overviewing identification for advanced tiers...frequency counts: recording the number of times a...
TRANSCRIPT
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OVERVIEWING IDENTIFICATION FOR ADVANCED TIERS
SARA MCDANIEL, PH.D
UNIVERSITY OF ALABAMA
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1-5% 1-5%
10-15% 10-15%
80-90% 80-90%
Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity
Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures
Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response
Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response
Universal Interventions•All students•Preventive, proactive
Universal Interventions•All settings, all students•Preventive, proactive
WHO GETS WHAT AND HOW DO WE KNOW?
Academic Systems (RtI) Behavioral Systems (PBIS)
Data-based Decision-Making: Using screening, diagnostic, and progress monitoring assessments to guide instruction and intervention
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WHAT DO YOU ALREADY HAVE IN PLACE?
Team discussion (3 minutes)
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Schoolwide Discipline Data:•Students with referrals• In school suspensions •Out of school suspensions•Alternative placements
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ADDITIONAL RELATED DATA
•Attendance•Teacher nomination•Reinforcement system data
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WHAT IS WRONG WITH USING THESE TYPES OF DATA ONLY?
•Externalizing vs. internalizing behaviors•Bias/Inconsistency• Subjectivity•Reactive
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WHAT ABOUT SYSTEMATIC SCREENERS?
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• No standard screening tool but several options:
• Social Skills Rating System• Systematic Screener for Behavior Disorders•Behavior Assessment System for Children• Social Skills Information System• Strengths and Difficulties Questionnaire
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STRENGTHS & DIFFICULTIES QUESTIONNAIRE (GOODMAN, 1997)
• Free assessment validated for ages 4-17• 25 items across 5 domains: • emotional symptoms, • conduct problems, • hyperactivity, • peer problems, • prosocial behavior • (total difficulties score equals sum of first 4 domains)
• Likert-type scale (i.e., not true, somewhat true, certainly true)• Scores for each subscale: normal, borderline, abnormal
• Teacher, parent, and self-report forms, 1 page per student
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Strengths and Difficulties Questionnaire
More information can be found at:
www.SDQinfo.comScoring:
www.sdqscore.org
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ONLINE SCORE REPORT
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SDQ SUBSCALE CUT POINTS
Normal Elevated Abnormal
Total Difficulties 0-11 12-15 16-40
Emotional 0-4 5 6-10
Conduct 0-2 3 4-10
Hyperactivty 0-5 6 7-10
Peer Problems 0-3 4 5-10
Prosocial 6-10 5 0-4
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DATA-BASED DECISION MAKING
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• Somatic complaints; seems worried/anxious; nervous in new situations; loses confidence easily; difficulty initiating or maintaining personal relationships.
Emotional Symptoms
• Has temper tantrums or hot temper; fights with other children or bullies them; lies or cheats; steals from home, school or elsewhere.
Conduct Problems
• Restless, overactive, cannot stay still for long; constantly fidgeting or squirming; easily distracted, concentration wanders.
Hyperactivity/Inattention
• Rather solitary, tends to play alone; picked on or bullied by other children; gets on better with adults than with other children
Peer Problems
• Considerate of other’s feelings; shares readily with other children; helpful is some is hurt, ill, or upset; kind to younger children; often volunteers to help others.
Prosocial Behavior
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MORE ON THIS TOMORROW......
Brief discussion at your table (3 minutes)
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WE NEED TO KEEP IN MIND…
are
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BUT LET’S NOT GET OVERWHELMED…
Data are not about adding more to your plate. Data are about making sure you have the right
things on your plate.
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SO LET’S…
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OVERVIEWING MONITORING PROGRESS WITHIN TIER 2
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STEP 1: SELECT APPROPRIATE METHOD OF MEASUREMENT
• Options:• Direct Behavior Ratings
• Direct Observation
• Intervention-Based Measures
Selection depends upon
the intervention being
implemented
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DIRECT BEHAVIOR RATING
� Simple
� Inexpensive
� Efficient
Other names: home-school note, behavior report card, daily progress report, good behavior note
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DIRECT BEHAVIOR RATING: STANDARD FORM
• Each behavior has operational definition with examples and nonexamples
• Other option: Fill in with your own target behaviors
*Lower score for disruptive is more desirable
www.directbehaviorratings.org
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FREQUENCY COUNTS: RECORDING THE NUMBER OF TIMES A BEHAVIOR OCCURS
Date Frequency Session Length Rate
Monday xxxxxxx (7) 45 min 7/45 = .16 per min
Tuesday xxxxxxxxxxxx (12) 48 min 12/48 = .25 per min
Wednesday xxxxxxxxxxxxx(13) 50 min 13/50 = .26 per min
Thursday xxxxxx (6) 42 min 6 /42 = .14 per min
Friday xxx (3) 30 min 3/30 = .10 per min
Discrete behaviors: raising hand, blurting out, swearing, throwing things
Must be low-frequency, discrete
behaviors
Must convert to rate if session length varies
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INTERVENTION-BASED MEASURES
• Intervention-Based Measures: data that are collected within the intervention
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EXAMPLE #2
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ASSESSING FUNCTION AT TIER 2
Function Assessment Checklist for Teachers and Staff
(Assessment exploration and team discussion; 5 minutes)
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TIER 2:PUTTING IT ALL TOGETHER
Tier 2 Tracking and Referral Form
(team exploration and discussion 5 minutes)
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1-5% 1-5%
10-15% 10-15%
80-90% 80-90%
Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity
Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures
Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response
Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response
Universal Interventions•All students•Preventive, proactive
Universal Interventions•All settings, all students•Preventive, proactive
MULTI-TIERED SYSTEMS OF SUPPORT
Academic Systems (RtI) Behavioral Systems (PBIS)
Data-based Decision-Making: Using screening, diagnostic, and progress monitoring assessments to guide instruction and intervention
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TIER 3: PREVENT, TEACH, REINFORCE(ALSO SEE
WWW.BEHAVIORDOCTOR.ORG)
Intensive, individualized intervention:
Function-based assessment
Behavior intervention plan
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WHO IS TIER 3 APPROPRIATE FOR?
HOW DO WE KNOW?
Team discussion (3 minutes)
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FIRST, WE NEED TO KNOW..
1. What data do we have?
2. What have we tried?
3. Was Tier 2 in place with fidelity (TFI)?
4. Are Tier 3 supports proportionate (0-5%)?
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Dunlap, G., Iovannone, R., English, C., Kincaid, D., Wilson, K., Christiansen, K., & Strain, P. (2010). Prevent-Teach-Reinforce: A school-based model of individualized positive behavior support. Baltimore:Paul H. Brookes
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5-STEP PROCESS
1. Develop Tier 3 Team
2. Set Goals & collect baseline data
3. Function-based assessment
4. Behavior intervention plan
5. Evaluate/monitor for effectiveness and fidelity
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STEP 1: INDIVIDUALIZED TIER 3 TEAMS
• Who?
• Someone from Tier 2 team
• Classroom teacher
• Parent
• Paraeducator
• Counselor, social worker, administrator
• Behavior expert
*should be representative of contexts
* identify team leader
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• What:• Develop data-based decision making
procedures• Identify team member strengths, roles,
etc.• Classroom Team Survey• Work Style Survey (teacher and
paraeducator)• When• Team meetings• Communication strategies
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5-STEP PROCESS
1. Develop Tier 3 Team
2. Set Goals & collect baseline data
3. Function-based assessment
4. Behavior intervention plan
5. Evaluate/monitor for effectiveness and fidelity
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STEP 2: GOAL SETTING
• As a team:
• Prioritize target behaviors (problem behavior, social skills, academic behaviors)
• Identify possible replacement behaviors (appropriate for contexts)
• Operationally define target behaviors
• Goal-Setting Form
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OPERATIONALLY DEFINING BEHAVIOR
• Target Behaviors:
• Measurable
• Observable
• Repeatable
• Definition: Describes topography and function, context and criteria (for goals)
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DISRUPTIVE ELOPINGTANTRUMINGLAZY ATTENDING
COMPLIANTON-TASK THOUGHTFUL
AGGRESSION
• Behaviors • Non-Behaviors
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YOU CAN’T CHANGE WHAT YOU CAN’T DEFINE..
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NOW HOW DO WE GET MORE SPECIFIC? (5 MINUTES)
1. Disruption
2. Eloping
3. Tantrum
4. Non-compliance
5. Off-task
6. Aggression
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5-STEP PROCESS
1. Develop Tier 3 Team
2. Set Goals & collect baseline data
3. Function-based assessment
4. Behavior intervention plan
5. Evaluate/monitor for effectiveness and fidelity
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PART 2: DATA COLLECTION SYSTEM
• Develop teacher-friendly data collection tool
• Behavior ratings
• Direct observation
• Collect baseline data
• At least 3 data points
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DIMENSIONS OF BEHAVIOR
• Frequency: The number of times a response occurs
• Rate: The number of times a response occurs within a given period of time or per opportunity
• Duration: The length of time the response occurs
• Latency: The length of time that elapses between the antecedent and response
• InterresponseTime: The length of time that elapses between two responses
• Topography: the shape of the behavior (what it looks like)
• Magnitude: the degree to which the behavior occurs
• Locus: where the behavior occurs
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FREQUENCY
• Frequency: The number of times a behavior occurs• To make comparisons of the frequency of a behavior, the observation
session lengths must be equal
• Examples:
• Ben raised his hand 3 times.
• Holden said, “No!” 55 times.
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RATE
• Rate: The number of times a response occurs within a given period of time or per opportunity• Used to compare occurrence of behavior when session length varies
• Example: Doc Shutter’s Aaaahhh
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CALCULATING RATE
Date Frequency SessionLength
Rate
Monday xxxxxxx (7) 45 min 7/45 = .16 per min
Tuesday xxxxxxxxxxxx (12) 48 min 12/48 = .25 per min
Wednesday xxxxxxxxxxxxx(13) 50 min 13/50 = .26 per min
Thursday xxxxxx (6) 42 min 6 /42 = .14 per min
Friday xxx (3) 30 min 3/30 = .10 per min
Rate = # of behavioral occurrences/length of session
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DURATION
•Duration: The length of time the behavior occurs• Used as measurement when concerned about the length, not
number of times, a behavior is occurring
• Examples:
• Holden’s temper-tantrum lasted 2 min.
• It took the store clerk15 min to complete the sale.
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LATENCY
• Latency: The length of time that elapses between the antecedent (stimulus) and response• The period of time it takes for a behavior to begin after a cue has been given
• Use latency when the behavior of interest is:
• Either TOO DELAYED or TOO RAPID.
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RECORDING SYSTEMS FOR COLLECTING DATA
• Analyzing written records of behaviorAnecdotal Reports
• Analyzing tangible productsPermanent
Product
• Event recording, interval (whole or partial) recording, momentary time sampling, duration, latency
Observational Recording
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5-STEP PROCESS
1. Develop Tier 3 Team
2. Set Goals & collect baseline data
3. Function-based assessment
4. Behavior intervention plan
5. Evaluate/monitor for effectiveness and fidelity
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STEP 3: FUNCTION-BASED ASSESSMENT (FBA)
• PTR FBA Forms:
• Functional Behavior Assessment Checklist
• Functional Behavior Assessment Summary Table
• Other examples:
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• WHO:
• Each team member fills out independently
• Designated person conducts observations
• Team leader summarizes
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• WHAT:
• Antecedents/triggers of problem behaviors
• Possible Functions of the problem behavior
• Consequences that follow target behavior
• PTR facilitator summarizes input and develops draft hypothesis- based on patterns of response
• Team reaches consensus
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FBA DATA TOOL
Team Exploration (5 minutes)
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ABC DATA SHEET
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STEP 3: ASSESSMENT SUMMARY TABLE OF PROBLEM BEHAVIOR
Antecedent Function Consequence
Tar
get
Beh
avio
r
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HYPOTHESIS STATEMENT DEVELOPMENT
When… Then…As a result….THIS DRIVES BEHAVIOR INTERVENTION PLAN
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5-STEP PROCESS
1. Develop Tier 3 Team
2. Set Goals & collect baseline data
3. Function-based assessment
4. Behavior intervention plan
5. Evaluate/monitor for effectiveness and fidelity
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STEP 5: EVALUATE STUDENT PROGRESS AND IMPLEMENTATION
• How has behavior changed? How do we know?
• Are interventions in place with fidelity?
• Are modifications/more intensive supports needed?
• How do we fade and support maintenance?
• How do we promote generalization?
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THEN NOW WE START ALL OVER AGAIN…