The A [s of IEPs Addressing Behavioral Concerns W.R.I.T.E...
Transcript of The A [s of IEPs Addressing Behavioral Concerns W.R.I.T.E...
The ABC’s of IEPsAddressing Behavioral Concerns
&W.R.I.T.E.S
Writing Rigorous IEPs to Teach Educational Standards
ACCESS and DE-PBS
Steve Smith - Instructional Coach
Amy Brown - Instructional Coach
Susan Veenema -Instructional Coach
Esley Newton -Program Manager, ACCESS Project
Debby Boyer -Director, DE-PBS Project
Tracy Neugebauer - Delaware Department of Education, Director of SPDG
Jill Scannell- Delaware Department of Education, Co-Director of SPDG
Today’s Objective
Part One
Our Objective and Vision
Creating an IEP
Data Considerations
Other Factors
Unique Educational Needs and Characteristics
PLEP
Annual Goals and Benchmarks
Services, Aids, and Modification
SMART Goals
Practice Goal Writing
Setting the Mood
This training is meant to be participatory, engaging, reflective, and focused on problem-solving
The trainer and attendees are to engage in a collaborative learning environment
This means: Opinions are to remain positively focused and constructive
Attendees should listen to and respect the thoughts of others and feel free to share their own
The activities and information will be used by attendees to critically reflect on their own practice
Vision
Students with special education services will have IEPs that are data-driven and standards-based, enabling them to access the same educational content as, and alongside, their peers without disabilities
IEP goals written for behavioral concerns and social skills will be data-driven with a focus on replacement skills that each individual needs to learn in order to participate in the general education setting
Goal
After 2 years of implementation, 80% of participating schools will achieve fidelity of intervention of implementing
behavior and standards based IEPs.
-U.S. Department of Education Grant Performance Report (ED 524B)
The Rubric
Based on IEP+ Format
Created in conjunction with DDOE
Scores IEP components (0-3) based on content
“3” is reflective of what is considered best practice in the field by researchers and experts
Rubrics will be shared with school and district teams in order to create inter-rater reliability
Purpose of the IEP
Communication
Management
Accountability
Compliance & Monitoring
Evaluation
(Bateman, 2015)
Student’sIEP
Team
Student
RegularEducationTeacher(s)
SchoolSystem
Rep.
TransitionServ.
AgencyRep.
Parents
Others w/knowledge
orspecial
expertise
Person whocan
interprettest results
SpecialEducationTeacher(s)
Debunking the SB-IEP Myths
SB-IEPs take individuality away from students by making them learn from the same menu
“Standards-based” does not mean the same as “standardized”
The CCSS are not a menu for special educators to pick from and copy
SB-IEPs focus on the prioritized skills needed for students with disabilities to have access to the same standards as same-aged peers
Present levels, accommodations and modifications, etc., are still individualized and designed to bridge the gaps between the student and non-disabled peers within the curriculum
SB-IEP Myths
SB-IEPs will be much longer since there are so many standards
SB-IEPs are focused on the specific skills needed to access a particular standard(s)
SB-IEP Myths
General Education and Special Education will become further separated due to gaps between CCSS and students with disabilities
Creating SB-IEPs is a collaborative process
General Educators will share content with Special Educators providing insight on adaptation and modification
All students can benefit from further diversified specialized instruction (good teaching practice)
SB-IEP Myths
SB-IEPs are not appropriate for children with moderate to severe disabilities
Learning life and functional skills IS important for these students; we must find the balance between these skills and how we can relate them to CCSS access
The Standards-based IEP
“A standards-based IEP includes goals that promote learning of the state standards.”
“It does not try to include a goal for every state standard in every content area. This would result in a very long document!”
“Instead, it provides goals for the strategies students need to develop to learn the general curriculum content.”
“Sometimes the goals help focus priorities within the general curriculum content for students who take the alternate assessment.”
(Courtade & Browder, 2011)
The Standards-based IEP
“The IEP is not meant to restate all of these content standards, but should specify skills for the student to acquire that will promote access to this curriculum…”
“The IEP is not intended to define all of this instruction, nor does it function as the student’s curriculum. Instead, it points the way for you to set priorities for what the student will master and how s/he will access the broader content.”
(Courtade & Browder, 2011)
What is the IEPs primary function?
The IEP creates access to, but is NOT, the curriculum itself
The Standards-based IEP is
INDIVIDUALIZED, NOT STANDARDIZED
IEPquest
IEPquest
IEPquest
The IEP
• Data Considerations
• Student Strengths
• Impact Statement
• Other Factors
• Present Levels
• Grade-level Standards
• Goals
• Services
Data Considerations
3. What multiple data sources (including district or statewide assessments) are being used to create this IEP?
Needs and PLEPs
Multiple Data Sources
Information and data that are considered as part of developing the IEP should be included in this section
The data should be relevant to the student’s needs that are impacting his access to the general education curriculum
Combinations of: Summative
Measures success or proficiency at end of unit
Formative Guides future planning of on-
going instruction Standardized Teacher-made
Data sheets, work sheets Curriculum-based
Skills-based In relation to general
curriculum
Only covers broad categories
Just state assessment overall score
Letter grades
Qualitative information
Assessments which don’t match indicated weaknesses, goals, or needs
Multiple Data Sources
Behavioral Data Source
Classroom behavioral data (Point Card, goal data, etc.)
Behavior Rating Scale (BASC, Vanderbilt, etc.)
Triennial Evaluations (psycho-educational, fine motor, sensory integration, visual motor)
Functional Behavior Assessment/Behavior Support Plan data
Attendance data (if necessary)
Discipline Referral data (if necessary)
Related Services Data (OT, PT, Speech, etc.)
Assessment
State Assessments
Standardized Measures
Skills observed in Curriculum-based
and Teacher-made Materials
Assessment Example
Using Assessments
Talk with a small group about the types of assessment you use
Share with the group!
Consider how they fall into these types (summative, formative, diagnostic, standardized, curriculum-based, teacher-made, behavioral)
Are any related to the common core?
Data Considerations
1. What are the student’s strengths?
Student Strengths
Based on data collected in assessments, teacher observations, data sheets, etc.
Quantitative measures Quantitative: Number-based, measurable, statistical
Qualitative: descriptive, quality-based, not-measurable
Based on skills, not qualities Qualities may be included as supplemental but not as the sole
descriptor
“Reads at the same instructional level as same aged-peers.”
“Based on data, ______ is a relative strength area.”
Only mentions qualities: nice
friendly
outgoing
happy
etc.
Student Strengths
1. What are the student’s strengths?
Tom reads at the same instructional level as same aged-peers.
According to classroom work samples, he is able to do
single-digit addition, subtracts using numbers 0-10. Tom’s
organizational skills assist him in his daily work. He
completes work on time and based on E-school has good
attendance.
Student Strengths
Student Strengths
1. What are the student’s strengths?
Connor enjoys reading books about history, teaching others, and
swimming. Reading comprehension and fluency are strengths
relative math number sense and problem solving, Connor can be
very responsible with work completion and turns in assignments
in on time. He has a great memory, specifically for history.
Connor easily initiates conversation with peers, and enjoys being
social.
Student Strengths in 5.0
Data Considerations
2. What are the educational concerns of the parent (or student if appropriate)?
Quality Examples: Parent Input
2. What are the educational concerns of the parent (or student, if appropriate)?
Mother states that she is concerned that Sam is not a strong
advocate for himself. She noted that “in his desire to please people,
he will put up with things.”
Parent Input
Parent input can be collected from:
Conversations during the IEP meeting
Questionnaires sent as part of the IEP development process
Communication with parents during the school year
Phone calls
Conferences
Informal conversations
Letters between home and school
Communication log information
Quality Examples: Parent Input (not at the IEP meeting)
2. What are the educational concerns of the parent (or student, if appropriate)?
Invitation letters were sent to parents on 3/1/16 and 3/15/16. Phone
calls were made on 3/18/16, but parent did not attend IEP meeting.
When parent attended screening meeting, parent was concerned
about Emily’s ability to pronounce words and putting thoughts
together. Father stated Emily is a shy child.
Elementary Student Input
“It may be appropriate to include the student when the team believes the student is sufficiently mature to contribute ideas, or when the student’s participation may increase his or her buy in to the IEP.”
-BATEMAN & LINDEN PG. 29
Data Considerations
4. How does the child’s disability affect the child’s involvement and progress in the general education curriculum?
Structure of an Educational Impact Statement
What skills are affected?
How do they affect educational progress and access to the curriculum?
Where (classes, activities, etc.) do those skills manifest themselves?
When does this affect the student (specific environments or throughout the day)?
Quality Examples(Impact Statements)
Student’s difficulty with reading comprehension prevents
her from being able to comprehend grade-level texts. She
is unable to decode unfamiliar words which greatly
impacts her fluency. She often looses her place while
reading aloud and is easily distracted while reading. She
struggles to find the main idea of a text and is not able to
summarize what she has read. This impacts her ability to
access grade level texts whenever reading is necessary in
all content areas throughout the day.
Quality Examples(Impact Statements)
Student’s difficulty with math problem solving and numerical operations impacts her ability to use algebraic reasoning to describe and analyze situations, use mathematical reasoning to solve multi-step problems, and to communicate mathematical arguments. Student’s basic math skills are weak. She is reliant on the calculator for computation problems. Because of this she struggles with pulling information out of text-based problems and writing equations or using the information to reason through a problem. Student’s math skills are below grade level and that adversely affects her ability to achieve grade level standards. She struggles to complete her math assignments both in math class and classes that require the use of math problem solving skills and numerical operation skills.
Sample Impact Statement
Tom’s behavior affects him as he uses obscenities when frustrated and becomes disengaged when given directions. This impacts his ability to follow teacher directions, comprehension, time on task, and focus on instruction. This also impacts his academic success in all instructional settings including oral presentations, reading, written language, math, science, and social studies.
What areas are affected due to the disability?
How is the student’s involvement in the general education curriculum impacted?
What and Where academic areas are impacted due to the disability?
Unacceptable Impact Statements
What is missing?
“Lisa has difficulty organizing her materials and beginning assignments because she has an attention deficit disorder.”
“Ethan’s learning disability impacts his phonemic awareness.”
John’s social behavior is inappropriate.
Data Considerations
5. What are the child’s other educational needs that result from the child’s disability (e.g., organizational skills, self care, fine/gross motor)?
Areas of need and skills are included which would further achievement across content areas
Skill can be addressed with an IEP goal or a unique need
Lack of a statement addressing other needs (in most cases) When accommodations,
modifications, or data point to skills that are not purely academic Focusing on task
Behavioral
Organization tools
Other Needs Statement
Social Skills:
• When in a social situation and asked to respond and keep a conversation going he avoids a reciprocal conversation.
Behavior:
• When given an assignment and he gets frustrated and begins using profanity to escape the demand.
5. What are the child’s other educational needs that result from the child’s disability (e.g., organizational skills, self care, fine/gross motor)?
Section 5 – Other Needs
Student sometimes comes to class unprepared with materials and
completed assignments.
Student has difficulty focusing and completing classwork and
homework assignments independently.
The student does not ask for help, and sometimes grows frustrated
when he sees that he has low scores or missing assignments.
Student has a hard time transitioning and may need some time at the
beginning of class to regroup.
Participation in Extra-Curricular Activities
What hinders the student’s participation in extra-curricular activities?
What supports are needed for the student to participate in those activities?
Supports relate to data which indicates areas of need which can expand beyond the classroom.
Evidence of the need for support is provided.
Evidence as to why supports are not needed are provided.
No explanation of services is given.
Student is denied participation (only in extreme cases).
No evidence is given for why services are or are not provided.
Participation in Extra-Curricular Activities
Quality Examples(Extra-Curricular Participation)
6. Will the student participate with non-disabled students in extracurricular and non-academic areas? If yes, identify supports and services on the “Needs, Services and Annual Goals” page. If no, explain why below.
Yes No
Damon will participate with non-disabled peers in extracurricular and
non-academic areas with accommodations and supports identified in
his IEP.
Quality Examples(Extra-Curricular Participation)
6. Will the student participate with non-disabled students in extracurricular and non-academic areas? If yes, identify supports and services on the “Needs, Services and Annual Goals” page. If no, explain why below.
Yes No
Damon will participate with non-disabled peers in extracurricular and
non-academic areas with additional staff support.
Other Factors
Data Considerations
Communication Needs
ELLBehavior
supports and strategies
Assistive Technology
AIM Supports Reading ESY
Communication Need/Braille Instruction
“Consider the communication needs of the child, and in the case of a child who is deaf or hard of hearing, consider the child’s language and communication needs, opportunities for direct communications with peers and professional personnel in the child’s language and communication mode, academic level, and full range of needs, including opportunities for direct instruction in the child’s language and communication mode”
-IDEA
ELL
“In the case of a child with limited English proficiency, consider the language needs of the child as those needs relate to the child’s IEP.”
-IDEA
In what language does the student best communicate?
How does that effect the presentation of material?
Behavior Supports and Strategies
“In the case of a child whose behavior impedes the child’s learning or that of others, consider the use of positive behavioral interventions and supports, and other strategies, to address that behavior”
-IDEA
Check
Behavior
box
Accommodations, IEP goal and BSP
Accommodations and IEP goal listed
Need only with accommodations
and supports listed
Additional considerations:
under discipline, check appropriate
boxes
Assistive Technology
“Consider whether the child needs assistive technologydevices and services.”
-IDEA
Does the child need technological assistance to communicate, access material, present material?
AIM Supports
“Accessible Instructional Materials (AIM) are learning materials that have been converted into one or more specialized formats for use by students with print disabilities. They include formats such as large print, audio, and Braille.”
http://aimdelaware.org
Reading Factor
This box is to be checked if the student has an IEP goal related to a reading-based need
Data Considerations
When planning the IEP: Think how the student performs in relation to the expectations of the general curriculum
What specific skills related to academic achievement and functional life skills do they display or need to participate in and access the general education curriculum?
Unique Educational Needs and Characteristics
Grade Level
Other Factors
Data Considerations
Impact Statement:In what areas does the student’s disability cause difficulties with
accessing the general curriculum?
Unique Educational Needs and Characteristics
Directly related to an assessment result and need
Specific skill area addressed
Reading Comprehension: Citing textual evidence
“Math”
“ELA”
“Reading”
“Academics”
Vague categories which cover a wide variety of skills
Does not match assessments
Unique Educational Needs and Characteristics
Accommodations, Modifications, and Support
After determining present levels, we can determine the gaps and barriers which prevent the student from accessing the general curriculum.
Services, aids, and modifications bridge the gaps and accommodate for the barriers which prevent the student from accessing the general curriculum.
Preferential seating (in front of room away from students who will distract), pre-teach new concepts and vocabulary before introduced in class, option to have grade-level text read aloud, larger font size with less words on a page, chunk activity sheets, graphic organizers to help with comprehension, repetition and review of previously learned concepts to help with retention, check for understanding by asking student to repeat directions, time to talk about text-based writing with teacher before writing essay
Reading Comprehension
Summarizing Text
Tom has a behavior support plan that includes the following elements: All staff members should provide individualized positive behavior supports such as choice making, specific positive reinforcement, and increased proximity throughout the day across content areas. He needs a classroom that is highly structured through the use of predictable routines and visual supports. These include a visual classroom schedule, classroom rules and academic expectations. To reduce frustration on instructional demands, Tom needs smaller quantities of work (e.g., choose odd or even number) and given the opportunity to make choices and take breaks throughout the school day. Use of the prompt hierachary should be implemented for both behavioral needs and academic tasks.
Behavior:
Completing an
Assignment
Adaptation
Changes made to a learning environment, curriculum, instruction and or assessment practices for a student to become a successful learner
Includes accommodations and modifications
and individualized for students
Aids/Accommodations
What additional resources does the student need to gain access to the curriculum and have the best chance to succeed like their peers?
What has been used in the past?
Was it successful?
Does it need to be altered, changed, added or removed?
Modifications
Has the complexity of the material been modified?
Does it address a barrier described in the PLEP?
Does it affect the ‘intent’ of the grade-level standard?
Grade Band Extensions for DCAS-Alt 1 students
Accommodations/Modifications
The State Assessment is NOT a menu to decide what the student needs!
Accommodations and Modifications: Should be specifically designed for each student based on their
needs and desired outcomes
Are NOT a one-size-fits-all remedy
Should be reconsidered each year; NOT copied and pasted
Statement of Services
What specialized instruction is needed for the student to gain access to the general curriculum?
Where and how can this service be implemented?
How many hours per week does the student require the service?
Duration of the IEP 3 33 days per week 15 minutes per daySpecialized small group instruction focusing on reading comprehension
Setting:General Education
All explicit, specialized instructional services
utilized should be listed here!
Small Group Specialized Instruction for Social Skills.
Specialized Instruction for following the classroom rules.
Present Level of Performance (PLEP)
“The law requires that student’s present level of performance be indicated in a readily understandable way that is sufficiently precise to let us measure progress.”
-“BETTER IEPS” BY BATEMAN & LINDEN
Present Level of Performance
Present Levels of
Educational Performance
Unique Needs
Data Considerations
Academic Assessments
Non-Academic
Assessments
Last Year’s IEP
PLEP Phrase Examples
Vague Verb Phrases Specific Verb Phrases
Received a math score of 90 Can count to 25
Knows his letters Can verbally identify 23/26 letters
Can add Using a calculator, solves double-digit addition problems
Expressive language is at 27 Communicates wants and needs in 2-3 word sentences
Can read Can locate 2 -3 details in a reading selection
Knows fractions Can reduce equivalent fractions
Can measure Can use various types of measurement tools such as rulers, weights, and volume (liters)
Note: When writing a PLEP it may span across two grades. Therefore, consult LEA or SEA for guidance.
Where do I get the PLEP?
Prior IEP progress
Data collected on classroom assessments
RTI data, etc.
PLEP and Data Collection
Be sure that baseline data was collected to establish your PLEP.
Your PLEP’s language and data measurement need to match your annual goal.
Try to create a data sheet prior to writing a goal to make sure your goal is measurable.
“There should be a direct relationship between the PLEP and the other components of the IEP”
-Bateman and Herr
Annual Goal: When participating in classroom activities and before she becomes frustrated (screaming, crying, banging on desk), Donna will request a break, sensory activity or walk around the class 80% of opportunities needed.
PLEP: When participating in classroom activities and before she becomes frustrated (screaming, crying, banging on desk), Donna currently request a break, sensory activity or walk around the class 50% of opportunities.
Benchmark 1
Benchmark 2
Benchmark 3
Benchmark Options
PLEPB1:
Emergent portion of
skill(s)
B2:
Additional skill to be scaffolded
B3:
Either all skills at lower success % or another scaffolded
skill.
B4:
Goal
PLEPB1:
Lower prompting level
B2:
Even lower prompting level
B3:
Lower and lower prompting level
(-> independence)
B4:
Goal
PLEPB1:
¼ of way between PLEP
and Goal
B2:
½ way between PLEP and Goal
B3:
¾ way between PLEP and Goal
B4:
Goal
Specific
Measurable
Achievable
Results-focused
Time-bound
IEP goals should be…
Goals with SMART(S)
S. Specific- Are specific skills addressed that could be identified and duplicated by someone else?
M. Measurable- Can it be measured with quantifiable numbers? (Completion %, Opportunities, Frequency, etc.)
A. Achievable- Given a year’s worth of instruction, is it feasible for the student to be able to achieve them within a year?
R. Results-Focused- Do the goals focus on an end product or ability to be demonstrated? Does it relate to overall student improvement?
T. Time-Bound- Are there time limits set forth for the goal to be completed? (benchmarks, timed-assignment criteria, frequency duration)
S. Standards-based- Does the goal seek to teach the skills needed in order to access and achieve the Common Core State Standards for the student’s grade level?
A=AUDIENCE
B=BEHAVIOR
C=CONDITION
D=DEGREE
Data Without Tears Johnston, pg. 12-25
A=AUDIENCE
The “Who”
The audience is the learner or student
When given a topic of discussion, Tom will respond on topic to peer
and/or teacher questions with 90% accuracy.
B=BEHAVIOR
The “What”
The behavior must be written in terms of observable, visible actions
VISABLE OBSERVED COUNTED
SUMMARIZED EVALUATED=EXCELLENT,
SPECIFIC GOAL
Data Without Tears Johnston pg. 13
Observable Not Observable
Match feelings to an emotion on chart
Be aware
Will raise hand when needing to ask a question
Remain quiet
When frustrated will express emotion with room-level
volumeRespect authority
-adapted from Better IEPs, Bateman & Herr, p. 19
What does the behavior look like on a goal?
When given a topic of discussion, Tom will respond on topic to peer and/or teacher questions with 90% accuracy.
C=CONDITION
“Context in which you are expecting the student to perform the new skill or reduce the occurrence of the problem behavior.”
Special supports can also be shown here. Example: prompting strategies (use the prompt hierarchy and be specific)
Johnston pg. 15-16
Examples
Upon completing a structured work task…
When presented with a teacher-directed classroom activity…
When given a verbal prompt…
What does condition look like in a goal?
When given a topic of discussion, Tom will respond on topic to peer and/or teacher questions with 90% accuracy.
D=DEGREE
Degree is the criteria
“An effective goal or objective needs to state clearly what is considered to be acceptable performance.”
Data Without Tears Johnston pg. 19
Examples
Number correct
Within a given time period
Complete all steps
Percentage
Frequency
Duration
What does degree look like in a goal?
When given a topic of discussion, Tom will respond on topic to peer and/or teacher questions with 90%
accuracy.
Questions?
Today’s Objective
Part Two
Activity: Multiple Data Sources
Impact Statements
Unpacking Standards
Function of Behavior and Replacement Skills
Activity: Case Studies
Functional Behavioral Assessments
Behavior Support Plans
Developing Data Sheets
Activity: Practice Writing Measurable Goals
Academic
Grade-level Access skills
May be off grade level but are needed to access
concepts of the curriculum
Non-Academic
Life SkillsBehavioral
Goals
Vocational/Transition Planning
Goal Types
Present Levels and Goals: Instructional and Grade Levels
It is critical that the PLEP and annual goals include both the instructional AND grade levels. Why?
1. Instructional level alone does not meet the criteria of the general education curriculum.
2. Grade level alone does not meet the criteria of an IEP based on identified skill deficits.
Present Levels and Goals: Instructional and Grade Levels
The two levels together (instructional and grade) allow the student to make progress in the general education curriculum, while also addressing skill deficits (needs).
It is necessary to use grade level (particularly for outcome measures) in order to determine if what is in the IEP is appropriate.
Aligned with instructional level
Addresses foundational skills
Aligned with grade-level expectations
Can address learning how to use a support in order to complete grade-level content
Access vs. Grade-level Skills
Access Skills vs. Grade-level Skills
If Only Accommodating/Modifying Grade-level Material
Year 1 Year 2
Year 3
If Only Addressing “Access”/Instructional Level Skills
Year 1
Year 2
Year 3
Addressing BOTH Access and Grade-level Skills
Year 1
Year 2
Year 3
Balancing Exposure with Instruction
Instructional-Level Content
Enrolled Grade-Level
Content
Standards-based goals
Adaptation or Modification of
Grade-level Content
Grade-Level Standards
Access Skills
Accommodations & Specialized Instruction
Present Levels
“If educational research can
tell us anything, it is that
students are more likely to
learn something at school if
it is taught than if it is not.”-Walter C. Parker (1991). Renewing the Social Studies Curriculum.
3. What multiple data sources (including district or statewide assessments) are being used to create this IEP?
Unpacking State Standards
To unpack standards, indicators, or objectives means to identify the knowledge and skills embedded in them.
“Unpacking content standards is a proven technique to help educators identify from the full text of indicators and objectives exactly what they need to teach their students. ‘Unpacked’standards provide clarity as to what students must know and be able to do.”
- Ainsworth (2003)
Unpacking Standards
Begin with the content area and review the standards by grade
Identify “essentials” for that content and grade based on what students need for success – in school and in life for college and career readiness
When Unpacking State Standards
You should…
Circle the verbs(these are often the skills the student needs to know)
Underline the nouns
Name the context or topic
Unpacking Practice
http://www.corestandards.org/Math
Pick a standard from a student’s grade level in Math
Circle the verbs
Underline the nouns
Identify the context and topic
Discuss and describe what you learned about the standard with a partner (much like you would in an IEP meeting when describing the rationale for selecting a goal)
Unpacking the Standards Chart
Verbs/Skills Nouns/Concepts Context /Topic
Social Skills
Importance for Social Communication
Demonstrating empathy and sensitivity
Adjusting appropriate amounts of background knowledge to clearly communicate to a variety of partners
Reading non-verbal cues
Prediction of other’s reaction to your own social behaviors
Self-awareness and adjustment of one’s own actions
-JILL KUZMA, 2015
Some kids learn social skills from observation….others learn from systematic instruction or trial and error!
It may take some time for interventions to work so, don’t give up!
Social Skills Resources
http://jillkuzma.wordpress.com
www.socialthinking.com
Authors:
Carol Gray
Julia Cook
Mo Willems
Nancy E. Shaw
What are we measuring with a social skills goal?
The student’s skill level in a social context
Examples:
Increasing eye contact
Increasing interactions (e.g., greetings and salutations, answering questions from teacher or peer)
Increasing on topic, two way conversations
Increasing time spent with peers participating in reciprocal interactions or play
What are social skills you are currently working on in the classroom?
What social skills would you like to measure?
Behavioral Component of the IEP
Tier 3/Tertiary Interventions 1-5%•Individual students
•Assessment-based
•High intensity
1-5% Tier 3/Tertiary Interventions•Individual students
•Assessment-based
•Intense, durable procedures
Tier 2/Secondary Interventions 5-15%•Some students (at-risk)
•High efficiency
•Rapid response
•Small group interventions
• Some individualizing
5-15% Tier 2/Secondary Interventions•Some students (at-risk)
•High efficiency
•Rapid response
•Small group interventions
•Some individualizing
Tier 1/Universal Interventions 80-90%•All students
•Preventive, proactive
80-90% Tier 1/Universal Interventions•All settings, all students
•Preventive, proactive
Multi-Tiered Systems of Support
for Student Success
Academic Systems Behavioral Systems
Illinois PBIS Network, Revised May 15, 2008. Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at http://pbis.org/schoolwide.htm
Merriam-Webster defines behavior as:
a: the way a person acts
b: the manner of conducting ones self
Keep in mind: Behavior serves a function…
What does that mean for us, as educators?
What behaviors have you seen from students?
Positive
• Walking to and from class as expected
• High-fiving a friend• Raising a hand to
answer a question• Helping someone that
is hurt• Smiling at a teacher• Recycling or picking up
trash
Negative
• Ignoring a teacher• Spitting on the floor• Hitting a student or
teacher• Leaving the classroom• Use of profanity• Work refusal
Function of a Behavior
Gain something
(tangible, activity, sensory or attention)
Get away from something
(avoid, delay or terminate)
The ABC’s of Behaviors
Behavior always serves a function and is observable and measurable!
Antecedent Behavior Consequence
Triggers or what is
happening immediately
before
What the student does
Response to behavior
How do you identify a behavior for an IEP?
Keep this in mind….
What impacts the student’s growth in the general educational classroom?
What impedes the student the most?
What is the replacement skill that I want to teach the student?
Use data collected to make a data-driven decision!
Functionally Equivalent Replacement Skills
Think about the behavior’s function!
Gives you the same outcome as the challenging behavior
Increases the likelihood the student will use their new skill
Developing a hypothesis for the replacement behavior assists the team in selecting a function-based intervention/goal
-Dunlap, Iovannone, Kincaid, Wilson, Christiansen, Strain & English, 2010
What is a replacement skill could I teach for…
Outbursts
Aggression
Non-compliance
WHAT IS THE SPECIFIC BEHAVIOR AND IT ’S POSSIBLE FUNCTION?
Case Studies
Case Study #1
Clara loves school. Her teacher reports that she reads and comprehends on grade level and is eager to please and ready to learn. But Clara tends to disrupt the classroom by blurting out answers before she is called on and has difficulty waiting her turn. She interrupts others and intrudes on conversations with peers and adults. Students often laugh and roll their eyes in response to Clara. The teacher either praises or corrects her depending on the circumstance.
Case Study #2
Dan is new to the school this year and sits in the back of the classroom. He gets easily frustrated by schoolwork and uses profanity in the classroom. He even kicks the chair in front of him when he is frustrated with the task at hand. The whole class stares and the teacher sometimes give him less work so he doesn’t get as frustrated.
What behaviors in your class do you need to find a replacement skill or alternative skill can you address?
Functional Behavior
Assessment
Behavior Support Plan
Individual Education Program
• Describe observable behavior, collect data.
• Determine the conditions that trigger & reinforce behavior.
Functional Behavior
Assessment
• Teach/support appropriate, positive behaviors.
• Specify the intervention strategies.
Behavior Support Plan • Describe
behaviors in unique needs.
• Determine services to meet those unique needs (conditions needed or goal for improved
performance).
Individual Education Program
FBA Process
Who is part of the FBA process?
Student’s IEP
Team
Psychologist
School Counselor
All Teachers
ParentsRelated Arts
Related Services
Administration
Functional Behavior Assessment (FBA)
A Functional Behavior Assessment (FBA) is a systematic set of strategies that is used to determine the underlying function or purpose of a behavior, so that an effective intervention plan can be developed.
http://autismpdc.fpg.unc.edu/content/functional-behaviorassessment
Purpose of an FBA
To identify the antecedents and/or setting events that trigger the student to engage in challenging behaviors
To determine the function or purpose of the student’s inappropriate behavior
To ascertain the people, situations, items, and/or activities that reinforce the student’s behavior
Find a replacement behavior for the inappropriate behavior
When should an FBA be developed?
When the current intervention used is not effective or improving and become a disruption to the academic environment for the student and those in the classroom and been through other tiers of support.
IDEA requires an FBA whenever a child with a disability has his or her current placement changed for disciplinary reasons.
If needed when a manifestation meeting is held.
-Family and Advocates Partnership for Education (FAPE)
Behavior Support Plan
The plan to replace challenging behaviors with identified replacement skills identified during the FBA
process or determined by the IEP teams data.
BSP should include…
Definition of target behaviors
Summary of FBA (if needed)
Staff responsible for carrying out plan
Intervention plan
Antecedents and how we can prevent
Replacement behavior and how we will teach them
Reinforcement strategies
Data collection procedures
DATA COLLECTION
IEPS
FBA
Behavior Support
Plan
Where do I begin in writing my IEP goal?
Data Collection
Where?:
Benchmark reports/IEPs
Teacher made baseline data based on areas of need
Curriculum assessments
Evaluation of student performance
Creating a data sheet for your IEP goal
Data Collection
Begin collecting data from Day 1 of IEP implementation!
Benefits: Benchmark reports Evaluation of student performance Informs programs and decisions made for that
student’s educationHelps to answer any questions the parent or other
members of the IEP may have
-Bateman, 2015
Consider how often the IEP is being reviewed
Annually
Benchmarks
What growth is being made?
Is the progress insufficient?
What do I do with the data?
Analyze data on a regular basis
Determines student needs in the classroom
Helps team decide whether or not to increase or decrease interventions
Does the data show that your intervention or goal is benefiting the student?
What instructional strategies do I need to add or fade?
Example: Increased repetition, increased proximity, higher levels of reinforcement
Use your data
What does your data collection tell you about the student?
What behavior impacts this student the most?
Is this behavior something that all students are exhibiting (across the school or class) or is this unique to the individual?
You can use this data for your IEP goals!
Begin collecting data from
Day 1 of IEP implementation!
Writing an IEP for a target
behavior
SMART Goals
S. Specific- Are specific skills addressed that could be identified and duplicated by someone else?
M. Measurable- Can they be measured with quantifiable numbers? (Completion %, Opportunities, Frequency, etc.)
A. Achievable- Given a year’s worth of instruction, is it feasible for the student to be able to achieve them within a year?
R. Results-Focused- Do the goals focus on an end product or ability to be demonstrated? Does it relate to overall student improvement?
T. Time-Bound- Are there time limits set forth for the goals to be completed? (benchmarks, timed-assignment criteria, frequency duration)
A=AUDIENCE
B=BEHAVIOR
C=CONDITION
D=DEGREE
Data Without Tears Johnston, pg. 12-25
Case Study #3
Donna catches on to the subject at hand quickly. She answers questions by raising her hand and is usually correct. She does however have a hard time completing her work on time and has daily tantrums such as screaming or crying when things don’t go her way (wanted to do math instead of reading) or she doesn’t understand the assignment.
What behavioral goals would you like to address?
Let’s practice!
Each group should have 3 different goals:
Behavior, Social, Math or ELA
Have the reporter be prepared to share out at the end!
Let’s practice creating a data sheet tied to your goal!
Contact Information
Amy BrownUniversity of Delaware
Center for Disabilities [email protected]
302-831-6613
Niki RobertsUniversity of Delaware
Center for Disabilities [email protected]
302-831-6735
Resources for FBAs
Conducting School-Based Functional Behavioral Assessments, Second Edition: A Practitioner’s Guide by Mark Steege, T. Steuart Watson and Frank M. Gresham
Functional Behavioral Assessment, Diagnosis, and Treatment, Second Edition: A Complete System for Education and... by Ennio Cipani PhD and Keven M. Schock MA BCBA
Prevent, Teach, Reinforce: The School Based Model of Individualized Positive Behavior Support by Dunlop, Iovannone, Kincaid, Wilson, Christiansen, Strain & English
Functional Assessment and Program Development for Problem Behavior: A Practical Handbook by Robert E. O'Neill, Richard W. Albin, Keith Storey and Robert H. Horner
Resources for FBAs
http://www.behavioradvisor.com/FBA.html
http://cecp.air.org/fba/
www.behaviordoctor.org
www.educateautism.com/behavioural-principles/functions-of-behaviour.html
http://www.pbisworld.com/data-tracking/
Data without Tears: How to Write Measurable Educational Goals and Collect Meaningful Data by Terri Chiara Johnston
http://autismpdc.fpg.unc.edu/content/functional-behavior-assessment
Writing Measurable and Meaningful Behavior Goals for the IEP by Joseph D. Otter LMSW (power point)
Better IEPs by Barbara D. Bateman and Mary Anne Linden
http://www.northsmithfieldschools.com/what-specialized-instruction
Bateman, D (Director) (2015, March 11) What Principals need to know about IEPS. Lecture conducted form CEC.
Resources