Shoulda … Woulda … Coulda The Functional Behavior Assessment/Behavior Intervention Plan Process.
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Transcript of Shoulda … Woulda … Coulda The Functional Behavior Assessment/Behavior Intervention Plan Process.
Shoulda … Woulda … Coulda
The Functional Behavior Assessment/Behavior
Intervention Plan Process
Systems
SupportingStaff Behavior
Practices
Supporting Student Behavior
OUTCOMES
Data
SupportingDecision Making
Objectives of this session• Shoulda …
– Systems to support consistent application of the law by staff
• Woulda …– Practices including FBA to support students
with challenging behavior
• Coulda …– Data to make decisions and monitor progress
Adapted from the Center for Positive Behavior Interventions and Supports (2002)
Primary Prevention:School-wide and
Classroom-wide Systems for All Students,Staff, & Settings
Secondary Prevention:Specialized Group
Systems for Students with At-Risk Behavior
Tertiary Prevention:Specialized
IndividualizedSystems for Students with
High-Risk Behavior
~ 80% of Students
~15%
~5%
Designing Comprehensive SystemsCONTINUUM OF Positive Behavior Intervention & Support
(PBIS)
Adapted from the Center for Positive Behavior Interventions and Supports (2002)
Designing Comprehensive SystemsCONTINUUM OF Positive Behavior Intervention & Support
(PBIS)
Whole School Effective SchoolOrganization
Positive School Climate
Effective StaffDevelopment
Data Based Decision Making
Culturally ResponsivePractices
Parent and Community Partnerships
EffectiveInstructional
Practices
Classroom
Effective InstructionalPractices
PositiveClassroomManagement
Culturally ResponsiveInstruction
Universal Design/Differentiated Instruction
OngoingScreening and Assessment
Classroom Coachingand Consultation
Struggling Students
ProgressMonitoring
Behavioral Group Strategies
Mental Health Assistance
Focused Research-based Academic Instruction
Individuals
FBA/BIP
MentalHealth Services
Consider- ation for Eligibility
EC
Specially DesignedInstruction
BehaviorInterventions
Related Services
School ImprovementSchool Improvement
Targeted Group Interventions•Small group instruction•Focused academic help sessions
Intensive, Individual Interventions•Tutoring•Academic Remediation Plans•Specially Designed Instruction
Intensive, Individual Interventions•Functional Behavior Assessment & Behavior Intervention Planning
Targeted Group Interventions•Social Skills instruction•Reinforcement of specific skills•Group Behavioral Strategies•Classroom Coaching
Universal Interventions•School-wide rules and procedures•Systematic reinforcement•Social Skills Instruction•Culturally responsive practices•Data-based decision-making•Parent & Community Partnerships
Universal Interventions•Effective instructional practices •Recognition of academic achievement•Culturally responsive practices•Data-based decision-making•Parent & Community Partnerships
Academic Behavior
How do PBIS & RtI match up?
Intensive Intervention 5%
Strategic Interventions 15%
Core Curriculum 80%
Tier
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Bet
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Teac
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-Par
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Tier
II
Con
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With
Oth
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ourc
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Tier
III
Con
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with
the
Prob
lem
Sol
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Act
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Team
Tier
IVIE
P Con
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ration
Shoulda …•Known IDEA 2004
–NC Policies Governing Services for Children with Disabilities
–Shoulda had a SYSTEM
Authority of School Personnel
• School personnel may remove a student with a disability from his/her current placement for up to 10 cumulative school days in one academic year for any violation of school code of conduct.
• These removals may be to an appropriate interim alternative educational setting, another setting, or suspension (to the extent those alternatives are applied to children without disabilities).
• Services are not required during the first ten cumulative days of removal unless services are provided to students without disabilities.
NC 1504-2.1 (b)(1)
Authority of School Personnel
• School personnel may also impose additional removals of the child for not more than 10 consecutive school days in the same school year for separate incidents of misconduct, as long as those removals do not constitute a change of placement (location of and access to services).
NC1504-2.1 (b)(1)
“Change of Placement”
• Changing a student with a disability’s educational placement (continuum of services) may only be made by an IEP team.
• Removal of a child with a disability from the child’s current educational placement (location of and access to services) by school personnel may lead to a disciplinary change of placement.
When does a disciplinary change in placement occur?
Scenario 1:A disciplinary change in placement occurs when a student is removed for more than 10 consecutive school days:
NC 1504-2.7 (a)(1)
When does a disciplinary change in placement occur?
Scenario 2:A disciplinary change in placement occurs if the child has been subjected to a series of removals that constitute a pattern –
• Because the series of removals total more than 10 school days in a school year;
• Because the child’s behavior is substantially similar to the child’s behavior in previous incidents that resulted in the series of removals; AND
• Because of such additional factors as the length of eachremoval, the total amount of time the child has been removed and the proximity of the removals to one another.
NC 1504-2.7 (a)(2)
When does a disciplinary change in placement occur?
Important Information:
•The LEA determines on a case by case basis whether a pattern of removals constitutes a change in placement
•This determination is subject to review through due process and judicial proceedings.
NC 1504-2.7 (b)(1)(2)
When imposing discipline for a violation of the student code of conduct after the “FAPE Free Zone” days (10
cumulative), school personnel must always be mindful of the disciplinary history of the student and ask,
“Will this removal constitute a change in placement?”
“Will this removal constitute a change in placement?”
If the answer is “NO”:• School personnel can proceed with the removal.• Services must be provided.• School personnel, in consultation with at least one of
the child’s teachers, determine what services will be provided.
• A FBA (Functional Behavior Assessment) and BIP (Behavioral Intervention Plan) must be either developed to address the behavior or if a BIP has already been developed, it must be reviewed and modified, as necessary.
NC 1504-2.1(b)(2)(d)(1)
“Will this removal constitute a change in placement?”
If the answer is “YES”:• A manifestation meeting must occur within 10 school days.• On the day school personnel decide to remove the
student, they must issue the LEA disciplinary removal form, Prior Written Notice (DEC 5a), and the Handbook on Parents’ Rights.
• Services must be provided immediately upon removal.• The student’s IEP team must determine these services.
NC 1504-2.1(b)(2)(d)(1)• A FBA (Functional Behavior Assessment) and BIP
(Behavioral Intervention Plan) must be developed to address the behavior or if one has already been developed, it must be reviewed and modified, as necessary.
NC 1504-2.1(b)(2)(d)(1)
“Will this removal constitute a change in placement?”
If the answer is “YES”, can the student be removed pending the manifestation determination meeting?
• The law is silent in this circumstance. • However, it is clear that services during the removal
must be determined by the IEP team and be designed so as to enable the child to continue to participate in the general education curriculum, although in another setting, and to progress toward meeting the annual goals set out in the child’s IEP and receive a FBA and BIP and modifications that are designed to address the behavior violation so that it does not recur. If a BIP already has been developed, it must be reviewed and modified, as necessary, to address the behavior.
NC 1504-2.1(b)(2)(d)(1)(5)
Services-No Change in Placement
For subsequent suspensions of not more than 10 school days that are not a change of placement, school personnel in consultation with at least one of the child’s teachers determine what services are needed so as to enable the child to continue to participate in the general education curriculum, although in another setting, and progress toward meeting the goals set out in the child’s IEP, and receive a FBA, and BIP and modifications that are designed to address the behavior violation so that it does not recur. If a BIP already has been developed, it must be reviewed and modified, as necessary, to address the behavior.
NC 1504-2(d)(1)
Services-Change in Placement
If it is determined that a removal or series of removals constitutes a change of placement, the IEP team determines appropriate services.
If school personnel determine the removal will constitute a change in
placement they must send home Prior Written Notice (DEC 5a) and a
Handbook on Parents’ Rights with the LEA disciplinary action form.
This notifies the parent a manifestation meeting will occur.
REVIEW: Removals Resulting in a Change in Placement
• Parents must be notified and given full explanation of procedural safeguards (LEA Disciplinary Action Form, DEC 5a & Handbook on Parents Rights).
• The DEC 5a serves as notice to attend the meeting.• The manifestation team (like that of the IEP team) must convene
within 10 school days to determine if the behavior was a manifestation of the child’s disability.
• If the student begins the removal (suspension) prior to the manifestation determination, services must be determined by the IEP team.
Woulda …•Used Best Practice
–“Standards of good professional practice dictate a problem solving approach to managing behaviors in the school” (Crone & Horner, 2003)
–Woulda utilized PRACTICES!
Functional Behavior Assessments
Functional BehavioralAssessment
“A process for gathering information used to maximize the effectiveness and efficiency of behavioral support” (O’Neill et al., 1997)
– Operational definition of behavior– Identification of events that are functionally related to behavior– Identification of consequences that maintain behavior– Hypothesis about function of behavior – Direct observation to confirm/support hypothesis
Four Basic Recommendations
• Never stop doing what is already working• Always look for the smallest change that will produce the
largest effect– Avoid defining a large number of goals
– Do a small number of things well
• Do not add something new without also defining what you will stop doing to make the addition possible
• Collect and use data for decision making
Three Important Themes
• Create systems, not just programs, to support all students
• Earlier rather than later
• Evidence, not opinion
Steps for Conducting a FBA andDeveloping a BIP
1. Identify the strengths of the student.2. Identify the problem behavior.3. Gather Information. 4. Generate a hypothesis statement.5. Build a “Competing Behavior Pathway” to identify
possible elements of a Behavior Intervention Plan.6. Design & Evaluate a Behavioral Intervention Plan.7. Plan for effective implementation of the Behavior
Intervention Plan.8. Monitor regularly and modify based on observed
progress.
Adapted from Crone, D.A. and Horner,R.H., 2003
Diagram Behavior(FBA Process)
SettingEvents
TriggeringAntecedents
ProblemBehavior
MaintainingConsequences
Designing Functional Interventions: Rasheed
• When Rasheed is left unattended by the teacher for longer than 5 minutes (setting event), and he is given independent or small group work (antecedent) he leaves his seat/area (behavior) to obtain adult attention (function).
SettingEvents
TriggeringAntecedents
ProblemBehavior
MaintainingConsequences
No Teacher
contact for 5 minutes
Small group or
independent work
Out-of-seatOff-task
TeacherAttention
Define Alternative or Competing Behavior
DesiredAlternative
AcceptableAlternative
MaintainingConsequences
SettingEvents
TriggeringAntecedents
ProblemBehavior
MaintainingConsequences
SettingEvents
TriggeringAntecedents
ProblemBehavior
MaintainingConsequences
No Teacher
contact for 5 minutes
Small group or
independent work
Out-of-seatOff-task
TeacherAttention
Desired Behavior
On-task
Maintaining Consequences
Work Completion
& Grades
Acceptable Alternative
Ask for help/Recruit feedback
DESIGNING FUNCTIONAL INTERVENTIONS
Setting Event
ManipulationsAntecedent
ManipulationsBehaviorTeaching
ConsequenceManipulations
DesiredAlternative
AcceptableAlternative
MaintainingConsequences
SettingEvents
TriggeringAntecedents
ProblemBehavior
MaintainingConsequences
EventManipulations
•Mentoring Program
•Scheduleindependentor small group workafter wholegroup activities in-volvingactive participation and groupresponse
AntecedentManipulations
• Check in frequently withRasheed duringwork periods.
• Precorrect Rasheed on appropriate way to ask for teacher help/attention
• Design lessons to provide more whole group response/ active participation
BehaviorTeaching
• Re-teach class rules and routines that address ‘in seat’ and ‘class movement’
• Teach Rasheed how to request teacher help / attention
• Teach Rasheed how to tolerate delays in getting attention
ConsequencesManipulations
• Ignore out of seat requests for assistance
• Respond immediately if he asks appropriately for teacher attention
Intervention & Support Strategies
What if we can’t figure out what the function of the
behavior is?
Assessing Function
• Look for patterns of behavior, even very diverse behaviors can serve the same function
• Don’t see a pattern? May need more data
• Utilize functional behavior checklists
So how does Functional Behavior Assessment align
with the Tiers?
What does Tier 1 look like for PBIS
• Is an FBA completed at this level?
What does Tier II look like for PBIS?
• Chart behavior to determine function and develop hypothesis
• Make contact with team that manages Secondary PBIS practices if any of those practices meet a functional need
• Design a plan that incorporates existing intervention options and behavior remediation
Tier II Intervention• Developed by teacher, parent, consultant with
some expertise in area of student need• Consider Tier I information• Define/analyze/problem• Develop hypothesis• Collect baseline data• Create/implement plan (measureable Goal)• Evaluate • Decide next steps
– Continue/modify/discontinue plan– Move to Tier III
What does Tier III look like for PBIS?
• More complex team-implemented process• Requires team member with behavioral
background• Includes (peer-referenced) observations, and
record review• BIP identifies set of replacement behaviors to be
taught• BIP takes into account antecedent and
consequence strategies, as well as contextual fit• Evaluation planned several weeks after
implementation
Tier III Intervention• Team approach• Consider Tier I, II information• Define/analyze/problem• Develop Hypothesis/ Validate performance with data
collection• Create/implement plan (Goal and measurement
strategy)• Evaluate (amount of progress/discrepancy)• Decide next steps
– Continue/modify/discontinue plan– Move to Tier IV
What does Tier IV look like for PBIS?
• NOT tied to special ed referral (but could be part)
• Most intensive – still occurs as a tertiary intervention
• Functional analysis requires in-depth and lengthy data collection
• Includes direct observations & systematic manipulation of the environment to confirm hypothesis
What does Tier IV look like for PBIS?
• Requires behavioral expertise
• School teams strongly encouraged to include agencies and other community partners involved with the family (Systems of Care, Child & Family Team)
• BIP structured to intervene at each possible level
What does Tier IV look like for PBIS?
• BIP plans intensive teaching of replacement behavior, generalization strategies and who will teach
• BIP defines reinforcement & consequence strategies
• Evaluation planned to determine success of BIP & any modifications necessary to make it more efficient or effective
• May require crisis plan to be put in place during data collection and planning
Tier IV Intervention
• Re-initiate problem-solving process
• Add/modify intervention
• Initiate referral to IEP team
Coulda …•Utilized tools to collect data and document progress•Made a difference
–Coulda used DATA to make a difference in the success of a student with challenging behavior
PBIS Tools for Tier II
• Behavior Charting
• Data Collection:– DBRs– Checklists
• System of Secondary Interventions
Data Collection: Checklists
• Motivation Assessment Scale
• Project FACILE
Data Collection: DBRs
• Daily Behavior Report = DBR• The DBR involves a brief rating of target behavior over a specified period of time • Example in toolkit• Additional examples at
http://www.interventioncentral.org/htmdocs/interventions/behavior/behrptcd.php
Secondary PBIS Practices that could support this student• Mentoring
– Adult listener/buddy
• Check-in/Check-out– Daily progress report with behavior
coaching
• Small Group Intensive Social Skills Instruction– Specific topics to fill in social skills gaps
Tools for Tier III
• Social Developmental History (RtI)
• Peer-Referenced Behavior Observation Forms (RtI)
• Functional Assessment Checklist for Teachers and Staff (FACTS – A & B)
Tier IV Tools
• Functional Interventions in Versatile Environments Questionnaire (FIVE-Q)
• Functional Behavior Assessment Behavior Support Plan (F-BSP) Protocol
Questions? Answers?
Ideas?
References and Resources
• www.ncpublicschools.org/positivebehavior/• www.pbis.org• www.apbs.org• Your PBIS regional Coordinator
http://www.ncpublicschools.org/positivebehavior/coordinator/
Presented by:Dana Rusher,
Joe Simmons, [email protected]