Problem Solving with

Function in Mind

A simple process to use for all students

Matthew Berry – mbberry@ssdmo.org

Pat Van de Riet – pvanderiet@ssdmo.org

Problem Solving with Function in Mind:

Special Education Administrators' Leading the

Process

• SSD Behavior Work Team

• Special Thanks to the Behavior Work Team Sub-committee: Trish Diebold, Bridget Thomas, Taryn Gaskill, Beth Nesbit, Adam Krenski, Lisa Powers, Donald McCary

We would like to thank…

Agenda

• Welcome

• Problem Solving with Function in Mind

• Treatment Integrity/Fidelity

• Social Validity

• Conclusion - Next Steps

Outcomes

• Identify the 5-steps of the Problem Solving

w/Function process

• Identify a team approach and explore the roles to

do the work

Goal: Reduce Harm Specialized Individual Systems for Students with High-Risk

Goal: Reverse Harm Specialized Group Systems for Students At-Risk

Goal: Prevent Harm School/Classroom-Wide Systems for All Students, Staff, & Settings

Academic Behavioral Social

Comprehensive, Integrated, Three-Tier Model of Prevention (Lane, Kalberg, & Menzies, 2009)

Tertiary Prevention (Tier 3)

Secondary Prevention (Tier 2)

Primary Prevention (Tier 1)

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≈

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PBIS Framework

Positive Action; Social Skills Improvement System

3-Tiered System of Support

Necessary Conversations (Teams)

CICO

Social Skills

Behavior Contracts

Self-Management

Newcomers

Club/Mentors

Study/

Organizational Skills

Academic

Complex

FABI

Universal

Support

Problem Solving

Team

Tertiary Systems

Team

Problem

Solving with

function in

mind

Universal

Team

WRAP

RENEW

Secondary

Systems Team

Plans SW & Class-wide supports

Uses Process data; determines overall

intervention effectiveness

Standing team; uses FBA/BIP process for one youth at a time

Uses Process data; determines overall

intervention effectiveness

SSD PBIS Adapted from : Eber, L. T301fi: Tertiary Level Support and Data-based Decision-making in Wraparound [Presentation Slide]. Retrieved from Tier 3/Tertiary Series Training Resource Guide (2010). Illinois PBIS Network

Universal

Targeted

Intensive

Integrated Continuum of

Support for ALL Science

Soc Studies

Reading

Math

Soc skills

Basketball

Spanish

Label behavior…not people

Definition: Problem Solving Process

It is a simple, systematic way to approach a

problem with clearly defined steps so that an

individual or team doesn’t get bogged down in,

“WHAT DO WE DO NEXT?”

Problem Solving Process

• Can be used during Grade Level or Data Team

meetings

• Classroom teacher at the table

• Two Meetings:

• Planning Meeting for approx 20-30min

• Review Meeting for approx 20-30min

When might you use PS with Function in

Mind versus a complex FABI? Problem Solving with

Function

• A structured team problem solving

• Quick, Initial plan is accomplished in one conference/meeting

• Typically used for mild/moderate behaviors

• Used when IEP Goals and Accommodations are checked

Functional Assessment- Based Interventions

• Collaborative process (gen ed and special ed)

• Can be accomplished in 2 weeks

• Required by IDEA when student behavior

impedes their learning or the learning of others

• Used when BIP is ’d on Special

Considerations Page

• Translates into goals, accommodations, and BIP

• Requires direct observation

• For students requiring intensive supports to be

successful in the least restrictive environment

Steps of Problem-Solving

1. Problem Identification-Plan

What is the discrepancy between what is

expected and what is occurring?

2. Problem Analysis-Plan

Why is the problem occurring?

3. Plan Development-Plan

What is the goal? What is the

intervention plan? How will progress

be monitored?

4. Plan Implementation-Do

How will implementation integrity be

ensured?

5. Plan Evaluation-

Study/Act

Was the intervention plan

successful?

Planning Meeting for Sam

• Roles and Responsibilities

• Start with strengths

• Problem Identification

• 1-2 main behavior concerns

Crisis/Safety Planning

These are the procedures that will be employed by staff in cases in which crisis intervention is needed in order to protect the safety, health and welfare of students, staff and others in the school setting and to maintain a safe and orderly environment for learning.

• Develop immediately for dangerous or unsafe behaviors

• Will become part of a Behavior Intervention Plan once a Functional Assessment is completed

• https://help.ssdmo.org/help/Resources/BIPSupplementalInfoGuide7.2011.pdf for examples of how to write safety plan for SSD/BIP.

Planning Meeting for Sam

• Problem Analysis

• Function of Behavior

Identifying the Function of the Behavior

Function – Examine the consequences that resulted from the behavior

Adapted from Kathleen Lane, PhD and Wendy Oakes, PhD

Sensory

Activities/ Tangibles

Attention

They want to

GET something

They want to GET

OUT something

Example 1

Charlie is a 7 year old male student making average grades. He has not been turning in his daily seatwork lately, despite his interest in most school subjects. When the teacher finds that Charlie’s work is missing, she calls him up to sit by her desk in order to talk about the problem. Charlie runs back to his desk and gets out his completed work and gives it to the teacher.

What is the function of Charlie’s behavior?

Access Attention (Teacher)

Example 2

Michael does not like math class. He is often disruptive in

class. He talks to his peers, interrupts the teacher, and

tantrums when he is asked to do his work. When his

behavior escalates, his teacher often sends him to the

principal’s office.

What is the function of Michael’s disruptive behavior?

Avoid Task (math work)

Table Discussion

• At your table, identify a student who would benefit from

problem-solving

• Identify 1-2 problem behaviors

• Identify the function of behavior for the student

Planning Meeting for Sam

• Goal Setting

• Plan Development

• A.R.E Components

• Progress Monitoring

Plan Development

• Antecedent (A)

• Identify strategies to prevent or TEACH

• Reinforcement (R)

• Identify strategies to support the behavior to continue

• Extinction (E)

• Identify strategies that will not reinforce the behavior to

occur in the future

Table Discussion

• Look at each of the ARE components.

• What function did they meet?

Progress Monitoring

Used to assess students’ performance, to quantify a

student rate of improvement or responsiveness to

intervention, and to evaluate the effectiveness of

intervention.

Treatment Integrity/Fidelity

• Monitor the extent to which interventions are

implemented as planned, so that the school staff

can be confident that the improvements they see are

a result of the intervention (treatment integrity;

Gresham, 1989).

• When intended results do not occur, is it due to low

treatment integrity?

Questions to Consider

• How can we draw accurate conclusions regarding intervention outcomes?

• Rather than assuming, what data can we collect to ensure the intervention is working the way it was intended?

• How do we ensure that all components are put in place?

• How can we attribute our work to the data?

• How can we assess that the team with the various responsibilities are working the way it was intended?

Treatment Integrity Monday Tuesday Wednesday Thursday Friday

Antecedent A1

Music will play in the morning when kids enter to signal that they

can talk to friends as they put their items away… appropriately.

Teacher will teach the examples of this routine and non examples

(such as level 2 noise level) for the whole class). Once the music

stops students must then look and listen to the teacher and start

instructional tasks for the day.

A2

Mickey will be able to access another brief break before lunch

contingent on on-task behavior.

A3

Teacher will have a visual cue for the whole class on what noise

level they should be depending on the type of work that is

happening during the day. Teacher will teach examples and non

examples.

A4

Teacher will prompt Mickey as he comes into the room to

remember the noise level and what he is working for that day.

Reinforcement R1

Teacher will reinforce the whole class as they transition from music

being on to off with a group contingency practice.

R2

Teacher will give eye contact, pats on the back, and high fives to

Mickey as he completes tasks and follows directions.

R3

Teacher will provide two peer breaks for him as he displays on task

behaviors and transitions from specials.

Extinction E1

Teacher will signal the noise level chart on his desk and/or on board

versus verbally stating what he needs to be doing.

E2

Teacher will ask Mickey what he should be doing after a visual

prompt.

Teacher initials

Comments

A

R

E

Table Discussion

• What do you see as benefits in collecting treatment

integrity data?

• How might this data be reviewed?

Review Meeting for Sam

• 2-3 weeks after plan development

• Start with celebrations

• Review Plan

• Plan Implementation

• Treatment Integrity

• Plan Evaluation

• Student Outcome Data

• Next Steps

• Actions

• Meeting time

Next Steps

What do you need?

• Identify a student to complete a Problem Solving

with Function in Mind Process

• Contact Matt & Pat for support

• Have a discussion how your school team will

incorporate this intervention in the continuum of

interventions offered for all students within the

school

Essential Questions…

• Why will you implement problem solving with function in mind as part of a multi-tiered system and or data team process? (PBIS, MTSS, CI3T)

• When will you use problem solving with function in mind versus a complex FABI?

• What at are the steps to problem solving with function in mind?

• How do you lead or support problem solving with function in mind?

What are you walking away with from this session?