Welcome toTertiary Training

Day 3!

Louisiana Positive Behavior Support Project

In conjunction with the

Louisiana Department of Education

Tentative AgendaDay 3

• Establishing Effective Behavior Teams

• Team Planning

• On-going Support and Monitoring

• Linking FBA to Person-centered planning (PCP) and Response to Intervention (RtI)

Establishing Behavior Teams

Teams Succeed When…

• Management supports the process

• They have been trained in the process

• All members have committed to the process

• They have established goals and expectations

• They adhere to team norms of behavior

Teams Succeed When…

• They have reached consensus on critical issues

• They have addressed interpersonal conflicts

• They have taken time to develop relationships

• When they have measured and evaluated outcomes

• When individual goals have not superceded team goals

• When they have actually implemented the plan

Principles of Collaboration

• Mutual trust and respect • Shared goals and objectives• Open communication • Effective conflict resolution• Trans-disciplinary process• Equity of task distribution• Consensus decision-making• Ongoing problem-solving

Ineffective Collaboration

• Highlight the student deficits• Designed to fit the student into a program• Heavy reliance on professional judgment

and decision-making• May ignore family and student goals• Select irrelevant short term goals• Based standardized assessment• May not include people responsible for

implementation

Group Issues: Goal Setting

Individual Goals• Why am I here?• What do I want to

accomplish?• How can I improve

myself?• What do I have to

offer?

Team Goals• What is our

purpose?• What do we hope to

accomplish?• How can this team

improve?• What can we offer

our focus individual?

Membership on Behavioral Support Teams…

• Who needs to be involved….– Members from all environments in which the focus

individual interacts– People who know the focus individual well and have

a vested interest– People who know supports and resources (and

methods of accessing them) as well as potential barriers

– Members to allocate personnel and fiscal resources

Team Members’ Roles

– Team Leader - starts the meeting, reviews the purpose of the meeting, facilitates the meeting by keeping the team focused on each step.

– Recorder - is responsible for transcribing the team’s responses on flip chart paper, transparency, etc.

– Timekeeper- is responsible for monitoring the amount of time available to discuss the case and keeps the team aware of time limits by giving “warnings” (i.e., 10 minutes left).

Records Reviews

• Review information generated apart from the functional assessment to obtain additional insights into factors affection the person’s behavioral. – Medical records– Psychological assessments– Developmental information– Previous interventions– IEPs and ISPs– Anecdotal records

District Teams

• Who is part of the district team?• What roles do they play?• How does the district and school

communicate regarding interventions and follow up?

• How can the district support the school?• How is the district going to ensure protocol

and regulations are being followed?

Team Planning

Team Activity

Action Plan

On-going Monitoring and Support

Purpose of On-going Monitoring

• Decreases in problem behavior

• Increases in positive behavior

• Achievement of broader goals

• Durability of behavior change

What Types of Questions Can Data

Answer?• Initial Assessment Decisions.

– What type of program is needed?– Which program?– Where do we focus our efforts?

• On-going Evaluation.– Is it effective?– If not, can it be modified?– Can it be faded/ended?

Data decision rules

• Define adequate progress before current intervention changed.

• Determined before you intervene.

• “Three Day Rule” - – deceleration: 3 consecutive days above

goal/aim line– acceleration: 3 consecutive days below

goal/aim line

Data Decisions

• Do nothing.• Step back.• Change criterion (date or level/rate).• Change instructional (antecedent) procedure.• Move to new phase of learning.• Move to new skill.• Change consequent procedures.

Monitoring Outcomes

What Information to Collect:• Increases in use of alternative skills

• Reductions in occurrence of problem behavior

• Positive side effects improved grades increased attention peer acceptance

Monitoring OutcomesWhat Information to Collect (cont.)• Improvements in quality of life

Increased participation in typical activities

Increased choice/decision making

Inclusion• Improvements in consumer satisfaction

Student

Family

Staff

Others• Improvements in health or well-being

Monitoring Outcomes

How to Collect Information• Interviews

Teachers Students Parents Service providers

• Informal anecdotal reports

Communication logs with parents Teacher progress notes

(Adapted from Meyer & Janey, 1989)

Monitoring Outcomes

How to Collect Information• Rating scales

• Student social skills• Opportunities for choice

• Natural documents• Report cards• Incident reports• Medical records• Placement records

• Direct observation • Frequency• Duration• Observation logs

(Adapted from Meyer & Janey, 1989)

Monitoring Outcomes

Broad Outcomes• Increases in new skills plus decreases in problem

behaviors with

planned maintenance

broadening quality of life goals

• Increased positive relationships with others

• Participation in school and community activities

• General health and well-being improved

• Individual’s and family’s increased level of satisfaction re: personal growth & development

Monitoring Outcomes

Specific Outcomes• Skills enable the individual to meet needs in a

socially acceptable manner• Reductions in the individual’s problem behavior • Revised plan to address acquisition of unachieved

skills • Revised plan to enable individual to decrease

problem behavior / increase new behaviorsSupport plan has been implemented in a

consistent manner Support plan hypotheses and support strategies

have been re-evaluated

Outcomes Self-Check• What data have we collected regarding this

student?• What data do we still need to collect?• Who needs to be involved in the collection and

analysis of this data?• What other resources do we need to be successful?• How do we share this with stakeholders?• What strengths do we have in this area?• What barriers are we experiencing related to

outcome data?

Action Plan

Cycle of Positive Behavior Support

PCP CurriculumFunctionalAssessment

Medical/Health

Hypotheses: Global and Specific

Multi-component Interventions

Data Analysis and Evaluation

EffectiveIneffectiveGeneralization/Maintenance

Self Check for Designing BIP’sSelf Check for Designing BIP’s

Proactive Strategies

1. Does the plan include antecedent & setting event modifications to prevent problem behaviors?

2. Does the plan include modifications to make desired behaviors more likely?

Self Check for BIP’s

Educative Strategies

1. Do consequences for replacement skills produce outcomes that are more effective or efficient than the problem behavior?

2. Do the replacement skills serve the same function as the problem behavior?

3. If the plan targets multiple replacement skills, are the ones that produce the most immediate effect for the person taught first?

Functional Strategies1. Does the plan include consequence strategies for (a)

strengthening alternative skills. (b) reducing the payoff for problem behavior, and (c) crisis management if necessary?

2. Are desired outcomes for the problem behavior reduced or eliminated?

3. Do general skills help the individual prevent problem situations from occurring?

4. Does the crisis management plan address three phases of the crisis

a) escalation b) eruptionc) de-escalation

Self Check for BIP’s

Self Check for BIP’s

Lifestyle Interventions

1. Does the plan include supports that will improve the individual’s quality of life?

2. Does the plan include long-term adaptations that will:

a) help the individual maintain new skills, and

b) prevent problem behaviors from occurring?

Overall

1. Are the intervention strategies logically linked to the specific and global hypotheses?

2. Does the plan reflect individual and family preferences?

3. Are all of the intervention strategies

a) age appropriate

b) acceptable for other people without disabilities

c) can the plan be carried out in everyday settings without stigmatizing the individual?

Self Check for Designing BIP’s:

Action Plan

When should Data Decisions Be Made?

• Natural cycles.– Weekly, monthly, quarterly, existing

meeting schedules.

• Level of system or detail addressed.– E.g., individual - daily or weekly.– E.g., school-wide - monthly, quarterly.

Evaluation of Performance

• Variability

• Level changes

• Trend directions

Purpose of Graphing Data• Provides a visual display of formative data.

• Show performance - monitor progress and decision making.

• Choose instruction and curriculum based on need (objectives).

• Evaluate effectiveness of instruction.

Components• Abscissa

– Horizontal axis - time (calendar or session).

• Ordinate– Vertical axis - dependent variable.

• Descriptive title– IV + metric + DV + participant(s).– e.g. “The effect of intervention Z on the

percentage of task steps completed correctly by ______”

Components, cont.

• Data points– Represents performance (intersects

time and DV).– Use different symbols if more than one

value (behavior) presented.

• Legend– Identifies data points

Components, cont.

• Phase/Condition Lines– Indicate change in intervention -

vertical lines at time point.

– Label change/intervention above section on graph.

– Two types of phase lines:• baseline data (before)• intervention data (after)

Graphing Conventions

• Do connect all consecutive data points.

• Do not connect non consecutive data points.

• Do not connect data points across phase lines.

• Use different symbols/connect lines is plotting more than one type of data point.

Graphing Conventions, cont.

• Label – All phases– All axis (DV/ordinate and

time/abscissa)– Legend– Descriptive title

The impact of Self-management on Aaron’s Talking-out in class

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Preferred Peer

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ABL

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BFunctional Analysis

ABL

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Observations

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Trend Line

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Aim Line

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Baseline Intervention

Caesar’s # of Inappropriate Talkouts per Minute

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Baseline Intervention

3 day rule violated

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Baseline Intervention1 Intervention2

Change Date

Aaron

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Observations

Single-subject design

• Group designs– Large sample which results in an average or group

performance. Typically reported in probabilities (p = .05).

• Single-subject designs– Small sample used to examine individual or small

group performance over time.

ABA or ABAB• Have three or four phases

– Baseline (A), intervention (B), baseline (A), and intervention (B).

• Can be easy to implement and manage.

• Must remove an effective intervention in order to demonstrate functional relationship.

Multiple baseline• Examine effect of intervention across multiple

behaviors, settings, participants without withdrawing intervention.

• Time consuming and difficult to manage.

• However, do not have to remove support. Or when support cannot be removed.– E.g., taught a student to read.

Changing Criterion• Gradual and systematic change in

behavior (either increase or decrease).

• Useful when change will be slow or only want to change frequency, rate, etc. (e.g., not remove).

• Monitoring on-going decision making can be time consuming.

Summary:Using data effectively

• Purpose

– Monitor progress.– Data based decision making.– Evaluate intervention effectiveness.

Action Plan

Linking FBA to Other Initiatives: PCP and RtI

What is Person-Centered Planning?

• Planning Process

• Assessment Tool

• Intervention

• Motivational Activity

• Team Building Process

Why is Person-Centered Planning so Important to PBS and FBA Process?

• Retains focus on the person

• Supports a team approach

• Broadens the level of analysis

• Changes participants

Why is Person-Centered Planning so Important to PBS & FBA?

(Continued)

• May make the FBA more inclusive and comprehensive

• Broadens the number of effective interventions

• Creates the best contextual fit

Characteristics of Person-Centered Planning

• Includes and focuses on the child and family

• Respects child, family and team members

• Gives priority to expressed choices and preferences of the child and family

• Results in creative solutions

Characteristics (Continued)

• Accesses typical community resources

• Creates an environment where everyone is a learner

• Individualizes support

• Seeks ideals

• Empowers the child, family, and team

Tool to address long and short range planning:

• Provides a timeline for achieving goals

• Utilizes group graphic techniques and involves a team of individuals committed to the focus person

• Takes 2-3 hours to complete

Planning Alternative Tomorrows with Hope

What is RtI?(Wing Institute, 2007)

• Systemic approach to addressing academic concerns for all students

• Data-based decision-making process

• One approach for determining eligibility for special education under SLD

RtI Framework(Twyman, 2007)

• Encourages a system for:– Identifying need– Identifying treatments– Measuring progress and outcomes– Evaluating teaching practices– Revising based on data

Components of RtI(Wing Institute, 2007)

• Multi-tiered approach

• Progress monitoring for both student performance and treatment fidelity

• Data-based decision-making

• Evidence-based interventions

What is Progress Monitoring

• Relies on frequent, systematic direct measures of performance– Curriculum based measures for assessing

academic behavior (e.g., DIBELs Aimsweb)

– ODR’s for assessing social behavior (e.g., SWIS)

Improving Decision-Making

Problem SolutionFrom

To ProblemProblem

SolvingSolution

Information

What is EBP?

• Likely effects of the intervention are known– Research suggest effectiveness (e.g.,

Simmons & Kame’enui, 2003)– Development v. evaluation distinction (e.g.,

Tywman, 2007)– Ethical obligation to implement intervention

with greatest potential (e.g., Wing Institute, 2007)

How do you know what to use?(Twyman, 2007)

• Continuum of Evidence– Program Development– Quantity of the evidence– Quality of the evidence

• Practical Questions– Is the evidence valid?– Is it important/relevant to situation?– Is it applicable to the learner?

What is New?(Daly, 2007)

• Intervention data can now be used to make eligibility decisions:– Includes child study assessment data– Functional behavior assessments– Direct assessment and behavioral observations

RtI presents a unique opportunity for educators toget it right…transdiciplinary integration of services

for students across a continuum that meets all students’ needs

Quality Decision-Making(Wing Institute, 2007)

Good Decisions Poor Decisions

Good Data Best outcome for students

Inevitable but correctable

Poor Data Lucky guess Worst outcome for students

Sample 3-tier Model(Hintze, 2007 and Sugai et al, 2005)

• Primary prevention– All students screened– Use progress monitoring for at-risk

students – Decide if move or not move to

secondary

• Secondary intervention– Research based supplemental

instruction– Weekly progress monitoring– Decision to maintain, back to

primary or move to tertiary

• Tertiary intervention– Intensive, individualized instruction– Weekly progress monitoring– Decision to maintain, back to

secondary

• Primary prevention– SW discipline– Common approach to discipline– Classroom management

• Secondary intervention– Brief FBA– Function-based targeted-group – Increased monitoring and

feedback• Tertiary intervention

– Comprehensive FBA– Intensive individualized BIP– Wrap-around support

Action Plan

On-line Resources

• Florida Center for Reading Research– http://www.fcrr.org

• Oregon Reading First– http://oregonreadingfirst.uoregon.edu

• Big Ideas in Beginning Reading– http://reading.uoregon.edu/curricula/

• Promising Practices Network– http://www.promisingpractices.net/programs.asp

On-line Resources, cont.

• National Institute for Literacy– http://www.promisingpractices.net/programs.asp

• National Center for Student Progress Mon.– http://www.studentprogress.org

• Wing Institute– http://www.winginstitute.org

• California Learning Resource Network– http://www.cirn.org

• Interventions in School Psychology– http://www.sp-ebi.org

Conclusion

• Although much research remains to be conducted on RtI, current evidence holds great promise for RtI offering:

• Delivery of more effective services than the current problem solving model(s)

• Delivery of services earlier than current practices

School Self-Assessment

Next Steps

• Spring Technical Assistance Day

February 5, 2009 @ LSU

• Site visit by project staff to assist, not to evaluate; we will ask for possible visit dates via email

• Continue to revisit & modify action plan

Contact Information

• www.lapositivebehavior.com

• Kara Hill karahill@lsu.edu• Wendy Allen wallen@lsu.edu • Michelle Botos mbotos1@lsu.edu • Leticia Sanders lsande9@lsu.edu

• 225-578-2298 or 578-8444