The ABC’s of IEPsAddressing Behavioral Concerns

&W.R.I.T.E.S

Writing Rigorous IEPs to Teach Educational Standards

ACCESS and DE-PBS

Steve Smith - Instructional Coach

Amy Brown - Instructional Coach

Susan Veenema -Instructional Coach

Esley Newton -Program Manager, ACCESS Project

Debby Boyer -Director, DE-PBS Project

Tracy Neugebauer - Delaware Department of Education, Director of SPDG

Jill Scannell- Delaware Department of Education, Co-Director of SPDG

Today’s Objective

Part One

Our Objective and Vision

Creating an IEP

Data Considerations

Other Factors

Unique Educational Needs and Characteristics

PLEP

Annual Goals and Benchmarks

Services, Aids, and Modification

SMART Goals

Practice Goal Writing

Setting the Mood

This training is meant to be participatory, engaging, reflective, and focused on problem-solving

The trainer and attendees are to engage in a collaborative learning environment

This means: Opinions are to remain positively focused and constructive

Attendees should listen to and respect the thoughts of others and feel free to share their own

The activities and information will be used by attendees to critically reflect on their own practice

Vision

Students with special education services will have IEPs that are data-driven and standards-based, enabling them to access the same educational content as, and alongside, their peers without disabilities

IEP goals written for behavioral concerns and social skills will be data-driven with a focus on replacement skills that each individual needs to learn in order to participate in the general education setting

Goal

After 2 years of implementation, 80% of participating schools will achieve fidelity of intervention of implementing

behavior and standards based IEPs.

-U.S. Department of Education Grant Performance Report (ED 524B)

The Rubric

Based on IEP+ Format

Created in conjunction with DDOE

Scores IEP components (0-3) based on content

“3” is reflective of what is considered best practice in the field by researchers and experts

Rubrics will be shared with school and district teams in order to create inter-rater reliability

Purpose of the IEP

Communication

Management

Accountability

Compliance & Monitoring

Evaluation

(Bateman, 2015)

Student’sIEP

Team

Student

RegularEducationTeacher(s)

SchoolSystem

Rep.

TransitionServ.

AgencyRep.

Parents

Others w/knowledge

orspecial

expertise

Person whocan

interprettest results

SpecialEducationTeacher(s)

Debunking the SB-IEP Myths

SB-IEPs take individuality away from students by making them learn from the same menu

“Standards-based” does not mean the same as “standardized”

The CCSS are not a menu for special educators to pick from and copy

SB-IEPs focus on the prioritized skills needed for students with disabilities to have access to the same standards as same-aged peers

Present levels, accommodations and modifications, etc., are still individualized and designed to bridge the gaps between the student and non-disabled peers within the curriculum

SB-IEP Myths

SB-IEPs will be much longer since there are so many standards

SB-IEPs are focused on the specific skills needed to access a particular standard(s)

SB-IEP Myths

General Education and Special Education will become further separated due to gaps between CCSS and students with disabilities

Creating SB-IEPs is a collaborative process

General Educators will share content with Special Educators providing insight on adaptation and modification

All students can benefit from further diversified specialized instruction (good teaching practice)

SB-IEP Myths

SB-IEPs are not appropriate for children with moderate to severe disabilities

Learning life and functional skills IS important for these students; we must find the balance between these skills and how we can relate them to CCSS access

The Standards-based IEP

“A standards-based IEP includes goals that promote learning of the state standards.”

“It does not try to include a goal for every state standard in every content area. This would result in a very long document!”

“Instead, it provides goals for the strategies students need to develop to learn the general curriculum content.”

“Sometimes the goals help focus priorities within the general curriculum content for students who take the alternate assessment.”

(Courtade & Browder, 2011)

The Standards-based IEP

“The IEP is not meant to restate all of these content standards, but should specify skills for the student to acquire that will promote access to this curriculum…”

“The IEP is not intended to define all of this instruction, nor does it function as the student’s curriculum. Instead, it points the way for you to set priorities for what the student will master and how s/he will access the broader content.”

(Courtade & Browder, 2011)

What is the IEPs primary function?

The IEP creates access to, but is NOT, the curriculum itself

The Standards-based IEP is

INDIVIDUALIZED, NOT STANDARDIZED

IEPquest

IEPquest

IEPquest

The IEP

• Data Considerations

• Student Strengths

• Impact Statement

• Other Factors

• Present Levels

• Grade-level Standards

• Goals

• Services

Data Considerations

3. What multiple data sources (including district or statewide assessments) are being used to create this IEP?

Needs and PLEPs

Multiple Data Sources

Information and data that are considered as part of developing the IEP should be included in this section

The data should be relevant to the student’s needs that are impacting his access to the general education curriculum

Combinations of: Summative

Measures success or proficiency at end of unit

Formative Guides future planning of on-

going instruction Standardized Teacher-made

Data sheets, work sheets Curriculum-based

Skills-based In relation to general

curriculum

Only covers broad categories

Just state assessment overall score

Letter grades

Qualitative information

Assessments which don’t match indicated weaknesses, goals, or needs

Multiple Data Sources

Behavioral Data Source

Classroom behavioral data (Point Card, goal data, etc.)

Behavior Rating Scale (BASC, Vanderbilt, etc.)

Triennial Evaluations (psycho-educational, fine motor, sensory integration, visual motor)

Functional Behavior Assessment/Behavior Support Plan data

Attendance data (if necessary)

Discipline Referral data (if necessary)

Related Services Data (OT, PT, Speech, etc.)

Assessment

State Assessments

Standardized Measures

Skills observed in Curriculum-based

and Teacher-made Materials

Assessment Example

Using Assessments

Talk with a small group about the types of assessment you use

Share with the group!

Consider how they fall into these types (summative, formative, diagnostic, standardized, curriculum-based, teacher-made, behavioral)

Are any related to the common core?

Data Considerations

1. What are the student’s strengths?

Student Strengths

Based on data collected in assessments, teacher observations, data sheets, etc.

Quantitative measures Quantitative: Number-based, measurable, statistical

Qualitative: descriptive, quality-based, not-measurable

Based on skills, not qualities Qualities may be included as supplemental but not as the sole

descriptor

“Reads at the same instructional level as same aged-peers.”

“Based on data, ______ is a relative strength area.”

Only mentions qualities: nice

friendly

outgoing

happy

etc.

Student Strengths

1. What are the student’s strengths?

Tom reads at the same instructional level as same aged-peers.

According to classroom work samples, he is able to do

single-digit addition, subtracts using numbers 0-10. Tom’s

organizational skills assist him in his daily work. He

completes work on time and based on E-school has good

attendance.

Student Strengths

Student Strengths

1. What are the student’s strengths?

Connor enjoys reading books about history, teaching others, and

swimming. Reading comprehension and fluency are strengths

relative math number sense and problem solving, Connor can be

very responsible with work completion and turns in assignments

in on time. He has a great memory, specifically for history.

Connor easily initiates conversation with peers, and enjoys being

social.

Student Strengths in 5.0

Data Considerations

2. What are the educational concerns of the parent (or student if appropriate)?

Quality Examples: Parent Input

2. What are the educational concerns of the parent (or student, if appropriate)?

Mother states that she is concerned that Sam is not a strong

advocate for himself. She noted that “in his desire to please people,

he will put up with things.”

Parent Input

Parent input can be collected from:

Conversations during the IEP meeting

Questionnaires sent as part of the IEP development process

Communication with parents during the school year

Phone calls

Conferences

Informal conversations

Letters between home and school

Communication log information

Quality Examples: Parent Input (not at the IEP meeting)

2. What are the educational concerns of the parent (or student, if appropriate)?

Invitation letters were sent to parents on 3/1/16 and 3/15/16. Phone

calls were made on 3/18/16, but parent did not attend IEP meeting.

When parent attended screening meeting, parent was concerned

about Emily’s ability to pronounce words and putting thoughts

together. Father stated Emily is a shy child.

Elementary Student Input

“It may be appropriate to include the student when the team believes the student is sufficiently mature to contribute ideas, or when the student’s participation may increase his or her buy in to the IEP.”

-BATEMAN & LINDEN PG. 29

Data Considerations

4. How does the child’s disability affect the child’s involvement and progress in the general education curriculum?

Structure of an Educational Impact Statement

What skills are affected?

How do they affect educational progress and access to the curriculum?

Where (classes, activities, etc.) do those skills manifest themselves?

When does this affect the student (specific environments or throughout the day)?

Quality Examples(Impact Statements)

Student’s difficulty with reading comprehension prevents

her from being able to comprehend grade-level texts. She

is unable to decode unfamiliar words which greatly

impacts her fluency. She often looses her place while

reading aloud and is easily distracted while reading. She

struggles to find the main idea of a text and is not able to

summarize what she has read. This impacts her ability to

access grade level texts whenever reading is necessary in

all content areas throughout the day.

Quality Examples(Impact Statements)

Student’s difficulty with math problem solving and numerical operations impacts her ability to use algebraic reasoning to describe and analyze situations, use mathematical reasoning to solve multi-step problems, and to communicate mathematical arguments. Student’s basic math skills are weak. She is reliant on the calculator for computation problems. Because of this she struggles with pulling information out of text-based problems and writing equations or using the information to reason through a problem. Student’s math skills are below grade level and that adversely affects her ability to achieve grade level standards. She struggles to complete her math assignments both in math class and classes that require the use of math problem solving skills and numerical operation skills.

Sample Impact Statement

Tom’s behavior affects him as he uses obscenities when frustrated and becomes disengaged when given directions. This impacts his ability to follow teacher directions, comprehension, time on task, and focus on instruction. This also impacts his academic success in all instructional settings including oral presentations, reading, written language, math, science, and social studies.

What areas are affected due to the disability?

How is the student’s involvement in the general education curriculum impacted?

What and Where academic areas are impacted due to the disability?

Unacceptable Impact Statements

What is missing?

“Lisa has difficulty organizing her materials and beginning assignments because she has an attention deficit disorder.”

“Ethan’s learning disability impacts his phonemic awareness.”

John’s social behavior is inappropriate.

Data Considerations

5. What are the child’s other educational needs that result from the child’s disability (e.g., organizational skills, self care, fine/gross motor)?

Areas of need and skills are included which would further achievement across content areas

Skill can be addressed with an IEP goal or a unique need

Lack of a statement addressing other needs (in most cases) When accommodations,

modifications, or data point to skills that are not purely academic Focusing on task

Behavioral

Organization tools

Other Needs Statement

Social Skills:

• When in a social situation and asked to respond and keep a conversation going he avoids a reciprocal conversation.

Behavior:

• When given an assignment and he gets frustrated and begins using profanity to escape the demand.

5. What are the child’s other educational needs that result from the child’s disability (e.g., organizational skills, self care, fine/gross motor)?

Section 5 – Other Needs

Student sometimes comes to class unprepared with materials and

completed assignments.

Student has difficulty focusing and completing classwork and

homework assignments independently.

The student does not ask for help, and sometimes grows frustrated

when he sees that he has low scores or missing assignments.

Student has a hard time transitioning and may need some time at the

beginning of class to regroup.

Participation in Extra-Curricular Activities

What hinders the student’s participation in extra-curricular activities?

What supports are needed for the student to participate in those activities?

Supports relate to data which indicates areas of need which can expand beyond the classroom.

Evidence of the need for support is provided.

Evidence as to why supports are not needed are provided.

No explanation of services is given.

Student is denied participation (only in extreme cases).

No evidence is given for why services are or are not provided.

Participation in Extra-Curricular Activities

Quality Examples(Extra-Curricular Participation)

6. Will the student participate with non-disabled students in extracurricular and non-academic areas? If yes, identify supports and services on the “Needs, Services and Annual Goals” page. If no, explain why below.

Yes No

Damon will participate with non-disabled peers in extracurricular and

non-academic areas with accommodations and supports identified in

his IEP.

Quality Examples(Extra-Curricular Participation)

6. Will the student participate with non-disabled students in extracurricular and non-academic areas? If yes, identify supports and services on the “Needs, Services and Annual Goals” page. If no, explain why below.

Yes No

Damon will participate with non-disabled peers in extracurricular and

non-academic areas with additional staff support.

Other Factors

Data Considerations

Communication Needs

ELLBehavior

supports and strategies

Assistive Technology

AIM Supports Reading ESY

Communication Need/Braille Instruction

“Consider the communication needs of the child, and in the case of a child who is deaf or hard of hearing, consider the child’s language and communication needs, opportunities for direct communications with peers and professional personnel in the child’s language and communication mode, academic level, and full range of needs, including opportunities for direct instruction in the child’s language and communication mode”

-IDEA

ELL

“In the case of a child with limited English proficiency, consider the language needs of the child as those needs relate to the child’s IEP.”

-IDEA

In what language does the student best communicate?

How does that effect the presentation of material?

Behavior Supports and Strategies

“In the case of a child whose behavior impedes the child’s learning or that of others, consider the use of positive behavioral interventions and supports, and other strategies, to address that behavior”

-IDEA

Check

Behavior

box

Accommodations, IEP goal and BSP

Accommodations and IEP goal listed

Need only with accommodations

and supports listed

Additional considerations:

under discipline, check appropriate

boxes

Assistive Technology

“Consider whether the child needs assistive technologydevices and services.”

-IDEA

Does the child need technological assistance to communicate, access material, present material?

AIM Supports

“Accessible Instructional Materials (AIM) are learning materials that have been converted into one or more specialized formats for use by students with print disabilities. They include formats such as large print, audio, and Braille.”

http://aimdelaware.org

Reading Factor

This box is to be checked if the student has an IEP goal related to a reading-based need

Data Considerations

When planning the IEP: Think how the student performs in relation to the expectations of the general curriculum

What specific skills related to academic achievement and functional life skills do they display or need to participate in and access the general education curriculum?

Unique Educational Needs and Characteristics

Grade Level

Other Factors

Data Considerations

Impact Statement:In what areas does the student’s disability cause difficulties with

accessing the general curriculum?

Unique Educational Needs and Characteristics

Directly related to an assessment result and need

Specific skill area addressed

Reading Comprehension: Citing textual evidence

“Math”

“ELA”

“Reading”

“Academics”

Vague categories which cover a wide variety of skills

Does not match assessments

Unique Educational Needs and Characteristics

Accommodations, Modifications, and Support

After determining present levels, we can determine the gaps and barriers which prevent the student from accessing the general curriculum.

Services, aids, and modifications bridge the gaps and accommodate for the barriers which prevent the student from accessing the general curriculum.

Preferential seating (in front of room away from students who will distract), pre-teach new concepts and vocabulary before introduced in class, option to have grade-level text read aloud, larger font size with less words on a page, chunk activity sheets, graphic organizers to help with comprehension, repetition and review of previously learned concepts to help with retention, check for understanding by asking student to repeat directions, time to talk about text-based writing with teacher before writing essay

Reading Comprehension

Summarizing Text

Tom has a behavior support plan that includes the following elements: All staff members should provide individualized positive behavior supports such as choice making, specific positive reinforcement, and increased proximity throughout the day across content areas. He needs a classroom that is highly structured through the use of predictable routines and visual supports. These include a visual classroom schedule, classroom rules and academic expectations. To reduce frustration on instructional demands, Tom needs smaller quantities of work (e.g., choose odd or even number) and given the opportunity to make choices and take breaks throughout the school day. Use of the prompt hierachary should be implemented for both behavioral needs and academic tasks.

Behavior:

Completing an

Assignment

Adaptation

Changes made to a learning environment, curriculum, instruction and or assessment practices for a student to become a successful learner

Includes accommodations and modifications

and individualized for students

Aids/Accommodations

What additional resources does the student need to gain access to the curriculum and have the best chance to succeed like their peers?

What has been used in the past?

Was it successful?

Does it need to be altered, changed, added or removed?

Modifications

Has the complexity of the material been modified?

Does it address a barrier described in the PLEP?

Does it affect the ‘intent’ of the grade-level standard?

Grade Band Extensions for DCAS-Alt 1 students

Accommodations/Modifications

The State Assessment is NOT a menu to decide what the student needs!

Accommodations and Modifications: Should be specifically designed for each student based on their

needs and desired outcomes

Are NOT a one-size-fits-all remedy

Should be reconsidered each year; NOT copied and pasted

Statement of Services

What specialized instruction is needed for the student to gain access to the general curriculum?

Where and how can this service be implemented?

How many hours per week does the student require the service?

Duration of the IEP 3 33 days per week 15 minutes per daySpecialized small group instruction focusing on reading comprehension

Setting:General Education

All explicit, specialized instructional services

utilized should be listed here!

Small Group Specialized Instruction for Social Skills.

Specialized Instruction for following the classroom rules.

Present Level of Performance (PLEP)

“The law requires that student’s present level of performance be indicated in a readily understandable way that is sufficiently precise to let us measure progress.”

-“BETTER IEPS” BY BATEMAN & LINDEN

Present Level of Performance

Present Levels of

Educational Performance

Unique Needs

Data Considerations

Academic Assessments

Non-Academic

Assessments

Last Year’s IEP

PLEP Phrase Examples

Vague Verb Phrases Specific Verb Phrases

Received a math score of 90 Can count to 25

Knows his letters Can verbally identify 23/26 letters

Can add Using a calculator, solves double-digit addition problems

Expressive language is at 27 Communicates wants and needs in 2-3 word sentences

Can read Can locate 2 -3 details in a reading selection

Knows fractions Can reduce equivalent fractions

Can measure Can use various types of measurement tools such as rulers, weights, and volume (liters)

Note: When writing a PLEP it may span across two grades. Therefore, consult LEA or SEA for guidance.

Where do I get the PLEP?

Prior IEP progress

Data collected on classroom assessments

RTI data, etc.

PLEP and Data Collection

Be sure that baseline data was collected to establish your PLEP.

Your PLEP’s language and data measurement need to match your annual goal.

Try to create a data sheet prior to writing a goal to make sure your goal is measurable.

“There should be a direct relationship between the PLEP and the other components of the IEP”

-Bateman and Herr

Annual Goal: When participating in classroom activities and before she becomes frustrated (screaming, crying, banging on desk), Donna will request a break, sensory activity or walk around the class 80% of opportunities needed.

PLEP: When participating in classroom activities and before she becomes frustrated (screaming, crying, banging on desk), Donna currently request a break, sensory activity or walk around the class 50% of opportunities.

Benchmark 1

Benchmark 2

Benchmark 3

Benchmark Options

PLEPB1:

Emergent portion of

skill(s)

B2:

Additional skill to be scaffolded

B3:

Either all skills at lower success % or another scaffolded

skill.

B4:

Goal

PLEPB1:

Lower prompting level

B2:

Even lower prompting level

B3:

Lower and lower prompting level

(-> independence)

B4:

Goal

PLEPB1:

¼ of way between PLEP

and Goal

B2:

½ way between PLEP and Goal

B3:

¾ way between PLEP and Goal

B4:

Goal

Specific

Measurable

Achievable

Results-focused

Time-bound

IEP goals should be…

Goals with SMART(S)

S. Specific- Are specific skills addressed that could be identified and duplicated by someone else?

M. Measurable- Can it be measured with quantifiable numbers? (Completion %, Opportunities, Frequency, etc.)

A. Achievable- Given a year’s worth of instruction, is it feasible for the student to be able to achieve them within a year?

R. Results-Focused- Do the goals focus on an end product or ability to be demonstrated? Does it relate to overall student improvement?

T. Time-Bound- Are there time limits set forth for the goal to be completed? (benchmarks, timed-assignment criteria, frequency duration)

S. Standards-based- Does the goal seek to teach the skills needed in order to access and achieve the Common Core State Standards for the student’s grade level?

A=AUDIENCE

B=BEHAVIOR

C=CONDITION

D=DEGREE

Data Without Tears Johnston, pg. 12-25

A=AUDIENCE

The “Who”

The audience is the learner or student

When given a topic of discussion, Tom will respond on topic to peer

and/or teacher questions with 90% accuracy.

B=BEHAVIOR

The “What”

The behavior must be written in terms of observable, visible actions

VISABLE OBSERVED COUNTED

SUMMARIZED EVALUATED=EXCELLENT,

SPECIFIC GOAL

Data Without Tears Johnston pg. 13

Observable Not Observable

Match feelings to an emotion on chart

Be aware

Will raise hand when needing to ask a question

Remain quiet

When frustrated will express emotion with room-level

volumeRespect authority

-adapted from Better IEPs, Bateman & Herr, p. 19

What does the behavior look like on a goal?

When given a topic of discussion, Tom will respond on topic to peer and/or teacher questions with 90% accuracy.

C=CONDITION

“Context in which you are expecting the student to perform the new skill or reduce the occurrence of the problem behavior.”

Special supports can also be shown here. Example: prompting strategies (use the prompt hierarchy and be specific)

Johnston pg. 15-16

Examples

Upon completing a structured work task…

When presented with a teacher-directed classroom activity…

When given a verbal prompt…

What does condition look like in a goal?

When given a topic of discussion, Tom will respond on topic to peer and/or teacher questions with 90% accuracy.

D=DEGREE

Degree is the criteria

“An effective goal or objective needs to state clearly what is considered to be acceptable performance.”

Data Without Tears Johnston pg. 19

Examples

Number correct

Within a given time period

Complete all steps

Percentage

Frequency

Duration

What does degree look like in a goal?

When given a topic of discussion, Tom will respond on topic to peer and/or teacher questions with 90%

accuracy.

Questions?

Today’s Objective

Part Two

Activity: Multiple Data Sources

Impact Statements

Unpacking Standards

Function of Behavior and Replacement Skills

Activity: Case Studies

Functional Behavioral Assessments

Behavior Support Plans

Developing Data Sheets

Activity: Practice Writing Measurable Goals

Academic

Grade-level Access skills

May be off grade level but are needed to access

concepts of the curriculum

Non-Academic

Life SkillsBehavioral

Goals

Vocational/Transition Planning

Goal Types

Present Levels and Goals: Instructional and Grade Levels

It is critical that the PLEP and annual goals include both the instructional AND grade levels. Why?

1. Instructional level alone does not meet the criteria of the general education curriculum.

2. Grade level alone does not meet the criteria of an IEP based on identified skill deficits.

Present Levels and Goals: Instructional and Grade Levels

The two levels together (instructional and grade) allow the student to make progress in the general education curriculum, while also addressing skill deficits (needs).

It is necessary to use grade level (particularly for outcome measures) in order to determine if what is in the IEP is appropriate.

Aligned with instructional level

Addresses foundational skills

Aligned with grade-level expectations

Can address learning how to use a support in order to complete grade-level content

Access vs. Grade-level Skills

Access Skills vs. Grade-level Skills

If Only Accommodating/Modifying Grade-level Material

Year 1 Year 2

Year 3

If Only Addressing “Access”/Instructional Level Skills

Year 1

Year 2

Year 3

Addressing BOTH Access and Grade-level Skills

Year 1

Year 2

Year 3

Balancing Exposure with Instruction

Instructional-Level Content

Enrolled Grade-Level

Content

Standards-based goals

Adaptation or Modification of

Grade-level Content

Grade-Level Standards

Access Skills

Accommodations & Specialized Instruction

Present Levels

“If educational research can

tell us anything, it is that

students are more likely to

learn something at school if

it is taught than if it is not.”-Walter C. Parker (1991). Renewing the Social Studies Curriculum.

3. What multiple data sources (including district or statewide assessments) are being used to create this IEP?

Unpacking State Standards

To unpack standards, indicators, or objectives means to identify the knowledge and skills embedded in them.

“Unpacking content standards is a proven technique to help educators identify from the full text of indicators and objectives exactly what they need to teach their students. ‘Unpacked’standards provide clarity as to what students must know and be able to do.”

- Ainsworth (2003)

Unpacking Standards

Begin with the content area and review the standards by grade

Identify “essentials” for that content and grade based on what students need for success – in school and in life for college and career readiness

When Unpacking State Standards

You should…

Circle the verbs(these are often the skills the student needs to know)

Underline the nouns

Name the context or topic

Unpacking Practice

http://www.corestandards.org/Math

Pick a standard from a student’s grade level in Math

Circle the verbs

Underline the nouns

Identify the context and topic

Discuss and describe what you learned about the standard with a partner (much like you would in an IEP meeting when describing the rationale for selecting a goal)

Unpacking the Standards Chart

Verbs/Skills Nouns/Concepts Context /Topic

Social Skills

Importance for Social Communication

Demonstrating empathy and sensitivity

Adjusting appropriate amounts of background knowledge to clearly communicate to a variety of partners

Reading non-verbal cues

Prediction of other’s reaction to your own social behaviors

Self-awareness and adjustment of one’s own actions

-JILL KUZMA, 2015

Some kids learn social skills from observation….others learn from systematic instruction or trial and error!

It may take some time for interventions to work so, don’t give up!

Social Skills Resources

http://jillkuzma.wordpress.com

www.socialthinking.com

Authors:

Carol Gray

Julia Cook

Mo Willems

Nancy E. Shaw

What are we measuring with a social skills goal?

The student’s skill level in a social context

Examples:

Increasing eye contact

Increasing interactions (e.g., greetings and salutations, answering questions from teacher or peer)

Increasing on topic, two way conversations

Increasing time spent with peers participating in reciprocal interactions or play

What are social skills you are currently working on in the classroom?

What social skills would you like to measure?

Behavioral Component of the IEP

Tier 3/Tertiary Interventions 1-5%•Individual students

•Assessment-based

•High intensity

1-5% Tier 3/Tertiary Interventions•Individual students

•Assessment-based

•Intense, durable procedures

Tier 2/Secondary Interventions 5-15%•Some students (at-risk)

•High efficiency

•Rapid response

•Small group interventions

• Some individualizing

5-15% Tier 2/Secondary Interventions•Some students (at-risk)

•High efficiency

•Rapid response

•Small group interventions

•Some individualizing

Tier 1/Universal Interventions 80-90%•All students

•Preventive, proactive

80-90% Tier 1/Universal Interventions•All settings, all students

•Preventive, proactive

Multi-Tiered Systems of Support

for Student Success

Academic Systems Behavioral Systems

Illinois PBIS Network, Revised May 15, 2008. Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at http://pbis.org/schoolwide.htm

Merriam-Webster defines behavior as:

a: the way a person acts

b: the manner of conducting ones self

Keep in mind: Behavior serves a function…

What does that mean for us, as educators?

What behaviors have you seen from students?

Positive

• Walking to and from class as expected

• High-fiving a friend• Raising a hand to

answer a question• Helping someone that

is hurt• Smiling at a teacher• Recycling or picking up

trash

Negative

• Ignoring a teacher• Spitting on the floor• Hitting a student or

teacher• Leaving the classroom• Use of profanity• Work refusal

Function of a Behavior

Gain something

(tangible, activity, sensory or attention)

Get away from something

(avoid, delay or terminate)

The ABC’s of Behaviors

Behavior always serves a function and is observable and measurable!

Antecedent Behavior Consequence

Triggers or what is

happening immediately

before

What the student does

Response to behavior

How do you identify a behavior for an IEP?

Keep this in mind….

What impacts the student’s growth in the general educational classroom?

What impedes the student the most?

What is the replacement skill that I want to teach the student?

Use data collected to make a data-driven decision!

Functionally Equivalent Replacement Skills

Think about the behavior’s function!

Gives you the same outcome as the challenging behavior

Increases the likelihood the student will use their new skill

Developing a hypothesis for the replacement behavior assists the team in selecting a function-based intervention/goal

-Dunlap, Iovannone, Kincaid, Wilson, Christiansen, Strain & English, 2010

What is a replacement skill could I teach for…

Outbursts

Aggression

Non-compliance

WHAT IS THE SPECIFIC BEHAVIOR AND IT ’S POSSIBLE FUNCTION?

Case Studies

Case Study #1

Clara loves school. Her teacher reports that she reads and comprehends on grade level and is eager to please and ready to learn. But Clara tends to disrupt the classroom by blurting out answers before she is called on and has difficulty waiting her turn. She interrupts others and intrudes on conversations with peers and adults. Students often laugh and roll their eyes in response to Clara. The teacher either praises or corrects her depending on the circumstance.

Case Study #2

Dan is new to the school this year and sits in the back of the classroom. He gets easily frustrated by schoolwork and uses profanity in the classroom. He even kicks the chair in front of him when he is frustrated with the task at hand. The whole class stares and the teacher sometimes give him less work so he doesn’t get as frustrated.

What behaviors in your class do you need to find a replacement skill or alternative skill can you address?

Functional Behavior

Assessment

Behavior Support Plan

Individual Education Program

• Describe observable behavior, collect data.

• Determine the conditions that trigger & reinforce behavior.

Functional Behavior

Assessment

• Teach/support appropriate, positive behaviors.

• Specify the intervention strategies.

Behavior Support Plan • Describe

behaviors in unique needs.

• Determine services to meet those unique needs (conditions needed or goal for improved

performance).

Individual Education Program

FBA Process

Who is part of the FBA process?

Student’s IEP

Team

Psychologist

School Counselor

All Teachers

ParentsRelated Arts

Related Services

Administration

Functional Behavior Assessment (FBA)

A Functional Behavior Assessment (FBA) is a systematic set of strategies that is used to determine the underlying function or purpose of a behavior, so that an effective intervention plan can be developed.

http://autismpdc.fpg.unc.edu/content/functional-behaviorassessment

Purpose of an FBA

To identify the antecedents and/or setting events that trigger the student to engage in challenging behaviors

To determine the function or purpose of the student’s inappropriate behavior

To ascertain the people, situations, items, and/or activities that reinforce the student’s behavior

Find a replacement behavior for the inappropriate behavior

When should an FBA be developed?

When the current intervention used is not effective or improving and become a disruption to the academic environment for the student and those in the classroom and been through other tiers of support.

IDEA requires an FBA whenever a child with a disability has his or her current placement changed for disciplinary reasons.

If needed when a manifestation meeting is held.

-Family and Advocates Partnership for Education (FAPE)

Behavior Support Plan

The plan to replace challenging behaviors with identified replacement skills identified during the FBA

process or determined by the IEP teams data.

BSP should include…

Definition of target behaviors

Summary of FBA (if needed)

Staff responsible for carrying out plan

Intervention plan

Antecedents and how we can prevent

Replacement behavior and how we will teach them

Reinforcement strategies

Data collection procedures

DATA COLLECTION

IEPS

FBA

Behavior Support

Plan

Where do I begin in writing my IEP goal?

Data Collection

Where?:

Benchmark reports/IEPs

Teacher made baseline data based on areas of need

Curriculum assessments

Evaluation of student performance

Creating a data sheet for your IEP goal

Data Collection

Begin collecting data from Day 1 of IEP implementation!

Benefits: Benchmark reports Evaluation of student performance Informs programs and decisions made for that

student’s educationHelps to answer any questions the parent or other

members of the IEP may have

-Bateman, 2015

Consider how often the IEP is being reviewed

Annually

Benchmarks

What growth is being made?

Is the progress insufficient?

What do I do with the data?

Analyze data on a regular basis

Determines student needs in the classroom

Helps team decide whether or not to increase or decrease interventions

Does the data show that your intervention or goal is benefiting the student?

What instructional strategies do I need to add or fade?

Example: Increased repetition, increased proximity, higher levels of reinforcement

Use your data

What does your data collection tell you about the student?

What behavior impacts this student the most?

Is this behavior something that all students are exhibiting (across the school or class) or is this unique to the individual?

You can use this data for your IEP goals!

Begin collecting data from

Day 1 of IEP implementation!

Writing an IEP for a target

behavior

SMART Goals

S. Specific- Are specific skills addressed that could be identified and duplicated by someone else?

M. Measurable- Can they be measured with quantifiable numbers? (Completion %, Opportunities, Frequency, etc.)

A. Achievable- Given a year’s worth of instruction, is it feasible for the student to be able to achieve them within a year?

R. Results-Focused- Do the goals focus on an end product or ability to be demonstrated? Does it relate to overall student improvement?

T. Time-Bound- Are there time limits set forth for the goals to be completed? (benchmarks, timed-assignment criteria, frequency duration)

A=AUDIENCE

B=BEHAVIOR

C=CONDITION

D=DEGREE

Data Without Tears Johnston, pg. 12-25

Case Study #3

Donna catches on to the subject at hand quickly. She answers questions by raising her hand and is usually correct. She does however have a hard time completing her work on time and has daily tantrums such as screaming or crying when things don’t go her way (wanted to do math instead of reading) or she doesn’t understand the assignment.

What behavioral goals would you like to address?

Let’s practice!

Each group should have 3 different goals:

Behavior, Social, Math or ELA

Have the reporter be prepared to share out at the end!

Let’s practice creating a data sheet tied to your goal!

Contact Information

Amy BrownUniversity of Delaware

Center for Disabilities Studiesbrownamy@udel.edu

302-831-6613

Niki RobertsUniversity of Delaware

Center for Disabilities Studiesrobertsn@udel.edu

302-831-6735

Resources for FBAs

Conducting School-Based Functional Behavioral Assessments, Second Edition: A Practitioner’s Guide by Mark Steege, T. Steuart Watson and Frank M. Gresham

Functional Behavioral Assessment, Diagnosis, and Treatment, Second Edition: A Complete System for Education and... by Ennio Cipani PhD and Keven M. Schock MA BCBA

Prevent, Teach, Reinforce: The School Based Model of Individualized Positive Behavior Support by Dunlop, Iovannone, Kincaid, Wilson, Christiansen, Strain & English

Functional Assessment and Program Development for Problem Behavior: A Practical Handbook by Robert E. O'Neill, Richard W. Albin, Keith Storey and Robert H. Horner

Resources for FBAs

http://www.behavioradvisor.com/FBA.html

http://cecp.air.org/fba/

www.behaviordoctor.org

www.educateautism.com/behavioural-principles/functions-of-behaviour.html

http://www.pbisworld.com/data-tracking/

Data without Tears: How to Write Measurable Educational Goals and Collect Meaningful Data by Terri Chiara Johnston

http://autismpdc.fpg.unc.edu/content/functional-behavior-assessment

Writing Measurable and Meaningful Behavior Goals for the IEP by Joseph D. Otter LMSW (power point)

Better IEPs by Barbara D. Bateman and Mary Anne Linden

http://www.northsmithfieldschools.com/what-specialized-instruction

Bateman, D (Director) (2015, March 11) What Principals need to know about IEPS. Lecture conducted form CEC.

Resources