Functional Assessment Session 2Addressing Diversity & Partnering with Families

Updates• Next class- October 14th

• - Article Review #1 Due & Quiz #1

• October 21st - IEP at a Glance & Ecological Inventory

• October 28th- Preference Assessment & Quiz #2

• November 4th –• Task Analysis #1

• November 25th- Task Analysis #2• December 2nd- Ecological Assessment Report & Quiz #4• December 9th- PLAAFP Assignment

• Remember to always check the wiki for the assignments and materials.

• If links are not working, please email me ASAP.

Review & Questions from Last Week

Steps in Ecological Assessment Process

• Step 1: Plan with Student & Family • Person-centered Planning

• Step 2: Summarize what is known about the student• Record Review, IEP Review

• Step 3: Encourage Self-Determination/ Assess Student Preferences• Preference Assessment

• Step 4: Assess student’s instructional program• Daily Schedule Analysis• Task Analyses• Other Assessments

• Step 5: Develop ecological assessment report• To inform IEP: PLAAFP, Goals & Objectives, Interventions

Person-Centered PlanningStrength-based shared understanding of : • Values, • Long-term goals, • Current programs, • Barriers to participation & success , • Possible variables influencing barriers

Planning Alternative Tomorrows with Hope (PATH)

http://www.inclusive-solutions.com/pcplanning.asp

What planning looks like?

http://www.inclusive solutions.com/pcplanning.asp

Features of Person-Centered Planning

• Intentional planning for success (pre-planning) – range of purpose for planning - stage

• Focus on and driven by the student’s strengths, interests and preferences

• Focus on capacities and opportunities - establishes a vision

• The process is flexible, dynamic and informal• Requires collaborative teamwork with commitment to

action• Requires an effective facilitatorExcerpt from Flannery, B., Slovic, R. & McLean Person-Centered Planning: How do we know we are

doing it?

Putting it all together

Home Community

School Work

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are needed to see this picture.

Person-centered Planning: Basic Beliefs

Every person has:• The right to plan a life for his or herself

which is personally meaningful and satisfying.

• Talents and strengths that can be developed

Team Members and Roles• Adapted Physical Education (APE) Teacher

• Provides adaptations to regular PE program to promote student participation

• Audiologist: Identifies types and degrees of hearing loss and provides equipment guidelines

• Family Members & Student: Experts in student and stakeholders in their future

• General Education Teacher: GE content expert, collaborates to instruct student

Team Members and Roles• Nurse: information source for the team on student’s medical

conditions, performs & trains staff to do specialized medical procedures (e.g., tube feeding, catheterization)

• Occupational Therapist: Promotes optimal physical functioning (fine motor, sensory motor), suggests modifications/supports

• Physical Therapist: Same, but gross motor, positioning

Team Members and Roles• Orientation & Mobility (O&M): specialized training in visual

functioning in mobility• Psychologist: evaluator of student’s intellectual and adaptive abilities

and interpreter of evaluation results, may provide suggestions for reducing student behaviors

• Social Worker: facilitates access to services and establishing linkages between school and community programs

Team Members and Roles• Speech-Language Pathologist:

• Provides instruction in the area of communication, language, speech. • Provides suggestions and instruction with AAC devices. • Expertise in oral motor and feeding skills

• Special Education Teacher: • Provides specialized teaching strategies, provides and implements

adaptations

Connection to IEP• Education/School a part of person’s life• Consistency across

• Behavior support• Skills training (generalization/adaptation of skills)• Communication systems• Planning team members

Choosing Outcomes & Accommodations for Children: COACH 3Giangreco, Cloninger, Iverson (2011)Beyond Student-Centered Planning to

Student-Directed Planning

Intended to accompany and not supplant IEP planning process

COACH outlines a planning process specifically designed to assist teams in identifying the content of IEPs for students with significant cognitive disabilities in general education settings (Giangreco, 1996). The use of the COACH model in including students with severe disabilities in general education classrooms has been documented to change IEP goals by—

1. Making them more specific and reducing the overall number of goals written

2. Positively affecting relationships between families and professionals

3. Shifting control of educational decisions to parents4. Facilitating changes in valued life outcomes as reflected

in new program and social opportunities

COACH consists of two parts, labeled A and B. Part A assists with determining a student's educational program and creating an IEP

Part B assists with the development of strategies and processes to implement the program created in Part A.

The steps in Part A consist of the following:1.A structure for conducting a family interview, the purpose of which is to determine family-selected learning priorities for the student2.A structure for determining additional learning outcomes beyond family priorities3.An elaboration of general supports that need to be provided to or for a student4.A procedure to ensure that a family's priorities are reflected as IEP annual goals5.A concise summary of the educational program devised, in the form of a "program-at-a-glance" document

Questions about COACH?

Loman et al., 2010

Self-Determination Educational Materials

http://www.ou.edu/content/education/centers-and-partnerships/zarrow/self-determination-education-materials.html

Who’s Future is it Anyway?

http://www.ou.edu/content/education/centers-and-partnerships/zarrow/self-determination-education-materials/whos-future-is-it-anyway.html

Social/Behavior Support System: School-wide PBS

Academic Support System: Response to Intervention

External Community Supports

Context for: Person Centered Planning, Functional Assessment & Wraparound

I hear “One

Voice”

Horner (2011)

SAM

choolwide

pplications

odel

SAM

choolwide

pplications

odel

SAMSAM

choolwide

pplications

odel Six Guiding Principles to Creating an Inclusive School1. All instruction is guided by General Education

2. All school resources are configured to benefit all

students3. School Proactively addresses social development and

citizenship4. School is data-based learning organization5. School has open boundaries in relation to its families

and its community6. District supports school-centered approach and

extensive systems-change activities required to implement a school-wide model

Sailor & Roger, 2005

SAM

choolwide

pplications

odel

SAM

choolwide

pplications

odel

SAMSAM

choolwide

pplications

odelChristian M’s Story

• Video

Person-Environment Fit & Schools (Thompson, Wehmeyer, & Hughes, 2010)

Change

Schoolwide Integrated Framework for Transformation (SWIFT)

• http://www.swiftschools.org/

Collaboration is essential, but not easy...

• Students may receive supports from mental health providers, social services, physicians, juvenile justice, etc.

• But, supports may not be linked with the school, home, and community settings

• Different terminology & professional perspectives

Therefore schools & educators need to be equipped to: • Effectively engage families and support agencies outside of

school walls

• Organize, implement, and sustain effective comprehensive behavior supports that systematically address the many detrimental variables affecting children with chronic behavioral problems.

Discussion Guide• For the next 10-15 minutes get together with a partner and

discuss the readings from this week. • Spend more of your time talking about Chapter 2 as we will be

discussing the article in more detail later in the class period.

What is Single-Subject Research?• Review from the Horner et al., 2005 article

Systematic analysis using individual subjects as their own experimental control.

Main message:◦ Single subject research is an approach to

rigorous experimentation that involves small numbers of subjects, repeated observations of subjects over time, and employs research designs that allow each subject to provide his/her own experimental control. Within-subject analysis Fine-grained analysis across time and conditions

An experimental research method focused on defining causal (e.g., functional) relations between independent and dependent variables.

Focus is on individuals as unit of analysis◦ can treat groups as participants with focus on the

group as a single unit Repeated measures of participants’ behavior

(DV) over time Within-subject comparison to analyze effect

◦ Observed change in individual’s behavior from “Baseline” to “Intervention”

Focus on an individual rather than group means (averages)◦ Interest is in the behavior of a single individual

or on within-subject variability A “group” may be treated as an “individual”

◦ Group descriptive statistics may not "describe" any actual individual

◦ Generalizations from a group to an individual are problematic in many instances Predicting the behavior of a specific individual is

different from predicting that of a “typical” individual

Many populations of interest are low incidence populations◦ Practically, large numbers of subjects may not

be available◦ Assumptions of normal distribution and

homogeneity of variance may not be valid Can be used in clinical practice contexts

◦ Single subject research studies may develop out of and be conducted on a specific problem or need of an individual(s) in a practical context Scientist-practitioner model

A “practice” may be considered “evidence-based” when:◦ The practice is operationally defined, and

implemented with fidelity.◦ The outcomes associated with the practice are

operationally defined.◦ The context in which the practice in use is

operationally defined◦ Results from the single subject studies used to

assess the practice demonstrate experimental control.

◦ The effects are replicated across 5 single subject studies conducted in at least 3 locations, and with at least 20 different participants.

Dependent variable (DV) – the behavior (measure) that you are analyzing◦ You want to produce change (variability) in the

dependent variable◦ Studies may have multiple DVs

Independent variable (IV) – the variable (event, intervention, condition) that is of experimental interest and that the researcher manipulates in an experimental research design◦ May be discrete or continuous◦ May be a single element or multi-component

compound◦ Studies may have multiple IVs

Dependent Variable (Outcome):

Independent Variable (Intervention):

Research question: “Is there a functional relationship between …… and …… ?”

Level Trend

VariabilityImmediacy of Effect

Overlap

Phase A Phase B

Phase A Phase B

Research Question???

Level Trend

VariabilityImmediacy of Effect

Overlap

Phase A Phase B

Phase A Phase B

Research Question???

There are 3 demonstrations of an effect at 3 points in time.◦ Effect could be: change in trend or level◦ Also want to see immediacy of effect

Good study design has at least 5 data points in each phase to establish a consistent pattern in the data (Horner et al., 2005).

Baseline - phase in a design that serves as the reference point or comparator for analysis of change in behavior (effect of IV)◦ Used in withdrawal/reversal and multiple baseline

designs; may be included in alternating treatments design (but not needed)

◦ Should provide a representative picture of behavior under pre-intervention (typical, status quo) conditions Baseline is the “control condition” in within subject

analysis May involve some alternative intervention/treatment

Collect repeated measures of a DV under “baseline” conditions◦ Goal is to establish the stability of behavior

Look at level, trend, and variability of data

◦ At minimum, Horner et al. (2005) propose 5 data points in baseline phase (at least for initial phase)

◦ Variability in DV requires more data points

Trends (increasing or decreasing slope) can be accepted, if the trend is in the opposite direction of the anticipated effect of the IV◦ Visual analysis does consider changes in

trend across/between phases

Trend in the “expected” change direction is problematic◦ Collect more data points◦ Consider whether intervention is warranted◦ If substantial change in slope is expected,

you may go forward with intervention Statistical analysis may be used to supplement

visual analysis

Define research question and dependent variable.◦ Does BL document a predictable pattern of

behavior?

◦ Does BL document a pattern that will allow comparison with expected effect when Intervention (IV) is implemented?

Establish effects of IV on one baseline (data path) before implementing IV in another baseline (data path) in a multiple baseline

Should report measures of IV implementation fidelity

A multiple baseline design involves three or more AB interventions (series) with phase changes staggered across at least three points in time.

Key Features◦ Series are independent of each other

People, places, materials, behaviors/skills◦ The same IV is applied in each series◦ Staggered implementation of IV

Vivian

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◦Assess Baselines for each series Do the Baselines document a predictable pattern? Do Baselines allow opportunity to document IV

effect? Are Baselines similar?

◦Horizontal Analysis of Effect (per series) Level, trend, variability, overlap, immediacy of effect

◦Vertical Analysis DV change in one series is associated with NO

change in other series? Similar effect (consistent effect) across series?

◦Functional Relationship? At least three demonstrations of effect at three

points in time

Sequential phases of data collection involving the implementation and withdrawal of an independent variable(s)◦ traditionally, the first phase is Baseline, followed by

implementation of the IV (Intervention)

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Behavior measured as DV is “reversible”◦ Learning will not occur

Limited carryover effects between phases Ethical concerns

◦ Can do a reversal DV is not a dangerous behavior, or you can protect participant Staff cooperation

Can compare multiple conditions◦ Comparison of too many conditions makes design

cumbersome

Within subject analysis Independent variable needs to have at least four

levels (e.g. criteria) Document baseline performance with one level of

the IV Change the level of the IV and monitor change in

DV◦ Immediacy of change important◦ Absence of trend and variability important

Repeat level (criterion) change in IV two more times.

Examine the graphs below◦ 1. What is the research question?◦ 2. Is there a functional relationship?◦ 3. Does the design document three

demonstrations of an “effect” at three different points in time? Where?

Alternating Treatment (Multi-Element) Designs employ rapid phase reversals across 2 or more conditions to assess sensitivity of change in the dependent variable to change in condition.

1. Is Esc different than Control?

2. Is Esc different than Attn?

Walk through article review with the article you plan to use for completing your assignment.

Complete the article review sheet with a partner who selected the same article.

If you are unable to find where you might find the answer to the questions, ask your partner and/or myself.

Steps in Ecological Assessment Process

• Step 1: Plan with Student & Family • Person-centered Planning

• Step 2: Summarize what is known about the student• Record Review, IEP Review

• Step 3: Encourage Self-Determination/ Assess Student Preferences• Preference Assessment

• Step 4: Assess student’s instructional program• Daily Schedule Analysis• Task Analyses• Other Assessments

• Step 5: Develop ecological assessment report• To inform IEP: PLAAFP, Goals & Objectives, Interventions

Preference Assessment

Preference Assessments• Why are preference assessments so important?

• Want to be seen as the “giver of good things”

• Natural consequences may not be reinforcing to the learner.

• http://www.youtube.com/watch?v=CBuTHzWvN8I

Rating Scale of Potential Reinforcers • Blank Template & Example on the wiki

Direct Observation is most reliable method for assessing preferences

• From list, directly manipulate potentially preferred items and observe to identify which items are actually preferred.

• Free Access or Forced Choice of reinforcing items

Systematic Preference Assessments• Can be used for a number of reasons, but mostly used to

identify potential reinforcers

• Good idea is to start with:

• An interview of significant others to find out about a variety of items and activities a learner might like

• http://www.youtube.com/watch?v=opD476Uetwg&feature=relmfu

Steps in Conducting a Systematic Preference Assessment1. Define the purpose of the assessment.2. Select the range of sampling options3. Determine the forms of the sampling options4. Define the student’s responses for preference and non-

preference of options5. Outline presentation procedures6. Determine sampling schedule & location7. Observe & record responses to options8. Summarize & make recommendations based on assessment.

Take a look at the Template and Example from the wiki.

AASK:

What am I requiring

students to do?

DDETERMINE the prerequisite skills of the task.

AANALYZE the student’s strengths and needs.

PPROPOSE and implement adaptations

TTEST to determine if adaptations helped the student

Standards/ Lesson Plan

Observe steps ALL students are doing to achieve the standard

Observe what TARGET student is doing—what steps can do.

Identify TARGET STUDENT outcomes and adaptations needed based on observation

Create a DATA collection plan.

Bryant, D.P., Smith, D. D., & Bryant, B. R. (2008). Teaching students with special needs in inclusive classrooms. Boston: Allyn & Bacon.

Bryant, D.P., Smith, D. D., & Bryant, B. R. (2008). Teaching students with special needs in inclusive classrooms. Boston: Allyn & Bacon.

Wraparound Action Planning • Collaboratively complete assessments to outline

supports

• Plan that speaks with “One Voice”

• Consistently Implement, Monitor, Evaluate, COMMUNICATE

Resources/Extra ReadingPerson-Centered Planning:

-Person-Centered Planning: Research, Practice, & Future Directions (2002) by Holburn & Vietze

Wraparound:-National Wraparound Institute http://www.rtc.pdx.edu/nwi/