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Engaging Teachers in Function-Based Interventions
Terrance M. ScottUniversity of Louisville
Kathy McQuillanFairfax County Public Schools
FBA
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
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
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
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?
Functional Behavior Pathways
Setting Condition
Problem Behavior
Antecedent Trigger
Access or Avoid =
reinforceReplacement
Behavior
Functional Behavior Pathways
Setting Condition
Problem Behavior
Antecedent Trigger
Maintaining
Consequence
Replacement Behavior
Function
Desired Behavior
MaintainingConsequence
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 U
niversities
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
How Do We Engage our Teachers in
Function-Based Interventions?
A Top Down-Bottom Up Approach
Fairfax County Public Schools, VAFairfax County Public Schools, VA
122 PBS Schools
1111
SW-PBS
RC
Bully Prevention
SYSTEM
PRACTICES
DATA
Character Education Guidance
LessonsConflictResolution
SR&R
ViolencePrevention
Check In/Check Out
GroupCounseling
RestorativePractices
Social SkillsGroups
FBA/BIP
MentalHealth
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
Step 4: Hypothesis
Function of the Behavior Why does the student engage in the problem
behavior?
What function(s) does the behavior serve?
Only Two Basic FunctionsProblemBehavior
Obtain/GetSomething
Escape/Avoid
Something
SocialTangible/Activity
Adult
Stimulation/Sensory
Peer
Positive Reinforcement
Negative Reinforcement
Existing
aversive
condition
identified
from Horner & Sugai at
www.pbis.org
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)
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
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)
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)
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
Research on “Scaling Up”(Fixsen, Naoom, Blase, Friedman, & Wallace, 2005)
• Best evidence documents what doesn’t work:– Information dissemination alone– Training by itself
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
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
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.
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
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. . .
Tier 1: RTI
• 2009-10: – Beginning to bootstrap an RTI model with 5 pilot
schools– First cohort combining academic and behavior
needs
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
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)
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.
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.
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)
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
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