Functional Assessment Intervention System (FAIS)- Full

FAIS versionAVRSB Psychology

November 2007

A Learning Year

• This is a different approach to behavioral programming.

• We are trying to get consistency across the AVRSB – provincial initiative

• For this year, regardless of your familiarity with the FAIS, we are asking that FAIS LIGHTs and FULL FAISs are done with psychology personnel.

Continuum of School-Wide .Instructional and Positive .Behaviour Support

5%TERTIARY PREVENTION

PRIMARY PREVENTION 80%

SECONDARY PREVENTIONSECONDARY PREVENTION 15%

Green Zone

Yellow ZoneYellow Zone

Red Zone

FAIS and PEBS

• Every behaviour has a function.• Identify the function of the problem behaviour.• Teach an alternative behaviour that serves the

same function.• Adapt environment to promote use of alternative

behaviour.

“Behaviour is predictable, thus preventable”

What is predictable is preventable

FAIS-Light versus Full FAIS

Alien versus Predator?

FAIS-Light vs. FAIS

FAIS-Light• Tool for initial problem

clarification • Uses anecdotal

information• Creates a plan with

strategies• Can use it to start

planning, even for “red zone” kids

FAIS• Involves more precise

goal setting• Involves data tracking• Used when FAIS-Light

proves insufficient• Usually for those with

significant history of very aggressive behavior (physically assaultive behavior)

FAIS Light vs. FAIS

FAIS-Light• 14 year old boy

habitually tells teacher to “stuff it” when told to finish worksheet

FULL FAIS• 14 year old boy

habitually picks up chair and throws it at the teacher when told to finish worksheet. The FAIS-light strategies have not changed this.

Analogy with Programming

FAIS Light = Adaptations

FULL FAIS = Individual Program Plan

FAIS - Program Planning Process

1. Identification of student with behaviours of concern.

2. Exploration of classroom strategies by teacher/Problem-Solving meeting at school.

3. Referral to Program Planning Team meeting to complete the FAIS Light (parents, teachers, administrator, Guidance, School Psychologist, other Student Services staff as appropriate).

FAIS - Program Planning Process (cont.)

4. Follow-up Program Planning Team meetings to evaluate FAIS Light plan.

5. Next step: Monitor/Revise plan. The team may decide to do a full FAIS.

6. Full FAIS conducted with the program planning team

Who helps with Full FAIS planning?

• For the next two years, the FAIS would be facilitated by a member of the Behavior Intervention Team

• Eventually, the full FAIS will be facilitated by school psychologists as well as the Behavior Intervention Team

Flow Chart for Now

Problem-solving meeting at school

FAIS Light consult with School Psychologist

Full FAIS with Behavior Intervention Team

The importance of planning

Why Do Program Plans Flop?

• Lack of knowledge/skill

• Beliefs and attitudes

• Lack of adequate resources and support

• Lack of collaboration

FAIS system helps address these

DAY ONE

Social Competence Checklist Section 1• Identifying Priority Concern • Identifying Context/Setting Conditions• Identifying Consequences or Effects• Identifying the Function of Behavior• Identifying Competencies and Positive

Alternatives• Develop a Summary Statement

DAY 1

Section 2

Indicate Desired Outcomes and Social Validation Criteria

Establish the Goal

Define Benchmarks

DAY TWO

Section 3Brainstorm Support StrategiesSpecify Positive Support PlanSection 4Indicate Progress Monitoring ProceduresComplete Information on Goal Attainment RatingsRecord Benchmark Ratings on Goal Attainment

ChartRecord Other Progress-Monitoring Data on

Progress Rating Chart

DAY TWO

Section 5Summarize Student’s Progress toward GoalAnalyze ProgressPlan Next StepsDesign New StrategiesSpecify Final Team Recommendations and

Consensus StatementCrisis Plan

How Does the FAIS work with EA Allocation?

• Cindy Giffen and Holly Stephenson

DO THE FAIS REGARDLESSOF WHETHER

A DIAGNOSIS EXISTS!

Bring into your Mind

... The child with the most challenging behaviours you are working with now…

Insanity Ensues

Social Competence Performance Checklist (SCPC)

• a.k.a. – Social Competency Scale or Social Competency Checklist

• Helpful first step in assessment & planning (FAIS- Light or FAIS-Full)

• Focuses team on student strengths – re-defines student as more than “problem behaviour”

• Breaks-down problem behaviour(s) into manageable targets

• Identifies Priority Concern

• Can be used to evaluate progress

Keep it simple

Design of SPC Checklist

• 4 pt. rating scale based on frequency of occurrence

0 - rarely 1 - sometimes 2 - often 3 - mostly (N – no opportunity to observe)

• 3 sections

A) Positive Behaviour Ratings (Pos+) B) Challenging Behaviour Ratings (Neg-) C) Intervention Planning Chart

4 Areas of Behaviour Observations (for Pos+ and Neg- Behaviours)

A) Pos+ Behaviors

• Self-control

• Social Competence

• Learning Behaviour

• Academic Performance

• Other

B) Neg- Behaviours

• Aggression

• Distractibility

• Non-compliance

• Neg- Affect (mood)

• Other

C) Intervention Planning Chart

Positive Behaviours Strength (Rated 3) Concern (Rated 0 or 1 and Checked

Self-control

Social Competence

Learning Behaviours

Academic Performance

Other Pos+ behaviours

Challenging Behaviours Strength (Rated 0) Concern (Rated 3 and Checked)

Aggression

Distractibility

Non-compliance

Negative Affect

Priority Concern

How to complete SCP Checklist

Pos+ Behaviours

1. Rate frequency of Pos+ behaviours in each observation area (0-3)

2. Check the 3 Pos+ behaviour items that are most important to address (only 3!)

3. Write the item # of the top 3 (checked) Pos+ behaviours

Neg- Behaviours

1. Rate frequency of Neg- behaviours in each observation area (0-3)

2. Check the 3 Neg- behaviour items that are most important to address (only 3!)

3. Write the item # of the top 3 (checked) Neg-behaviours

Complete Intervention Planning Chart

Pos+ Behaviours

For each behaviour area -

1) Identify STRENGTHS

List items rated 3

2) Identify CONCERNS

List items rated 0 or 1 and checked

Neg- Behaviours

For each behaviour area -

1) Identify STRENGTHS

List items rated 0

2) Identify CONCERNS

List items rated 3

and checked

Complete Intervention Planning Chart

Positive Behaviours Strength (Rated 3) Concern (Rated 0 or 1 and Checked

Self-control

Social Competence

Learning Behaviours

Academic Performance

Other Pos+ behaviours

Challenging Behaviours Strength (Rated 0) Concern (Rated 3 and Checked)

Aggression

Distractibility

Non-compliance

Negative Affect

Priority Concern

Section 1: Identify Concern, Function, and Positive Alternative Behavior

A. Identify Priority Concern

B. Identify Context/Setting Conditions

C. Identify Consequences or Effects

D. Identify the Function of the Behaviour

E. Identify Competencies and Positive Alternatives

F. Develop Summary Statement

Section 1.A. Identify the Priority Concern

What difficulty or problem is causing the greatest concern?

Criteria for Identifying and Describing the Priority Concern

• Have the classroom teacher identify the concern that MOST interferes with the child’s productive functioning and the learning environment.

• As a team, describe the concerns in concrete and observable terms, when it happens, and how it happens.

• Ensure there is consensus regarding the behaviour description.

USE THE SOCIAL COMPETENCE CHECKLIST!

Examples of a Priority Concern:

Running off school property Striking out physically at classmates Destroying work materials/property Verbal outbursts in class

BE SPECIFIC!

B. Identifying Context/Setting Conditions

Describe distant or proximal situations that contribute to the behaviour.

• Setting (e.g., hallways)

• Task/Activity (e.g., large group)

• Specific Triggers (e.g., adult request)

Check all context or setting conditions in which the student is most likely to have difficulties.

Setting Classroom Special Class Hallways Cafeteria Playground Bus Gym/Locker

room Restroom Home Community

setting Unstructured

setting Unfamiliar setting Crowded setting Noisy setting Other      

Task/Activity Large group Small group Partner task Independent task Difficult task Uninteresting task Specific task Specific materials Task transition Location

transition Unstructured

activity Unexpected

activity Interruption in

routine Other     

Specific Triggers Not receiving

attention Adult request Negative

feedback Positive feedback Unclear

expectations Sleepiness Physical

discomfort Sick, allergies Over-stimulated Under-Stimulated Extreme Emotion Denied something Health issue Home issue Other     

Time of Day Arrival time Dismissal time Morning Afternoon Lunch Recess Non-specific OtherIndividualsInvolved Particular adult(s) Particular peer(s) Authority figure Support staff Parents Strangers Other     

Setting/Contexts

• Keep the team focused on the priority concern!

• Do not check off everything – only the MOST salient contexts

Does the school drive the child crazy?

C. Identify Consequences or Effects

• Behavior Ignored• Request/Task Removed• Reprimand/Warning• Time out • Loss of privileges• Negative social interaction• Peer encouragement• Teacher negotiation• Office referral• Home contact• In school suspension/punishment• Out of school suspension• TEACH A NEW BEHAVIOR?????

How effective were these consequences?

• Never

• Rarely

• Sometimes

• Often

• Not attempted

This section allows for notes

C. Identifying Consequences

Identifying what typically happens in response to the behavior of concern

What have you tried already? and how effective has this been IN REDUCING

THE BEHAVIOR?

D. Identifying the Function of the Behaviour

• As a team, identify the apparent functions (underlying reasons, intents, or pay-offs) that cause the behaviour of concern.

C. Identify the Function of the Behavior Check all that apply.

Escape Avoid demand or

request Avoid/Escape

activity or task Escape classroom

or setting Escape the school Escape

consequences Other:

Gain Attention/Control

Get desired item Gain adult attention Gain peer attention Control situation Gain/Grab power Gain acceptance Other :

Other Functions Communication

Affiliation/Affirmation

Self -expression Gratification Justice/Revenge Self-stimulation Other     

Other Reasons Does not have skills Does not have

motivation Does not know

expectations Fears failure Medical problem Attentional problem Substance abuse Lack of security Transitional issue(e.g., divorce, home

conflict) Other:

E. Identify Competencies and Positive Alternatives

Similar to FAIS light, but can add student assets and home/school assets.

USE SOCIAL COMPETENCE CHECKLIST!Describe social or academic competencies that

may serve as a positive alternative to the concern:

e.g., good oral reader – could get class attention for this

Good guitar player – approach about playing at a school function

F. Develop Summary Statement

The behavior of concern________occurs in ______setting(s) in situations when________occurs.

The function(s)_________underlie the behavior.

The student has the following competencies:__________.

Taking the function and the competencies into consideration___________ will serve as the positive alternative for the concern.

Summary Statement Example

The behavior of concern, verbal outbursts, occurs during classtime, in situations when writing activities occur.

The function(s) of peer attention-seeking underlies the behavior.

The student has the following competencies: at grade level in most subjects, responds to peer redirection

Taking the function and the competencies into consideration, giving him “points” for being quiet in class, that he can give to classmates, will serve as the positive alternative for the concern.

Section Two: Setting Goals and Benchmarks

A. Indicate desired outcomes and social validation criteria

B. Establish Goal

C. Define Benchmarks

A. Indicate Desired Outcomes and Social Validation Criteria

What is the desired outcome of intervention?– checklist of examples

• Completes work• Complies with request• Remains in the room.

What is the standard or social-comparison criterion used to compare students performance?

B. Establish Goal

• Statement of Goal

• Context for Goal performance

• Target date for goal attainment– e.g., “Within 10 weeks, Lisa will comply with

adult requests to perform an activity with classmates one or more times each day with no teacher redirection or physical prompting”

What Kind of Goal?

Improve Positive Behavior

e.g., calm himself when upset

raise hand in class

make appropriate social overtures

Reduce Challenging Behavior

e.g., disturbs others

throwing of things in class

reduce length or intensity of outbursts

Choosing Intervention Goals

• Just one works best

• Target a specific behavior of high priority

• Goal should be linked to keystone behaviors and outcomes

• Student must be capable of learning and performing goal behavior

• What can s/he attain IN 10 WEEKS?

C. Define Benchmarks

• State what the student will do, at what level, and with what type of support.

• Order the benchmarks according to the scale provided (-3 to +3)

• “0” refers to the Status Quo, or baseline functioning

Benchmarks continued

Think of a ladder to desired outcome+3 :competent behavior often (goal reached)+2 :competent behavior occurs sometimes+1 :competent behavior occurs rarely, minimally

improved0 : No apparent change or progress-1 : behavior is minimally worse-2 : behavior is somewhat worse-3 : behavior is much worse

Benchmark Dimensions that can be Altered

• Level of Support Needed– e.g., No more than three/two/one teacher prompts

• Frequency of behavior– e.g., At least one/two/three times per hour,

subject, day

• Severity of behavior– e.g., Rough physical aggression, mild physical

aggression, only verbal aggression

• Difficulty of Task– e.g., Addition of single digits/double digits/triple

digits

Benchmark Dimensions continued

• Time needed to complete a task– Complete journal entry in 30/20/10 minutes

• Amount of work completed– Completes 25%, 50%, 75% of task

• Accuracy of work– Completes math assignments with 50%,

70%, 90% accuracy

The Benchmark Planner

Appendix A in FAIS manual P. 132

Benchmark examples for each of the items on the Social Competence Checklist.

Benchmark Examples

+3 Shares playground equipment 8 out of 10 recess periods per week

+2 shares 6-7 out of 10 recess periods

+1 shares 4-5 out of 10 recess periods

0 shares playground equipment 3 out of 10 recess periods a week

-1 shares 2 out of 10 recess periods

-2 shares 1 out of 10

-3 refuses to share playground equipment

Benchmarks

+ 3 Uses appropriate words to express frustration with work

+ 2 Uses words to express frustration with work+1 Grumbles or growls to express frustration with

work0 Grumbles about work pushing it off the table-1 Grumbles about work and crumples it-2 Destroys his work with verbal outburst-3 Destroys his work with physical outburst

(upsetting desk)

Benchmark Examples continued+3 Follows teacher directions after 1-2 requests, teacher at a

distance.

+2 follows teacher direction after 2-3 requests, teacher at a distance

+1 follows teacher direction after 2-3 requests, requires teacher proximity

0 follows teacher directions after 3-5 requests, requires teacher proximity

-1 follows teacher directions after 3-5 requests, requires physical guidance.

-2 refuses teacher directions. Verbal complaints after directive.

-3 Refuses to follow teacher directions. Physically aggressive behavior erupts after directives

Section 3: Designing the Positive Support Plan

A. Brainstorming Positive support strategies for the goal (Consulting Chapter 4 of the manual)

B. Specifying the Positive Support Plan• Determining who• Determining when and where• Determining resources needed for plan

SPECIFY EA ROLE AND RESPONSIBILITIES!

Designing the Positive Support Plan

• Environmental strategies– Counter the influence of setting conditions or specific

triggers

• Teaching strategies– Enhance or develop alternative behaviors that

achieve the same function

• Altered Response strategies– Counter the functions or “pay offs” maintaining the

priority concern

Go to Page 56!

Table 4.1

Linking Potential Functions of Challenging Behaviors to Evidence-Based Strategies

Table 4.2

Linking Concerns to Evidence-Based Strategies

Environmental Strategies

• Environmental strategies prevent or minimize the occurrence of the prioritized concern by adjusting or modifying the features of the classroom, school, or home environment.

Types of Environmental Strategies:

A. Problem Preventers

B. Modifying Classroom Arrangements

C. Optimizing Rules, Routines, and Transitions

D. Techniques for Matching Instructional Demand with Learning Capability

Modifying Seating Arrangement

Examples of Individualized Choices:• Asperger’s High school student – very upset

by peer rule infractions – Sit in front row in all classes

• ADHD Middle school student – socially responsive - sit next to attentive buddy

• Anxiety Disordered Elementary Child – overwhelmed by class but sometimes curious – Sit in alternate “quiet spot” in view of the board

B. Environmental Strategies: Modifying Classroom

Environment

• Seating Arrangement

• Adult Presence

• Optimize Room Arrangement

C. Environmental Strategies: Optimizing Rules, Routines, and

Transitions

• Clarify Directions and Expectations

• Provide Equivalent Choices

• Scaffold Prompts and Practice

Clarify Directions and Expectations

• Use your PEBS matrix

• PEBS Matrix - Show respect for these things across school environments (eg. class, bus, assembly, etc)– Self– Others– Learning – Environment

PBIS COMPENDIUM

• Lesson Plan templates for each part of the PEBs matrix

• Provides LESSONS that explicitly teach expectations

• Key ingredients:– Describe the expectation skill and critical

rule – Demonstrate the expectation (role plays)

Website with Matrix Lesson Plans

Type “PBIS Compendium” at Google

Go to:

http://pbiscompendium.ssd.k12.mo.us/index.htm

Lesson Plan Example: Respect in the Hallway

Skill and Critical Rule:“Today we are going to talk about ways to BE RESPECTFUL of yourself in the

hallway.”“What are some ways we can BE RESPECTFUL of ourselves in the hallway?”

Ask students to define what BEING RESPECTFUL means. Shape their responses into observable behaviors (e.g. if they want to be nice, ask for examples of being nice that equate to observable skills such as taking turns, asking someone to play, etc.)

There are several ways to BE RESPECTFUL of ourselves. For example, we can:

Walk down the hallway instead of running.Move purposefully down the hallway toward your destination.Move quietly down the hallway.Review above key behaviors and any other skills the students identify.

Lesson Plan ContinuedDemonstration and Role Play:

Demonstrations:“I am going to show you some ways to BE RESPECTFUL of yourself

and some ways to BE disrespectful. I want you to watch me and see if you can tell if I am BEING respectful of myself/yourself.”

After each example ask the students if you were BEING RESPECTFUL of yourself. Ask what you might do instead during non-examples.

Role Play:Walking with my hands all over the hallway displays.Staying in line to the right.Talking loudly when the teacher has asked you to remain quiet.Stopping every few feet and pulling on hallway displays.

Clarify Expectations

• Provide practice opportunities

• “Show me” as response to minor rule infractions

• REVIEW THROUGHOUT THE YEAR

C. Environmental Strategies:Optimizing Rules, Routines, and

Transitions

• Schedules and Routines

• Consensus Classroom Rules

• Streamline Transitions

D. for Matching Instructional Demand and Learning

Environmental Strategies: Techniques Capability

• Task-Skill Matching

• Class-Wide Peer Tutoring

Task-Skill Matching:Differentiated Instruction

Lack of academic skills

Function: Escape

Acting out in class or work refusal/avoidance

Escape from academics

Differentiation Strategies

• Adaptations and Modifications (e.g., Cloze procedures for writing work)

• Ability groupings

• Preteaching – teachers and EAs must communicate!!!

• Prompt in-class scaffolding for the highest needs students

• Tiered or Tic Tac Toe assignments

Novelty Teaching to Maximize Involvement: Who answers in class?

• Koosh ball throwing

• Names from a hat

• Nominate students who call on other students

• Contest to see who gets to answer

Teaching Strategies

• Designed to teach children positive alternative behaviours that meet the same need as the challenging behaviour.

e.g, How to…

• request assistance

• communicate a need,

• interact with a peer

• complete a classroom task.

Teaching Strategies

• Fundamental

• Peer Mediated

• Self-monitoring

• Teacher-mediated

• Affect awareness and Anger Management

Missing in Action

SOCIAL SKILLS

Social Skills

The most common deficit underlying Yellow and Red Zone students:

Not able to perform them!

Need to be taught them!

Social Skills Groups

• Generalization is the problem!

• THE SCHOOL must provide opportunities for practice

• MUST BE REINFORCED IN THE CLASSROOM!

Go to “SSD” under PBIS compendium

PBIS CompendiumA Directory of Social Skills

Explicit Lesson Plans to teach them

SOCIAL RELATIONSHIP SKILLS3.0 Say thank you…3.9 Introduce yourself3.10 Introduce others.311 Respect personal space3.12 Recognize social limits (strangers, formal, familiar, family)3.13 Touch appropriately3.14 Begin a conversation3.15 Maintain a conversation3.16 End a conversation3.17 Join in (gain attention appropriately)3.18* Interrupt appropriately3.19* Apologize

Social Skill TeachingDEAL WITH DISAPPOINTMENT/LOSING 2.12

Goal: To improve skills for expressing feelings

Objective(s): The student will decide why an activity was not successful and whether to try the desired activity again. (Mayo and Walto, 1986 p. 274)

Process Steps:1. Say to yourself "Somebody has to lose" or "It's okay that I wasn't successful."

2. Think about your choices.a. Ask for help.

b. Do an activity you like to do.c. Do a relaxation exercise.

3. Act out your best choice.4. Reward yourself for trying.

Discuss Definition: Disappointment means to fail to meet your own or someone else's expectations.

Losing is a failure to win or gain.Rationale: You learn to deal with disappointment or losing in a good way to decrease stress

and negative self thoughts.

Dealing with Disappointment Continued

Role Play• Your team comes in last place in the city baseball league. • You lose a contest. • Your team loses at soccer.• You don't make the cheerleading squad after weeks of practice.• You flunk a test you studied for.• Your parents say you can't get an after-school job.• You lose again at a game your brother always wins.• Your best friend won't join an activity that's important to you.• You are turned down for a date.

Application with Feedback• Students write stories with main character who is disappointed by failure or loss.• During daily discussion time, provide opportunity for students to share disappointments and plans for trying activity again.• Class writes/performs skit or play focused on a disappointment and how the main character reacts. Can be performed for another class or parents.• Ask parents to evaluate their child's use of the skill by using a provided role play or by observing their child using the skill.• Keep a home journal describing results and feelings for situations involving disappointment of yourself and/or family members.

Anger/Anxiety Management

The Anxiety/Behavior Curve

The 5 Point Scale

A Simple Method for Teaching about Anger and Anxiety

Student identifies his/her triggers

Student identifies options at each step

Teacher and student use a cueing technique to communicate in class

A. Teaching and Competence Strategies:

Peer-Mediated Strategies

• Peer Proximity

• Peer Prompting

• Peer-Initiation

• Guidelines for Using Peer-Prompting and Peer Initiation

• Peer Buddies

B. Teaching and Competence Strategies:

Teacher-Mediated Strategies

• Social Stories and Puppets

• Empowering Roles

• Structured Games or Play Groups

• Friendship Activities

Enthralling?

Altered Response Strategies

• Teacher’s response is altered

• Intention is to alter the payoffs or functions of the behavior

They are just kids

Altered Response Strategies: Proven Positive Responses

• De-escalate and Resist Conflict• Promote Peace• Catch Being Good• Counter Conflict With Consequences for Caring• Negotiate Response Choices• Reframe with Empathy• Encourage Coping• Natural and Logical Consequences• Praise Effectively

PEBS Altered Response Strategies

“Checkin”

• a response strategy to give students attention

• Attention for positive behaviours

• RELATIONSHIP is KEY

PEBS Matrix-based Check-in

Your School

Name:

Week:

Respect for Monday Tuesday Wednesday Thursday Friday

Self 0 1 2 0 1 2 0 1 2 0 1 2 0 1 2

Others 0 1 2 0 1 2 0 1 2 0 1 2 0 1 2

Learning 0 1 2 0 1 2 0 1 2 0 1 2 0 1 2

Environment 0 1 2 0 1 2 0 1 2 0 1 2 0 1 2

Total

Teacher signature Home Signature

Student Goal for the Week Total score for the Week:

Scores 0 = contributed negatively to classroom environment

1 = did not contribute positively or negatively to classroom environment

2 = contributed positively to classroom environment

Individualized Weekly Checkin

Your School

Name:

Goal for the week: Completing seatwork

Week:

Period Monday Tuesday Wednesday Thursday Friday

Math 0 1 2 0 1 2 0 1 2 0 1 2 0 1 2

Gym 0 1 2 0 1 2 0 1 2 0 1 2 0 1 2

Recess 0 1 2 0 1 2 0 1 2 0 1 2 0 1 2

Daily Total

Teacher signature

Home signature

Student Goal for the Week Total score for the Week:

Scores 0 = did not attempt work

1 = attempted work

2 = completed work

Individualized Daily Checkin

Your School

Name:

Week:

Period Wear shoes to class

Comments – POSITIVE ONLY

Math 0 1 2

Gym 0 1 2

Recess 0 1 2

Daily Total 0 1 2

Teacher signature

Home signature

Student Goal for the Week Total score for the Week:

Scores 0 = did not meet goal

1 = partially met goal

2 = met goal

Individualized Daily Checkin

Your School

Name:

Week:

Period Wear shoes to class

Comments – POSITIVE ONLY

Math 0 1 2

Gym 0 1 2

Recess 0 1 2

Daily Total 0 1 2

Teacher signature

Home signature

Student Goal for the Week Total score for the Week:

Scores 0 = did not meet goal

1 = partially met goal

2 = met goal

Individualized Daily Checkin continued

Your Elementary School

Name:

Week:

Period Wear shoes to class

Stay where directed

Comments

Math 0 1 2 0 1 2

Gym 0 1 2 0 1 2

Recess 0 1 2 0 1 2

Daily Total

Teacher signature

Home signature

Student Goal for the Week Total score for the Week: Scores 0 = did not meet goal

1 = partially met goal

2 = met goal

Individualized Daily Checkin continued

Your Elementary School

Name:

Week:

Period Stay in seat Keep hands to self

Comments

Math 0 1 2 0 1 2

Gym 0 1 2 0 1 2

Recess 0 1 2 0 1 2

Daily Total

Teacher signature

Home signature

Student Goal for the Week Total score for the Week:

Scores 0 = did not meet goal

1 = partially met goal

2 = met goal

Time Out: Another Altered Response

• Can be an appropriate consequence if the function is ATTENTION

• NOT effective if the function is ESCAPE

TIME OUT

• 1 minute per year of Mental Age

• Graded Time-Out:• 1. Seat in class• 2. Seat in hallway (or other supervised locale)• 3. Go to office

• IGNORE, IGNORE, IGNORE

Section 4: Implement Positive Support Plan and Monitor Progress

A. Indicate Progress-Monitoring Procedures

B. Complete Information on Goal Attainment Ratings

C. Record Benchmark Ratings on Goal Attainment Rating Chart

D. Record other progress-monitoring data on Progress Rating Chart

A. Indicate Progress-Monitoring Procedures

A checklist to guide thinking on what data will be used tracking?

How often will they be collected?Who will collect them?e.g., benchmark ratings

test scoresSocial Competence Checklist scorescheckin scores

B. Complete Information on Goal Attainment Ratings

Which goal are you recording in the chart below?

Improving Positive Behavior

Reducing Challenging Behavior

Now it is Time to Implement the Program and Gather the Data!!

How much time do we try the Program?

At least 10 weeks

Take into account startup time, breaks, holidays, illnesses, etc.

Give the teacher a Weekly Implementation Sheet for his or her desk

Fidelity Issues

• Are staff doing what they said they would do?

• Role plays outside of class

• Observation in class

• “booster” support 3 weeks after FAIS meeting often required.

C. Record Benchmark Ratings

• Table is designed to take 20 observations

• If weekly, choose Tuesdays and Thursdays

• For high-incidence behaviors, rate just one class or session each date

• Indicate with an “x” in the appropriate column/row

Weekly Implementation Tracking Scale Rating Concern Week 1

Date:

Week 2

Date:

Week 3

Date:

Tuesday Thursday Tuesday Thursday Tuesday Thursday

+3

+2

+1

0

-1

-2

-3

Examples of Benchmark PlottingRating Concern Week 1

Date:

Tuesday Thursday

+3 Aggression: 5 incidents a day

+2 Aggression: 6 incidents a day

+1 Aggression: 8 incidents a day X

0 Aggression: 10 incidents a day X

-1 Aggression: 12 incidents a day

-2 Aggression: 14 incidents a day

-3 Aggression: 16 incidents a day

Plot in FAIS table

• Summarize benchmark scores in available table in FAIS

• Watch for trends

• Over 10 weeks, are our interventions working?

• Track any relevant factors (e.g., family factors, illness) on graph

FAIS Plot: Connect the Dots!

+3 x x x x

+2 x x x x x

+1 x x x x

0 x x x x

-1

-2 x

-3

Step 5: Evaluate Outcomes and Plan Next Steps

A. Summarize student progress toward goal

B. Analyze Progress

C. Plan Next Steps

D. Design New Strategies

E. Specify Final Team Recommendations and Consensus Statements

Specify next meeting date

A. Summarizing Progress

• Did the student make progress towards the goal in 10 weeks of consistent programing?

• Indicate Final Goal rating across raters and across outcome measures

B. Analyze Progress

Describe current progress and goal performance in words

Summarize what facilitated progress

Summarize what impeded progress

New strategies?

C. Plan Next Steps

Evaluate:

Was the intervention established with fidelity and quality?

Was the monitoring of data sufficient?

Statement of Revised Goal if necessary

D. Design New Strategies

What else could we add or try?

Who will carry these out?

E. “Forgetaboutit”

American IDEA stuff on the paper form – not on our online version

F. Specify Final Team Recommendations and Consensus Statement

In words, what is the team recommending?

Consensus Statement

• “The team agreed to implement the functional assessment and intervention plan specified in this document an reached consensus on documented outcomes”

Or• The team has not reached agreement on

the intervention plan or documented outcomes and will reconvene on _____date for the purpose of _________

Signatures

Team members sign

Crisis Plan

A plan to cope with students who escalate to physical violence

Specify steps, response, and who will do what

Consider PEBs matrix and NVCI tactics

Crisis Plan Template

• A Microsoft Word Table that has several steps, from initial agitation through to NVCI restraint

• Predictable escalation steps on left, staff response on right of Table

The Anxiety/Behavior Curve

Crisis Plan ExampleWhen the Student

Staff will Person Responsible

1.Joe shows evidence of anxiety (e.g., shouts in class, slamming a door, pacing)

Classroom teacher will redirect to a safe place in a supportive tone (Joe, please step out into the hallway – I’ll be with you in a minute)

Classroom teacher

Crisis Plan ExampleWhen the Student

Staff will Person Responsible

2. Joe refuses to go to safe place

Teacher gives Joe a choice, stating the expectation before consequence (e.g., Joe you have a choice, you can go in the hallway or if you refuse you will have to go to the office). Allow him time to process the choice.

Classroom teacher

Crisis Plan ExampleWhen the Student

Staff will Person Responsible

3. Joe still refuses to go

Send peer or “red card” to principal’s office for assistance

Teacher

Peer

Administrator, guidance or resource or designated staff

Office staff to page responding staff

Crisis Plan ExampleWhen the Student

Staff will Person Responsible

4. Joe pushes a student

Remove students from the classroom

NVCI team to assemble outside the classroom

Teacher

NVCI team

Crisis Plan ExampleWhen the Student

Staff will Person Responsible

5. Joe throws a chair at the staff

NVCI team restraint as appropriate to ensure safety

NVCI Team

Crisis Plan ExampleWhen the Student

Staff will Person Responsible

6. Joe calms during restraint

NVCI team will talk calmly to the student, reestablish communication with student

NVCI team

Crisis Plan Considerations

• Do you have NVCI trained staff?

• Can parents support?

• RCMP?

• Who are the best staff to respond?

• Time-out?

What is the Right Approach?

• Think Like Spock • Intervene Like Kirk