engaging teachers in function-based interventions

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Engaging Teachers in Function-Based Interventions Terrance M. Scott University of Louisville Kathy McQuillan Fairfax County Public Schools FBA

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FBA. Engaging Teachers in Function-Based Interventions. Terrance M. Scott University of Louisville Kathy McQuillan Fairfax County Public Schools. Assessing predictable relationships between the environment and behavior. F B A. only. - PowerPoint PPT Presentation

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Page 1: Engaging Teachers in Function-Based Interventions

Engaging Teachers in Function-Based Interventions

Terrance M. ScottUniversity of Louisville

Kathy McQuillanFairfax County Public Schools

FBA

Page 2: Engaging Teachers in Function-Based Interventions

F B

A Involves observations of student in natural environments Determine why problems occur Testable explanations The purpose is to get the information necessary to create a successful plan Plans focus primarily on prevention

Assessing predictable relationships between the environment and behavior

only

Page 3: Engaging Teachers in Function-Based Interventions

Simplified FBASimplify Vernacular• In special education we often use acronyms or terminology that are difficult

for others to understand. – Just using the term “function” may be less effective than saying “how

behavior meets a student’s needs” or “how behavior helps the student communicate” or “why they’d want to do it” or “purpose”

Simplify Rationale• Problem rationales

– “He knows what to do and he just needs to do it – or else.” – Leave FBA to the special educators and specialists to implement within

school settings – Teachers may be reinforced to escape and avoid.

• “If this doesn’t work, they will get this student out of my classroom.”• Simplified rationale

– If we can predict it then we can prevent it – and that will save time and effort

Simplify Procedures• What’s the least amount we could do to make this student successful?• Prompting, Graphics, Coaching, Support

Page 4: Engaging Teachers in Function-Based Interventions

Simplified FBAUn-simplified Procedures

1. Operational definition of behavior2. Identify the predictable antecedent-behavior-

consequence chains3. Determine stimulus control and the operant function4. Determine the appropriate functional replacement

behavior5. Manipulate antecedent and consequence events to

facilitate the replacement behavior?6. Develop a measurement system to evaluate

interventionKeys: Prompts Graphics Coaches

Page 5: Engaging Teachers in Function-Based Interventions

ERASEproblem behavior

Explain - What is the problem?

Reason - What is he/she getting out of it or avoiding?

Appropriate - What do you want him/her to do instead?

Support - How can you help this happen more often?

Evaluate - How will you know if it works?

Page 6: Engaging Teachers in Function-Based Interventions

Functional Behavior Pathways

Setting Condition

Problem Behavior

Antecedent Trigger

Access or Avoid =

reinforceReplacement

Behavior

Page 7: Engaging Teachers in Function-Based Interventions

Functional Behavior Pathways

Setting Condition

Problem Behavior

Antecedent Trigger

Maintaining

Consequence

Replacement Behavior

Function

Desired Behavior

MaintainingConsequence

Page 8: Engaging Teachers in Function-Based Interventions

State InitiativeAnd/Or

Go to Research Study flowchartContinue as service project/program (i.e. profession development, curriculum, institutional development, etc.) by discussing with your chair the following issues (minimally).

College Need

Yes No

Is there an opportunity to address research questions?

Faculty IdeaService Projects/Programs

Figure 2. Service Projects/Programs

What is the purpose of the project/program?

Crea

te a

new

pr

ogra

m

Sustainable?

• Which ones?

• Why?

Get Chair’s approval

New co

urse

s

Students

No

YesAre new courses or entire programs needed?

Yes

Yes SpaceEquipm

ent

Technology

Staff

Faculty Time

Money

NoWhat support is necessary from the Dept and/or College?

Get Chair’s approval

Does this project/ program compete with an existing program?

Other State Agencies

Other N

ational Agencies

School Districts CPE

KDE

U of L

Other Universities

Who should approach potential partners?

Yes

What relationships need to be utilized/established?

Go to Collaborations/Partnerships flowchart

Yes

Support an existing

program

No

Yes

No

Can you incorporate the necessary resources into your budget?

Do we have permission to use these resources?

Does the proposed project support the mission and goals of CEHD?

Stop

NoYes

Yes

No

Stop

Page 9: Engaging Teachers in Function-Based Interventions

How Do We Engage our Teachers in

Function-Based Interventions?

A Top Down-Bottom Up Approach

Page 10: Engaging Teachers in Function-Based Interventions

Fairfax County Public Schools, VA

122 PBS Schools

Page 11: Engaging Teachers in Function-Based Interventions

1111

SW-PBS

RCBully

Prevention

SYSTEM

PRACTICES

DATA

Character Education Guidance

LessonsConflictResolution

SR&R

ViolencePrevention

Check In/Check Out

GroupCounseling

RestorativePractices

Social SkillsGroups

FBA/BIP

MentalHealth

Page 12: Engaging Teachers in Function-Based Interventions

Tier 3: FBA/BIP Training

• Basic FBA/BIP Training: A Team Approach to Functional Behavioral Assessments and Behavioral Intervention Plans

• Standardized Format for FBA/BIP

Page 13: Engaging Teachers in Function-Based Interventions

Step 4: Hypothesis

Function of the Behavior Why does the student engage in the problem

behavior?

What function(s) does the behavior serve?

Page 14: Engaging Teachers in Function-Based Interventions

Only Two Basic FunctionsProblemBehavior

Obtain/GetSomething

Escape/Avoid

Something

Social Tangible/Activity

Adult

Stimulation/Sensory

Peer

Positive Reinforcement

Negative Reinforcement

Existing

aversive

condition

identified

from Horner & Sugai at

www.pbis.org

Page 15: Engaging Teachers in Function-Based Interventions

ACTIVITY 2: COMPETING PATHWAYS CHART

STUDENT: DATE:

SCHOOL: GRADE: TEACHER:

3- Setting Events

New foster child in home

2- Antecedent Events

Independent reading task

Perceives assignment

to be too hard

5- Desired Behavior

Raise hand and ask

for help

6- Replacement Behavior

Ask appropriately for

a break

4- Maintaining Consequences

Escapes assigned

reading task and gains peer/adult attention

Maintaining Consequences

1-Problem Behavior

Verbally disruptive

(escapes task)

Page 16: Engaging Teachers in Function-Based Interventions

Tier 3: FBA/BIP Training

• Advanced FBA/BIP Training: Becoming Fluent in the FBA/BIP Process

• Objectives– To review key elements of a FBA

• Your role as the FBA “expert”– To devise a plan to collect data

• Review• Interview • Observe• (T)est

– To compare and analyze the data

Page 17: Engaging Teachers in Function-Based Interventions

Efficient Functional Behavior Assessment: The Functional Assessment Checklist for Teachers

and Staff(Anderson & Borgmeirer, 2007)

Student-Assisted Functional Assessment Interview

(Kern, Dunlap, Clarke, & Childs, 1994)

Page 18: Engaging Teachers in Function-Based Interventions

DATA TRIANGULATION CHART

STUDENT: DATE:

SCHOOL: GRADE: TEACHER:

Source 1

Source 2

Source 3

Interpretation:

1. Precipitation Events

2. Maintaining Consequences

3. Likely Function Source: Gable, Quinn, Rutherford, & Howell (1998)

Page 19: Engaging Teachers in Function-Based Interventions

COMPETING PATHWAYS CHART

STUDENT: DATE:

SCHOOL: GRADE: TEACHER:

Related Events (Setting Events)

Antecedent Events

Desired Behavior

Related Events/Strategies Antecedent Strategies Behavior Consequences/Strategies Problem Desired Problem Desired

Acceptable Alternative

Maintaining Consequences

Maintaining Consequences

Problem Behavior

INTERVENTION PLAN

Adapted from Sugai, Lewis-Palmer, & Hagan, 1999

Page 20: Engaging Teachers in Function-Based Interventions

Research on “Scaling Up”(Fixsen, Naoom, Blase, Friedman, & Wallace, 2005)

• Best evidence documents what doesn’t work:– Information dissemination alone– Training by itself

Page 21: Engaging Teachers in Function-Based Interventions

Research on “Scaling Up”(Fixsen, Naoom, Blase, Friedman, & Wallace, 2005)

• What works-– Long term, multi-level approaches– Skills-based training– Practice-based coaching– Practitioner performance-feedback– Program evaluation– Facilitative administrative practices– Methods for systems intervention

Page 22: Engaging Teachers in Function-Based Interventions

Tier 3: Next Steps

• 2009-10: – Training in meeting facilitation for individuals who

will lead the FBA/BIP meeting

– Monthly meeting for Open Case Consultation • Rubric to self-evaluate FBA/BIP features• Coach and feedback

– Plans to design a simplified presentation about problem-solving for viewing by all school staff

Page 23: Engaging Teachers in Function-Based Interventions

Tier 2: Check In/Check Out*

• 2009-10 Training: What to Do When Check In/Check Out Doesn’t Work– Emphasis on determining function prior to

designing intervention

Crone, D.A., Horner, R.H., & Hawken, L.S. (2004). Responding to Problem Behavior in Schools: The Behavior Education Program. New York, NY: Guilford Press.

Page 24: Engaging Teachers in Function-Based Interventions

Implement Check In/Check Out Program

IsIs CICO Working?

• Continue with Basic CICO

• Transition to self- management

Yes

No

Conduct Brief Functional Assessment What is the problem behavior?

Where does the problem behavior occur and not occur? Why does the problem behavior keep happening?

Send to Problem-Solving Team

Function

Page 25: Engaging Teachers in Function-Based Interventions

Academic Support(s) Peer Leadership Mentoring Social Skills Club

Skill development interventions will have: coordinator, progress monitoring component, follow along activities,

communication with staff and parents

Function to avoid tasks?

Function to obtain

peer attention?

Function to obtain

adult attention?

Skill Deficit?

Step 2: Tier 2 Team: Problem-Solving Team synthesizes data to: 1) Continue with CICO Basic OR

2.) Modify CICO- add on skill development

Step 1: CICO started with 2 week observation time to gather baseline information

Tier 2 Nomination Form Teacher, Parent, Nurse,

Counselor, Admin

Data Decision Rules (ODRs, Classroom

Minors, Out of Class)

Does student meet criteria? Nonresponder as compared to typical peer?

(Is identification process accurate and durable?)

Classroom System Nonclassroom System Schoolwide System

TIER 1 SCHOOL-WIDE PBS ESSENTIAL COMPONENTS

Tier 1 Implemented with fidelity?

Start Here

Yes, then . . .

No, then. . .

Page 26: Engaging Teachers in Function-Based Interventions

Tier 1: RTI

• 2009-10: – Beginning to bootstrap an RTI model with 5 pilot

schools– First cohort combining academic and behavior

needs

Page 27: Engaging Teachers in Function-Based Interventions

Problem Identification: What is the Problem?

Problem Analysis: Why is it Occurring?

Intervention Design: What Are We Going to Do

About It?

Response to Intervention: Is It Working and Have We Done What We Said We

Would? RTI: Problem-Solving Process

Page 28: Engaging Teachers in Function-Based Interventions

Possible Reasons for Academic Difficulty

Reason• The student is not

motivated to do the task.

• The student has not had enough practice to be able to use the skill effectively or efficiently.

Example• The student does not want to complete the assigned task.

• The student has not had enough reading opportunities so she falters when asked to read connected text.

(Daly, Witt, Martens, & Dool, 1997)

Page 29: Engaging Teachers in Function-Based Interventions

Reason• The student has not received

enough instruction to do the task.

• The student has not had to use the skill in this way previously.

• The task is too difficult for the student.

Example• A student continues to make

the same error when asked to subtract with regrouping.

• A student is not able to select a correct multiple choice response but can show knowledge of the skill using a different format.

• The selected reading material is above the student’s independent reading level.

Page 30: Engaging Teachers in Function-Based Interventions

Reason• The student gets/obtains

what he/she wants.

• The student escapes /avoids something he/she finds unpleasant.

Example• A student continues to talk

with his peers including off topic comments since he prefers their attention to completing the assigned task.

• A student throws materials when a task becomes too difficult and/or assistance is not received.

Page 31: Engaging Teachers in Function-Based Interventions

Data Problem Hypothesis

(Look at the data)

Prediction(If I do ___, then

the student will be able to do ____ )

Classroom Instruction(Best Practices)

Intervention (In addition to

classroom instruction)

Progress Monitoring

(Data to be collected)

Page 32: Engaging Teachers in Function-Based Interventions

Building Systems • To support function-based interventions:

• Add function to each level of intervention• Universal, Targeted Group, Individual Intensive

• Simplify- terms, rationale, and procedures

• Design instruction that includes:• Skills-based training • Practice-based coaching • Practitioner performance-feedback