Module 10: Progress Monitoring— Checking for Success 10. Progress Monitoring ... • Module 10...

A Series of 12 Modules on Functional Behavioral Assessment; Analyzing Data/ Designing Behavior Intervention Plans, Implementation & Progress Monitoring June 12, 2014

Carol Dawson Ed.D., Director of Behavior Support Angela McBride M.S.Ed., Director of Evaluation and Eligibility Division of Specialized Instruction and Student Support

Module 10:

Progress Monitoring—Checking for Success

Series of 12 Modules on FBA Module 1. An Introduction to Functional Behavioral

Assessment; Using D.A.S.H. to Define, Ask, See & Hypothesize about Behavior; and DEFINING Behavior

Module 2. The ABCs of Understanding Behavior—Antecedents, Behavior, Consequence, Function & Setting Events

Module 3. D.A.S.H. ASKING about Behavior: Interviewing Staff, Student & Parent/Caregiver (INDIRECT DATA)

Module 4. D.A.S.H. SEEING Behavior: Observing the Student (DIRECT DATA)

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Series of 12 Webinars on FBA (cont.)

Module 5. D.A.S.H. HYPOTHESIS Verification: Comparing INDIRECT & DIRECT DATA

Module 6. Choosing Data Collection Tools and Completing the Hypothesis Statement with Baseline Data

Module 7. Introduction to Behavior Intervention Planning (BIP) and the Competing Behavior Pathway; Looking at Replacement vs. Desired Behavior

Module 8. Function-Based Behavior Intervention Strategies for Antecedents, Setting Events and Consequences; Teaching New Behavior(s)

3

Series of 12 Webinars on FBA (cont.)

Module 9. Using the Behavior Intervention Plan to Implement and Evaluate (WHO will do WHAT by WHEN and HOW?)

Module 10. Progress Monitoring—Checking for Success

Module 11. Aligning the Functional Behavioral Assessment and Behavior Intervention Plan with the Individual Education Program

Module 12. Continuum of Multi-Tiered Systems of Support—What does this look like for Tier 1, Tier 2 and Tier 3?

4

Webinar Downloads • Module 10 PowerPoint

• Module 10 (Optional Forms): • Form: Teacher’s Daily Chart of Problem Behavior and Alternative/ Replacement Behavior

(Frequency Chart including Intensity, Duration & Latency) • Form: Teacher’s Weekly Chart of Problem Behavior and Alternative/ Replacement Behavior

(Frequency Charts with 60 Minute Intervals, 30 Minute Intervals and Blank Intervals) • Form: Daily Behavioral Assessment (Generic and Case Study Anthony) • Form: Progress Monitoring Weekly Data summary of Frequency, Intensity, Duration, and/or Latency • Guide: Graphing Procedures for FBA Baseline and BIP Progress Monitoring • Three Graphs on One Page (Blank and Anthony) • Graph

The THREE REQUIRED FORMS for FBAs and BIPs 1. Functional Behavioral Assessment (December 2013) 2. Behavior Intervention Plans (December 2013) 3. Considerations for Positive Behavior Support Form (December 2013)

can be downloaded with this webinar or accessed at https://portal.nycenet.edu/SpecialPopulations/SpecialEd/Behavior.html

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https://portal.nycenet.edu/SpecialPopulations/SpecialEd/Behavior.html

Module 10 Outcomes:

• Identifying data collection measures for progress monitoring of

problem behavior and replacement behavior

• Computing progress monitoring data for frequency, intensity and

duration and/or latency

• Graphing progress monitoring data

• Recording progress monitoring data onto NYC Behavior

Intervention Plan form

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Test your Knowledge

1. In planning intervention, the “who”, “what”, “when” and “how” must be based on the ________________within the FBA.

o Functional hypothesis

o Baseline data

o The age of the student

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Test your Knowledge

2. In identifying behavior intervention strategies, we do which of the following:

o Neutralize/eliminate setting events

o Add relevant triggers and remove irrelevant ones

o Teach alternative, more efficient behavior

o Add effective and remove ineffective reinforcers

o All of the above

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Test your Knowledge

3. We progress monitor the _____________ and the ____________ to measure the decrease in the problem behavior and the increase in the replacement behavior

o FBA and BIP

o Short-term and long term goals

o Problem behavior, alternative/replacement behavior

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Test your Knowledge

4. What is contextual fit?

o Having everyone on the same page

o Making sure students with disabilities are placed in special

education

o Feasible strategies that account for staff skills, available

resources and administrative supports

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Test your Knowledge

5. Implementation planning includes identifying:

o Who is responsible for implementing each part of the intervention

o Describing the activities that will be involved and how these will be

done

o Scheduling the date by when each part of the plan will be

implemented

o All of the above

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Module 10 Progress Monitoring Data

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FBA (Functional Behavior

Assessment)

BIP (Behavior

Intervention Plan)

Behavior Intervention Process

Two Main Components

Setting Events Triggering Antecedents

Desired Behavior

Problem Behavior

Acceptable Alternative Behavior

Maintaining Consequence

Maintaining Consequences

Setting Event Strategies

Antecedent Strategies

Behavior Teaching Strategies

Consequence Strategies

COMPETING BEHAVIOR PATHWAY

BEHAVIOR INTERVENTION STRATEGIES

Behavior Intervention Planning

FUNCTION

Linking FBA to BIP

Setting Events

Antecedents

Behavior

Maintaining

Consequences

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Setting Events

Strategies


Teaching Behavior

Strategies

Consequence

Strategies

Setting Event Strategies


Teaching Strategies

Consequence Strategies

Eliminate or Neutralize Effects of Setting Events

Prevent/ Reduce “Triggers”

Prompts for

Alternative/ Replacement and Desired Behavior

Teach Alternative/ Replacement Behavior

Teach Desired

Behavior/ Academic/ Social Skills/ Organizational Skills

Reinforce Alternative/ Replacement and Desired Behavior

Response to Problem

Behavior (Reduce Reinforcers)

Identifying Behavior Intervention Strategies Team identifies a range of strategies/ interventions to address: - Prevention - Teaching - Consequences

We consider the FUNCTION of the problem behavior when selecting these strategies.

17 6/12/2014

Increase

Replacement/Desired

Behavior

Prevent

and

Decrease

Problem

Behavior

Goal of the Behavioral Intervention Plan

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Replace problem behavior with a socially acceptable, efficient behavior that allows the student to obtain the pay-off/function. Antecedent strategies are developed to directly address triggers to prevent problems & prompt replacement behaviors based on the function of behavior. We also use setting event strategies to neutralize or eliminate the setting event. Correct behaviors by quickly & effectively redirecting the student to replacement behavior Extinguish behaviors by ensuring that problem behaviors do NOT pay off for the student (i.e. does not result in the function of behavior) Reinforce replacement & desired behaviors based on function/pay off for the student

R.A.C.E.R.

1. Define the Problem Behavior

2. Conduct assessment for behavior intervention planning a. Functional Behavioral Assessment • Defining behavior in observable & measureable terms • Ask staff, student & parent/caregiver about where, when, & why behavior occurs • See the behavior(s) during specified classes/ subjects /activities • Hypothesize a final summary of where, when, & why behavior occurs

3. Design an individualized Behavior Intervention Plan (BIP) • Ensure technical adequacy • Ensure contextual fit

4. Ensure Fidelity of Implementation

5. Monitor Plan’s Impact on Student Behavior

Adapt BIP and implementation as needed

based on on-going monitoring

The Basic FBA to BIP Process

Adapted from Horner, Albin, Todd, Newton & Sprague, 2011

Antecedent

Behavior Consequence/Function Teacher

directive to begin work in Science/

Social Studies

Leaves Class/ goes to AP’s

Office Avoids task/ Gains Adult

Attention

Summary Statement/ Hypothesis Case Study Anthony

Anthony is

corrected earlier in the day

Setting Event

Anthony gets out

of his seat

Antecedent



Social Studies

Leaves Class/ goes to AP’s

Office Avoids task/ Gains Adult

Attention

Define Desired Behavior & Consequence

Anthony is


Setting Event

Complete work

Success with assignment; good grade; teacher praise

Desired Behavior Typical Consequence

Anthony gets out

of his seat

Antecedent



Social Studies

Anthony gets out

of his seat

Leaves Class

Define Alternative/Replacement Behavior

Anthony uses a hand signal

to request help, break,

alternate task

Anthony is


Setting Event

Acceptable Alternative Behavior

Complete work

Success w assignment; good grade; praise

Avoids Task

Linking FBA to BIP

Setting Events

Antecedents

Behavior

Maintaining

Consequences

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Setting Events

Strategies


Teaching Behavior

Strategies

Consequence

Strategies

Behavior Intervention Plan Strategies Implementation Plan Case Study Anthony Setting Event Strategies Antecedent Strategies Teaching Strategies Consequences Strategies

How will you neutralize or prevent setting events? Check-in with Anthony before entering the classroom Teach self-regulation strategies

How will you change the environment to reduce triggers for problem behavior(s) and increase success of new behavior(s): Teacher will privately prompt Anthony to begin work Remind Anthony that he can request a break if he needs it by using a hand signal Provide a choice of tasks based on reading ability (intersperse group and individual tasks to encourage collaboration with peers).

Alternative/Replacement Behavior Teach hand signals to express needs How will you teach new behaviors? Teach Anthony to use a hand signal to request help/ break / additional time / transition to a new task Teach Anthony to use self-regulation strategies when frustrated

Response after new behavior(s) occur (increase reinforcer): Anthony earns points for extra reading or computer time when he completes the assigned task Anthony receives a weekly note home documenting his success in task completion Anthony earns preferred time with the AP at lunch Response after problem behavior(s) occur (reduce reinforcer): Anthony does not gain access to the AP’s office when he leaves his seat/room, but will complete work in the resource room.

Tasks Person Responsible

By When

Tools / Data Collection Methods

Review Date: _______________ Evaluation Decision Continue? Y or N Modify? Y or N

Prevention: Make problem behavior irrelevant

• Strategies to Neutralize or Prevent Setting Events:

• How will you change the environment to reduce triggers for problem behavior(s) and increase success of new behavior(s)?

Teaching: Make problem behavior inefficient

• Replacement Behavior(s):

• How will you teach new behaviors?

Consequences: Make problem behavior ineffective

• Response after new behavior(s) occur (increase reinforce):

• Response after problem behavior(s) occur (reduce reinforcer):

Implementation Planning

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What

SE A B C

SE

A

B

C

Behavior Intervention Planning Process

Tasks Person Responsible

By When


Review Date: _______________ Evaluation Decision Continue? Y or N Modify? Y or N

Prevention: Make problem behavior irrelevant

• Strategies to Neutralize or Prevent Setting Events:

• How will you change the environment to reduce triggers for problem behavior(s) and increase success of new behavior(s)?

Teaching: Make problem behavior inefficient

• Replacement Behavior(s):

• How will you teach new behaviors?

Consequences: Make problem behavior ineffective

• Response after new behavior(s) occur (increase reinforce):

• Response after problem behavior(s) occur (reduce reinforcer):

Implementation Planning

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What Who When How & tools to measure

Behavior Intervention Planning Process

Data Collection for

Progress Monitoring

Looking at the Implementation Plan

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Anthony’s Implementation Plan for BIP Tasks Staff

Responsible By When


Prevention

How will you neutralize or prevent setting events? Check-in before each class How will you change the environment to reduce triggers for problem behaviors(s) and increase success of new behavior(s): Prepare materials to his instructional level & preferences Remind him to use hand signals to express needs

7th grade staff

12/20/13

Daily Behavioral Assessment Sheet Materials guided by IEP & assessment of instructional level and preferences

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Anthony’s Implementation Plan for BIP (cont.)

Tasks Staff Responsible

By When


Teaching

Alternative/Replacement Behavior Teach hand signals to express needs How will you teach new behaviors? Refer to IEP for needed academic supports & social skills lessons in frustration/anger mgmt. and self-monitoring

7th grade staff and Ms. A (counselor)

12/20/13

Lesson Plans for hand signals Lesson Plans for frustration/anger mgmt. Staff Progress Monitoring Tool Student self-monitors with Daily Behavioral Assessment Sheet

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Anthony’s Implementation Plan for BIP (cont.) Tasks Staff

Responsible By When Tools / Data

Collection Methods

Consequences Response after new behavior(s) occur (increase reinforcer): Anthony earns points which give him extra reading or computer time and selection of new book from AP’s office during lunch period. Response after problem behavior(s) occur (reduce reinforcer): Anthony will not go to Mr. G. (A.P.) if he leaves class, but will complete work in resource room

7th Grade Staff Mr. G (A.P.) Resource Rm Teacher

12/20/13

Daily Behavioral Assessment Sheet Data gathering & analysis Positive notes home Progress Monitoring Tool

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Measures for Progress Monitoring Measure Purpose

Duration Record length of time that student engages in behavior

Latency Record length of time before the behavior occurs

Frequency Record how often a behavior occurs

Intensity Record severity of behavior

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• Use the same measure(s) for Progress Monitoring of Problem Behavior that were used to develop the Baseline Data

• Decide which measure(s) to use for Replacement/Alternative Behavior during Progress Monitoring

Suggested Data Collection Tools for BIP Progress Monitoring

Examine Handouts:

• Teacher’s Daily Chart of Problem Behavior and Alternative/Replacement Behavior including Intensity, Duration & Latency (Blank and Case Study Anthony)

• Teacher’s Weekly Chart of Problem Behavior and Alternative/Replacement Behavior—Frequency Charts

• Point System: Daily Behavioral Assessment (Blank and Case Study Anthony)

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Let’s Examine the Form

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Let’s Examine the Forms

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Let’s Examine the Form (Blank & Case Study Anthony)

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Summarizing and Analyzing Progress Monitoring Data

From Handouts:

Review Data Summaries and Averages for Anthony’s Baseline Data (from Webinar 6)

Compute Data Summaries and Averages for Anthony’s Progress Monitoring Week 1 and Week 2

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Let’s Examine the Form (Case Study Anthony)

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Review Anthony’s Baseline Data (Handout) Baseline Days Frequency

[Frequency = COUNT of NUMBER of TIMES the behavior occurred]

(Example: 2 times ”gets out-of-seat” on Day 1)

Duration [Duration = LENGTH of TIME behavior occurred]

(Example: 13 min and 5 min on Day 1)

Intensity [Intensity = SEVERITY (1-5) level defined below]

(Example: Level 3 and Level 1 on Day 1)

Latency [Latency = LENGTH of TIME delay from antecedent to start the of behavior]


Day 1 2 times 13 min

5 min

3

1

N/A

Day 2 1 time 10 min 3

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Totals 16 times/10 days 128 min 49 N/A ÷ frequency ÷ 16 ÷ 16 ÷ 16

Baseline Averages

1.6 times per day or 8 times per week (5 days)

8 minutes each time Level 3 N/A

Range: Low to High Range: __1__ to __2_ per

day Range: __5__ to __13__ min Range: __1__ to _5___ Range: ____ to ____ min

Summary Progress Monitoring Data Form including Frequency, Duration, Intensity & Latency

Progress Monitoring Days

Frequency [Frequency = COUNT of NUMBER of TIMES the behavior occurred]

(Example: 2 times on Day 1)





Latency [Latency = LENGTH of TIME delay from antecedent to start of the behavior]


Day 1 min min

Day 2 min min

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Totals ______times/ 5 days min minutes

÷ # days ÷ frequency ÷ frequency ÷ frequency

Averages times per day minutes Level minutes

Range: Low to High Range: ____ to ____ Range: ____ to ____ min Range: ____ to ____ Range: ____ to ____ min

Let’s Examine the Form (Blank & Case Study Anthony)

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Computing Anthony’s Progress Monitoring Data (Week 1) (Handout)









Not applicable for this behavior.


8 min

3

3 N/A

Day 2 1 time 10 min 3 N/A

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Totals

7 times/ 5 days 61 minutes 16 N/A minutes

÷ 5 # days ÷ 7 frequency ÷ 7 frequency ÷ frequency

Averages 1.4 times per day 8.7 minutes 2.3 Level N/A minutes

Range: Low to High Range: __1_ to __2__ Range: __7__ to _10_ min Range: __1__ to _3_ Range: ____ to ____ min

Computing Anthony’s Progress Monitoring Data (Week 2) (Handout)









Not applicable for this behavior.


8 min

3

3 N/A

Day 2 1 time 10 min 3 N/A

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Totals

__3__times/ 5 days 23 minutes 4 N/A minutes

÷ 5 days ÷ 3 frequency ÷3 frequency ÷ frequency

Averages .6 times per week 7.6 minutes 1.3 Level N/A minutes

Range: Low to High Range: __0__ to __1__ Range: __5__ to __7__ min Range: __0__ to __2__ Range: ____ to ____ min

Graphing Procedures for

FBA Baseline and

BIP Progress Monitoring

43

Examine the Actual Guide

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Case Study Anthony’s Baseline Data and Progress Monitoring

• Review data

• Chart

• Graph

• Summarize

45

46 6/12/2014

Increase

Replacement/Desired

Behavior

Prevent

and

Decrease

Problem

Behavior


Anthony’s Frequency Chart and Graph Target Behavior: Getting Out-of-Seat

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0

1

2

3

4

5

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

Freq

uenc

y

Days

Anthony's Out-of-Seat Behavior

Baseline Progress Monitoring Week 1

Progress Monitoring Week 2

Day Frequency

Bas

elin

e

1 2 2 1 3 1 4 2 5 2 6 2 7 1 8 2 9 2 10 1

Prog

ress

M

onito

ring

Wee

k 1

11 2 12 1 13 2 14 1 15 1

Prog

ress

M

onito

ring

Wee

k 2

16 1 17 0 18 1 19 0 20 1

Anthony’s Intensity Chart and Graph Target Behavior: Getting Out-of-Seat

48

0

1

2

3

4

5

6

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

Inte

nsity

(Sca

le 1

-5)

Days


Baseline Progress Monitoring

Week 1

Progress Monitoring

Week 2

Day Intensity

Base

line

1 2 2 3 3 5 4 3 5 3 6 3 7 5 8 3 9 2.5 10 3

Prog

ress

M

onito

ring

Wee

k 1

11 3 12 3 13 2 14 2 15 1

Prog

ress

M

onito

ring

Wee

k 2

16 1 17 0 18 2 19 0 20 1

Anthony’s Duration Chart and Graph Target Behavior: Getting Out-of-Seat

49

0

2

4

6

8

10

12

14

16

18

20

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

Dur

atio

n (T

otal

Tim

e)

Days


Baseline Progress Monitoring Week 1

Progress Monitoring Week 2

Day Duration

Base

line

1 18 2 10 3 10 4 15 5 14 6 16 7 8 8 14 9 15 10 8

Prog

ress

M

onito

ring

Wee

k 1

11 18 12 10 13 14 14 9 15 10

Prog

ress

M

onito

ring

Wee

k 2

16 7 17 0 18 6 19 0 20 5

Three Graphs on One Form

Purpose:

• Graph data all on one page

• Frequency, Intensity, Duration / Latency

• Compare and contrast data on each day

• Important to see the big picture of what’s happening each day

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EXAMINE ACTUAL FORM

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EXAMINE ACTUAL FORM FOR ANTHONY

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53 6/12/2014

Increase

Replacement/Desired

Behavior

Prevent

and

Decrease

Problem

Behavior


Anthony’s Chart & Graph Replacement Behavior: Use Non-Verbal Signal

Day Frequency

Bas

elin

e

1 0 2 0 3 0 4 0 5 0 6 0 7 0 8 0 9 0 10 0

Prog

ress

M

onito

ring

Wee

k 1

11 0 12 1 13 0 14 1 15 1

Prog

ress

M

onito

ring

Wee

k 2

16 1 17 2 18 1 19 2 20 1

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0 0 0 0 0 0 0 0 0 0 0

1

0

1 1 1

2

1

2

1

0

1

2

3

4

5

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21

Freq

uenc

y

Days

NYCDOE Behavior Intervention Plan (December 2013) Progress Monitoring NYS Regulation: [200.22 (b) (5), [200.22(b)(4)(iii)]]

Provide a schedule by which the effectiveness of the interventions/strategies will be measured.

Please note: The results of the progress monitoring must be documented and reported to the student's parents and to the CSE or CPSE and must be considered in any determination to revise a student's behavioral intervention plan or IEP.

Progress monitoring data must include the frequency, duration, intensity, and/or latency of the targeted problem behavior(s) as well measurement of the alternative/replacement behavior(s).

Progress Monitoring Schedule must include:

Specific behavior(s) being monitored (targeted problem behavior(s) & alternative/replacement behavior(s))

Intervals at which data will be collected

Who is responsible for data collection

Tools/data collection methods that will be used

The team identified in this plan should meet to analyze data and evaluate the BIP no later than 2 weeks after initiation of the plan. Thereafter, the schedule to measure effectiveness of the BIP will be followed as specified below.

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NYCDOE Behavior Intervention Plan (December 2013) Progress Monitoring (cont.)

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Schedule to Measure Effectiveness of Interventions. Indicate interval below (e.g., weekly, every 2 weeks, etc.)

Alternative/Replacement Behavior(s)

Data on Alternative Behavior(s) after implementation of BIP for the specified interval. (e.g., frequency, duration, intensity and/or latency)

Person Responsible

Interval: _____________ Start Date:____________ End Date:____________


Baseline Data of Problem Behavior(s) (e.g., frequency, duration, intensity and/or latency)

Data on Problem Behavior(s) after implementation of BIP for the specified interval. (e.g., frequency, duration, intensity and/or latency)

Person Responsible

Interval: _____________ Start Date:____________ End Date:____________

Anthony’s Progress Monitoring Data

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Alternative/Replacement Behavior(s)

Data on Alternative Behavior(s) after implementation of BIP for the specified interval. (e.g., frequency, duration, intensity and/or latency)

Person Responsible

Interval: weekly Start Date: 12/20/2013 End Date: 1/15/2014

Anthony will use a Daily Behavioral Assessment Chart and earn points when he: 1) uses the hand signals to communicate with his teacher; 2) Checks in with each teacher before class; 3) completes class assignments to the best of ability; 4) stays in the classroom

After Week 1: Frequency: .6 times per day After Week 2: Frequency: 1.4 times per day

All academic teachers will use Progress Monitoring tool and submit to Mr. G (the AP) by 1/16. Review meeting will be held 1/17/2014. Anthony will complete the daily Behavioral Assessment sheet.


Baseline Data of Problem Behavior(s) (e.g., frequency, duration, intensity and/or latency)

Data on Problem Behavior(s) after implementation of BIP for the specified interval. (e.g., frequency, duration, intensity and/or latency)

Person Responsible

Interval: weekly Start Date: 12/20/2013 End Date: 1/15/2014

Getting out of seat: Baseline Frequency: 1.6 times/day (Range 1-2) Intensity: 3 (Range 1-5) Duration: 8 min. (avg.) (Range 5 min. to 13 min.)

After Week 1 Frequency: 1.4 times/day (Range 1-2) Intensity: 2.2 (Range 1-3) Duration: 12.2 min. (Range 10-18) After Week 2 Frequency: .6 times/day (Range 0-1) Intensity: 1.3 (Range 0-2) Duration: 3.6 min. (Range 0-6)

All academic teachers will use Progress Monitoring tool and submit to Mr. G (the AP) by 1/16. Review meeting will be held 1/17/2014.

Check for Understanding

1. Which data collection measures should be used for:

a) Progress Monitoring for the Problem Behavior?

b) Progress Monitoring for the Replacement Behavior?

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To be continued…

Looking forward to seeing you on June 16th, 2014 for

Module 11:

Aligning the Functional Behavioral Assessment and Behavior Intervention Plan with the

Individual Education Program

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Acknowledgements

We would like to acknowledge the resources and materials from the National Technical Assistance (TA) Center on Positive Behavioral Interventions and Supports www.pbis.org, from which many of the activities and materials are adapted.

The TA Center on Positive Behavioral Interventions and Supports has been established by the Office of Special Education Programs, US Department of Education to give schools capacity-building information and technical assistance for identifying, adapting, and sustaining effective school-wide disciplinary practices.

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http://www.pbis.org/

Module 10: Progress Monitoring— Checking for Success 10. Progress Monitoring ... • Module 10...

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