Evidence for Effective Practical FBA & BSP Trainings for School Personnel Sheldon Loman, PhD 9 th Annual Conference on Positive Behavior Support March.

Evidence for Effective Practical FBA & BSP Trainings for

School Personnel

Sheldon Loman, PhD9th Annual Conference on Positive Behavior SupportMarch 15th, 2012Contact: [email protected]; www.practicalfba.pbworks.com

Who’s here?

o Administrators?o Teachers?o Paraprofessionals?o Behavior Specialists?o Higher Education Members?o Other related services? o Others?

Special thanks to: Kristy Lee Park, Chris Borgmeier, Kathleen Strickland-Cohen, &Rob Horner

Concern

As schools adopt Tier 2 and Tier 3 supports, the behavior specialists in the district are often overwhelmed with requests to conduct functional behavioral assessments and building behavior support plans.

Basic Message:

Any time you feel overwhelmed the answer is likely to include investing

in the training of others.

Goals• Propose an approach for making FBA/BSP a practical part of

behavior support in all schools.

• Define how to teach typical school personnel to conduct “Practical FBAs and BSPs”

• Present documentation that basic FBAs are valid for use in building behavior support plans.

• Present preliminary data on the efficacy of a practical training of function-based interventions

• Present How Schools are Using these Practical Approaches

A primary goal of FBA is to….• guide the development of effective positive

interventions based on the function of the behavior (e.g. tangible, escape, attention, automatic; Horner, 1994).

FBA is….

• an empirically supported practice that has been demonstrated to improve both the effectiveness & efficiency of behavioral interventions in schools

• Blair, Umbreit, & Bos, 1999; Carr et al., 1999; Ingram, Lewis-Palmer, & Sugai, 2005; Lee, Sugai, & Horner, 1999; Newcomer & Lewis, 2004.

Filter & Horner, 2009

Ingram, Lewis-Palmer & Sugai, 2005

Newcomer & Lewis,

2004

Challenges schools face today are not finding what works, but implementing what works. Fixsen, Naoom, Blase, Friedman, & Wallace, 2005

• Since 1997 FBA has not been implemented widely in schools.• Not due to lack of knowledge, but to practicality of use

District Behavior Support Specialist

Support Teams

building behavior support

plans from Assessme

nt informatio

n

Train 1-2 people per school to conduct “basic”

FBA & BSP

Train and coach

PBIS at all three tiers

“Logical Flaws” of FBA use in public schools (Scott et al., 2005)

• FBA is used mainly as a reactionary approach.• opportunity is lost to utilize FBA technology to develop

interventions that address minor behaviors that usually precede more serious problems.

• FBA is restricted to set of procedures used by “experts”• The rich supply of information from people with whom the

student interacts with the most is lost.• FBA is restricted to rigorous procedures that are unrealistic for

public school settings.• Disincentive for using FBA technology. • Cynicism as to the practicality of FBA .

“Scaling Down to Scale up”• Scott, Alter, & McQuillan (2010)

• In order for FBA to be applied in typical classrooms we need to simplify the practices associated with effective FBA

• It is essential to use straightforward language, rationale, and examples of how FBA can be applied in the context of classroom

14

Proactive…Parsimonious…Practical FBA in schools

• Proactive parsimonious procedures required to create an effective behavior support plan.

• Given the time & resource constraints in schools, we must encourage schools to “work smarter” to develop capacity to implement technology to effectively support more students.

• Use Practical FBA procedures to develop capacity within a school to utilize FBA technology.

Practical FBA Logic Model

School-wide Positive Behavioral Supports

80% of Students

Secondary Group

Supports10-15% of Students

Individualized Supports

5% of Students

Overwhelmed Behavior SpecialistAKA: “Fire-fighter”

Personnel with “flexible” roles conduct proactive Practical FBA to expand the scope of FBA, prevent intensive problem behaviors, & decrease reliance on specialist.

Current Issues and Needs in Your District…

• Do people already know how to do FBA in your schools?

• Can a district leader teach FBA procedures in a reasonable amount of time?

• Are the basic FBAs developed by school personnel valid for building behavior support plans?

• Do our school teams understand the CRITICAL FEATURES of function-based interventions ?

• Do we have materials that are practical and effective for use by district specialists?

Training Series

• 4 training sessions on conducting functional behavioral assessments (FBA) for students with mild to moderate behavioral problems in schools.

• The training series teaches participants to conduct interviews and observations in such a way as to precisely determine the relationship between student problem behavior and the context:– What the problem behaviors are.– When, Where, & Why a student’s problem behaviors occur.

• A summary of this information will help an individual student team develop effective behavioral supports that:

-prevent problem behaviors from occurring -teach alternative behaviors-& effectively respond when problem behaviors occur.

Practical FBA processD.A.S.H.

Define behavior in observable & measurable terms

Ask about behavior by interviewing staff & student-specify routines where & when behaviors occur-summarize where, when, & why behaviors occur

See the behavior-observe the behavior during routines specified-observe to verify summary from interviews

Hypothesize: a final summary of where, when & why behaviors occur 19

Session #1

Session #2

Session #3

Session #4

Format of Practical FBA Training Sessions

Objectives

Review

Activities

Checks for Understanding

Comments/Questions

Tasks

Key Points

Practical FBA vs Comprehensive FBA

Practical FBA Comprehensive FBA

For: Students with mild to moderate problem behaviors (behaviors that are NOT dangerous or occurring in many settings)

Students with moderate to severe behavioral problems; may be dangerous and/or occurring in many settings

What: Relatively simple and efficient process to guide behavior support planning

Time-intensive process that also involves archival records review, family-centered planning, and collaboration with agencies outside of school

Conducted by whom: School-based personnel (e.g., teachers, counselors, administrators)

Professionals trained to conduct functional assessments with students with severe problem behaviors (e.g., school psychologists, behavior specialists)

21

Focus of this training series

www.pbis.org

www.practicalfba.pbworks.com

Session #1: Defining & Understanding Behavior

• Overview of the Practical FBA training series and introduces concepts, examples, and practice opportunities for participants to learn how to:

(a) Define behavior (WHAT), (b) Identify events that predict WHEN & WHERE the specific behavior occurs(c) Identify the function of behavior (WHY), and (d) Construct functional behavioral summary statements

TASK: Find someone at their site whom they may conduct a practice interview with next week.

Always start with the Behavior1- Once you have defined the behaviors (the What)

2- & know the Where & When the behaviors occur #2 (Routine & Antecedents)

3- Then want to find out WHY (the outCome of the behavior…what happens right afterwards)

24

2

Antecedent/Trigger:

When _____ happens….

1

Behavior:

the student does (what)__

3

Consequence/OutCome

..because (why) ______

Rules for Defining Behavior

• Definitions of behaviors need to be:• Observable: The behavior is an action that can be

seen.

• Measurable: The behavior can be counted or timed.

• Defined so clearly that a person unfamiliar with the student could recognize the behavior without any doubts! 25

Functions that behaviors serve

26

ProblemBehavior

Obtain/GetSomething

Escape/Avoid

Something

SocialTangible/Activity

Adult

Stimulation/Sensory

Peer

What is the pay-off of the problem behavior?

Create a Hypothesis Statement for Johnny’s Behavior

After interviewing Mr. Smith and conducting several observations of Johnny in the third grade classroom, the team determined that during less structured class time (free time, cooperative group art projects, etc.), Johnny tears up his paper and stomps his feet. After Johnny engages in this behavior his peers laugh at him.

Routine: During __(some routine e.g.: _______________

27

Antecedent/Trigger: “When ..”

Behavior: “Student does..”

Consequence/OutCome: “Because..”

Peers laugh at him

Therefore, the function of the behavior is to:

get/avoid Peer Attention

Less structured class time

Third grade classroom

Tears up paper & stomps feet

Session #2: Investigating Behavior

• Review content from the first session

• Instruction, modeling, and practice opportunities in conducting FACTS interviews with staff and students

(modified from Borgmeier, 2005)

• Practice constructing behavioral summary statements from each interview.

TASK: Complete a practice FACTS interview with a staff member at school site.

Setting Events/“Set ups”

Antecedent/Trigger

Consequence/Outcome

ProblemBehavior

4 terms of Hypothesis/Summary Statement

Following events that

maintain behaviors of

concern

Preceding events that

trigger

Observable behaviors of

concern

Infrequent events that affect value of outcome

Select #1 Ranked Answers to Insert into Summary

Have Teacher Rate the Statement

Follow-up

ANTECEDENT(s): Rank Order the strongest triggers/predictors of problem behavior in the routine above. Then ask corresponding follow-up question(s) to get a detailed understanding

of triggers ranked #1 & 2. Environmental Features (Rank order strongest 2)

Follow Up Questions – Get as Specific as possible

1 X a. task too hard ___ g. large group instruction___ b. task too easy ___ h. small group work _X_ c. bored w/ task ___ i. unstructured time_X_ d. task too long ___ j. transitions ___ e. physical demand 2_X k. independent work 3_X f. correction/reprimand ___ l. with peers ___ m. Other, describe _____________________________________________________________

If a,b,c,d or e - describe task/demand in detail __writing sentences, paragraphs, letters, journals, etc. student cannot write because they don’t know how to read or spell fluently______________________If f - describe purpose of correction, voice tone, volume etc. _________________________________________________If g, h, I, j or k - describe setting/activity/content in detail ____Independent work involving writing or reading; works better in small groups if he doesn’t have to read or write_____________________________________________________________If l – what peers?

Make sure to ask follow-up questions in the right column of Antecedents & Consequences section

Session #3: Observing & Summarizing Behavior

• Review content from previous training sessions & practice interviews from week before

• Instruction & practice opportunities (using videos) for participants to conduct ABC observations of students within routines identified as settings in which the problem behavior occurs most frequently (based upon the staff FACTS interviews).

• Participants practice constructing summary statements based upon data from their observations to verify or modify summary statements derived from their FACTS interviews.

TASK: Complete a practice ABC observation at school site.

Videos used in training available from Sopris West: Scott, T. M., Liaupsin, C., & Nelson, C. M. (2005). Team-based Functional Assessment and Intervention Planning: A Simplified Teaming Process. Longmont, CO: Sopris West.

Practical FBA ABC FAQ

• How many times should I observe the student in the routine?• Observe until you are convinced (about 5

to10 occurrences of behavior OR 3 to 1 ratio verifying FACTS summary).

• You may have to go in on more than one day or period….but make sure you are going during identified routine.

• Need to be convinced your observation data are accurately representing situation

Session #4: Function-based Behavior

Support Planning • Review of concepts, skills from first three sessions• Review practice ABC observations & summarizing results• Provide opportunities for participants to practice the

skills that they have learned in conducting interviews, observations, and constructing behavioral summary statements

• Introduce the Competing Behavior Pathway and ideas for helping individual student support teams in designing function-based behavioral supports.

Competing Behavior Summary

Typical Consequence

Maintaining Consequence

Desired Behavior

Problem Behavior

Alternate Behavior

AntecedentSetting Event

Summary of Behavior

BEHAVIOR SUPPORTPLANNING

COMPETING PATHWAYS

Neutralize/eliminate

settingevents

Add relevant & remove irrelevanttriggers

Teach alternative

that is moreefficient

Add effective & & removeineffectivereinforcers

Summary of Behavior - ShaneSetting Event Antecedent Behavior Consequence

Teacher/Staff Interview Summary StatementAcademic Failure in previous class that day

Difficult tasks, any word problems & most math operations

Work refusal, doodling, not follow directives, yells at teacher, disruptive

Avoid math task, doodling, work refusal, sent to office

ABC Observation Summary StatementNegative relationship w/ teacher???

Teacher confrontation

Work refusal, doodling, yells at teacher, disruptive

Avoid teacher confrontation, avoid math task, to office

Final Summary of Behavior (move to Behavior Plan)Negative relationship w/ teacher & previous academic failure

1. Teacher confrontation

2. Math task

Work refusal, doodling, yells at teacher, disruptive

Avoid math task & teacher confrontation

Examination of Efficacy of Practical FBA

• To determine if staff with flexible roles in schools (e.g., counselors, administrators) can be trained to conduct FBA for students with mild to moderate behavior problems (i.e., students with recurring problems that do not involve physical aggression or violent behaviors).

• To determine the efficacy and acceptability of Practical FBA methods and tools with school personnel.

Methods: 3 Phases of the StudyPhase 1- Practical FBA training on FBA tools & methods provided

to 12 school professionals.-Pre- & Post-Tests of FBA knowledge

Phase 2- 10 of the 12 Trained participants conducted an FBA

according to procedures they were taught for one student within their school.

-Using Practical FBA tools: interviewed, observed, and hypothesized summary of student behavior.

Phase 3- Functional analyses conducted by researcher to test each participant’s hypothesis/summary statement

-Experimental manipulations to determine the efficacy of the Practical FBA training .

Pre/Post Training FBA Knowledge

0

20

40

60

80

100

Cohort 1 Cohort 2 Cohort 3 Overall

97% 96%87%

93%

Pre

Post

N=12

Overall Pretest M= 39.50% (SD=18.82%)Overall Posttest M= 92.55% (SD=7.22%)

Results: Phase 1

99% Inter-rater Total Agreement on 25% of tests.

39%

Acceptability Ratings

Equipped

me

Will

Use Aga

in

Sugg

est to

Others

Tools E

asy to

Use

Teach

er FA

CTS

Studen

t FACTS

ABC Form

Confident In

form In

terve

ntion

Time R

easo

nable

Overal

l Ben

efit

1

2

3

4

5

65.6 5.5

5.75.5 5.6

55.3

5.5 5.45.7

Agree

Results: Phase 2

N=10Strongly disagree

Strongly Agree

Comparison of Summary Statements Generated from Interviews

• 9 out of 10 of the summary statements hypothesized by the FACTS interviews with teachers were verified by results of experimental functional analysis.

• The one FACTS summary statement that was not verified by FA actually resulted in further clarification from the direct observation. • The school participant decided to use the results from the

direct observation which resulted in a function that was verified by experimental functional analysis.

Results: Phase 3

Participant 2Hypothesis: Access Adult Attention

1 2 3 4 50%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Control ConditionEscape ConditionAttention ConditionIOA

Sessions

Perc

enta

ge o

f Int

erva

ls w

ith O

ccur

renc

e of

Pro

blem

Beh

avio

rs

All 10 of the FAs confirmed the Hypothesis Statements

Contributions of Study• Use of Basic FBA v. Comprehensive FBA

• Proactive, Parsimonious, Practical

• School personnel can conduct “valid” FBAs for students with mild to moderate behavioral problems.• Usefulness & acceptability of training/tools

• Utility of FACTS interview tool, but implications of essential direct observation validation

• Ideas on how to organize personnel within a school/district to implement best practices

How hasPractical FBA been used? • Designed to be used by someone well-versed in FBA and

behavioral principles (e.g., behavior specialist, school psychologist) to train school personnel.

• Springfield Public Schools trained instructional assistants, teachers, principals, vice principals, counselors, and specialists from elementary, middle, and high schools (over 40 in attendance).

• Rural Virginia K-8 School District (20 teachers and staff)

Different Formats Used• Middle and High School Administrators and Counselors

• 4 sessions, 1.5 hours, 2 weeks apart

• K-12 educators – general education teachers, special education teachers, title reading teachers, classified employees• 5 sessions, 2 hours, 2 weeks apart

• Elementary teams – principals, counselors, school psychologists, special education teachers• 3 sessions, 1 half day followed by 2 sessions, 1. 5 hours, 1 week apart

District in Virginia 2011 – 2012 Plan for District-Wide Behavior Support

1. Provide Practical FBA Training for all teachers within the district2. From teacher self-nominations, provide coaching and feedback to

complete function-based interventions

Practical FBA Training

Day 1• Part 1: Defining Behaviors • Part 2: Assessments • Part 3: Summarizing Behavior Information

3-hourPractical FBA Training Results

Series10%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

16%

86%

PrePost

n=18 Teachers

Beyond Training to Professional Development• Teacher self nominations• FBA support

• Walked through DASH assessment procedures• Provide feedback on data assessment• 1-3 hours of direct coaching

From Practical FBA to Practical Training on Function-based Interventions

• The most important purpose of conducting FBA is to inform the development of Behavior Support Plans that directly address the FUNCTION of student behavior

What the Research says

• BSP’s in schools are not function-based, they are rarely related to the function of behavior identified in FBA

Blood & Neel, 2007; Etscheidt, 2006; Scott, et al., 2005; Van Acker, et al., 2005

• We need to continue to examine how we train school personnel and their ability to develop function-based interventions with fidelity

Blood and Neil, 2007; Scott, & Kamps, 2007

Steps in Behavior Support Planning

• Step 1: Develop Competing Behavior Pathway

• Step 2: Develop Behavior Support Plan• Step 3: Implementation Plan• Step 4: Evaluation Plan• Step 5: Follow-up Meetings to Review

Progress

Practical BSP Training:Identifying Function-Based InterventionsBorgmeier & Loman, in preparation

In One Hour Can We Train You to Identify Effective Behavioral Interventions for Challenging Students?

• Borgmeier & Loman, NWPBIS conferences in Oregon & Washington

59

Participants (n=361)

• NorthWest PBIS Conference Attendees• Oregon (n=150 & n=51)• Washington (n=46)

• Vancouver, British Columbia Training (n=22)

• School District in Washington (n=20)• Portland State University Students (n=72)

Participant Experience w/ FBA/BSP

Never Team Member Only FBA Dev. BSP Imp BSP Unsure/Missing

3%

29%

15%

4%

10%

27%

% of Participants

Pre-Test/ Post-Test Design

1 hour training + 15 min for

Pre & Post-test

Training format• Identify function-based interventions for:

• Alternate Behavior• Antecedent-Behavior-Consequence Interventions

• Training Sequence• Provide Rationale• Present Critical Features of Intervention• Model selection of Best intervention option w/ think-aloud applying

critical features• Practice w/ Partner & Review• Test (Forms Counterbalanced between groups)

Example Training Slides

Behavior Support Planning

Identify a range of interventions that address prevention (A), teaching (B) & consequences (C)

You may not use them all, but it is good to identify multiple interventions options across A, B & C

Start w/ Summary of Behavior from FBA

Maintaining Consequence & Function

Problem Behavior

Antecedent

Targeted Routine

FBA: Summary of Behavior

Maintaining Consequence & Function

Problem Behavior

Antecedent

FUNCTION

FUNCTION is where student behavior intersects with the environment

Function = Learning

Student learns…. When (A), if I (B), then (C)… Function = how I benefit so I keep doing B

Targeted Routine

Function Based Interventions

Maintaining Consequence & Function

Problem Behavior

Antecedent

FUNCTION

Function should guide selection of alternative/ replacement behaviors

When generating interventions we use Function to develop ideas to change A, B & C

Targeted Routine

Develop the Competing Behavior Pathway

Maintaining Consequence & Function

Problem Behavior

Alternate Behavior

Antecedent

Targeted Routine

Desired Behavior

Natural Consequence

Start by identifying the Alternate Behavior … and then the Desired Behavior

Why the Alternate Behavior? Why can’t we go right to the Desired Behavior?

Success, another problem

Sent back to table (escape task)

Complete math problem

Throws a Tantrum

Raise hand & ask for break

Given double digit addn problems

None identified

1. This is what we’re asking the student to do.

2. This is what the student wants now.

3. Look how different this is from what’s happening now

4. The student is going to need to gain the math skills before being able to do this like peers

5. So… in the meantime we use the alternate behavior

Critical Features of a Replacement / Alternate Behavior

• An appropriate Replacement Behavior:• Serves the same function as the problem behavior

• Is easier to do & more efficient than the problem behavior• Alternate Behaviors require less physical effort &

provide quicker, more reliable access to desired outcome/response than problem behavior

• Is Socially acceptable

Which of the Following are Appropriate Replacement Behaviors?

• Leslie is 12, has severe intellectual disabilities, does not use words, and hits her head. Head hitting is maintained by adult attention during work periods.

• Which is the best Replacement Behavior• hide under her desk and be ignored• sign for “more” to another student• take completed work up to show the teacher• move to sit by another student• Use picture communication system to request teacher

help

Start w/ the Function

1. Serve same Function? Does it provide adult attn?

2. Is Behavior easier to do than problem behavior?

3. Is Behavior socially acceptable?

Then, must explicitly TEACH alternative behavior & desired behaviors

Then, move to preventing the problem behavior & prompt alternative

Antecedent Interventions

Prevent & Prompt

Antecedent Interventions

Maintaining Consequence & Function

Problem Behavior

Antecedent

FUNCTION

Function should guide selection of prevention strategies

Function should guide selection of alternative/ replacement behaviors

When generating interventions we use Function to develop ideas to change A, B & C

Targeted Routine

Does the intervention directly address:

a) the antecedent?b) the Function of

the problem behavior?

Antecedent Interventions

Yes or No?

Why?

Critical features of Antecedent Interventions to prevent the Problem Behavior?

Behavior Support Planning

Function Based Interventions

Maintaining Consequence & Function

Problem Behavior

Antecedent

FUNCTION

Function should guide selection of prevention strategies

Function should guide selection of alternative/ replacement behaviors

Function should guide selection of consequences: (+) and (-)

When generating interventions we use Function to develop ideas to change A, B & C

Targeted Routine

Consequence Intervention: Reinforcing Positive Behavior

1. Identify an intervention to Reinforce the

Alternate Behavior

Yes or No?

Why?

Critical features of Reinforcers?

2. Identify an intervention to Reinforce the Desired Behavior

Steps in Identifying

Reinforcers?

a) Is reinforcer valued? (start w/ function of behavior)

b) Are expectations & timeframes reasonable for the student?

Consequence InterventionResponding to Problem Behavior

1. Prompt the Alternate Behavior at earliest signs of problem behavior

Yes or No?

Why?

2. Identify a response to problem behavior that does not reinforce the Problem Behavior

Steps in Identifying Responses to Problem Behavior?

Morgan’s Function-Based Intervention

ResultsOverall Mean Increase by 30%

Pre Post0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

55%

85%

n=361

Percent Correct Pre v Post By Function

Escape Attention0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

54% 57%

86% 84%

PrePost

ID Alt B

x

Antecedent In

t

Teach Alt B

x

R+ Alt Bx

R+ Desired Bx

Extincti

on

Redirect

Alt Bx

0%10%20%30%40%50%60%70%80%90%

100%

26%

61%

36%

65%57% 56%

74%

89%84%

89%

77%86% 83%

93%

Escape Maintained Percent Correct By Intervention Element

PrePost

ID Alt B

x

Antecedent

Teach Bx

R+ Alt Bx

R+ Desired Bx

Extincti

on

Redirect

Alt Bx

0%10%20%30%40%50%60%70%80%90%

100%

38%

61%

42%

85%

53%

68%

52%

78%88%

83%

96% 95%

73% 75%

Attention Maintained Percent Correct By Intervention Element

PrePost

Overal

l (n=361)

GE Teachers

(n=62)

SPED (n

=29)

SPSY

(n=15)

Counselors

(n=15)

Admin (n=30)

PBIS Coac

h (n=4)

Beh Specia

list (n

=17)

Consulta

nts (n=6)

Grad St

udent (n=72)

0%10%20%30%40%50%60%70%80%90%

100%

55%50%

56%64%

53% 54% 57%64%

52%58%

85% 83% 86% 87% 84% 86% 88% 86% 84% 84%

Mean % Correct By Position

PrePost

Implications

• We can improve the ability of school personnel to select function-based interventions from a list of interventions using a vignette

• Previous to training, participants had the most difficult time:• Identifying Alternative Behaviors• Teaching Alternative Behaviors• Reinforcing Alternative Behaviors

• Both Before and After Training participants had difficulty with:• Interventions for Responding to Attention Maintained Behavior

Limitations• Continue to develop the assessment tools

• Reliability & Validity testing• Validity study: Experts indicating logic for identifying function-

based interventions.

• Continue to explore features of Function-based interventions

Next Steps• Expand training to be more comprehensive (not confined to 1

hour)• Train beyond choice selection• Assess maintenance of skills• Assess generalization of skills to real cases

• Move beyond choice selection to intervention identification

• Kathleen Strickland-Cohen Dissertation• Efficacy of Training School Personnel to Build Behavioral

Interventions from Functional Assessment Information

Four 1-Hour Training Sessions

• Session #1: Using FBA data to build competing behavior pathways

• Session #2: Identifying and selecting function-based prevention, teaching, and

consequence strategies

• Session #3: Contextual fit, implementation and evaluation planning

• Session #4: Leading a BSP team

Methods by Phase• Phase 1: From “Practical FBA” to BSP training series – 13

BSP Team Leaders• Pretest of behavioral knowledge• Pre- & Post-tests of BSP development knowledge

• Preliminary Results: From 62% to 88%• Phase 2: Nine participants from Phase I lead behavior

support teams in development of BSP for 1 student• BSPs assessed for technical adequacy and contextual fit

• Phase 3: Seven Student BSPs implemented• Direct observation data to assess:

• Impact on student behavior• Fidelity of Implementation

Initial Results

References• Blood, E., & Neel, R. S. (2007). From FBA to Implementation: A Look at What

Is Actually Being Delivered. Education and Treatment of Children, 30(4), 67-80.

• Etscheidt, S. (2006). Behavioral Intervention Plans: Pedagogical and Legal Analysis of Issues. Behavioral Disorders, 31(2), 223-243.

• Scott, T. M., & Kamps, D. M. (2007). The Future of Functional Behavioral Assessment in School Settings. Behavioral Disorders, 32(3), 146-157.

• Scott, T. M., McIntyre, J., Liaupsin, C., Nelson, C., Conroy, M., & Payne, L. (2005). An Examination of the Relation between Functional Behavior Assessment and Selected Intervention Strategies with School-Based Teams. Journal of Positive Behavior Interventions, 7(4), 205-215.

• Van Acker, R., Boreson, L., Gable, R. A., & Potterton, T. (2005). Are We on the Right Course? Lessons Learned about Current FBA/BIP Practices in Schools. Journal of Behavioral Education, 14(1), 35-56.

Slides are available on-line at:

www.practicalfba.pbworks.com

Questions? Contact: [email protected]