
Leading with Questions
When the team presents with these assertions or concerns:
Question/Assertion
Respond with these to move forward
They just need a 1:1 para…
What interventions have been tried? In what circumstances? With what results (what does your data say?) What times does he/she need support?
We aren’t seeing progress…
What does your data say?Is she/he making incremental gains? (see trees for forest)
Can we find another placement?
What does your data say?What would another placement do for him/her?
The plan isn’t working
Are you focusing on prevention?Are you actively reinforcing replacement behaviors?Are you providing enough reinforcement?
Leading with Balance
Staff need help, support and leadership along the way in order to maintain quality programming-this is hard work!
Consider a weekly to biweekly “fix-up” visit“Map out” data and go over the plan Provide feedback and new ideas, reinforce staff’s
effortsRemind that changes are incremental and need to be
paired with reinforcement (shaping)If things are getting toxic…Consider weighing the benefits and drawbacks of
making changes to provide the best services.
A parting thought…..
While there are many potential pitfalls to avoid, the most important thing for you as the administrator is to understand and assist your team to follow the processes leading to effective plan implementation!