Part 6: Behavior Support Team: Implementation & Evaluation Planning 1 Practical/Basic FBA.

Part 6:Behavior Support Team:

Implementation & Evaluation Planning

1

Practical/Basic

FBA

Part 6: Behavior Support Team

Participant Manual pages 95- 109• Review content from previous training sessions

1) Describe the role of the BSP Team Leader and team members

2) Define and describe how to assess contextual fit3) Describe the necessary components of

Implementation and Evaluation Plans

TASK: Lead a team through Implementation & Evaluation of

BSP

Review #1

• Use the BSP Self-Check on p. 97 as a guide to check the Suggested Interventions and fill in missing interventions that address the function of behavior on the BSP form (p. 96) for Travis

• 10-minutes

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M.K. Strickland-Cohen (2011) ECS, University of Oregon

Consequence/FunctionCoach follows him and sometimes chases him (student thinks it is like a game of tag)

Obtains attention from teacher

AntecedentAsked to participate in stretching exercises

Setting EventStudent hasn’t been to PE with “coach” for a week or more.

Replacement BehaviorAsk appropriately to help the coach

Problem BehaviorWalks away from group or runs around the field yelling

Consequence Stay with classmates; peer attentionRoutine: Physical Education

Setting Events Manipulate Antecedent Teach Behavior Alter Consequences

Arrange for “coach” to check in with him before PE starts to ensure that he gets direct attention from “coach”.

Prevent Problem BehaviorWhen having students do stretching exercises provide student with a choice of stretching next to the coach or setting up the equipment for the next activity.

Prompt Alternate/Desired Behavior

Coach reminds him at the beginning of class that he may ask to be a helper at any time.

Teach Replacement BehaviorCoach will practice with the student how to ask to be a helper when he is wanting to get the coach’s attention

Teach Desired Behavior

Provide social skills training focused on how to participate with the class.

Reinforce Replacement BehaviorStudent will be allowed to be a helper when he asks appropriately

Reinforce Desired BehaviorWhen student participates with class for 5-minutes, coach will go over and give him a hi-five.

Corrective ProceduresAt first sign of problem behavior, student will be prompted by coach to ask to be a helper.

Extinguish Problem BehaviorCoach does not follow student or give any verbal attention to student when he is not participating

Desired Behavior Participate with class in stretching exercises

Travis

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3

4

Review #2 (pg. 98)RACER??

Replace problem behavior by teaching a socially acceptable, efficient behavior that allows student to obtain the pay-off/function

Antecedent strategies to directly address triggers to prevent problems & prompt replacement behaviors based on the function of behavior

Correct behaviors by quickly & effectively redirecting 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

REVIEW (p. 98)Steps in Behavior Support Planning

• Step 1: Develop Competing Behavior Pathway• Step 2: Develop Behavior Support Plan• Step 3: Implementation Plan• Step 4: Evaluation Plan• Step 5: Follow-up Meetings to Review

Progress

Objectives

• Describe the role of the BSP Team Leader and team members

• Describe the necessary components of:– Implementation Planning and – Evaluation Plans

BSP Team & Implementation Planning

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Steps in Behavior Support Planning


Progress

BSP Team members & roles

Decision Maker & Monitor BSP

Behavioral Training/Case Manager &

Facilitator

Implementer w/ Knowledge of

Student & Context for Intervention

***For more challenging cases, make sure to involve Behavior Specialist

Behavioral Expertise/Case Manager &

Facilitator

Implementation Planning Meeting

a) Summarize the Competing Behavior Pathway (Assessment results)

b) Finalize Interventions for Implementation Plan

c) Finalize Evaluation Plan

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What you Need:Completed Behavior Support Plan

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Step 1: Summarize

the Competing Behavior Pathway

Your

Roadmap for

Intervention

Planning

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Summarizing the Competing Behavior Pathway

1. Start by reviewing the FBA &

assessment information

1. Start by reviewing the FBA &

assessment information

2. Here is a suggested Alternate Behavior (short term

goal)… Will this work?

Other ideas?

2. Here is a suggested Alternate Behavior (short term

goal)… Will this work?

Other ideas?

3. This is the long-term goal

3. This is the long-term goal

“Based on the FBA, which included assessments (interview, observation, etc.) with who? … we found the following information about Harrison’s problem behavior.”

During Routine, Harrison is most likely to Problem Behavior, when Antecedent because he is Consequence, as a result he gets to Function.

Remember the Alt. Beh must:

-serve same function-be easier to do

-be soc’ly acceptable

Remember the Alt. Beh must:

-serve same function-be easier to do

-be soc’ly acceptable

Practice Activity

• Choose a Partner

• See the Competing Behavior Pathways on pp. 100-101 of your manual– Choose either your own BSP case you are working

on or one of the examples (Travis or Lumen) provided in the manual

• Practice Presenting a Summary of the Competing Behavior Pathway to your Partner

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1) Summarize the Competing Behavior Pathway (Assessment results)

2) Finalize Interventions for Implementation Plan

3) Finalize Evaluation Plan

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Finalizing the Implementation Plan

• IMPORTANT!!!– Actively involve implementers in determining

final interventions for Implementation

– Specifically identify if the interventions work for the implementers

• If they DON’T… the intervention will NOT be implemented

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Finalizing the Implementation Plan• For each intervention being considered, ask

your implementer:– Do you believe this intervention will be effective

for the student?– Is this intervention consistent with your values as

an educator?– Is this intervention feasible for you to implement?

• Do you have the skills needed?• Are the necessary resources (time, space, staff,

administrative support) available?

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Implementation Planning: Who will do what, by when?

Consider: • What specific activities will be involved?

• Developing materials (ex. reinforcement system)• Designing and teaching curriculum• Data collection design

• Who is responsible for implementing each part of the intervention?

• When will each part of the plan be implemented?

Finalizing the Implementation

Plan

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What Who When

Manipulate Antecedent Teach Behavior Alter Consequences

Prevent problem behavior Provide visual prompts (graphic organizers) for math assignments.

Intersperse easy problems with long division problems Prompt Alternate/Desired Behavior

Put visual reminder on desk to prompt H to ask for a break or easier task

Teach Replacement Behavior

- Teach him how to appropriately ask for a ‘break’ or for an easier task and when (appropriate times) to do so

Teach Desired Behavior: Academic/Social Skills

- Provide additional small-group instruction in multi-digit multiplication and division

Reinforce BehaviorEvery time he asks for a break respectfully make sure he gets a break.

- For every 5 difficult math problems that he completes, he will be allowed to skip 5 problems

Response to Problem Behavior/ Corrective Feedback & Extinction Procedures

When student engages in problem behavior, prompt him to ask for a break.

If student still engages in problem behavior, ensure he does not get out of task (he may have to do work with teacher during recess/after school)

Finalizing the Implementation Plan• Turning Suggested Interventions into an

IMPLEMENTATION PLAN

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Review the suggested interventions. This is why, this is what it looks like. Review the suggested interventions. This is why, this is what it looks like.

If not, do you have

suggestions for revisions or alternative

interventions to prevent the

problem behavior?

If not, do you have


interventions to prevent the

problem behavior?

1) Do you think this would work?2) Does it fit your values?3) Is this feasible?4) Are you clear about how to do

this?Should we do this?

What help/support would you need?




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Manipulate Antecedent




Provide graphic organizer for long division steps

Mr. J 10/4

Give verbal/gestural reminders to take break

Mr. J 10/4

Teacher Concern: “Not age

appropriate, would verbal or gesture reminders

work?”

Teacher Concern:

Teacher doesn’t think it’s

necessary, instead teach

student they can cross off difficult

problems

Teach student to cross off difficult problems & go on

Mrs.M 10/4

Manipulate Antecedent Teach Behavior Alter Consequences




Teach Replacement Behavior

- Teach him how to appropriately ask for a ‘break’ or for an easier task and when (appropriate times) to do so

Teach Desired Behavior: Academic/Social Skills

- Provide additional small-group instruction in multi-digit multiplication and division

Reinforce BehaviorEvery time he asks for a break respectfully make sure he gets a break.

- For every 5 difficult math problems that he completes, he will be allowed to skip 5 problems

Response to Problem Behavior/ Corrective Feedback & Extinction Procedures

When student engages in problem behavior, prompt him to ask for a break.

If student still engages in problem behavior, ensure he does not get out of task (he may have to do work with teacher during recess/after school)

Let’s Try this Together• Role Play: You’re the teacher, this is your

student & I’m presenting interventions to you

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Review the suggested interventions. This is why, this is what it looks like. Review the suggested interventions. This is why, this is what it looks like. If not, do you

have suggestions, revisions or alternative

interventions?

If not, do you have

suggestions, revisions or alternative

interventions? 1) Do you think this would work?2) Does it fit your values?3) Is this feasible?4) Are you clear about how to do






Remember Replacement

Behaviors must:-Same Function

-Easier-Soc’ly Approp.

Remember Replacement

Behaviors must:-Same Function

-Easier-Soc’ly Approp.

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Mr. J 10/4


Mr. J 10/4


Mrs.M 10/4

On p. 104 Document our final Teaching interventions

here

Partner Activity (pp. 102-104)• With a Partner (1 person = teacher/ implementer; 1 person = BSP team leader)• Confer on suggested interventions below & Finalize consequence

interventions– Document finalized interventions on Implementation Plan on p. 103

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Review the suggested interventions. This is why, this is what it looks like. Review the suggested interventions. This is why, this is what it looks like. If not, do you

have suggestions for

revisions or alternative

interventions?

If not, do you have


interventions?1) Do you think this would work?2) Does it fit your values?3) Is this feasible?4) Are you clear about how to do






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Mr. J 10/4


Mr. J 10/4


Mrs.M 10/4

What did you come up with for Final Consequence

Interventions?


Training Staff How to Implement the BSP

• The plan will not be implemented if: – Staff don’t understand how to do it or… – If the plan is not working because the intervention is being used

incorrectly

• Plan times for Modeling/Roleplay and Feedback to ensure that staff understand how to implement BSP strategies

• Plan for frequent Follow-ups to provide feedback, help problem solve, and ensure that intervention is being used as designed

• Ex. E-mail “check-in”, along with periodic visits/observations


1) Summarize the Competing Behavior Pathway (Assessment results)

2) Finalize Interventions for Implementation Plan

3) Finalize Evaluation Plan

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Evaluation Plan

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The team identifies:

- Short-term goal

- Long-term goal

- Specific evaluation procedures

- Date to meet and evaluate the effectiveness of the plan


Use Competing Behavior Pathway to Identify Goals

Typical Consequence

Maintaining Consequence

Desired Behavior

Problem Behavior

Alternate Behavior

AntecedentSetting Event

Routine:

Long-term goal

Increase Desired Beh.

Short-term goal

Reduce Problem Behavior

Increase Alt. Behavior


Evaluation Planning: Short- and Long-term Goals

• Short-term goal– Focus on increasing student’s use of the identified

alternative behavior & reductions in problem behavior• Use baseline data to develop a REASONABLE initial goal that

student will be able to achieve• Short term goal will continuously be revised, gradually working

toward the long-term goal

• Long-term goal– Focus on desired behavior & sustained reductions in

problem behavior• Begin by reinforcing approximations of desired behavior

Example Goals

Behavioral Goals (Use specific, observable, measurable descriptions of goal)

What is the short-term behavioral goal?

During Writing, Leroy will ask appropriately for an easier task or for a “break” from difficult tasks without throwing materials or cursing at least 75% of the time as measured by a daily point card.

Leroy will complete at least 50% of his assigned work (with support) in his writing class; measured by review of work collected.

_2/15___ Expected date

What is the long-term behavioral goal? Leroy will complete at least 80% of his assigned work in his

writing class with no more than 3 incidences of problem behavior (throwing materials, cursing) for one month.

__5/1____ Expected date

• During Writing class, Leroy is currently engaging in problem behavior (throwing materials and cursing) to escape difficult tasks in writing approximately 3 days per week. On average, he is completing only 25-30% of his work in writing class.

Short-term goal

Increase Alt. Behavior & Reduce Problem Behavior

+ Approximation toward Desired Behavior

Long-term goal

Increase Desired Behavior & Reduce Problem Behavior


• In addition to long- and short-term goals, the evaluation plan includes the specific data that will be collected to assess:

#1. Is the plan being implemented as designed?#2. Is the plan making an impact on student

behavior?

Evaluation Planning: How Will We MEASURE Progress?


Ask approp’ly for break/ easier task

Use Respectful Language

Use materials appropriately

LeRoy Feb. 4th

Measure Decrease

in Problem Behavior through focus on

Expected Behaviors

Increase in Alternate Behavior

Measuring the Short-term Goal During Writing, Leroy will ask appropriately for an easier task or for a “break” from difficult tasks without throwing materials or cursing

at least 75% of the time as measured by a daily point card.


Considerations When Developing Evaluation Measures

• Does the measure capture the specific tasks/target behaviors of interest?– Is the plan being implemented?

• Did I implement the plan? vs. Did I check in with student and provide specific praise when she entered class?

– Is the plan making a difference? • Was it a “good” or “bad” day? vs. How many talk-outs

occurred during Spanish class today?


Balancing Accuracy and Feasibility

• Are implementers consulted/included when designing measures?

• How often will data need to be collected?• How much time, effort will data collection

methods require? Does this “fit” the context/setting?

• Are there forms that staff are already using (ex. point cards) that can be modified/used?

Your Turn: Partner Activity (p. 107)

Write a Short-Term Goal for Harrison

Identify your Short-term Goals– Increase use of Alternative Behavior– Reduce Problem Behavior– Increase approximations of the Desired Behavior

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Partner Activity (p. 107)

Develop an Evaluation plan for Harrison•Use the Competing Behavior Pathway to:

a) Develop Short-Term Goals for evaluating Harrison’s progress• Increase use of Alt. Beh/ Decrease in Problem Behavior/

Increase in Desired Behavior

b) Develop a Data Collection plan for evaluating Harrison’s progress• Use the point card provided on p. 107• Describe any additional data collection methods you might

use

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Example: Evaluation ProceduresData to be Collected Procedures for Data

CollectionPerson Responsible

Timeline

Is plan being implemented?-Modified assignments

-Verbal prompts

-Rewards for app. behavior

-Response to prob. behavior

Check in with Miss Posey (SPED) for modified assignments

Collect daily-task checklists

Mrs. Ryan

Mrs. Foster

Implement as of 2/27Daily for 2 weeks

Collect 3 x per week

Is plan making a difference?-# of tantrums/ week

-Student use of hand-raising to request escape

-# math problems completed in class/ total problem

Teacher notes # of occurrences per week in math

Teacher notes daily on behavior report card

Teacher grade book / permanent products

Mrs. Ryan

Mrs. Ryan

Mrs. Foster

Implement 2/27Check in 3 x per week

Daily for 2 weeks

Weekly

Plan Review Date 3/14/05


Questions

Yes(every

day thisweek)

Kind of(2-3

days thisweek)

No (0 days

Thisweek)

Notables *

1. At the beginning of class, and before transitions, did I remind the students that I would be looking for star behaviors?

2. Did I provide at least one extra reminder, before transitions or difficult tasks, to my target students?

3. Did I pair specific praise with stars at a ratio of 4 praise statements to every 1 redirect?

4. Did I use my target students as positive examples?

5. Did my target students meet their 5 star goal?

6. Did I catch my target students early in the lesson / class?

7. Did the class earn extra recess, choice time, etc. after meeting the star goal?

TOTALS

Example: Implementer Checklist


Meeting to Review the Plan

Steps in Behavior Support Planning


Progress


BSP Review Meeting

• Review data for each component of the plan to determine: 1.The extent to which each strategy is being

implemented 2. If the plan is making a difference/if progress is

being made3. If the data indicate that the plan needs to be

modified and how?4. The date of the next review meeting


• If Yes: Great job! • If No: – Do implementers

understand how and when to use strategies?

– Are strategies feasible in the natural setting?

– Are there ways that plan can be modified to make implementation more likely?

Is the Plan Being Implemented?

*Note: If the plan is not being implemented with fidelity, we can not assess if the plan is working.


Is the Plan Making a Difference?• If Yes: Great! And…Have criteria been met?

– If No:• Keep monitoring

– If Yes: • Modify goal?• Increase self-monitoring?• Begin gradually fading

antecedent supports? • Begin gradually fading or

modifying rewards?

• If No: Then…Is plan being implemented?

– If NO:• Focus on implementation

– If Yes: • Is student consistently

being rewarded for alt/des behavior? How often?

• Are reinforcers for alt/des behavior “strong” enough?

• Is problem behavior still being rewarded?


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The Implementation Plan is used to record:

: 3/21/111. The extent to which the plan is being implemented

and…

2. Team evaluation decisions made, based on the data presented at the meeting

Add more multi-digit problems

Monitor

Completed/ Discontinue

Monitor

Task

• Over the next weeks…1. Lead your team through Implemention &

Evaluation of a Behavior Support Plan for your student FBA case at your school

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Check #1When finalizing the implementation plan it is

important to actively involve who? in determining final interventions for

Implementation

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Check #2

When developing Short-term goalsGoals should Focus on what 3 things?

1) Increasing use of the identified Alternative Behavior

2) Reductions in Problem Behavior

3) Increasing approximations of the Desired Behavior

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Key Points from Session #6

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Comments/Questionsabout Session #6

• Please write any comments/questions you may have pertaining to this session.

• Thank you for your time & attention!

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Part 6: Behavior Support Team: Implementation & Evaluation Planning 1 Practical/Basic FBA.

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Transcript of Part 6: Behavior Support Team: Implementation & Evaluation Planning 1 Practical/Basic FBA.