Diagnostic Centers California Department Of Education Behavior Intervention Case Manager (BICM) Certification Training Roger Hammond, Credentialed School.

DiagnosticCenters

CaliforniaDepartment

OfEducation Behavior Intervention Case Manager

(BICM) Certification Training

Roger Hammond, Credentialed School Psychologist

Presented by:

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Behavior Plan Practicum:Developing and Scoring High Quality

Behavior Plans

Co-Developed By:

Diana Browning Wright

&

Dru Saren

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Who am I?

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And who are you?

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Understand BICM Certification requirements The Regulations pertaining to Behavioral Interventions for Special Needs students The process for developing compliant and effective Positive Behavior Support Plans The process for conducting an FAA The role of the BICM in developing Positive Behavior Intervention Plans and supporting the IEP team

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Agenda:

See handout

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The Regulations

Behavioral Assessment Functional Analysis Assessment (FAA) Serious Behavior Problems and

Behavioral Emergency Procedures Role of the BICM and IEP Team

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Decision Making

See flow sheets- Behavior Plans in California

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Underlying Principles and Foundations

Behavior Support Plan Why?

It’s the Law

It is best practice

It improves outcomes

It increases staff morale

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IDEA 2004

Behavior impeding learning of student or peers

Strategies, including positive behavioral interventions, strategies and support

Public agency shall ensure that each teacher and provider is informed of their specific responsibilities to accommodate, modify and support….

45 day school placement: services to be sure behavior doesn’t reoccur

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Behavior Support Plans

For whom?

Any student who needs one!

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Behavior Support Plans Who makes up the team?

Everyone relevant to the implementation

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What Behavior Support Plans?

Positive Behavior Support Plans (PBSP): Developed when behavior is “impeding learning”

Positive Behavior Intervention Plans(PBIP): Developed when there is “serious behavior” which includes•Assaultive•Self-injurious•Serious property damage•Other pervasive maladaptive behavior

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Behavior Support Plans Remember California’s Ed Code on behavior for

students with disabilities We must also use all 4 Faa/pbip forms when:

• the IEP team says the behavior is “serious”

• a BICM has supervised or

conducted an FAA

• a PBIP is recommended• See section 9 for the forms

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Coversheet – Section 1: 16

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Three Options for Using the BSP-R

1. IDEA/504 - Use the BSP as an attachment

The BSP is used to designate the positive behavioral supports required when “behavior is impeding learning” under Federal I.D.E.A.

This BSP attaches to an IEP or 504 plan for students with exceptional needs.

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Three Options for Using the BSP-R

2. Best Practices-Student Assistance Teams - Use the BSP as a stand-alone The BSP is used by the student assistance team to designate the positive behavioral supports for any student with behavior support needs.

This BSP attaches to any team notes to be given to implementers.

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Use BSP-R as the “Core” Behavior Plan

3. High documentation required: e.g., California’s FAA and PBIP, California Requirement - Combine with other 3 Sections

The Core Behavior Plan combines with the other 3 sections to become a complete FAA-PBIP that complies with California Ed. Code for “serious behavior”

“Serious” behavior is defined in CA Ed. Code as:- Assaultive- Self- injurious- Severe property damage- Other Pervasive, Maladaptive Behavior

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Grounding Principle

NO intervention will work if implementers don’t genuinely care about the student & the student believes that.

Implementers must show they care for the student or no behavior plan will work.

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Focus on…

SUPPORT

vs.

Management

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Focus on…

FUNCTION

vs.

Consequences

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Focus on…

ANTECEDENTS

vs.

Consequences

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Focus on…

TEACHING

vs.

Controlling

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QUALITY BSPs

All effective plans address both the environment and the function of the behavior

• Change environments to eliminate the need to use this behavior

• Teach alternative, acceptable (replacement) behaviors which allow student to get or reject something.

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Multiple Purposes for a Scoring Guide

Use to train staff on the key concepts of applied behavioral analysis

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Multiple Purposes for a Scoring Guide

Use to improve the quality of BSPs AS they are being written

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Multiple Purposes for a Scoring Guide Use when a BSP has not been successful.

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Multiple Purposes of a Scoring Guide

Use to keep proper focus balance between positive behavioral interventions and potential future disciplinary considerations.

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Symbols Let’s review what the BSP should embody to achieve Positive Behavioral Support:

principles

key concepts

requirements

methods

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What ISthe Positive Behavior

Support Process ? A data-driven team approach with built-in accountability

• Follows a carefully look at the context of the problem behavior • Hypothesizes why the behavior is occurring. • Develops a plan to teach the student a replacement behavior and new

skills• Changes environments to match student needs• Involves people who really care about the student• Develops a written plan capturing the team’s decisions and methods

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Positive Behavioral Support Principle:

Behavior serves a purpose for the

student. All behaviors, including problem

behavior, allow the student to get a need

met (i.e., behavior serves a function).

Although all functions are legitimate and

desirable, the method or form of the

behavior may require alteration.

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Key Concept:

This behavior has worked in the past,

or it is currently working to either:

1) get something the student desires or

2) avoid or protest something the student

wishes to remove.

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Requirement:

A behavior plan must identify the

function of the problem behavior.

This is necessary in order to develop a

plan that teaches an alternative

replacement behavior that serves the

same function.

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Method:

Observing the student in the problem

situation and interviewing others who

are frequently present when the

problem occurs is required.

Focusing on the student’s facial expression

and the response of others often yields

cues as to what the function of the

behavior may be.40

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Examples of functions of behavior:

Billy

Billy throws his work on the floor

because it is hard work for him.

When he does this, his face

shows anger and frustration.

His actions are a protest.

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Dolores

Dolores giggles and disrupts peers around her because she enjoys the attention and reactions she gets and her face shows pleasure and excitement.

Her actions are to get social attention, even when that attention from peers is one of displeasure and disapproval.

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Bruce

Bruce uses swear words not related to what is going on around him. His face shows pleasure and excitement and he uses these words as a method of starting a conversation, e.g., his peers immediately tell him not to use these words and start conversing with him about the use of appropriate language.

His actions are to get social interactions started.

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Behavior is related to the context/ environment in which it occurs.

Key Concept:

Something is either present in the environment, or NOT present in the environment which increases the like-lihood the problem behavior will occur.

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Requirement:

The behavior plan must identify what

environmental features support the

problem behavior. This is necessary in

order to know what environmental changes

will remove the student’s need to use the

problem behavior to achieve something he

or she desired.45

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Method:

Observing the student in the problem

situation and interviewing others who are

frequently present when the problem

occurs is required. Focusing on everything

going on around the student, the nature of the

instruction, interactions with and around the

student, and the work output required by the

curriculum is necessary to understand why the

student uses this problem behavior in that

particular place, at that time.

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Examples of context/environment impact on problem behavior:

Billy

Billy has NOT YET received

support to complete difficult

work. He throws math

or reading worksheets that

appear long and hard to him

on the floor.

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Dolores

Dolores has NOT YET received direct instruction on how to appropriately make and keep friends. Her peers reinforce her behavior inadvertently by their strong responses. Her peers have neither learned how to reinforce her for appropriate behavior, nor learned how to change their loud expressions of disapproval in response to Dolores’ behavior.

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Bruce

Bruce has NOT YET received instruction on how to initiate social conversation without the use of his attention-getting swear words. His peers have not learned how to direct Bruce to use the alternative method of attention-seeking rather than giving him attention by correcting him for his attention-seeking behaviors. They will be important in shaping a new behavior.

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There are two strands to a complete behavior plan.

Key Concept:

Changing behavior requires addressing both the environmental features (removing the need for use of problem behavior to get needs met) AND developing a replacement behavior (teaching a functionally-equivalent behavior that student can use to get that same need met in an acceptable way).

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Requirement:

A complete behavior plan must address

both strands: make environmental changes

that support acceptable behavior, AND

specify how to teach or elicit functionally

equivalent acceptable behavior and new

skills.

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Method:

Writing an effective two strand plan requires a collaborative team that includes plan implementers and other important, supportive people in the student’s life such as family members, any agency personnel (e.g., social workers, mental health providers, probation officers) and of course the student if his/her participation is possible.

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Examples of two strand, complete approaches:

Billy

Billy’s team decided, and his teacher agreed, that she will alter his assignments so that hard work will not appear overwhelming to him (remove need to protest). Billy will be taught an acceptable protest for work that appears difficult, such as calling the teacher over and telling her the work appears long and hard (functionally-equivalent alternative behavior).

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Dolores

Dolores’ team, decided she will receive instruction on how to make and keep friends. Her peers will receive instruction in how to calmly redirect her to use appropriate interactions to achieve their brief expressions of approval (remove need to get social attention in maladaptive ways). Dolores will learn brief interactions during work periods that result in social approval from her peers, yet do not disrupt others (get social attention with functionally-equivalent alternative behavior).

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Bruce

Bruce’s teachers will provide collaborativelearning opportunities that allow Bruce to be in sustained social interactions with his peers (removes need to use swear words to start a social interaction). Bruce will be taught specific social interaction initiation techniques and his peers will be taught how to prompt him to use these techniques (functionally equivalent ways of starting a social dialogue).

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New behavior must get a pay-off as big or bigger than the problem behavior.

Key Concept:

To achieve maintenance of a new behavior, it must be reinforced.

Reinforcement is actions we take, privileges or tangibles we give, that the student really wants to get, and therefore he/she does the behavior again and again to get that reinforcement.

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Requirement:

The behavior plan must specify reinforcement for the new functionally equivalent behavior.

The behavior plan may also wish to specify general reinforcement for positive behaviors as well. Often a general lack of reinforcement available for following class rules will increase a wide range of problem behaviors. When reinforcement is given to all students for a wide range of positive behaviors, dramatically decreases in problem behaviors occurs.

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Method:

Find out what the student typically seeks in the environment.

Ask the student and observe him/her in the situation or have the student complete a “reinforcement survey” of things s/he would want to earn. Does she like computer games? Adults to praise her work? Opportunities to be first in line? Make access to the reinforcer you discover contingent on performing the desired behavior. Parental reinforcement for progress should also be considered.

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Examples of Reinforcement of Replacement Behavior:

Billy

Billy’s teacher will praise his use of the new form of protest behavior his behavior plan suggests, i.e., calling her over to tell the teacher the work looks hard. (Efficacy evidence: Billy’s classroom and home behavior shows he is really pleased by any positive attention from adults.) She will also send home daily report cards describing his use of the new behavior and Billy’s parents will amply praise his new skill at home. 63

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Dolores

Dolores’ circle of friends will meet daily for 5 minutes at recess to praise Dolores for her quiet, quick checking in with them during a work period that does not disrupt work. Dolores and her friends will all receive points toward lunch with the teacher for their teamwork and support of each other. (Efficacy evidence: Dolores and her friends chose this reinforcer at the beginning of the intervention, telling the teacher how much they wanted the opportunity to be in the “lunch crew” they had observed other students earning). 64

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Bruce

Bruce’s friends will award him “friendly talking” points and a “high five” gestural acknowledgement each time he tries to start a conversation using the language scripts he has been taught. The teacher will allow Bruce to choose from a menu of tangible and activity reinforcers for every 10 points earned. (Efficacy evidence: Bruce loves the high fives from adults and peers and says he wants to earn the variety of reinforcers on the list).

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Implementers need to know how to handle problem behavior if it occurs again.

Key Concept:

The behavior plan must specify reactivestrategies across four stages:

1) Beginning stage: Prompting the alternative replacement behavior;

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Key Concept:

The behavior plan must specify reactive strategies across four stages:

2) Mid-behavior stage: The problem behavior is fully present and now requires staff to handle the behavior safely through an individualized, careful deescalating of the behavior. This might include specific techniques, calming words, presenting of choices, distraction, and redirection. Each technique will likely be unique to the student. What has worked in the past is important to discuss. Some staff deescalate the student better than others and this should be considered.

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Key Concept:

The behavior plan must specify reactive strategies across four stages:

3) Problem-solving/Debriefing stage: Debriefing with the student is to review what happened, practice the alternative behavior again, and plan what to do next.

4) Required consequences stage: Clearly written consequences or other team determined actions because of the behavior are important, e.g., school and district disciplinary required actions; calling parents; notifying probation department; attendance at special seminars, detention, and so forth.

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Requirement:

All implementers must be clear on specifically how to handle behavior to assure safety of all and that the intervention matches the stage of escalation.

Method:

The behavior team will need to discuss what has worked in the past to alter the problem behavior, and what interventions are required at all four stages of problem behavior.

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Example of reactive strategies:

Billy

Billy’s Behavior Support Plan includesthe four stages of reactive strategies as follows:

Howard Knoff, Stop & Think Social Skills Program, www.sopriswest.com

1. Beginning Behavior Stage: Use gestures Billy has been taught that are cues to Billy to use the alternative protest, i.e., call the teacher over to protest hard work. Follow the “Stop and Think” gestural system taught to teachers and students at this school.

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Billy

Billy’s Behavior Support Plan includes the four stages of reactive strategies as follows:

2. Mid-behavior Stage: Increase proximity to Billy, point to the work on the floor, get on eye level, use calm voice requiring work to be replaced on desk, wait patiently for compliance and praise in accordance with the teacher training on “4 step procedure-One Minute Skill Building.” If Billy is too agitated to work, invite him to take a “Time Away” in a specified classroom area. Praise his return when he is ready to work. 73

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Billy


3. Debriefing Stage: Ask Billy why he chose the old form of protest rather than his new alternative. Have Billy help fill out the daily report card communicating the poor choice he made and what Billy and the teacher will do next time to help assure the new behavior to protest is selected.

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Billy’s Daily Report Card

DAILY REPORT CARD

NAME: Billy

DATE: 1/06/04

TEACHER: Mrs. Wright IMPORTANT BEHAVIORS: YES NO

COME TO CLASS ON TIME? x

BRING SUPPLIES? x

WORK WITHOUT DISRUPTING OTHERS IN CLASS?

X 2 reminders

ASK FOR ASSISTANCE WITHOUT DELAY? X 1 reminder SPEAK COURTEOUSLY? x

COMPLETE AN ADEQUATE AMOUNT OF WORK? x

QUALITY OF WORK PRODUCED WAS ADEQUATE? x

OTHER: steady progress made today using alternative behavior

TOTAL POINTS 5

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Billy


4. Consequences Stage: If the behavior escalates to loud swearing, Billy will be sent to the counselor to complete a written process, “My Inappropriate Behavior,” which may or may not result in a suspension or other school disciplinary procedures given by the Vice Principal for the disruptive behavior.

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Billy’s “My Inappropriate Behavior” (see handouts)

Student Billy Date 1/09/04 Assisting Staff Mrs. Wright

Thinking About My Inappropriate Behavior

1. When did my inappropriate behavior happen? Where was it and who was present at the time?

“Mrs. Wright’s 3rd period at my desk, everyone was there.”

2. What bad choice did I make? (Undesirable behavior)

I said, “I hate this class and I’m not going to do any work. Then I refused to talk to Mrs. Wright.”

3. What negative outcomes might occur (or did occur) if or when I use this unacceptable behavior?

“I won’t get any work done. I won’t learn the lesson. I won’t get a good grade and I won’t get my points.”

4. What could I have done instead? (put an X by the one(s) you might do next time if a similar situation occurs)

X 1. “I could have asked Mrs. Wright to help me.” 2. “I could have put my head down. 3. “I could have asked to see the counselor.”

5. What might happen that is positive if I choose an appropriate behavior to handle my problem?

“I could have finished my work, learned about multiplication and earn all my points.” 77

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On-going communication needs to be between all important stakeholders in the student’s life.

Key Concept:

The behavior plan must specify who communicates with whom, how frequently and in what manner. Two-way communication between message senders and recipients is important.

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Requirement:

The communication needs to be frequently enough to result in the continuous teaming necessary to achieve success.

Method:

Communication ideas: sent home in writing, through messages on email or voice mail, through posting on a teacher’s answering machine in school (if information can be communicated in codes to assure confidentiality) or face-to-face.

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Example of Communication between important stakeholders:

Billy

Billy’s team decided on the following communication provisions:

1. Communication between: parents, teacher, school counselor, therapist from Department of Mental Health, school principal

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2. Frequency:

a. Daily: Report card on use of replacement behavior will be sent home; parents report back on praise or other reinforcers for accomplishment they gave Billy each day.

b. Weekly: Teacher will send weekly summary of Billy’s behavior to principal, school counselor, parents and therapist through email

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2. Frequency:

c. Per Incident: Episodes of protest that include throwing furniture or loud swearing will be reported to the school counselor, who will debrief and send “My Inappropriate Behavior” analysis sheet to the principal, therapist, family, teacher. Therapist and parents will communicate any discussions with Billy about the incident which have yielded important insights about future interventions to counselor, who will inform others as needed.

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3. Manner:

a. Daily: written report hand carried by Billy to parents

b. Weekly: email summaries using a report chart

c. Per Incident: paper copy to principal, teacher. Email scanned copy to therapist, family

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What does the BSP QE measure?

Extent to which this plan reflects a team developed plan in alignment with principles of behavioral change from the field of applied behavior analysis

Those are the behavior

change principles we just

reviewed !

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What the QE does NOT measure

Whether the new behaviors, interventions, environmental changes, and reinforcers fit

the student Whether this plan is

developmentally appropriate

for this student

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What the QE does NOT measure Whether the hypothesized function is correct Whether the plan was or will be implemented

consistently and skillfully

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The BSP QE Analysis Areas

_____ A. Problem Behavior

_____ B. Predictors of Behavior

_____ C. Analyzing What is Supporting Problem Behavior

_____ D. Environmental Changes

_____ E. Predictors Related to Function

_____ F. Function Related to Replacement Behaviors

_____ G. Teaching Strategies

_____ H. Reinforcement

_____ I. Reactive Strategies

_____ J. Goals and Objectives

_____ K. Team Coordination

_____ L. Communication

_____ Total Score (X /24) 87

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The BSP QE Analysis Results Fewer than 12 points = Weak Plan

This plan may affect some change in problem behavior but the written plan only weakly expresses the principles of behavior change. This plan should be rewritten.

13 – 16 points = Underdeveloped Plan

This plan may affect some change in problem behavior but would require a number of alterations for the written plan to clearly embody best practice. Consider alterations.

17 – 21 points = Good Plan

This plan is likely to affect a change in problem behavior and elements of best practice are present.

22 – 24 points = Superior Plan

This plan is likely to affect a change in problem behavior and embodies best practice. 88

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Area Eval-uated

& BSP

Line

A-L

Scoring Criteria

0-2

Actual

Examples

Student who refuses to do work

Key

Concepts

Clarify scoring or extend

your understanding

Layout of the Scoring Guide

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Scoring SuggestionsLook at the criteria for 2 first.

If it’s not met, look at 0. Figure a 1 from there.

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Components to Evaluate Scoring Examples:

All examples below relate to the same student and same behavior

Key Concepts

B. PREDICTORS OF BEHAVIOR (line 5)

Predictors (Triggers) of problem behavior(s) present “What are the predictors for

the behavior?”

2 = Predictors described with at least one detail, e.g., time, place, people present or absent, task difficulty, specific curricula, etc.

1 = Predictors described with no

details, e.g., time, place, people present or absent, task difficulty, specific curricula, etc.

0 = No specific predictors of problem

behavior, or only predictors from other environments

2 = “Requested to do work: after recess, by himself, when there is a substitute teacher, for any seatwork that is longer than 10 minutes.”

1 = “Requested to do work.” 0 = “Anytime,” or “His parents won’t

take him to counseling,” or “He doesn’t get along with his brothers.”

When can you most expect the behavior to occur? Be as specific as possible.

By identifying predictors, you have clues necessary to find why the behavior is occurring.

Sometimes the predictors will be obvious to casual observations and interviews; other times data collection will be necessary.

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Scoring Problems When there is lots of extraneous information,

such as curriculum adaptations not relevant to the problem behavior

IGNORE IT!!

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Components to Evaluate Scoring Examples:

All examples below relate to the same student and same behavior

Key Concepts

C. ANALYSIS OF WHAT SUPPORTS THE PROBLEM BEHAVIOR IS LOGICALLY RELATED TO PREDICTORS (line 6 links to 5)

Identified antecedent environmental variables influencing behavior “What supports the student

using the problem behavior, i.e., What is in or missing in the environment and/or the instruction” AND “Any current predictors for behavior?”

2 = The features of the environment (line 6) are logically related to the identified predictors (line 5)

1 = Features of the environment,

whose absence or presence affect the behavior, are identified (line 6) BUT are not logically related to the identified predictors (line 5)

0 = What is described as supporting

problem behavior (line 6) is not a feature of the environment described as predictors (line 5)

2 = Missing in Environment: “The classroom has not yet been

structured to provide peer buddy during seatwork.” (line 6) is logically related to predictor listed, e.g., “whenever he is required to work alone, without peer support.” (line 5)

Present in Instruction: “He expresses the desire to work

on his own”(line 6) matched with “an adult closely monitors each seatwork task” (line 5)

1 = Missing in Environment: “The classroom has not yet been

structured to provide peer buddy during seatwork.” (line 6) is not logically related to predictor listed, e.g., “after he has been with his non-custodial parent on the weekend.” (line 5)

0 = “His older brother supports his

acting tough at home,” or, “Nothing, he should take responsibility for his work like everybody else.”

It is not enough to describe the situation or predictors of problem behavior. (line 5) The team must analyze what it is about that situation that results in the likelihood of problem behavior. Example: “He acts out every math class” is not enough. (line 5) “He acts out during math class because math is hard for him and accommodations have not yet been implemented” established the logical link. (line 6) Line 6 is the summative statement that drives development of interventions to address environmental conditions. The purpose of environmental changes are to remove the need for the student to use this problem behavior.

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Scoring Problems

“Logically related” means that you can grasp the connection between the items.

DON’T OVERANALYZE!

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Scoring Suggestions Score leniently if you have reason to believe

that the principles and key concepts are there.

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Scoring Problem Writing a “gold standard” goal and objective in the

era of accountability 6 Key Components for Scoring A Complete Goal

or Objective

1) observable and measurable,

2) specifies what the student will do,

3) by when will criteria be reached,

4) under what conditions,

5) at what level of proficiency,

6) how and by whom mastery will be measured

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Example Goals: What is the score? Mike will stop fighting on the playground By 1.04.03 Mike will use appropriate

behaviors on the playground By 1.04.03 Mike will substitute

appropriate behaviors (seeking help, walking away or verbally problem-solving as taught by the counselor) in lieu of physical aggression as measured by counselor observations and recording on an IEP team designed record sheet for 90% of yard observations.

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Activity Scoring “Ralph’s” BSP

• gang affiliation• threatened peer• expulsion consideredbut didn’t “pass” manifestation determination• placement changed

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Functional Analysis Assessment(FAA)

Data Collection

Participants in this section of the training will focus on the student they identified for data collection from Training Day 1

Review of Supplemental Handout packet

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Functional Analysis Assessment

Reviewing records

History of the behavior

Analyzing previous interventions

Correlating the impact of Variables over time

Establishing a Learner Profile-Assets and deficits

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Interviewing Key Personnel

History of the Behavior

Analyzing Previous Interventions

Discovering Impact Factors

Clarifying Learner Profile

Charting schedules and routines

Reinforcement Surveys

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Observational Data

Frequency Data

Temporal Data

ABC data

Depicting the Data-Graphs and Charts

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Functional Analysis Assessments

Analysis of Data

Finding the Patterns

Generating Hypotheses-Linking the ABC’s to the Function

Creating probes to test the hypothesis

Developing an Assessment Plan

Diagnostic Centers California Department Of Education Behavior Intervention Case Manager (BICM) Certification Training Roger Hammond, Credentialed School.

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