Training Typical School Professionals to Design and Implement Function-Based

Support: Building School Capacity

Kathleen Strickland-Cohen, Ph.D., BCBA-Dm.k.strickland@tcu.edu

Introductions

• Who is here today?– How many of you work in schools?

• Behavior Specialists?

• School Psychologists?

• Teachers?

• Administrators?

• Other support staff?

– Outside consultants?

– Responsible for conducting FBA, building BIPs?

FBA is….

an empirically supported practice that has been demonstrated to improve both the effectiveness & efficiency of behavioral interventions in schools

Blair, Umbreit, & Bos, 1999; Carr et al., 1999; Epstein, Atkins, Cullinan, Kutash, & Weaver, 2008 Ingram, Lewis-Palmer, & Sugai, 2005; Lee, Sugai, & Horner, 1999; Newcomer & Lewis, 2004, Strickland-Cohen & Horner, 2015.

Challenge schools

face is not finding

what works, but

implementing

what works. Fixsen, Naoom, Blase, Friedman, & Wallace, 2005

Learning Objectives

• Describe a research-based FBA/BIP training package used to teach school-based professionals a function-based approach to behavior change.

• Define the essential features and supports necessary for school staff to conduct FBA and build function-based plans for students who engage in non-dangerous problem behaviors.

Typical Practice… How are we doing?

• We often use our most effective tools only after challenging behaviors have become severe and/or dangerous (Scott et al., 2010)

• Students who engage in persistent, lower-level challenging behaviors are more likely to receive less effective, exclusionary practices– Reprimands– ODRs– Suspensions

(Renshaw, Christensen, Marchant, & Anderson, 2008)

Why Does FBA Continue to Be Underutilized In Schools?

• FBA demonstrated effective for students with and without disabilities with a wide range of problem behaviors (Epstein et al., 2008)

• But…

– A lack of trained personnel leads to providing support in a “triage” manner

– Opportunity is lost to utilize FBA for less severe persistent problem behavior

Basic FBA:

Non-Dangerous Behaviors and Maintaining Functions are Easily Defined and Identified

A Proactive Approach to Behavior Support Planning

• Many of problem behaviors that teams encounter do not require comprehensive FBA-BIP

• Using simplified FBA-BIP procedures that “match” the level and intensity of problem behavior

• Provide FBS at the first signs of persistent problem behavior

Complex FBA or Functional Analysis:

Behaviors and Maintaining Functions Vary, and are not Easily Defined and/or Identified

Basic FBA/BIP Methods are designed to be used with students who:

Exhibit high frequency problem behaviors that are NOT dangerous (e.g., talking out, out-of-seat, non-compliance, off-task behavior)

Exhibit problem behaviors in 1 to 2 school routines (e.g., specific classroom activities, lunch, recess)

Have received interventions that did not improve problem behavior

Basic FBA/BIP Methods are NOT sufficient for use with students who:

Exhibit dangerous behaviors (e.g., hitting, throwing objects, property destruction)

Exhibit problem behaviors during 3 or more school routines

Redefining the Role of the Behavior Analyst/Specialist in Schools

• Proactively build capacity-• Train 2-3 school personnel in each school to use Basic FBA/BIP

• Teach all school-based team members to understand FUNCTION

• Practical Trainings- Provide short training sessions that teach “less more thoroughly” based on evidence-based instructional practices

• Prioritized follow-up- use of quick in-training assessments to determine type of follow-up coaching needed

THE BASIC FBA TO BSP TRAINING SERIES

Basic FBA to BSP Training Series Loman, Strickland-Cohen, Borgmeier, & Horner (2013)

• Module 1- Defining & Understanding Behavior*

• Module 2- FBA: Interviewing

• Module 3- FBA: Observing Behavior

• Module 4- Critical Features of Function-based Interventions*

• Module 5- Selecting Function-based Interventions

• Module 6- Planning for Implementation

• Module 7- Evaluation Planning

*Designed as training for all school staff

Basic FBA to BIP Training Materials

• Trainer’s Manual

– On-line Modules for Trainers

• Training Slides

• Participant Guide

• Pre-Posttest Assessments of FBA & BIP Knowledge

• Basic FBA/BIP tools

• www.pbis.org

• www.basicfba.com

Participant Guidebook

Objectives

Review

Activities

Checks for Understanding

Tasks!!

SAMPLE TRAINING MATERIALS

Basic FBA to BSPUsing FBA to Develop Function-

Based Support for Students with

Mild to Moderate Problem Behavior

Module 2: Interviewing Stakeholders

Module 2 Objectives

Using the FACTS interviews with staff and students to specify:

1. The problem behaviors

2. Routines in which problem behaviors occur

3. Triggers or predictors of the problem behavior

4. Pay-off (Function) the behaviors have for student

5. Possible setting events

6.Summary of behavior

Review: Defining Observable Problem Behaviors

• Definitions of behaviors should be:

– Observable

– Measurable

– Defined so clearly that a person unfamiliar with the student could recognize the behavior without any doubts

Make these behaviors observable & measurable:

- Unresponsive -Inappropriate language

Review: Create a summary statement for the following scenario

When his teacher asks him questions about capitol cities in Geography

class, Jarrett tells the teacher, “why don’t you tell me…you’re the

teacher.” His teacher moves him to the back of the room and ignores him

for the rest of the class period.

During (Routine)___________________________,

When (Antecedent) __________________________,

Jarrett will (observable Behavior) __________________,

As a result (Consequence) ________________________,

The function of the behavior might be to:

(Access/Escape)____________________________

FACTS Part A(see p 2.4)

• Start with the Student Strengths

• Conduct Routines Analysis to identify routines where problem behavior occurs

20

Routines Analysis

FACTS Part-ARoutines Analysis

Time Activity/

Staff

Likelihood of

Problem Behavior

Specific Problem Behavior

Low High

1 2 3 4 5 6

1 2 3 4 5 6

1 2 3 4 5 6

1 2 3 4 5 6

1 2 3 4 5 6

Next: Identify and Define Problem Behaviors for the identified routine

• Focus on the single routine you have prioritized.

• Check those behaviors that occur in the target routine & then rank the top 3 most concerning problem behaviors in that routine.

• Provide a brief description of exactly what the behaviors look like (observable & measurable)

• This definition should be so clear that you could clearly identify when the behavior does or does not occur

23

Activity 1Using the script provided and the FACTS Part-A

form for Tracy (pages 5-6), work with a partner to complete the:

(a) Student Strengths

(b) Routines Analysis

(c) Identify the prioritized routine(s) and problem behavior

Task

• This week, conduct a FACTS interview with a staff member that is very familiar with a student that requires individual behavioral support.

• Give yourself 30-45 minutes to complete the interview

• PLEASE BRING TO NEXT SESSION

THE USE OF “BASIC” FBA/BIP BY TYPICAL SCHOOL-BASED STAFF

Examining the Efficacy of Basic FBA (Loman & Horner, 2014)

• Phase I: “Basic FBA” - three 1-hour trainings for 10 staff with flexible roles in schools (i.e., school psychologists, counselors, administrators)– Sessions

• Defining and Understanding Behavior• Interviewing Stakeholders• Observing and Recording Behavior

• Phase II: Staff completed FBAs for students on their campuses

Phase III: Functional Analysis

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Control Condition

Escape Condition

Attention Condition

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9 of 10 FAs confirmed the Hypothesis Statements

Typical School Personnel Developing and Implementing Basic Behavior Support Plans

(Strickland-Cohen & Horner, 2015)

• Phase I: Four 1-hour “Basic BSP” trainings• Sessions

• Identifying Replacement Behaviors

• Selecting Function-based Strategies

• Planning for Implementation

• Evaluation Planning

• Participants: 13 school professionals (4 counselors, 3 school psychologists, 6 SPED teachers)• Referred by School Principals

• Role of leading school-based teams

In science, when asked to work with a partner or small group Jacob (6th grade) makes inappropriate comments, pushes materials off his desk and refuses to do his work. This is most likely on days when an altercation with a peer has occurred prior to science. Based on the data collected, the team agreed that the function of Jacob’s behavior is to avoid working with peers.

Function-Based (FB)? Neutral (N)? or Contraindicated (C)?

1. ____ Teach student to appropriately request a break from working with his partner(s).

2. ____ When problem behavior occurs, allow student to work alone.

3. ____ Develop a behavior contract with the student specifying that if he works successfully with peers for a specified part of lab time, he can spend the remainder of class time working independently.

4. ____ Review class rules about respectful interactions with peers at the beginning of class.

5. ____ When problem behavior occurs, send student to resource classroom to the complete activity.

6. ____ When presenting assignments on days when Jacob has had a previous peer altercation, provide a choice of working either individually or with a peer partner.

7. ____ Provide tokens that can be exchanged for items at the school store when student engages in appropriate peer interactions.

8. ____ Provide pull-out social skills training 2 times per week for 20 minutes.

FB

C

FB

N

C

FB

N

N

Pre/Post-Test Results: Assessment of BSP Knowledge

Participant

Pre TestPost Test

Percent Change

1 63% (A) 96% (B) +33%

2 67% (A) 84% (B) +17%

3 69% (A) 94% (B) +25%

4 65% (A) 86% (B) +21%

5 60% (A) 88% (B) +28%

6 63% (A) 90% (B) +27%

7 43% (A) 82% (B) +39%

8 61% (B) 92% (A) +31%

9 63% (B) 82% (A) +19%

10 45% (B) 80% (A) +35%

11 67% (B) 90% (A) +23%

12 61% (B) 86% (A) +25%

13 80% (B) 94% (A) +14%

Mean 62% 88% +26%

Phase II: Plan Development & Implementation

• Participants

– 6 of 13 “Team Leaders” from Phase I

– 6 elementary school student-teacher dyads

• BSPs developed from completed FBA and implemented – Plans rated highly on measures of Technical Adequacy and Contextual

Fit – Impact on student behavior measured using 10 sec partial interval

data collected during 20 min sessions, 3-4 days per week:

BUILDING DISTRICT CAPACITYIt’s Going to Take More Than Training…

Programming for Maintenance

• Behavior analysts provide initial training AND focused follow-up support

• Coaching (modeling/observation/feedback)

• Annual refreshers, focused “booster” sessions

• 2-3 Staff at school conduct Basic FBA & provide coaching support to teachers implementing Basic BIPs

• All staff trained on Function-Based Thinking (Modules 1 & 4)

• Team leader as school-based coach to monitor and provide feedback to teachers and staff

Data-Collection Systems

• Individual Student Teams– Regular bi-weekly meetings

• Assess implementation fidelity and student progress

• Use data to make decision to modify or begin fading

• School-wide Teams– Regular monthly meetings

• Early identification of students

• Clear criteria/decision rules and referral process

• Progress monitoring

Establishing the Context for Basic Behavior Support, cont’d

• School level – Improving behavior support systems one of the

top three priorities

– Administrative Support• Written policy

• Time for team members to meet for planning and progress monitoring

• Trainers with FTE dedicated to building capacity

– MTSS: Tier I and Tier II supports in place• Individualized interventions are effective…

but the need cannot be met

Questions, Answers, Discussion?

Want to Know More? Borgmeier, C., Loman, S. L., Hara, M., & Rodriguez, B. J. (2014). Training

school personnel to identify interventions based on functional behavioral assessment. Journal of Emotional and Behavioral Disorders, 23, 78-89.

Loman, S. L., & Horner, R. H. (2014). Examining the efficacy of a basic functional behavioral assessment training package for school personnel. Journal of Positive Behavior Interventions, 16, 18-30 .

Strickland-Cohen, M. K., & Horner, R. H. (2015). Typical school personnel developing and implementing basic behavior support plans. Journal of Positive Behavior Interventions, 17(2), 83-94.

Strickland-Cohen, M. K., Kennedy, P. C., Berg, T. A., Bateman, L. J., & Horner, R. H. (2016). Building School District Capacity to Conduct Functional Behavioral Assessment. Journal of Emotional and Behavioral Disorders, 1063426615623769.

Strickland-Cohen, M. K., Loman, S. L., & Horner, R. H. (2015). Improving district capacity to deliver basic FBA/BSP support. In D.A. Crone, L.S. Hawken, & R. H. Horner (Eds.), Building positive behavior support systems in schools: Functional behavioral assessment (pp. 134 – 150). New York, NY: Guilford Press.

Thank You!

• All “Basic FBA to BIP” materials can be found at:

• www.pbis.org

• www.basicfba.com

• For more information please email:

m.k.strickland@tcu.edu