Welcome toTertiary Training
Day 3!
Louisiana Positive Behavior Support Project
In conjunction with the
Louisiana Department of Education
Tentative AgendaDay 3
• Establishing Effective Behavior Teams
• Team Planning
• On-going Support and Monitoring
• Linking FBA to Person-centered planning (PCP) and Response to Intervention (RtI)
Establishing Behavior Teams
Teams Succeed When…
• Management supports the process
• They have been trained in the process
• All members have committed to the process
• They have established goals and expectations
• They adhere to team norms of behavior
Teams Succeed When…
• They have reached consensus on critical issues
• They have addressed interpersonal conflicts
• They have taken time to develop relationships
• When they have measured and evaluated outcomes
• When individual goals have not superceded team goals
• When they have actually implemented the plan
Principles of Collaboration
• Mutual trust and respect • Shared goals and objectives• Open communication • Effective conflict resolution• Trans-disciplinary process• Equity of task distribution• Consensus decision-making• Ongoing problem-solving
Ineffective Collaboration
• Highlight the student deficits• Designed to fit the student into a program• Heavy reliance on professional judgment
and decision-making• May ignore family and student goals• Select irrelevant short term goals• Based standardized assessment• May not include people responsible for
implementation
Group Issues: Goal Setting
Individual Goals• Why am I here?• What do I want to
accomplish?• How can I improve
myself?• What do I have to
offer?
Team Goals• What is our
purpose?• What do we hope to
accomplish?• How can this team
improve?• What can we offer
our focus individual?
Membership on Behavioral Support Teams…
• Who needs to be involved….– Members from all environments in which the focus
individual interacts– People who know the focus individual well and have
a vested interest– People who know supports and resources (and
methods of accessing them) as well as potential barriers
– Members to allocate personnel and fiscal resources
Team Members’ Roles
– Team Leader - starts the meeting, reviews the purpose of the meeting, facilitates the meeting by keeping the team focused on each step.
– Recorder - is responsible for transcribing the team’s responses on flip chart paper, transparency, etc.
– Timekeeper- is responsible for monitoring the amount of time available to discuss the case and keeps the team aware of time limits by giving “warnings” (i.e., 10 minutes left).
Records Reviews
• Review information generated apart from the functional assessment to obtain additional insights into factors affection the person’s behavioral. – Medical records– Psychological assessments– Developmental information– Previous interventions– IEPs and ISPs– Anecdotal records
District Teams
• Who is part of the district team?• What roles do they play?• How does the district and school
communicate regarding interventions and follow up?
• How can the district support the school?• How is the district going to ensure protocol
and regulations are being followed?
Team Planning
Team Activity
Action Plan
On-going Monitoring and Support
Purpose of On-going Monitoring
• Decreases in problem behavior
• Increases in positive behavior
• Achievement of broader goals
• Durability of behavior change
What Types of Questions Can Data
Answer?• Initial Assessment Decisions.
– What type of program is needed?– Which program?– Where do we focus our efforts?
• On-going Evaluation.– Is it effective?– If not, can it be modified?– Can it be faded/ended?
Data decision rules
• Define adequate progress before current intervention changed.
• Determined before you intervene.
• “Three Day Rule” - – deceleration: 3 consecutive days above
goal/aim line– acceleration: 3 consecutive days below
goal/aim line
Data Decisions
• Do nothing.• Step back.• Change criterion (date or level/rate).• Change instructional (antecedent) procedure.• Move to new phase of learning.• Move to new skill.• Change consequent procedures.
Monitoring Outcomes
What Information to Collect:• Increases in use of alternative skills
• Reductions in occurrence of problem behavior
• Positive side effects improved grades increased attention peer acceptance
Monitoring OutcomesWhat Information to Collect (cont.)• Improvements in quality of life
Increased participation in typical activities
Increased choice/decision making
Inclusion• Improvements in consumer satisfaction
Student
Family
Staff
Others• Improvements in health or well-being
Monitoring Outcomes
How to Collect Information• Interviews
Teachers Students Parents Service providers
• Informal anecdotal reports
Communication logs with parents Teacher progress notes
(Adapted from Meyer & Janey, 1989)
Monitoring Outcomes
How to Collect Information• Rating scales
• Student social skills• Opportunities for choice
• Natural documents• Report cards• Incident reports• Medical records• Placement records
• Direct observation • Frequency• Duration• Observation logs
(Adapted from Meyer & Janey, 1989)
Monitoring Outcomes
Broad Outcomes• Increases in new skills plus decreases in problem
behaviors with
planned maintenance
broadening quality of life goals
• Increased positive relationships with others
• Participation in school and community activities
• General health and well-being improved
• Individual’s and family’s increased level of satisfaction re: personal growth & development
Monitoring Outcomes
Specific Outcomes• Skills enable the individual to meet needs in a
socially acceptable manner• Reductions in the individual’s problem behavior • Revised plan to address acquisition of unachieved
skills • Revised plan to enable individual to decrease
problem behavior / increase new behaviorsSupport plan has been implemented in a
consistent manner Support plan hypotheses and support strategies
have been re-evaluated
Outcomes Self-Check• What data have we collected regarding this
student?• What data do we still need to collect?• Who needs to be involved in the collection and
analysis of this data?• What other resources do we need to be successful?• How do we share this with stakeholders?• What strengths do we have in this area?• What barriers are we experiencing related to
outcome data?
Action Plan
Cycle of Positive Behavior Support
PCP CurriculumFunctionalAssessment
Medical/Health
Hypotheses: Global and Specific
Multi-component Interventions
Data Analysis and Evaluation
EffectiveIneffectiveGeneralization/Maintenance
Self Check for Designing BIP’sSelf Check for Designing BIP’s
Proactive Strategies
1. Does the plan include antecedent & setting event modifications to prevent problem behaviors?
2. Does the plan include modifications to make desired behaviors more likely?
Self Check for BIP’s
Educative Strategies
1. Do consequences for replacement skills produce outcomes that are more effective or efficient than the problem behavior?
2. Do the replacement skills serve the same function as the problem behavior?
3. If the plan targets multiple replacement skills, are the ones that produce the most immediate effect for the person taught first?
Functional Strategies1. Does the plan include consequence strategies for (a)
strengthening alternative skills. (b) reducing the payoff for problem behavior, and (c) crisis management if necessary?
2. Are desired outcomes for the problem behavior reduced or eliminated?
3. Do general skills help the individual prevent problem situations from occurring?
4. Does the crisis management plan address three phases of the crisis
a) escalation b) eruptionc) de-escalation
Self Check for BIP’s
Self Check for BIP’s
Lifestyle Interventions
1. Does the plan include supports that will improve the individual’s quality of life?
2. Does the plan include long-term adaptations that will:
a) help the individual maintain new skills, and
b) prevent problem behaviors from occurring?
Overall
1. Are the intervention strategies logically linked to the specific and global hypotheses?
2. Does the plan reflect individual and family preferences?
3. Are all of the intervention strategies
a) age appropriate
b) acceptable for other people without disabilities
c) can the plan be carried out in everyday settings without stigmatizing the individual?
Self Check for Designing BIP’s:
Action Plan
When should Data Decisions Be Made?
• Natural cycles.– Weekly, monthly, quarterly, existing
meeting schedules.
• Level of system or detail addressed.– E.g., individual - daily or weekly.– E.g., school-wide - monthly, quarterly.
Evaluation of Performance
• Variability
• Level changes
• Trend directions
Purpose of Graphing Data• Provides a visual display of formative data.
• Show performance - monitor progress and decision making.
• Choose instruction and curriculum based on need (objectives).
• Evaluate effectiveness of instruction.
Components• Abscissa
– Horizontal axis - time (calendar or session).
• Ordinate– Vertical axis - dependent variable.
• Descriptive title– IV + metric + DV + participant(s).– e.g. “The effect of intervention Z on the
percentage of task steps completed correctly by ______”
Components, cont.
• Data points– Represents performance (intersects
time and DV).– Use different symbols if more than one
value (behavior) presented.
• Legend– Identifies data points
Components, cont.
• Phase/Condition Lines– Indicate change in intervention -
vertical lines at time point.
– Label change/intervention above section on graph.
– Two types of phase lines:• baseline data (before)• intervention data (after)
Graphing Conventions
• Do connect all consecutive data points.
• Do not connect non consecutive data points.
• Do not connect data points across phase lines.
• Use different symbols/connect lines is plotting more than one type of data point.
Graphing Conventions, cont.
• Label – All phases– All axis (DV/ordinate and
time/abscissa)– Legend– Descriptive title
The impact of Self-management on Aaron’s Talking-out in class
0
10
20
30
40
50
60
70
80
90
100
1 3 6 8 10 12 14 17 20 22 24 26 28 32 34 36 37 39 41 43
Preferred Peer
Alone
Non-Preferred Peer
ABL
ABL
BFunctional Analysis
ABL
CInterve tio
CSelf-management
Observations
0
0.5
1
1.5
2
2.5
3
3.5
4
4.5
5
Num
ber
per
Min
ute
muwh f s smuwh f s smuwh f s smuwh f s smuwh f
Day of Week
Baseline
0
0.5
1
1.5
2
2.5
3
3.5
4
4.5
5 N
um
ber
per
Min
ute
muwh f s smuwh f s smuwh f s smuwh f s smuwh f
Day of Week
Trend Line
Baseline
0
0.5
1
1.5
2
2.5
3
3.5
4
4.5
5 N
um
ber
per
Min
ute
muwh f s smuwh f s smuwh f s smuwh f s smuwh f
Day of Week
Baseline
Aim Line
0
0.5
1
1.5
2
2.5
3
3.5
4
4.5
5
Num
ber
per
Min
ute
muwh f s smuwh f s smuwh f s smuwh f s smuwh f
Day of Week
Baseline Intervention
Caesar’s # of Inappropriate Talkouts per Minute
0
0.5
1
1.5
2
2.5
3
3.5
4
4.5
5 N
um
ber
per
Min
ute
muwh f s smuwh f s smuwh f s smuwh f s smuwh f
Day of Week
Baseline Intervention
0
0.5
1
1.5
2
2.5
3
3.5
4
4.5
5 N
um
ber
per
Min
ute
muwh f s smuwh f s smuwh f s smuwh f s smuwh f
Day of Week
Baseline Intervention
3 day rule violated
0
0.5
1
1.5
2
2.5
3
3.5
4
4.5
5 N
um
ber
per
Min
ute
muwh f s smuwh f s smuwh f s smuwh f s smuwh f s smuwh f s smuwh s s
Day of Week
Baseline Intervention1 Intervention2
Change Date
Aaron
0
10
20
30
40
50
60
70
80
90
100
1 3 6 8 10 12 14 17 20 22 24 26 28 32 34 36 37 39 41 43
Preferred Peer
Alone
Non-Preferred Peer
ABL
ABL
BFunctional Analysis
ABL
CIntervention
CSelf-management
Observations
Single-subject design
• Group designs– Large sample which results in an average or group
performance. Typically reported in probabilities (p = .05).
• Single-subject designs– Small sample used to examine individual or small
group performance over time.
ABA or ABAB• Have three or four phases
– Baseline (A), intervention (B), baseline (A), and intervention (B).
• Can be easy to implement and manage.
• Must remove an effective intervention in order to demonstrate functional relationship.
Multiple baseline• Examine effect of intervention across multiple
behaviors, settings, participants without withdrawing intervention.
• Time consuming and difficult to manage.
• However, do not have to remove support. Or when support cannot be removed.– E.g., taught a student to read.
Changing Criterion• Gradual and systematic change in
behavior (either increase or decrease).
• Useful when change will be slow or only want to change frequency, rate, etc. (e.g., not remove).
• Monitoring on-going decision making can be time consuming.
Summary:Using data effectively
• Purpose
– Monitor progress.– Data based decision making.– Evaluate intervention effectiveness.
Action Plan
Linking FBA to Other Initiatives: PCP and RtI
What is Person-Centered Planning?
• Planning Process
• Assessment Tool
• Intervention
• Motivational Activity
• Team Building Process
Why is Person-Centered Planning so Important to PBS and FBA Process?
• Retains focus on the person
• Supports a team approach
• Broadens the level of analysis
• Changes participants
Why is Person-Centered Planning so Important to PBS & FBA?
(Continued)
• May make the FBA more inclusive and comprehensive
• Broadens the number of effective interventions
• Creates the best contextual fit
Characteristics of Person-Centered Planning
• Includes and focuses on the child and family
• Respects child, family and team members
• Gives priority to expressed choices and preferences of the child and family
• Results in creative solutions
Characteristics (Continued)
• Accesses typical community resources
• Creates an environment where everyone is a learner
• Individualizes support
• Seeks ideals
• Empowers the child, family, and team
Tool to address long and short range planning:
• Provides a timeline for achieving goals
• Utilizes group graphic techniques and involves a team of individuals committed to the focus person
• Takes 2-3 hours to complete
Planning Alternative Tomorrows with Hope
What is RtI?(Wing Institute, 2007)
• Systemic approach to addressing academic concerns for all students
• Data-based decision-making process
• One approach for determining eligibility for special education under SLD
RtI Framework(Twyman, 2007)
• Encourages a system for:– Identifying need– Identifying treatments– Measuring progress and outcomes– Evaluating teaching practices– Revising based on data
Components of RtI(Wing Institute, 2007)
• Multi-tiered approach
• Progress monitoring for both student performance and treatment fidelity
• Data-based decision-making
• Evidence-based interventions
What is Progress Monitoring
• Relies on frequent, systematic direct measures of performance– Curriculum based measures for assessing
academic behavior (e.g., DIBELs Aimsweb)
– ODR’s for assessing social behavior (e.g., SWIS)
Improving Decision-Making
Problem SolutionFrom
To ProblemProblem
SolvingSolution
Information
What is EBP?
• Likely effects of the intervention are known– Research suggest effectiveness (e.g.,
Simmons & Kame’enui, 2003)– Development v. evaluation distinction (e.g.,
Tywman, 2007)– Ethical obligation to implement intervention
with greatest potential (e.g., Wing Institute, 2007)
How do you know what to use?(Twyman, 2007)
• Continuum of Evidence– Program Development– Quantity of the evidence– Quality of the evidence
• Practical Questions– Is the evidence valid?– Is it important/relevant to situation?– Is it applicable to the learner?
What is New?(Daly, 2007)
• Intervention data can now be used to make eligibility decisions:– Includes child study assessment data– Functional behavior assessments– Direct assessment and behavioral observations
RtI presents a unique opportunity for educators toget it right…transdiciplinary integration of services
for students across a continuum that meets all students’ needs
Quality Decision-Making(Wing Institute, 2007)
Good Decisions Poor Decisions
Good Data Best outcome for students
Inevitable but correctable
Poor Data Lucky guess Worst outcome for students
Sample 3-tier Model(Hintze, 2007 and Sugai et al, 2005)
• Primary prevention– All students screened– Use progress monitoring for at-risk
students – Decide if move or not move to
secondary
• Secondary intervention– Research based supplemental
instruction– Weekly progress monitoring– Decision to maintain, back to
primary or move to tertiary
• Tertiary intervention– Intensive, individualized instruction– Weekly progress monitoring– Decision to maintain, back to
secondary
• Primary prevention– SW discipline– Common approach to discipline– Classroom management
• Secondary intervention– Brief FBA– Function-based targeted-group – Increased monitoring and
feedback• Tertiary intervention
– Comprehensive FBA– Intensive individualized BIP– Wrap-around support
Action Plan
On-line Resources
• Florida Center for Reading Research– http://www.fcrr.org
• Oregon Reading First– http://oregonreadingfirst.uoregon.edu
• Big Ideas in Beginning Reading– http://reading.uoregon.edu/curricula/
• Promising Practices Network– http://www.promisingpractices.net/programs.asp
On-line Resources, cont.
• National Institute for Literacy– http://www.promisingpractices.net/programs.asp
• National Center for Student Progress Mon.– http://www.studentprogress.org
• Wing Institute– http://www.winginstitute.org
• California Learning Resource Network– http://www.cirn.org
• Interventions in School Psychology– http://www.sp-ebi.org
Conclusion
• Although much research remains to be conducted on RtI, current evidence holds great promise for RtI offering:
• Delivery of more effective services than the current problem solving model(s)
• Delivery of services earlier than current practices
School Self-Assessment
Next Steps
• Spring Technical Assistance Day
February 5, 2009 @ LSU
• Site visit by project staff to assist, not to evaluate; we will ask for possible visit dates via email
• Continue to revisit & modify action plan
Contact Information
• www.lapositivebehavior.com
• Kara Hill [email protected]• Wendy Allen [email protected] • Michelle Botos [email protected] • Leticia Sanders [email protected]
• 225-578-2298 or 578-8444