Initial Line of Inquiry:

FBA and BIP Effective Behavior Plans for Students1Created by:Amelia OwenJacquelynn McDonough-Dority Patti WilsonDavid MartinDepartment of Exceptional Children's Services

1Lets look at the WIKI2http://FBA/-behaviorsupport.wikispaces.com

Norms3Ask questions please Minimize side bar conversationsCell phones on vibrate, computers closed

Get clip art of no cell phone and no computer

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Today Participants Will5Review the basic components of the FBA/BIPDiscover Collaborative Problem SolvingLearn to recognize linkages between function strategy reinforcementReview examples/non-examplesPractice writing components of an FBA/BIPExplore the WIKI page

5Collaborative Problem Solving6Paradigm shift Kids do well if they canCheck your lenses Plan BA Non-example

http://www.livesinthebalance.org/solving-problems-collaborativelyWork of Dr. Ross Greene New Example7

Hand out Timmy Madd.7New Example8

What does the student do well? Students strengths, gifts, & talents. What are there interests? What do they like to help others?

9StrengthsStrengths Our Example10This is how we would identify the strengths of our example student.

Let Practice11See the Document CameraStrengths - Activity12Now, take your example and review the identified strengths. Make modifications at this point. Please be prepared to report out. What did you find that was done well?What did you find that needed to be revised?What was your new language?12Observable, measurable terms13INAPPROPRIATE BEHAVIORDefining Inappropriate Behavior14This is how we defined the disruptive behavior in our example.

Let Practice15See the Document CameraInappropirate Behavior - Activity16Now, take your example and review the identified inappropriate behavior. Make modifications at this point. Please be prepared to report out.

What did you find that was done well?What did you find that needed to be revised?What was your new language?

16Inappropriate Behavior - Activity17Everyone gets a chance to write a target behavior! Make the following into measureable and observable target behaviorsNoncomplianceTask RefusalAggressiveDifficult to ManageSeeks Power / ControlDisrespectfulDisruptiveAssign each table / partner sets / etc. one category and ask them to write down a measureable and observable way to describe the behavior. Then, they switch with another partner set and discuss if each written behavior is observable and measurable. If not, how can they make it better? One of us can even scribe all the responses that way, we can use them for future trainings17Why Isnt it working?18FAILURE TO ADEQUATELY DEFINE INNAPROPRIATE BEHAVIOR?Have we adequately defined inappropriate behavior?

What are: aggression, non-compliance, attitude? Once defined, do all parties collecting data understand and use the same language?Is the definition of the target behavior documented? (definition-magnitude-topography)18What are the Environmental triggers?19Antecedent TriggersA condition, event or activity that happens immediately before the target behavior occursSets the stage for the student to respond to a typical situation in an atypical wayComparable to precipitating factors in CPIAvoid naming diagnoses in this section

19Identifying Antecedent Triggers20

This is how we defined theAntecedent Triggers in ourExample.Let Practice21See the Document CameraAntecedent Triggers Activity22Now, take your example and review the identified antecedent triggers. Make modifications at this point. Please be prepared to report out.

What did you find that was done well?What did you find that needed to be revised?What was your new language?

22What is the immediate impact on the environment when the behavior occurs?23Response of Others to Inappropriate BehaviorWhos in control? Whos the adult?As adults, WE control the environment. It is the manipulation of the environmental factors that influence behavior. Therefore, adult behaviors have a significant impact on student behaviors.

Pull out your Goals of Misbehavior Chart Review together

23Response of Others24The events or interactions that occur immediately or shortly after the behavior or as a result of the behavior

What does adult typically say/do when the behavior occurs?

What do peers typically say/do...

How is classroom activity impacted?

What is students reaction?

24Response of Others25Why is this section important?

We need to reframe think about what we as adults can control

We need to focus on the environment this is not about student behavior, but about how the environment sets the stage for the presence/absence of behavior

Focus on intended and unintended consequences we need to find the payoff

Response of Others26

This is how we describedthe Response of Others to in the environment.26Let Practice27See the Document CameraResponse of Others Activity28Now, take your example and review what you have identified as the response of others (Environmental Impact). Make modifications at this point. Please be prepared to report out. What did you find that was done well?What did you find that needed to be revised?What was your new language?

28What is the payoff? Why does this work for the student? What reinforces the behavior? 29FunctionAsk yourself:Exactly what happened immediately after the student exhibited the behavior? Who did what? Did peers give some form of attention (for example: laughing, staring, etc.)? Did adults give some form of attention (for example: attempted to redirect, gave choices, etc.)?Were they able to get out of doing the assignment or not complete the task? We need to reframe think about what we as adults can controlWe need to focus on the environment this is not about student behavior, but about how the environment sets the stage for the presence/absence of behaviorFocus on intended and unintended consequences we need to find the payoff

29Function30

This is how we identified Function.Let Practice31See the Document CameraFunction - Activity32Now, take your example and review what you have identified as Function. Make modifications at this point. Please be prepared to report out.

What did you find that was done well?What did you find that needed to be revised?What was your new language?

32Why Isnt it working?33Is function misidentified?

Is there no change in the rate, frequency or duration of the target behaviors. Increase in target behavior with NO extinction burst.

3334Inappropriate BehaviorWhy do we need data on the inappropriate behavior?

The initial data gives us the baseline to compare with dataCollected after interventions have been implemented. Without this data, we wont know if our interventions have the intended impact.34Data on Inappropriate Behavior35

What is the inappropriate behavior we are trying to reduce/extinguish?In this section, a plan must be carefully laid outWhat will be measured?When?How?Who?Consider frequency, intensity and duration.Well discuss data in more detail later

35Data on Inappropriate Behavior36 This slide is a brief introduction to Data. It is a simple frequency chart. Graphed by time of day and number of emitted behaviors. Well go over data more later. Also, if you want to learn more about data, there will be after school In-Services later in November.

Remember, data is required for baseline measures to compare with ongoing measures after implementing interventions. Both are necessary.

36Data Sources37

Remember this is an assessment We should use several sources of informationWhat are the absolute musts?On the electronic document these boxes can be clicked to check themWhere can I find some of the items in the sources section?

37Prevention Strategies

Replacement Behavior

Teaching strategies

38The Behavior Intervention PlanThese are the pieces of the plan. Well go over each section in detail now.38How will the environment be modified?39Prevention StrategiesChanges made to the students environment or routine that will address the antecedent triggers contributing to behavioral issues. This may include changes to our routines, actions and approaches

39Prevention Strategies40

These are our prevention strategies for Timmy Madd.How can we manipulate the environment to PREVENT the inappropriate behavior from occurring, or at least reduce the likelihood that the inappropriate behavior will be repeated?Consider opportunity, access, function, antecedent triggers, setting events, history, and data when making decisions.40Let Practice41See the Document CameraPrevention Strategies - Activity42Now, take your example and review what you have listed as Prevention Strategies. Make modifications at this point. Please be prepared to report out.

What did you find that was done well?What did you find that needed to be revised?What was your new language?

42Based on the Function, What will we teach?43Teaching StrategiesDesign specific strategies that address the target behavior by explicitly teaching the replacement behavior

4344Teaching Activities

These are our Teaching Strategies for Timmy Madd.Remember, you want to be specific about what you are teaching and how the skills are going to be taught. 44Let Practice45See the Document CameraTeaching Strategies - Activity46Now, take your example and review what you have listed as Prevention Strategies. Make modifications at this point. Please be prepared to report out. What did you find that was done well?What did you find that needed to be revised?What was your new language?

46What does the student like? What will they work for?47Reinforcement StrategiesFirst and foremost you have to know what is reinforcing for the individual student. Playing on this high interest will increase likelihood that he will be vested in the plan. Use highly motivating individuals in the school to motivate students towards desired outcomes. Many times, the ability to have brief interactions can prove to be a strong reinforcer.

47Reinforcement Strategies48

These are our Reinforcement Strategies for Timmy Madd.

Reinforcement is simply a consequence that increases the likelihood that a behavior will be repeated. 48Let Practice49See the Document CameraReinforcement Strategies - Activity50Now, take your example and review what you have listed as Reinforcement Strategies. Make modifications at this point. Please be prepared to report out.

What did you find that was done well?What did you find that needed to be revised?What was your new language?

50Why isnt it working?51Recognizing Extinction Burst

Its going to get worse before it gets betterGive it time Be cautioned that sometimes what we perceive as punitive, can be reinforcing for students. Consider the Function of the behavior when coupling punitive strategies with reinforcement strategies. For example: some students sent to ISS find this a preferable setting as it is quiet and relatively free from distractions. If Mr. Favorite is the ISS teacher then we would not put the child in that environment as a punishment. ts going to get worse before it gets betterGive it time

51Addressing Recurrent Inappropriate Behaviors52Sometimes referred to as Inadvertent ReinforcementWhat does this mean?Specifically address what adults will or will not do to avoid reinforcing the behavior

Reinforcement vs. Punishment53What does the research say?Reinforcement is far more effective than punitive consequencesReinforcement builds relationships

When we do utilize a punitive consequence it shouldBe issued immediatelyBe fair, fit the crimeBe natural in nature, related to the offense54Struggling with Strategies?Intervention Trainings are offered in PLAN on:

FBA/BIP Interventions (Two-Part Series)

Oct 21 4:00Oct 24 4:00

FrequencyDurationLatencyMagnitude55DataOperational definition of inappropriate behaviors everyone must be looking for the same thingDiscuss examples and non-examples with data collectorsMaintain typical routines Keep data discretely to ensure validityMaintain confidentiality

55How Many Bites?

FrequencyFrequency57Line Graphs

Frequency is just a count. It is NOT a rate which is number of cycles over time. 57What is the duration of the second bite?

DurationDuration59Duration per occurrenceRecord each event in time and reset the clockDate: ____ Time: ____ To: ____ Setting: _________Episode #Elapsed Time Per Episode________ ________________________________________ ________________________________________ ________________________________________ ________________________________

Duration60Total DurationRecord the length of each occurrence and add all together

Date: ____ Time: ____ To: ____ Setting: _______Total Duration Per Session: ______________Latency61Begin timing at the end of the request. Stop timing when student begins to engage in requested activity

Event #1 ____ Event #2 ____ Event #3 ____

MEAN LATENCY _________Latency GameWhoever is running the powerpoint be sure click on the link then start the sound bite!61How Big?How Much?How much Damage?How long?

62MagnitudeIts important to consider magnitude as it helps us define our response. For example, if the potential magnitude of a behavior is death, our response will be different than a behavior with a magnitude of irritation.

There are special measurement scales to use for students Self Injurious Behavior (SIB). 62Which bite is more intense?

MagnitudeOur Data Collection for Timmy64Whole Interval data will be collected weekly (twenty minute periods) to help reduce aggression. Partial interval recording data will be collected weekly (twenty minute periods) to help increase Timmys response rates of asking for help, sharing frustration appropriately, asking for breaks appropriately, and interacting with peers appropriately.Who is responsible? Special Education Teacher and Educational AssistantsReview Date within 3-6 weeks of implementation: Data - ActivityNow, take your example and review what you have listed as in the Data Section. Make modifications at this point. Please be prepared to report out. What did you find that was done well?What did you find that needed to be revised?What was your new language?

65Trouble Shooting Data66Do we understand the difference between declarative knowledge and executive functioning?Knowing and Doing are in fact differentHe can tell me what hes supposed to do!!!She knows what shes supposed to do.Ive told her and told her!She gets a note home every night.

66Trouble Shooting Data67Do strategies reinforce replacement behaviors and/or extinguish target behavior?

Is data being collected to indicate a change in student responses?Is there an increase in the replacement behavior?Is there a decrease in the target behavior?

67Trouble Shooting Data68Are all adults following the plan with fidelity

Observe before dumping a plan. Go back to review recommendations in an FBA/BIP and/or the Behavior Consultant recommendations.Have all adults been exposed to the plan and received needed training?

68When do we complete this section?69Crisis PlanCrisis Plan70Not all students will need a Crisis PlanOnly aggressive, running behaviorsThink about how your team would respond if the anticipated behavior took placeIs there one person with sound rapport to de-escalate the student? Implement Nonviolent Physical Crisis Intervention?Who responds?If they run, where do they go? What are staff designated responsibilities?Notify SRO?

Crisis Plan71Why is this section important?

Plan in place in the event violent or eloping behaviorsEveryone is prepared and knows what to doCrisis management has been addressed with parents and in the IEP72The Review ProcessThis is an ongoing process73In each meeting go ahead and set date and time for the next meetingLow level behaviors can go up to 6 weeksSevere behaviors need to be followed up on soonerChanges may not me made each time. If behavior had decreased, the best plan may be more of the same intervention. Changes to documenting the review processHow Do I Access a Behavior Consultant?74Behavior Consultant Involvement

Use the proceduresCreate FBA/BIPSubmit request form with needed attachments

HELP, PLEASE!

Get the Referral for Services from from the can be found on the Wiki site and on EdPlan. 74Filing paperwork75Places to fileIEP folder, parents, teachers, administrator Extra signatures to obtainAny teachers expected to be knowledgeable and implement the plan that were not at the meetingUploading the FBA/BIP to EdPlan76It is important that we transition to the upload/paperclip method as Easyfax will soon be unavailableLook at step by step process we are going to practice as well. Questions?77Amelia.Owen@cmcss.netJacquelynn.McDonough-Dority@cmcss.netPatti.Wilson@cmcss.netDavid.Martin@cmcss.net