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FELIXThis is Felix, an 8 year old boy referred for episodes involving refusal, tantrums and fleeing; sent home often.

Step One: Problem Identification

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a. Define the problem behaviorb. Review existing datac. Generate list of concernsd. Prioritize behaviors for intervention

Frequency of Tantrums Over 56 Days

43%

57%

Tantrum

No Tantrum

Initial Problem Identified: Felix had a tantrum during the first hour of the morning 24 times in 56 days.

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Poke

Hit/Kick

Taking Things

Peer Difficulties

Poke 9Hit/Kick 9Taking Things 12

5

TotalAfter Recess

On Way To Class

If Redirected Other

15 8 5 2 0

Total After Recess On Way To Class If Redirected Other 0

2

4

6

8

10

12

14

16

Data on Ignoring

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Data Collection Sheet Name: _____________________ Teacher______________Day__________________ Date__________T ime_________

Antecedent Behavior MaintainingConsequence

Working Hard/Fatigued Carry Over Preferred activity Non-Preferred Activity

Ignore Directive After Recess On Way To Class If Redirected Peer Difficulties Poke

Hit/kick

Taking things

Avoided task

Chased

Lots of Attention

Card Turned

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Tallying Data From All Sheetsn=45

Antecedent Behavior MaintainingConsequence

Working Hard/Fatigued 2 0

Carry Over 11

Preferred activity 4

Non-Preferred Activity 10

Ignore Directive 15 After Recess 8 On Way To Class 5 If Redirected 2 Peer Difficulties 30 Poke 9 hit/kick 9 taking things 12

Avoided task 35

Chased 18

Lots of Attention

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Card Turned 6

Felix

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8-9:00 9-10:00 10-11:00 11-12:00 12-1:00 1-2:00 2-3:00 3-4:000

5

10

15

20

25

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Felix: Tantrums By Time

No Points55%

Some Points45%

42 Days of Morning Routine

Poor Sleep procrast/home

transition into

assembly procrast/school

late/carpet02468

101214161820

1819 19

2

18 18

Setting Events/Tantrums19 tantrums over 42 days

Tantrum95%

No Tantrum5%

Days With Social Performances:Frequency of Tantrums

19 days

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Defining Target Behaviors

Directions: Please describe the target behaviors including their frequency, intensity, and resultsStudent: Teacher: Class: Date:

Describe what the student’s problem behavior looks like:

Estimate how often the behavior occurs:

Describe how intense or severe the behavior is:

Determine what skills appear to be lacking:

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Profile of Student’s Strengths and Needs

Academic Movement: Gross/Fine/Repetitive

Emotional Communication Social Medical/Vision/Hearing

Affinities/Special Interests

Other

Strengths

Math Listening

comprehension

Creative Imaginative Reading

skills at grade level

Gross Motor is fine Affectionate with adults

Receptive language in superior range

Has many ideas and wants to share

Relates well with adults

Interested in peers

Vision hearing fine

Listening to stories

Computers Video games Puzzlews Creative story-

telling

VIQ 105 PIQ 129 Good attendance Good memory Understands abstract

concepts

Challenges Writing Language

expression Reading

comprehension below grade level

Small motor challenges (buttons, snaps, zippers, pencils)

Regresses with stress

Tantrums anxious

expressive language well below average

serious articulation difficulties

doesn’t read social situations well

tends to obssess over one friend

can’t easily share

inflexible

ADHD Anxiety

Many phobias: statues, masks, bees, soap,

Limited range of foods

Data Resources

Observations Formal Testing Work Samples IEP/Progress Report OTHER:

Interviews Report Cards Grade Level Testing Medical Records

Attendance Class Assignments Anecdotal Records Office Discipline Referral

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What do we know What do we need to know? How will we get it?

Setting Events Anxiety Sleep problems Issues negotiating morning routine Verbal outflow

When?Which tasks? Is it lack of skill or is it dislike?

Data collection sheet tailored

Antecedents Transitions Change in routine Lack of functional support (regression) Receiving CRT directive Others: bees, statues, masks, hand washing,

public performance

Does he handle any transitions well?Will he transition to anything?Does “loss of pts” bother him?Can he do the things we ask of him?Why the regression?Directives: Can’t or won’t?

Data collection sheet

Consequences Zero points on chart Sent to office Negative pee reaction Ends engagement in activity

Do points/office matter? Peer reaction?The activity: can’t or won’t?

Data collection sheet

Other POHI certified with speech

Is this the best diagnosis? Can he verbalize frustration? Does he have a script?> Does he recognize what a good day feels like?

Psychiatric requested Teaching

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Before Start of Day:Came in Independently: Yes No Difficulty interacting with peers in hall area: Yes No Difficulty at locker: yes no Verbal Overflow:Mild Moderate Severe Morning Routine/Jobs:complete incomplete At Carpet:On time Late With Prompts Group Time:Participated Yes No Note about “before”

W/O Permission

W/O Permission

Behavior Chart: Three domains All ZerosWarning GivenThree areas NOT All Zeros

Return to Room

came

back ready to learn

still perseverating

Note

s:

W/O Permission

Staye

d at school all day

Upon Removal to Mrs.Smith: Calmed down Processed event Tone of Voice off Complied w/redirection Returned to room afterhow many minutes? Notes about removal

SLEEP: Decent Night’s Sleep Yes No WAKING UP: On Time Late Early MOOD upon arising: Happy Hyper Touchy Notes About Affect/State Upon Waking Up:

JOBS/Morning Routine: Completed Sequence Alone Did not complete/passive Did not complete/resistive Notes:

VERBAL OVERFLOW In Car: Mild Med Severe DROP OFF At SCHOOL: Exit Independently Some Assistance Notes:

TRANSITION INTO BUILDING: Exited Car On Cue With “big” Kids With Peers Late On Time Notes:

Teacher Data Collection SheetDay___________________ Date_________________________________ Morning Routine At School

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SLEEP: Decent Night’s Sleep Yes No WAKING UP: On Time Late Early MOOD upon arising: Happy Hyper Touchy Notes About Affect/State Upon Waking Up:

JOBS/Morning Routine: Completed Sequence Alone Did not complete/passive Did not complete/resistive Notes:

VERBAL OVERFLOW In Car: Mild Med Severe DROP OFF At SCHOOL: Exit Independently Some Assistance Notes:

TRANSITION INTO BUILDING: Exited Car On Cue With “big” Kids With Peers Late On Time Notes:

Name: Felix Day___________________ Date_________ HOME Data Sheet

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Analyzing Patterns

Circumstances in which the behavior is most likely:

First hour of day

When transition into building is difficult

When morning routine at home and school is difficult

When he sleeps poorly

On the day of a public performanceCircumstances in which the behavior is least likely:

When he sleeps well

When he does not procrastinate in AM routine at house or locker

When in cooperative, shared group task

When his morning routine and transition into school is done independently

Possible functions of the behavior

To avoid fear (of social performance) which lead to avoidance

ANALYZING PATTERNSActivity:Analyze the patterns evident in the data collected and record relevant information below.

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Summary (Hypothesis) Statement

Problem Definition Revised:

Patterns: What patterns were identified in the data collected (i.e. circumstances in which behavior is most likely or least likely; possible functions of the behavior)

When this occurs…. (describe circumstances)

the student does… (describe behavior) to get/to avoid… (describe consequences)

Moderating Variables: Are there other variables that appear to be affecting the student’s behavior (e.g., medical problems, curricular issues)?

We can make it better if…

We can make it worse if…

Antecedent

• Use self-soothing coping skills

• Communicate frustration adaptively

• Loss of points• Transitions• Public performance• Change in routine• CRT Directive• Lack of functional

support • Bees, statues, etc.

• Tantrum: (i.e.) cry, kick, scream, yell, throw things, adamant refusals

• Work/task refusal

• Removed from room; • earn “0” points on chart• Sent to office• negative peer reaction• ends engagement in

activity• miss social function

• To avoid that which he fears, like individual “public performance”

• Prompt compliance to CRT directive

• Stay in classroom• Engage in

classroom activities

• Receives contingent positive CRT attention

• Positive peer attention

• Finishes his work• Gets Point Chart

rewards

Desired Behavior

Setting Event

Consequence

Problem Behavior

Alternative Behavior

Consequence Function

• Anxiety• Sleep

problems• Fatigue• Difficult

morning at school and home

• Verbal overflow

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Preventative: What environmental adjustments can be used to make the student’s problem behavior unnecessary?

Educative: What skills can be taught to replace or meet the same function as the student’s problem behavior and improve his or her ability to function more effectively?

Functional: How can consequences be managed to ensure the student receives reinforcers for positive behavior, not problem behavior?

Setting Event Strategies Antecedent Strategies Behavior Teaching Strategies

Consequence Strategies

Behavior plan initiated at home to address:

Sleep routines Morning routine Transportation to

school

Social stories to help set expectations and ease transitions & anxiety

Choices given “If/Then” statements

used in giving directives

Visual schedule that Felix manipulates to enhance feelings & control

Select feelings “face” symbol to match his current feeling. Then self-soothe as needed

Teach Felix how to use a visual schedule that he controls

Help him to develop social stories for anxiety provoking situations

Create a chart of feeling “faces;” he can then pick one that matches his feeling. If frustrated, he can go to a designated area to self-soothe

Felix likes creative story-telling; slowly develop this into public performance in the classroom

Felix is creative & imaginative; he will receive positive reinforcement (verbal praise, earn desired activities, star chart, etc.) for his participation in visual schedule, social stories, & coping strategy use

(e.g. books on tape, computers, video games, puzzles, etc.)

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Felix: Completed Modification Tool

Felix’s Completed Behavior Plan

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BEHAVIORAL INTERVENTION PLAN SUMMARY

Intervention components: What strategies will be used (based on the hypotheses)? Goal: 50% decrease in problem behaviors identified ______ See attached implementation plan

Preventative: What environmental adjustments will be used to make the student’s problem behavior unnecessary?Behavioral plan to be implemented at home to address setting events and establish predictable routines: sleep; morning; transportation.Social stories will be used to help with transitions and to reduce anxiety levels.Choices will be given.If, then statements will be used.A visual schedule will be implemented to enhance feelings of control.Feeling faces will be used to identify feelings.A designated area will be used for self soothing activities.

Educative: What behaviors (skills) will be taught to replace (meet the same function as) the student’s problem behavior and improve his or her ability to function more effectively?Felix will help develop social stories and use them to decrease anxiety levels.Manipulation of a visual schedule should enhance Felix’s feelings of control and decrease anxiety levels related to transitions and public performances.Felix will be taught to identify his feelings by using feeling faces and utilize a designated area to self soothe.Slowly increase Felix’s ability to participate in public performances by using graduated steps to reduce anxiety.Felix likes creative story telling. This may be used to help transition into public performances. ________ goals integrated student’s IEP within the /ISP

Functional: How will consequences be managed to insure the student receives reinforcers for positive, not problem, behavior?When the student does . . . Adults will do . . .

Identifies feelings utilizing feeling faces (i.e. frustration).Acknowledge and encourage Felix to use “Cool Down” spot. Hold up a green card to indicate visual permission.

Exhibits frustration. Use appropriate social story and allow 5 minutes for Felix to adjust.

Follows the preventative and educative components of his plan. Provide reinforcements: Books on tape; computers; video games; puzzles; verbal praise.

Completes cool down. Teacher will provide a compliance task which must be completed prior to Felix joining the class activities.

Crisis Management: Are crisis management procedures needed to insure safety and de-escalation of the student’s behavior in emergency situations? X YES NOIf so, describe strategies:

Proactive:Use behavioral strategies described above. NCI Strategies to be utilized

Reactive: Ensure safety of students by removing them from the classroom if Felix should tantrum.Follow Crisis Plan.

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BEHAVIORAL INTERVENTION PLAN SUMMARY

Intervention components: What strategies will be used (based on the hypotheses)? ______ See attached implementation plan

Preventative: What environmental adjustments will be used to make the student’s problem behavior unnecessary?Behavioral plan to be implemented at home to address setting events and establish predictable routines: sleep; morning; transportation.Social stories will be used to help with transitions and to reduce anxiety levels.Choices will be given.If, then statements will be used.A visual schedule will be implemented to enhance feelings of control.Feeling faces will be used to identify feelings.A designated area will be used for self soothing activities.

Educative: What behaviors (skills) will be taught to replace (meet the same function as) the student’s problem behavior and improve his or her ability to function more effectively?Felix will help develop social stories and use them to decrease anxiety levels.Manipulation of a visual schedule should enhance Felix’s feelings of control and decrease anxiety levels related to transitions and public performances.Felix will be taught to identify his feelings by using feeling faces and utilize a designated area to self soothe.Slowly increase Felix’s ability to participate in public performances by using graduated steps to reduce anxiety.Felix likes creative story telling. This may be used to help transition into public performances. ________ goals integrated student’s IEP within the /ISP

Functional: How will consequences be managed to insure the student receives reinforcers for positive, not problem, behavior?When the student does . . . Adults will do . . .

Identifies feelings utilizing feeling faces (i.e. frustration).Acknowledge and encourage Felix to use “Cool Down” spot. Hold up a green card to indicate visual permission.

Exhibits frustration. Use appropriate social story and allow 5 minutes for Felix to adjust.

Follows the preventative and educative components of his plan. Provide reinforcements: Books on tape; computers; video games; puzzles; verbal praise.

Completes cool down. Teacher will provide a compliance task which must be completed prior to Felix joining the class activities.

Crisis Management: Are crisis management procedures needed to insure safety and de-escalation of the student’s behavior in emergency situations? X YES NOIf so, describe strategies:

Proactive:Use behavioral strategies described above. NCI Strategies to be utilized

Reactive: Ensure safety of students by removing them from the classroom if Felix should tantrum.Follow Crisis Plan.

Felix’s Completed Behavior Plan(highlighting Crisis Plan)

Felix: Monitoring PlanMONITORING PLAN FOR INTERVENTION OUTCOMES

Goal: 50% decrease in frequency of problem behavior

Types of Outcomes:

What Will Be Measured?

Methods:

How Will It Be Measured?

Timelines:

When/How Often Will It Be Measured?

Decrease in Problem Behavior:TantrumsAnxietyOffice referrals

1. Decrease in frequency of tantrums

2. Decrease in intensity of tantrums

3. Decrease in reported anxiety4. Increase in time spent in class

1. Tally incidence of tantrums2. Collect intensity ratings and

duration of tantrums3. Tally compliance to initial

teacher directives4. Use ratings on Faces chart

or Anxiety Thermometer to quantify level of anxiety

1. Assess tantrums and office referrals daily until further notice; review after one week then monthly

2. Assess anxiety asap

Increase in Alternative SkillsSelf-soothing strategiesCommunication/Story Board deviceChoice-making

1. Increase in self-soothing 2. Increase in verbalizing anxiety

1. Ratio of tantrums to removal2. Anecdotal records

1. Assess with each tantrum

2. Document in writing as it happens

3. Meet after one week and then monthly

Other (Lifestyle Changes)

1. At home, Felix will follow a behavior plan which will help address expectations and routines

2. Create visual sequence of tasks for night and morning routines

1. Parent report 1. Weekly email update

2. Monthly update

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FREQUENCY

T O T O T O T O T O

Monday Tuesday Wednesday Thursday Friday

Weekly Progress Monitoring Data Collection FormFelix: Week/Date:Notes

Felix monitoring formFREQUENCY

T O T O T O T O T OMonday Tuesday Wednesday Thursday Friday

Baseline Week 1 Week 2 Week3 Week 40

1

2

3

4

5

6

Progress Monitoring: Tantrums

Intervention

Baseline Week 1 Week 2 Week3 Week 4 Week 5 Week 60

0.5

1

1.5

2

2.5

3

3.5

Progress Monitoring: Office Re-ferrals

Intervention

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Felix

1-Oct

3-Oct

5-Oct

7-Oct

9-Oct

11-Oct

13-Oct

15-Oct

17-Oct

19-Oct

21-Oct

23-Oct

25-Oct

27-Oct

29-Oct

31-Oct

2-Nov

4-Nov

6-Nov

0

1

2

3

4

5

6

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Felix: Points EarnedProgress Monitoring

Points (six is possible)Linear ( Points (six is possible))

Date Points (six is possible)1-Oct 02-Oct 13-Oct 24-Oct 15-Oct 28-Oct 09-Oct 1

10-Oct 111-Oct 412-Oct 515-Oct 316-Oct 517-Oct 618-Oct 619-Oct 622-Oct 423-Oct 624-Oct 525-Oct 5

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Felix’s Completed Behavior Plan of Support

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The Problem Solving Process

Problem Identification

Problem Clarification

Intervention Planning

Progress Monitoring

Problem Clarification

Problem Analysis

Step 5.Progress Monitoring and Evaluation

Big Idea: Did the intervention work and what is next?Data are interpreted, in relation to predetermined criteria, to evaluate the effectiveness of interventions and supports provided.Intervention strategies are adjusted to improve results as needed.

A schedule for ongoing monitoring of the response to intervention data is set.

Level of ongoing support necessary for student success is reevaluated.

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Monitoring• Where are you?• Where do you want to be?• You need to see progress

headed in the right direction!

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MonitoringBig Idea: Did the Intervention work and

what is next?

a) Collect and analyze data to confirm or reject the hypothesis.

b) Refine the hypothesis and adjust interventions.

c) Continue to collect and evaluate data about intervention.

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a) Collect and analyze data to confirm or reject the hypotheses.

b) Refine the hypotheses and adjust interventions.

c) Continue to collect and evaluate data about intervention.

MONITORING PLAN FOR INTERVENTION OUTCOMES

Goal Types of Outcomes:

What Will Be Measured?

Methods:

How Will It Be Measured?

Timelines:

When/How Often Will It Be Measured?

Decrease in Problem Behavior u

Increase in Alternative Skills

Other (Lifestyle Changes)

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MONITORING POSSIBLE OUTCOMES OF SUCCESSFUL INTERVENTION

Possible Outcomes Examples Documentation

Significant reduction in target behaviors Aggression decreased to near zero levels; remains in assigned area

Frequency count of target behaviors; attendance records

Acquisition of adaptive skills (replacement skills) Asks for break rather than throwing materials; participates in group games

Log of activities and breaks requested; length of time engaged

Improvements across many behaviors; absence of side effects

Improvements in academic performance; medications discontinued

Grades; medical reports

Reduced need for crisis intervention Decreased referrals or decreased use of crisis management

Referrals; incident reports

Behavior changes across settings or circumstances Improvements seen on bus, in cafeteria, with babysitter

Reports from adults in other settings

Participation in integrated community settings Changes in placement; attends field trips or outings IEP (time in ESE reduced); schedule of activities

Expansion of relationships and friendships More frequent phone conversations or outings with peers; expanded network of social relationships

Diary; activity or contact log; reports from peers

Increased independence in daily routines Diminished adult supervision; completed aspects of daily schedule unprompted

Reduced staff-student ratio; schedule or activity log

Involvement in broader range of meaningful activities Participates in broader range of activities (e.g., goes to movies, art projects)

Schedule of activities

Personal satisfaction with behavior or lifestyle Increased smiling; reports satisfaction with changes Observation and reports

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a) Collect and analyze data to confirm or reject the hypotheses.

b) Refine the hypotheses and adjust interventions.

c) Continue to collect and evaluate data about intervention.

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Best Practices in Progress MonitoringElements in Progress Monitoring Behavior

1. Visual display should be plotted with time (x-axis) and the dimension of behavior (y-axis).

2. Frequency, rate, latency (response delay), duration, percentage correct, responses compared with number of opportunities to respond are all things that are measurable and can be recorded but must relate to target behavior.

3. Mark Intervention lines.4. If multiple graphs are used, be sure to have behaviors on the same scale, i.e. Y-axis

is consistent.5. Establish baseline data. Baseline data must consist of more than one data point (3-

7 is average).6. Plot the goal or aim line. Goal should be based on local norms, research-based

benchmarks, or classroom/peer comparison.7. Goals must have an expected timeline to reach the goal. Adjustments to the goal

(decision rules) can be applied in a flexible manner based on the student’s individual needs.

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Evaluating Examples- Good, Better, Best?

• Using the 7-point check system (see Elements of Progress Monitoring: Handout 44) , what elements of progress monitoring are exhibited in the following examples?

• Should the intervention change based on data? What questions do you have?

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Incidents

0

50

100

150

200

250

300

350

9/12-9/19 9/26-10/9 10/10-11/8 11/9-12/6 12/6/06-1/12/07

1/16/07-2/16/07

2/21/07-3/9/07 3/10/07-4/17/07

data collection dates

freq

uen

cy

Incidents

Does this have all the Elements of Progress Monitoring?

Is this student improving?

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Low Tech Example: Does this have the

qualities of Best Practice in Progress

Monitoring?

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a) Collect and analyze data to confirm or reject the hypotheses.

b) Refine the hypotheses and adjust interventions.

c) Continue to collect and evaluate data about intervention.

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Single-Subject Design

Pitfalls at this stage (1) Missing in Action (MIA):The people that need to be at the meeting are missing leaving no forum to regularly discuss student problems.

Strategy to Overcome Pitfall Invite all team members and key personnel.. Schedule meetings in advance at regular intervals. Planned

Behavior Review Meetings help control anxiety, manage stress level and prevent need for reactive, unpredictable meetings.

The more severe the problem, the more frequent the meetings. Never leave a meeting without having the next meeting scheduled. Be sure that there is commitment from an administrator to attend. Decide the norms for the group. (If key members are not present,

reschedule to be more effective with time?)

Pitfalls at this stage (2)

Disorganized Meeting: Meetings are endless with no agenda and participants who are not sure why they are there.

Strategy to Overcome Pitfall Decide roles: facilitator, data person, timer, and note-

taker in advance for the meeting . Discuss up front the length of the meeting and the end

time. Start and end on time. Use technology like a data projector so that everyone is

looking at the same information at the same time. Take group notes so that note-taking is visible either with

poster board or computer with data projector. Leave 15 minutes at the end of the meeting to

summarize, assign roles, review action plans.

Pitfalls at this stage (3)Where’s the data?• Meetings with no

data lead to guessing at the problem when making adjustments.

• Not reviewing how you are collecting data - is the assessment telling us the information that we thought we wanted when we designed it.

Strategy to Overcome Pitfall Data must be ready for the meeting- that

is, it must be summarized and visually displayed prior to starting the meeting

Compare data collected with the problem statement and goal

Step back to be sure that you are collecting the right data - does this make sense?

Pitfalls at this stage (4)Failing to intervene or intervening too quickly:• Designing

intervention with no baseline.

• Either the team is making changes too frequently (not enough time to have it work) or making changes too late.

• Implementation Dip- a reaction by the student to the intervention that usually means the behavior gets worse before it gets better.

Strategy to Overcome Pitfall Cornerstone of Progress monitoring is making

adjustments based on data. Determine how much progress is enough before

making a change. Rule of thumb: Collecting data over 4 to 6 weeks

(progress). How many data points do you need? Depends - the

severity of behavior may require an intervention be implemented very quickly.

What is the baseline; do we need it or do we have it already? To determine a pattern, 80% of the data points should fall within 15% of the mean line or three to five data points.

Pitfalls in this stage (5)

Poor integrity of the Intervention–Not implementing the intervention–Not implementing the intervention the way we designed it to be done.

Strategy to Overcome Pitfall Have scripts included with the intervention to

encourage consistency when the intervention is verbal.

Use implementation checklists Use signals that are consistent among staff

during intervention to make sure that verbal direction and tone are in check.

Use visual signals to avoid problems in communication when possible.

Take attendance and track the frequency of the intervention.

Pitfalls at this stage (6)Lack of a clearly specified goal• No goal linked to objectives or

a standard• Unclear of what behavior is

being targeted. • Is there a mismatch between

the intervention and the initially identified need

• Overlooking the obvious- have we overlooked tried and true intervention strategies?

• Is there a mismatch between the intensity of the behavior and the intensity of intervention?

Strategy to Overcome Pitfall Use local norms to determine goal. Do you always aim to zero? What is

a reasonable, realistic goal for a student?

Revisit the initial problem and goal statement.

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Planning for pitfalls

• Based on these pitfalls, what concerns do you have for your district teams?

• Discuss how you plan to trouble shoot pitfalls.