Steve Vitto Functional assessment and meeting mechanics presentation

““THE FBA JOURNEY”THE FBA JOURNEY” by:Steven Vittoby:Steven Vitto

• Dispelling the Myths

• Creating Preventative Cultures

• Developing Functional Asessments

• Writing Behavior Plans

• Meeting Mechanics

Addressing Student Behavior Get ready to dispel thedispel the

mythsmyths and solve the solve the mysteriesmysteries about how to

address student behavior. Let’s navigate

The Behavior TriangleThe Behavior Triangle.

Mcmillan Elementary SchoolMcmillan Elementary School

This presentation will equip you with a plan and a map for addressing student

behavior.

All Aboard!

Your Presenter is…Steven Vitto, M.A.,CCII., CTCI., BTC, MAISD

The Bermuda Triangle

Puerto Rico

Florida Bermuda

Phew! Glad I

made it to the New World!

Dispelling the Myth More hype than reality—

based on authors, the media, and people willing to believe the stories

No more dangerous than any other area of the ocean

Uh, oh! I think I’m lost.

The Behavior Triangle

What?

When?

Why?

Identify the MYTHSIdentify the MYTHS1. Problem behavior is a matter of control.2. Punishment changes behavior.3. Consequences are negative. 4. A student knows why he

or she misbehaves.5. The only motivations for

any behavior are to get, or avoid something

6. Consequences are the most effective way of Correcting behavior7. It is the adults whose behaviors have to change in a behavior plan.

Uh, oh!

Answer: The first five are myths.

The last two areTRUE.

THE RESEARCH IS CLEAR

The most effective strategies for changing behaviors are

1. prevention

2. teaching, guiding and modeling

3. focusing on the positive!!!

4. building significant relationships

The Power of Modeling!

video

Challenging Student BehaviorChallenging Student Behaviorand Its Impact on Youand Its Impact on You

What challenging behaviors speed up your conveyor belt?

What responses have worked to slow down your conveyor belt when you respond to challenging behaviors?

What are the typical/traditional responses to challenging behavior?

What are the typical/traditional responses to challenging behaviors?

What responses don’t slow down the conveyor belt when responding to behavioral concerns?

• What is the problem behavior?• When does it occur? • What does the student gain

or avoid? • What strategies have been

effective and ineffective?• What factors can be manipulated?• What replacement behavior is

desired?

Removing the Mystery

What is a Behavior What is a Behavior Problem?Problem? Interferes with learningInterferes with learning Interferes with teachingInterferes with teaching Has the potential to cause harm to Has the potential to cause harm to

self, others, animals, or propertyself, others, animals, or property Is the most efficient way that the Is the most efficient way that the

child knows to meet a particular child knows to meet a particular needneed

First, to successfully navigate through the process of addressing student

behavior, you need…

a PLAN

and a MAP

The Right Direction

School-wide School-wide Positive Positive Behavior Behavior SupportsSupports (PBS)(PBS)

Behavioral Intervention Plan (BIP)

FunctionalFunctionalBehavioralBehavioralAssessmentAssessment (FBA)(FBA)

The Evolution of Adversarial Relationships and Subversion As aberrant behaviors begin to surface an

unhealthy communication paradigm emerges

A phone call home, a detention slip, a suspension

THE STAGE IS SET

The Reaction Continuum

“My son wouldn’t do that!! “I will punish him.” “ What do you expect me to do?” “You guys are always kicking him out!!At this point a shift begins and the parent and

school are at risk for developing an adversarial relationship.

THE FIRST SIGNS “ He says other kids were doing the same thing and nothing happened to them”

The Downward Spiral

Without evidenced based decision making the school continues to respond in the only way they know how-punishment and exclusion.

Without proper supports, the parent becomes trapped in a dilemma. Do I blame myself, my child, or the school?

And a day comes when the parent begins to blame the school, and the real damage begins…

What Johnny Learns

Johnny is becoming increasingly dis-enfranchised with school Johnny figures out that he if he tells his parents he was picked on,

singled out, overly or repeatedly punished, then his parents will begin to focus on the school rather than his behaviors.

It becomes increasing probable for Johnny to misrepresent the school. He escapes punishment and takes the focus off of him.

By blaming the school, the parents avoid blame, and are relieved of the feeling of helplessness,

The end result: a parent who rescues, defends, accuses a child who has a escape card-any time he wants to use it.

THE SOLUTION

1. DON’T RELY ON A PUNISHMENT AT HOME FOR A BEHAVIOR THAT OCCURS AT SCHOOL-THE PHONE CALL

2. WHEN YOU MEET, HAVE ALL THE PLAYERS IN THE ROOM TOGETHER

3. DESIGNATE ONE COMMUNICATION POINT PERSON

4. HAVE THE PLAN CLEARLY STATED5. DOCUMENT, DOCUMENT, DOCUMENT!!6. AGREE TO ADVOCATE, AGREE TO DISAGREE

BUT NEVER NEVER IN FRONT OF THE CHILD!!!!

7. FOR THE PARENT THAT DOESN’T FOLLOW THROUGH, FOCUS ON THE POSITIVES!!!!

A functional assessment doesn’t leave treatment selection to chance

Ms. Jones gambles Jenny’s Education on a

hunch

Let’s see what I can do to get Jenny to behave!!

FBA

There’s PAPER involved?

BIP

ALL behavior—positive and negative—is the manifestation of some underlying need,

such as to seek something pleasant, or to avoid

something unpleasant.Hmm. Seek

chocolate or avoid fat?

#1

The motives are the cause and the behavior is the result.Behavior is observable, but the motives behind it are not. To change the behavior (result), the cause must be identified

and addressed. I bought a treadmill. Why don’t

I use it?

#2

Rather than attempting to control or suppress behavior,

replace or modify the motivation for continuing the

behavior or supply an alternate, acceptable behavior that meets

the same need. Maybe I should

join that group that works out on

Saturday mornings.

#3

What is the Function of the Behavior?

Obtain…

Peer Attention

Adult Attention

Items/Activities (tangible)

Sensory (seeking)

Avoid…

Peer(s)

Adult

Task or Activity

Sensory (defensive)

What is the function???Scott

Danny

Eddie

Eric

Can the Child Control the Behavior?Can the Child Control the Behavior?

Does the behavior occur in spite of established consequences?

Does the behavior occur during cognitive demands?

Does the behavior occur in a cyclical fashion or follow a predictable pattern?

Does the behavior occur in the presence of anyone?

Can potential reinforcers inhibit the behavior? Does inhibiting the behavior cause anxiety?

Johhny goes to the store.

•The object is to provide a school environment conducive to the education of all students, including those with disabilities.•Intervention can change the lives of students with or without disabilities.

Not Just Special Ed.

Two-Minute Two-Minute Question Question

BreakBreak

Why an FBA and a BIP?

We’d better take

a close look at what’s

going on here.

An FBA… Is data and information gathered from

school records, interviews, classroom observations, and other sources

May reveal patterns of behavior or triggers that lead to inappropriate behavior

Provides an understanding of what leads a student to act inappropriately

Why do an FBA? As a study and problem-solving process To look beyond the behavior itself and

identify the function of the behavior To address behaviors that do not readily

respond to intervention or classroom managementtechniques, impede learning, or are ongoing

As a foundation and/or baseline for the BIP

Formal FBA/BIPs Recommended Formal FBA/BIPs Recommended In Following CircumstancesIn Following Circumstances:: is a danger to self and/or others causes significant disruption to their own or other’s learning behavior suggests the need for a change in placement behavior that results in exclusion before 10 days of

suspension behavior that necessitates staff putting their hands on the

student or mechanical restraints there is animosity between school and parents regarding

behavior team member (teacher, principal or administrator) is not

being therapeutic with the student Child has 6 or more office referrals, despite implementation

of universal and targeted interventions

Who Does the FBA?

The SAT/PBIS/MIBLsi (for students

without disabilities)

IEP Team select school team members, other school staff, specialist

Conducting an FBA Describe and Define…

Collect…

Categorize…

Analyze…

Hypothesize…

Devise… Develop…

Document…

Four Basic Steps

Step 1: Identify Describe the problem. Define it in concrete terms. Does it involve learning, behavior,

both?“Mike doesn’t listen. He’s a dreamer. He often looks sleepy. He seldom finishes classwork, unless it is about a subject he likes. If Mike doesn’t want to do something, he simply won’t.”

Concrete Terms Change subjective descriptive words to specific, observable

behaviors.

Example: Tim is a class clown. What specifically does he do?

Avoid words that describe frequency in vague, immeasurable ways.

Example: Jenny is always late to class. Precisely how often is she late?

Behaviors of ConcernBehaviors of Concern

Define using Concrete Terms Simple to Measure and Record Objective Wording How Often – ex-20 times a day, 5-6

times a day Duration – Momentary, 20-30 Seconds,

5-10 minutes

How About Mike?

Teacher: “Mike doesn’t listen. He’s a dreamer. He often looks sleepy.He seldom finishes class work, unless it is about a subject he likes. If Mike doesn’t want to do something, he simply won’t.”

Four Basic StepsFour Basic Steps

Step 2: Collect Collect information from

more than one source.

Consider the context in which the behavior occurs.

Use multiple methods—direct and indirect.

Utilize available data tools (SWIS)

Direct Data Collection Tool

Scatterplot What is it? What purpose

does it serve? What might it reveal

about behavior?

Direct Data Collection Tool

ABC Observation What do the letters ABC

stand for?

How does it differ from a Scatterplot?

How it is similar?

The A-B-C’s of Functional Assessment

(ANTECEDENT)

Conditions under which

problem behavior is

likely to occur

(BEHAVIOR)

Problem behavior

(CONSEQUENCE)

Event that maintains the occurrence of

problem behavior

(reinforcement)

A B C

Defining the Problem Behavior for Functional Assessment

Must be specific/ observable/ measurable Must be behavior (an action done) Repeated behavior Behavior that interferes with learning Look for patterns of problem behaviors on

individual student SWIS referral data Interview the student’s teacher(s) to clarify specific

behavior of concern

AntecedentAntecedentAntecedentAntecedent BehaviorBehavior ConsequenceConsequenceConsequenceConsequence FunctionFunctionFunctionFunction

Antecedent events

What is going on when the problem behavior occurs

What sets off his/her behavior?

Occurs immediately before behavior

When told to shut up, Ali hits the student

When asked to tell capitol of Western Australia, Samantha says Perth

AntecedentAntecedent BehaviorBehaviorBehaviorBehavior ConsequenceConsequenceConsequenceConsequence FunctionFunctionFunctionFunction

Example of antecedent or“triggering” events

When a peer teases her walk, Cologne uses verbal profanity

The teacher’s directions are triggers for Demetri’s display of verbal noncompliance

When sitting next to Manuella, Tristen passes notes.

Setting Events Unique situations/conditions that, when

combined with the antecedents/context, increase or decrease in likelihood of the behavior

May not be present May not be obvious Use individual student SWIS data to look for

patterns of location, time etc. Examples include:

hungersocial conflict

Other Examples of Setting Events

Activity Patterns When the curriculum has little variety and mostly repetitive

tasks, Mary is more likely to get out of her seat, when asked to do her work.

When asked to line up, Michael will refuse to leave his assigned table when the schedule has changed due to a special activity.

Relationships with Others Kevin is more likely to put his head down and close his book

when he has been reprimanded by a teacher earlier in the day.

When Carla has spent the weekend at her father’s house, and her morning routine has been hurried, she is more likely to talk back to teachers and refuse to do what she is asked.

Consequence EventsWhat happens immediately after the behavior occurs

Could be:

Environmental

Teacher provided

Internal

AntecedentAntecedentAntecedentAntecedent BehaviorBehaviorBehaviorBehavior ConsequenceConsequence FunctionFunctionFunctionFunction

What is the Antecedent?What is the Behavior?What is the Consequence?

When Sequoia misses her 12:30 medication & teachers make multiple task demands, she makes negative self-statements & writes profane language on her assignments. Teaching staff typically send her to the office with a discipline referral for being disrespectful.

Setting event Antecedent Response Consequence

Misses 12:30medication

Teachersmakemultipletask demands

Sequoia makesnegative self-statements &writes profanelanguage

Teacher sendsSequoia to office for beingdisrespectful

What function?Avoid difficult taskstasks


Caesar isteased severaltimes about hishair by his friends beforeclass

His teacherstares at his hair in class

Caesar askshis teacher what she’sstaring at

His teachersends him toin-school detention

Caesar has dyed his hair three colors & is teased several times by his friends before class. When he enters the class, his teacher stares at his hair. Caesar immediately says “what are you staring at?” His teacher immediately sends him to in-school detention.

What function?Escape adult &peer attention


The football game is coming on in 2 minutes. Your significant other asks you to wash the dishes. You happily oblige. After one minute, you have broken two glasses and one dish. Your significant other pushes you out of the way and says, “Just let me do them.” You sigh and go watch the game.

You know ifyou pretend you can’t do somethingshe willdo it for you

The football game is comingon andyour spouse asks you towash dishes

You break twodishes anda glass

Your spousetakes overand washesthe dishes herself

What function?Avoid activity

SETTING EVENTS

Biomedical conditions, ADHD, Autism, Down Syndrome Problems with changes in routine Highly oppositional Moody or temperamental ODD Problems at home Problems on the bus Hunger or poverty History of abuse neglect Sensory Regulation Problems Language Delays Medication Adversarial Home School Relationship

Basic Premises of “Best Basic Premises of “Best Practice”Practice” Behavior is neither “good”or “bad”Behavior is neither “good”or “bad” Blaming only distances relationships that Blaming only distances relationships that

should be collaborativeshould be collaborative Functional Assessment should have a basis Functional Assessment should have a basis

of trust and supportof trust and support Egos and defensiveness can skew accurate Egos and defensiveness can skew accurate

assessmentassessment It can be difficult to perform a functional It can be difficult to perform a functional

assessment of a behavior occurring in your assessment of a behavior occurring in your own classroom or educational environmentown classroom or educational environment

Indirect Data Collection Tool

Interviews Who can interviewed? What can be learned

from interviewing the student?

What other tools can yield comparableinformation?

Four Basic Steps

Step 3: Hypothesize Analyze the data collected about when, where, and

how the behavior occurs.

Categorize the behavior by function, skill deficit, and/or performance deficit.

Form a hypothesis about the behavior that will be used to develop a BIP or other interventions for the student.

Generate a Hypothesis StatementA hypothesis statement is…

a summary statement that describes the team’s best guess about the relationship between the problem behavior and the characteristics of the environment – the specific function

The goal is…

to identify specific CONCRETE circumstances regularly associated with the occurrence and nonoccurrence of the problem behavior

AntecedentAntecedentAntecedentAntecedent BehaviorBehaviorBehaviorBehavior ConsequenceConsequenceConsequenceConsequence FunctionFunction

Sample Hypothesis StatementsSample Hypothesis Statements

When the teacher’s attention is withdrawn or focused on another child, Lisa makes noises; this results in the teacher scolding her and moving her closer.

When Marcus is unclear about the directions for an assignment, he stays in his seat and talks to peers; his peers talk to him, and he does not complete the assignment.

When unanticipated changes occur in the schedule, Ben throws his materials; having to pick them up delays the transition to the next activity.

The Function = WHY

The function in Functional Behavioral Assessment is the reason, or payoff for the behavior.

• to get or seek• to escape or avoid• to control something

A Skill Deficit?

Oh, I hope she doesn’t call on me to answer. I CAN’T.

A Performance Deficit?

Why should I have to read

this stuff? Well,

I WON’T.

Take the FBA Challenge

Four Basic Steps

Step 4: Devise & Test Manipulate one or more variables that may redirect

the behavior. Devise one or more interventions that teach the

student how to replace the “old” behavior with a “new” one that meets the same need.

Give the plan time to work. Monitor and evaluate progress.

BUT… There are times when taking the time to test a hypothesis beforedeveloping a BIP is not feasible.

A student’s behavior presents a danger A student shows aggressive behavior Formal disciplinary action has been taken

For example:

1. Sources 2. Identification of Problem3. Antecedents4. Consequences5. Prior Strategies (+/-)6. Presumed Function; Type of Deficit

Use the FBA /BIP form toput it all together.

Determine and record the team’s recommendation for the next steps.

Make sure everyone who was involved in conducting the FBA signs and dates the FBA form.

Last, but NOT Least…

The Behavior Triangle

Mystery Solved

by FBA!

Elements Elements of aof a PositivePositive BIPBIP

…to teach the student more acceptable ways to get what he or she wants

Include Strategies. . .

…to decrease future occurrences of the problem behavior

…to address repeated episodes of the behavior

Five Things You Can Do teach recognition of trigger” situations

manipulate antecedents

manipulate consequences

modify curriculum/instruction

reinforce appropriate behavior

Top 10 Behavior Problem Areas

Minor (but taxing) Diversions

Inappropriate or Abusive Language

Physical Aggression

Defiance & Disrespect

Harassment, Teasing, Taunting

Disruption

Tardiness

Skipping Class, Truancy

Property Damage

Storytelling, Lying, Cheating

Why Didn’t Our Plan Work?!

Perhaps you didn’t watch out for the common pitfalls…

Selecting Interventions

So, from all the possibilities, how do we decide which interventions to implement?

SELECT ONES THAT

align with the function directly teach replacement behavior are suitable for current level of performance are least intrusive to achieve goal are most likely to positively change behavior are least likely to produce negative side effects have proven to be effective are acceptable to those implementing them are most likely to be accepted by student promote & reinforce replacement in all settings

Choosing Interventions

Less Helpful Strategies:Less Helpful Strategies:

Have an impeding or negative effect on learning Model inappropriate behavior Tend to make the brain shift to a survival or threatened

mode not conducive to learning Tend to bring out judgment and anger from staff Meet the needs of the care provider not the child The consequence has no relationship to the behavior Are consistently applied Are almost always quicker to apply Often lead to resentment, defiance, or violence and

consequently result in the need for more intrusive measures by staff

Meet the staff’s needs, not the child’s

Positive Behavior Supports

Singling Out Response Video

Effective ConsequencesEffective Consequences

Decrease the efficiency of the target behavior while maintaining dignity and an atmosphere of caring

Never degrade or humiliate Logically relate to the target behavior Do not cause more of a problem than the problem

they are addressing Establish conditions for learning alternative skills Decrease the frequency, duration, and/or

intensity of the target behavior

Consequence Concerns Repeated loss of anything tends to establish and discount orientation-I

don’t care The child may start to believe that they can’t be successful and acclimate to

a life In the office These kids tend to move us to an ultimate consequence philosophy- we

tend to up the severity of punishment thinking that a more sever consequence will do the trick

Defiant behavior may have stronger issues of escape as the student gets behind

If the child doesn't want to do something or engage, punishing usually makes things worse

If we have to call the principal all the time the child gradually becomes desensitized to administration and authority

Repeated exclusion tends to foster a difficult or adversarial relationship with families

If the behavior is chronic there is a likelihood that something about the consequence may be reinforcing

Specialized Individual Interventions(Individual StudentSystem)

Continuum of Effective BehaviorSupport

Specialized GroupInterventions(At-Risk System)

Universal Interventions (School-Wide SystemClassroom System)

Studentswithout SeriousProblemBehaviors (80 -90%)

Students At-Risk for Problem Behavior(5-15%)

Students withChronic/IntenseProblem Behavior(1 - 7%)

Primary Prevention

Secondary Prevention

Tertiary Prevention

All Students in SchoolCirca 1996

RTI- Are classroom response cost systems contributing to defiance? Response to Intervention Are we using evidenced based classroom behavior

management systems at the universal level? Are classroom response cost systems evidenced based? Is there a balance, better yet, an overbalance of Positive Incentives and Feedback for Desired Behavior?

When universal consequences (e.g., Classroom Response Cost System) are not effective, or when they trigger an escalation of behavior, do we differentiate our approach?

Are we over-relying on classroom response cost systems to manage student behaviors?

Bigger, tougher Consequences is

NOT what we mean by a Correction

System

Reinforcement History

Has reinforcement been used as a means of acknowledging approximations of desired behavior?

Has reinforcement been used as a means of control, leading to resentment, and loss of motivation?

The Evolution of Praise versus Correction in the Elementary Years Why praise may be difficult Why praise backfires with ODD Why positive need to be quick and brief Why response cost is a problem Why reinforcement is discounted Create a 5:1 ratio of positives to negatives

Finding All Students Strenghths

Problems with Reward Systems

“What I giveth I can taketh away.” The Marion Story May not be reinforcing to that child May have been used to control bad

behavior rather than celebrate good behavior

Setting up Reinforcement Systems

A. The student should have input B. Delivery should be rich, random, and not tied to intervals or activities at clearly defined. C. Response Cost Systems should be avoided D. The reward system should NEVER be used to control the child!! E. The reinforcer menu needs to vary!!

F. DO NOT USE EMBARASSMENT WHEN THE STUDENT HAS NOT EARNED A PRIVILEGE OR REWARD. THIS WILL LIKELY CAUSE THE STUDENT TO DISCOUNT YOUR REWARD.

G. PROVIDE AGREED UPON CELEBRATIONS EVEN IN THE FACE OF INPERFECTION!!

Meeting Mechanics &MIBLSI (Integration)

Presented by Steven Vitto

Behavior Functional Asessment and Behavior Functional Asessment and Behavior Intervention PlansBehavior Intervention Plans

Integration

Meeting Mechanics is a structured problem solving process

Students who at top of the triangle (MIBLSI) often need Functional Behavior Assessments and Behavior Intervention Plans

Meeting Mechanics is a tool, a process that makes the Functional Behavior Assessment and Behavior Intervention procedure more efficient and effective

Advantages of Meeting Mechanics Structures and organizes a process for a team

meeting Time Efficient Views Behavior Treatment as an ongoing

Process Respects All Ideas Assigns Responsibilities Addresses Barriers Data Driven

Preparing for the Process

Ensure the colloborative team is in place for the meeting

Assess

Plan

Implement

Evaluate

Effective Behavior Support Process

Effective Behavior Support Process

Collabora

tive

Approach

Establishing the Collaborative TEAM To develop an effective BSP, you must have:

Knowledge about the STUDENT Knowledge about the SETTING Knowledge about PRINCIPLES OF BEHAVIOR

No ONE person knows all, but a TEAM. . . Parents Teacher(s) Support Staff

School Social Worker Provider of Speech / Language School Psychologist Teacher / ASD Consultant

Why use a Collaborative Problem Solving Process? No one person has the right answer.

Variety of perspectives increases the chance of getting a complete picture of the student as well as developing a broad set of interventions that are likely to be effective.

Implementation (Treatment Integrity) increases when team members are involved in the process.

All members are accountable for the outcome.

The rules keep us from getting stuck on the problem.

Developing the TEAMRoles / Responsibilities

Meeting Coordinator

(LOGISTICS)

**Schedule meeting; Reserve meeting room; Arrange for food and beverages, if needed, etc.

**Ensure a white board, markers, and erasers are available for the meeting

Facilitator**Run the meeting; “Run the Board”: Use white board to capture

information

**Manage team members’ behavior

Recorder

**Ensure appropriate information has been recorded

**Produce the written document and action plan

**Assure that team members get copies of the completed / updated documents as well as action plan items after each meeting.

THE TEAM: Caseload Teacher; Support Staff; Other Relevant Participants

Time Keeper **Assist facilitator with time management

Data Specialist

**Coordinate data collection procedures

**Train appropriate staff to collect data

**Analyze and summarize data prior to meetings to assist team in making decisions.

Implementation Coordinator

**Coordinate observations and staff support to assure strategies are implemented with integrity

**Conduct action plan follow-through check ups (be the positive nag)

Developing the TEAMRoles / Responsibilities

Collaborative Team Development

7 Habits of Effective Teams TIME is prioritized for regularly scheduled meetings GOALS for the team are established A structured AGENDA is used to address goals:

Calendar Follow Up (Action Plan Review) Standing Items (Goals) New Items

Ground RULES established (rules violations addressed): Meetings begin and end on time Meeting not interrupted for tardy members

MEMBERS are invited and attend beginning to end (establishes commitment)

A PROBLEM-SOLVING PROCESS is established and used to address issues

ACTION PLAN items are developed, distributed among team members, and a system for follow-through is established

Changing the Way You Do Things

Meeting mechanics may require a change in how teams do business

agendas

standing

writing on poster board or white boards,

markers, timers,

minutes (45 minute plan summary), action plans

follow up

Meeting Coordinator/Facilitator

Reviews the process to orientate team members Ensures all roles are assigned, materials are gathered

(white board, markers, timers, computers) Reviews the rules for the meeting (talk to the board, all

ideas are good ideas, develop the best idea in room, leave your hat at the door)

Utilizes the tools that are available ( hands out copy of meeting mechanics summary, magnetic copies of steps of process and rules for meeting together )

Sign in sheets, email addresses for minutes

Process for Solving ProblemsMEETING MECHANICSProblem

Identification

ProblemSpecification

Brainstorm Cluster/Prioritize

ImplementationVariables

AssignResponsibilities

Adapted in part from

Allen, S.J. & Graden, J.L. (1997).

(FBA Process- clear definition of problem behavior, being clear about which problem behavior targeted for intervention)

Problem Identification(5 minutes) What is the problem? Open ended form Democratic- All

participants Prioritize Concerns

Process for Solving ProblemsMEETING MECHANICSProblem

Identification







(FBA Process)= data, who, where, when… antecents, triggers including when behavior least likely and most likely to occur)

Problem Specification (15minutes)

More specifically understand the problem

Operational Definitions

Data Analysis Antecedents Variable

Form

Problem Specification

Tattles, pushes, whines, cries

Gains attention from teacher

Requests teacher help to solve peer

conflict without engaging in pushing,

whining, crying

Setting Events Strategies

Increase communication between home and school

Increase communication between bus and school

Antecedent Strategies

Define expectations

Precorrect

Increase number of supplies available

Seat next to competent peer

Pair with peer who is a good model

Behavior Teaching Strategies

Teach expectations

Teach to request help

Teach to problem solve with peers

Teach to take students using materials

Consequence Strategies

Reward expectations

Give positive attention for working appropriately

Reward system to earn rewards for entire group

Positive teacher attention, Positive

peer attention

Shares materials appropriately, Works

cooperatively with classmates

Conflict that occurs on bus to school or at home before school

Large-group setting with peers, classmate

tries to share materials

Competing Pathways

Behavior Support Planning

Attention

Student: Vera

Fighting,pushing

Escape negative peer comment because peers are subdued

Request break from group activity,

Request to work with other peers

Setting Events Strategies

Physically separate from peers with whom he has the most negative interactions

Assess academic skills

Individualize/modify curriculum to match skills

Antecedent Strategies

Define expectations

Reduce number of group activities expected

Allow choice of group or individual projects

Increase monitoring/ supervision

Check-in system

Pair with peer who provides good role model

Behavior Teaching Strategies

Teach expectations

Teach Ronald to request a break or change in partners

Teach to problem-solving skills

Consequence Strategies

Reward expectations

Emphasize connections between actions and grades

Reward Ronald for appropriate behavior

Improvement on grades for group task

Work cooperatively and productively during structured

group activity

Negative interactions with peers, Academic

difficulties

Academic groups, activity with low

supervision

Competing Pathways

Behavior Support Planning

Escape

Student: Ronald

Process for Solving ProblemsMEETING MECHANICS

ProblemIdentification


BrainstormCluster/Prioritize





>All Ideas are good ideas>All Ideas are good ideas>Don’t explain, defend , or >Don’t explain, defend , or convinceconvince>Professional Role Elimination>Professional Role Elimination>Focus on Developing the Best>Focus on Developing the Best Idea in the RoomIdea in the Room

(6-8 minutes)(6-8 minutes)

MEETING MECHANICSProblem

Identification




AssignResponsibilit

iesClarify IdeasCluster Similar Ideas

Idea DependencyPrioritize Ideas through

Sequencing

Cluster/Prioritize(6 minutes) Clarify Ideas Cluster Similar Ideas Prioritize Ideas through sequencing

If you’ve told a child a thousand timesand she/he still doesn’t understand,then it is not the CHILDwho is the slow learner!

Anonymous

128

MEETING MECHANICS: Implementation Variables








Implementation Variables(6 minutes) Identify possible Barriers to

Implementation (brainstorm solutions if necessary)

Identify Resources needed to Implement Plan

Determine Data Collection Methods for Evaluation

Behavior Mantra:

“It is easier to prevent a behavior from occurring than to deal with it after it has happened.”

MEETING MECHANICS:Action Plan








Behavior Intervention Plan

Assign Responsibilities(5 minutes) Team Process Roles and Functions Developing Action Plan

Steve Vitto Functional assessment and meeting mechanics presentation

Education

Transcript of Steve Vitto Functional assessment and meeting mechanics presentation