Steve Vitto Functional assessment and meeting mechanics presentation
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““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
Setting event Antecedent Response Consequence
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
Setting event Antecedent Response Consequence
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
Sarah
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)= 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
ProblemSpecification
BrainstormCluster/Prioritize
ImplementationVariables
AssignResponsibilities
Adapted in part from
Allen, S.J. & Graden, J.L. (1997).
>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
ProblemSpecification
Brainstorm Cluster/Prioritize
ImplementationVariables
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
ProblemIdentification
ProblemSpecification
BrainstormCluster/Prioritize
ImplementationVariables
AssignResponsibilities
Adapted in part from
Allen, S.J. & Graden, J.L. (1997).
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
ProblemIdentification
ProblemSpecification
BrainstormCluster/Prioritize
ImplementationVariables
AssignResponsibilities
Adapted in part from
Allen, S.J. & Graden, J.L. (1997).
Behavior Intervention Plan
Assign Responsibilities(5 minutes) Team Process Roles and Functions Developing Action Plan
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