problem solving with function in mind - one wild...
TRANSCRIPT
Problem Solving with
Function in Mind
A simple process to use for all students
Matthew Berry – [email protected]
Pat Van de Riet – [email protected]
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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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?