FBA - BIP Gary Coppolino Arlene Crandall Michelle Levy RSE-TASC Regional Special Education Technical…

FBA - BIPGary CoppolinoArlene CrandallMichelle Levy

RSE-TASCRegional Special Education Technical Assistance Support Center

http://www.esboces.org/Page/89

The Story of Teddy Stoddard

Please read the story of Teddy StoddardBe prepared to share your thoughts on the story

with the large group


Part 200 – 201


Take some eye time

Take out the NYS Quality Indicators for FBA

Put an ! next to something you already knew you had to do

Put a ? next to something you want to know more aboutUnderline anything that you had no idea you were

supposed to doWe will share out as a large group


Component 1- FBA

Component 1: FBA Team Process and Composition

FBA’s should be developed through a team process.

Administration understands and supports the FBA process and team decision, and allocates resources.

Team has understanding and sensitivity to student’s culture and community.

Team can articulate established problem solving process.

Team includes people who understand the FBA process, can conduct functional assessments, and can analyze and monitor data.

Team contributes to development of FBA and consists of persons who know the student across multiple settings (e.g., teachers, student, parents, support staff, administrators).

Team reviews and summarizes data, refines description of problem behavior, and develops BIP or other intervention.

FBA team list, FBA, survey, implementation fidelity, team interview, team notes, BIP.


Who Can Do FBAs & BIPs?

Evaluations administered by “trained and knowledgeable personnel” (section 200.4)

Best Practice is to have a team approach to developing FBAs and BIPs

Involve those working with the student


Who Needs to be on the team?People who have knowledge about the context in

which support will be provided

People who have knowledge about the student, his or her behavior, and have a vested interest in positive outcomes

People who have knowledge of behavioral supports and interventions as well as potential barriers to these supports

People able to allocate personnel and fiscal resources (administration)

People with special areas of expertise who may contribute to the process


Possible Team Members• Family Members & invitees• Teachers (General and Special

Education)• Family Representatives• Pupil Personnel Services (school

psychologist, social worker, school counselor, clinician); staff with behavioral expertise

• Others that support the student• Administration/disciplinarian• Student? (consider capacity for

meaningful contribution & involvement)


Member Roles REGARDLESS of your title (parent, teacher, etc.), you

could end up being a:

- data collector

- reinforcement agent

- observer

- behavior plan contributor/writer

- teacher of skills & expectations

- role model


When to involve the student’s family

• Prior to considering a group or individual intervention (meaning family involvement has all ready begun prior to FBA intervention)

• Prior to the convening of the first individual meeting for this student. Several one-on-one conversations between the family and a trusted school or community contact should take place (if there is not a trusted school contact for this family, work to develop one, perhaps by working with someone the family trusts and build the bridge from there)

• With the first and each subsequent meeting regarding their child


With your table members, please discuss how your campus uses a team process to move through the FBA/BIP process


Closing DoodleTake two minutes to create a doodle drawing on

the blank piece of paper we have provided representing the most important point you have just learned


Component 2 - FBAIdentifying Problem Behavior

Baseline data are collected on the clearly defined behavior using multiple sources.

Data are collected to clearly define problem behavior using multiple sources and individuals such as referral form, attendance, anecdotal.

Problem behavior is defined in concrete, measurable and observable terms: Behavior is described in sufficient detail so if a stranger sees the behavior h/s would be able to identify it.

Only one problem behavior is described at a time (behaviors may serve multiple functions).

Direct observation of the problem behavior and additional multiple sources of relevant data are collected using a variety of tools, including but not limited to:

anecdotal reports and behavioral referrals; review of student records; and interviews with the parent/s and student

surveys/checklists.

Baseline measures are taken to determine occurrence/non-occurrence of problem behavior across:

activities settings people times of day.

Baseline measures include frequency, duration, intensity and/or latency (how long it takes a student to respond).

Problem behavior defined in FBA, copy of data collection tools/summary of data, progress monitoring report dates set, conducted and noted


Defining Observable Behaviors

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!


Observable/Measurable Definition Non-observable/measurable Definition

Talks when teacher is lecturing, calling out in a loud voice, singing

Disruptive behaviors

Draws pictures during group work time Off-task behaviors

Throwing objects, Kicking over chairs Angry, Hostile Behaviors

Calls peers names Inappropriate language

Tapping/ drumming on desk, looking around the classroom

Attention problems

Refusal to do work, failure to follow directions

Non-compliance

Yells “No” or “You can’t make me” when given direction

Defiance


Are these observable, & measurable?

Gets out of desk and hits other studentsHas separation anxiety (from parent)Spacey Reads 120 wpmSays she hears voicesEmotionally disturbedDoesn’t like classmates


Defining Behavior:“What does the behavior look like?”

Talking out –

Definition: Any verbalization made by the student that was not initiated by the teacher and/or distracts others from the assigned tasks in the classroom.

Examples of Talking Out: Answering a question directed to another student by the teacher. Talking when the teacher is giving directions Talking to peers during independent work time

Non-examples of Talking Out:

Answering a question that the teacher directed to the child. Yelling to another student during recess Talking with a peer during group work


Defining Target BehaviorsTake out the activity labeled defining target behaviors

Take a look at the examples on the first page

Please choose a problem behavior you have had to address

On page two fill in the concrete descriptions and write a definition for your chosen problem behavior


MeasurementsDirect (60-80% reliable)

Per Opportunity – trial based (discrete trial)

Duration – length of time

Frequency – number of times

Latency – the time between the SD and the onset of the response

ABC – competing behavior pathway

Observational – observation of individual and the environment

Task Analysis – step by step breakdown of a skill

Interval Recording – the behavior did or did not occur during a short period of time (ex. Scatterplot)

Time Sampling - the behavior did or did not occur at the end of an interval of time

Indirect (30% Reliable)

Interviews Surveys Questionnaires Permanent products Record review Student health history


Indirect Measurement Activities

FASTMAS

PROBLEM BEHAVIOR QUESTIONAIRRE TEACHER PARENT STUDENT INTERVIEW


Pair and ShareShare indirect measurement tools you currently

use.Share your experiences with any of the tools we

have presented.


Scatter plot• A Scatter Plot is a data collection tool clinicians can

use that will help to suggest various kinds of correlations between variables such as time, location, activity, etc.

• Please take out the activity marked “Scatter Plot Activity” and complete the steps listed 1-4 on the first page.


Time SamplingUsing the Time Sampling Data Sheet in your folderApproximately ever 10 seconds record if the student

is on task (+) or off task (-)At the end get a percentage of time the student is on

taskOn task is defined as any time the student

appears to be engaged in the academic activityOn-task behavior independent activityOn-task behavior 1:1 setting


Anecdotal Data Using the lined note paper in your packet

1. Watch the videos2. Write down your observational/anecdotal data 3. Make sure when taking data you look for:

Who?What?When?Where?Why?

On-task behavior

Tantrum and Self Injurious Behavior


Frequency DataUsing the Event Recording Sheet in your folderWatch the following two videos Record the frequency of each behaviorFinger tapsPasses caught


Record Baseline DataBefore even observing/analyzing data,

baseline data must be conductedUsed as a comparison to treatmentWithout BL effectiveness of treatment goes

unknown This can be done in various ways:

Scatterplot (Interval recording) FrequencyDuration


Organizing your dataReview your data to identify consist patterns of when

the problem behavior occursLook at indirect sources to identify common

responses or observationsLook at the direct sources to identify patterns of

behaviorCompare direct and indirect information to see if

there is a strong explanation for the student's behavior

If direct and indirect do not corroborate further observations of the behavior should be conducted


Discuss your current practices with data collection.

What challenges have you faced collecting data accurately and efficiently.

Share your favorite practices for data collection


FBA Checklist ReviewOn the FBA Checklist Document

Please place a checkmark next to components that we have just learned about.


Component 3 -FBAComponent 3: Contextual Factors: Factors Influencing Behavior

Factors that maintain the problem behavior are identified.

Setting events (factors that increase the likelihood of the behavior occurring such as problems at home, on the bus, classroom activities, tasks) are identified.

Antecedents (people, events, activities that occur before the problem behavior) of the problem behavior are identified.

Consequences (events that consistently follow the problem behavior) that maintain the problem behavior are identified.

Consideration is given to: Medical/psychological/psychiatric diagnoses Parental input Cultural/ethnic factors Gender Developmental/maturational level


Behavior Chain (or Pathway)

Setting Event/s

Antecedent Behavior Consequence(Function)

(Dynamite) (Match) (Kaboom) (Pay Off)

Hypothesis: When (setting event) occurs, and (the antecedent happens) the (problem behavior) because/ in order to (function).

S. Hassal 2007

4 2 1 3

First Step in Gathering Information: Understanding of…..


Antecedent Can be defined as what occurs immediately

prior to target behaviorEx: Teacher says “line up for lunch” and Tommy

drops to floorAntecedent = Teacher saying “line up for lunch”


Remember: With the ABCs, always start with the Behavior

1. Once you have defined the behaviors (What)

2. Then you want to know the Where & When of the behavior’s occurrence (Routine & Antecedents)

What happens right before the behavior?

2

Antecedent/Trigger:

When _____ happens….

1

Behavior:

the student does (what)__


Identifying Antecedent Events (Fast Triggers):Under what circumstances is the behavior most/least likely

to occur?Changes in the environment

Availability & organization of materialsOpportunity for choicesTimes of day/activities

Need for clarity of expectationsLack of reinforcement of expected behavior

Nature of interactions (tone, proximity, contact)Amount & type of attention (peer, groups, adult)Access and quality of assistance, supervision

Activity/task clarityStudent’s ability matched to the tasks assigned

Length of engagementPace of instruction

Hunger, fatigue, thirst, discomfort

Where (Routines) & WhenTriggers (Antecedents) to the Behavior1. Specifically identify the routine (where) in which behavior occurs

Examples: During math class…, at the playground…

2. Identify the event, action, or object that occurs right before behavior (when…)

Signals the behavior “sets it off” (trigger)

3. Where (Routine), When (Antecedent) → Student does (Behavior) During lunch, when told to shut up by a peer, Ben hits the student During language arts, when asked to read aloud in class, Tracy

gets up and tells jokes During circle time, when praised, Jessie starts crying


Combining Similar Routines In some cases, it may be possible to combine

multiple routines, but only when the structure & demands within the routines are very similar.

Examples of combined/ multiple routines:Consistent problem behavior in recess, lunch, & free-time

might be combined into “unstructured times with peers”If problems occur in reading and social studies primarily during

round-robin reading, the routine might be large group readings which would encompass both reading & social studies


Video reflection routines analysis


https://sites.google.com/a/pdx.edu/functionbasedthinking/home/fbainterview

Practice ScenarioWhen he goes to math class and peers tease him about

his walk, A.J. calls them names and hits them.

38

Routine: “During______________________________”

Antecedent/Trigger:When _____

Behavior:The student does______________


Practice Scenario

When he goes to math class and peers tease him about his walk, A.J. calls them names and hits them.

Routine: “During Math Class ”

Antecedent/Trigger:When _____

PEERS TEASE ABOUT HIS WALK

Behavior:The student CALLS

NAMES & HITS


Antecedents: Interview

Before moving on with the interview, ask yourself the following about the antecedent response:

Am I convinced that the antecedent/ trigger is specific enough for me to observe?

Are there further follow-up questions I should ask to get a clearer understanding of what triggers the problem behavior?

Is the antecedent clear enough that I can identify specific changes that should prevent problem behavior?


Video reflection antecedent interview



ConsequenceA change that occurs immediately following

the behavior of interestEx: Teacher says “line up for lunch” and

Tommy drops to the floor. Teacher yells, “Tommy stand up!”

Consequence: Teacher yells “Tommy stand up!”


Ask about the ConsequencesWhat is the response to the behavior?

What happened immediately following the behavior?How do peers respond? How do adults respond? What are the consequence for the student?How many times out of 10 do each of these responses occur

following the problem behavior?• Why is the student engaging in this behavior?• What is the student gaining as a result of engaging in the

behavior?How is it paying off for the student?What is the most valuable payoff for the student?


Identifying Possible Function/ Maintaining Consequences

Listen For… Ask About… Investigate…WHAT DO THEY GET? WHAT DO THEY AVOID?

Social reaction/attentionProximity of contact

Achieving changes to the sequence of activities/routinesIncreased/Decreased assistance from adults or peers

Access to materials, activities, food/drinkSensory stimulation/gratification/reduction

Changes to the physical environmentAccess to space or movement

Delay of activity/eventAvoidance of negative peer attention, ridicule

Avoid academic demand

Consequences: Response of OthersWhat happens after the behavior occurs?Time out

Ignored

Loss of privilege

Sent to office

Parent contact

Suspension

Restraint

Laughter


1. Once you have defined the behaviors (What)

2. & know the Where & When the behaviors occur (Antecedents)

3. Then find out WHY - the outcome of the behavior…what happens right afterwards (Consequence)

46

2

Antecedent/Trigger:

When _____ happens….

1

Behavior:

the student does (what)__

3Consequence/

Outcome

..because (why) ______


Some Usual Suspects forFunctional Antecedents and

ConsequencesAntecedents Behaviors Consequences

Grades K-2 Teacher demandTask difficultyLack of supervisionLack of classroom rulesLittle structureNo planned consequencesTransitions

TalkingMaking noisesMoving aroundAttention seekingFightingCryingTaking others’ things

Teacher attentionPeer attentionEscape from workTangibles

Grades 3-5 Teacher demandConfrontationTask difficultyLack of supervisionLack of classroom rulesLittle structureNo planned consequencesTransitions

TalkingMaking noisesMoving aroundAttention seekingNoncomplianceFighting

Teacher attentionPeer attentionEscape from work

Grades 6-12 Teacher demandConfrontationTask difficultyLack of supervisionLack of classroom rulesLittle structureNo planned consequencesTransitions

Disrespect of authorityTalkingMoving aroundAttention seekingNoncomplianceFightingLeaving school

Escape from school Escape from taskPeer attentionStatus among peersTeacher attentionAccess to tobaccoAccess to drugsAccess to alcohol

Witt, Daly, Noell, 2000

47


Practice Scenario - Joe

Joe throws his pencil and rips his paper during math whenever he is given double-digit math problems. This

results in him getting sent to the office.

Routine: “During ”

Antecedent/Trigger:

When _____

Behavior:The student does

Consequence/Outcome:

because


Practice Scenario - Joe

Joe throws his pencil and rips his paper during math whenever he is given double-digit math problems. This

results in him getting sent to the office.

Routine: “During Math Class ”

Antecedent/Trigger:

When _____Given double-

digit math problems

Behavior:The student doesThrows pencil &

rips paper


because Sent to the office


Interview: ConsequencesBefore moving on ask the following questions about

the consequence response:

1. Are there further follow-up questions I should ask to get a clearer understanding of what consequences are maintaining the problem behavior?

2. Are the consequences and function of behavior clear enough that I can understand how the problem behavior is paying off for the student?

3. When considering the antecedent and consequence together, do they make sense?

For example, if the consequence / function is avoiding difficult task, it would make sense that the antecedent be a specific task that is too difficult. It might make less sense if the consequence/ function is to escape a difficult task and the antecedent is unstructured time with peers.


Video reflection consequence interview



All Behaviors Communicate Something Children engage in behaviors for a reason.

The core reason for conducting a Functional Behavioral Assessment is to

determine what that reason is.

If you can predict it….

…….you can prevent it.

When Understanding the WHY of behavior

We want to learn what function (or purpose) the behavior is serving for the student (what is the pay-off for the student?)

You need to understand from the student’s perspective…What are they getting (or trying to get) from

engaging in this behavior?What is the most important thing that the student

wants to gain (or avoid) by using this behavior?


54


Functions – M.E.A.T.S.Medical – always rule out medical reasons first.

Illness and medications can cause children to act differently.

Escape – the student may be trying to avoid people, tasks, emotional trauma, conflict etc.

Attention – to gain another person’s attentionTangible – to obtain something concrete, such as

an object, activity, etc.Sensory – to obtain reinforcement from internal

stimulation. The behavior may feel good (hand flapping, hair twirling, repetitive actions). As well as providing relief from hunger, thirst, itch, etc.


Behavior

Gain/Obtain

Avoid/Escape

Sensory Attention Tangible item or Activity

Adult Peer Function Based

Thinking“The WHY of

Behavior”



http://www.youtube.com/watch?v=KpSfThUv_pc

Examples of Function in SchoolObtain/Get Reinforcers

I yell because others look at me I fight because others listen to me I wander because people talk to me I hit in order to get toys from other kids

Escape/Avoid Aversives− I cry when work gets hard because I avoid the task− I throw a book during math class because the teacher will

remove me from class− I stand out of the way during PE because the other game

participants will avoid throwing me the ball


Finding out the WHY? OR function of behavior

Use information about the routine, antecedent, behavior, & consequence to determine that the function of the behavior is either to:

Get or Avoid something in the environment

59

Routine: “During ”

Antecedent/Trigger:

When _____


Consequence/Outcome:because

Therefore, the function of the behavior is to:

get/avoid______


What’s the Function/ Pay-off of Bobby’s Behavior?

When asked to work with a partner in science, Bobby tears up his assignment and stomps his feet. The teacher then has Bobby sit down at his desk to complete the same assignment, while the rest of the class works together with their partners.

Function: Get or Avoid?

What: An activity? Peers? Teacher?


Function of Bobby’s Behavior

Routine: “During _______________________”

Antecedent/Trigger:When…


Consequence/

Outcome:because …

Therefore, the function of

the behavior is to:


Function of Bobby’s Behavior

Routine: “During Science ”

Antecedent/Trigger:When…

Asked to work with a partner

Behavior:The student doesTears assignment

& stomps feet


because …Sent to his desk to

complete the assignment

Therefore, the function of the behavior is to:

get/avoid working with a partnerAvoiding working with a partner

is the pay-off for the behavior!!


Setting Events “I woke up on the wrong side of the bed”


Setting Events

Infrequent events that indirectly impact the antecedent to increase or decrease the value of the behavioral outcome/consequence.

Either increase or decrease the likelihood that a behavior will occur.


Identifying Setting Events (Slow Triggers)

Listen For… Ask About… Investigate…Broader Issues that may be influencing behavior:

Daily activity schedule

Lack of predictability of routines

Overwhelmed by activities or materials

Quality of skills for social relationships

Lack of preferences of the student

Past history of successful intervention

History of academic success & failure

Medical and physical issues (nutrition, illness, medications, sleep patterns)


Ask about the Setting Event Remember that setting events do not usually occur in

the immediate routine or environment.

Since setting events often happen at home or previously in the school day, it is not uncommon for teacher to be unsure of setting events.

Follow- up Questions:

After identifying the most common setting events ask any follow-up questions that will provide a clearer picture of the impact and occurrence of setting events. You may want to follow-up with the students or parent interview for more information on setting events.


Video reflection setting events interview



Analyze your Data

Compare and contrast indirect and direct measurements

Analyze ABC data, Scatterplots, Qualitative, and other relevant data collected


A-B-C Data CollectionTake out the understanding and Managing

Problem Behavior Identifying Antecedents and Consequences

Follow the directions to complete the activity (small group)

Share out small group findings


Turn and TalkShare your current practices in uncovering all

aspects of the behavior chain

SettingEvent Antecedent Behavior Consequence

& Function



Please place a checkmark next to components that we have just learned about.


Component 4 - FBAComponent 4: Hypothesis and replacement behavior development

Function of the behavior and replacement behavior(s) are identified.

A competing behavior pathway (the relationship between setting events, antecedents, problem behavior and consequences) is developed and written.

A written hypothesis statement is developed as to the function the problem behavior serves for the student (e.g., avoidance, control, attention, etc.) based on that competing pathway.

The hypothesis is written in terms that are observable and measurable.

The hypothesis is tested by manipulating the setting event, antecedent and/or consequence.

A replacement behavior(s) (appropriate behaviors that serves the same function as the problem behavior) is identified.

Baseline data are collected on the replacement behavior(s).

FBA


Build a Competing Behavior Pathway

Setting EventTriggering

Antecedent

Desired Behavior

Problem Behavior Maintaining

Consequence

ReplacementBehavior

MaintainingConsequence


BEHAVIOR SUPPORTPLANNING

COMPETING PATHWAYS

On Mondays and/or when up all of the

night before.

Daily non-graded quiz on previous night’s

homework

Verbal protests, slumpin chair, walks out of

room.Avoids doing quiz

&homework discussion.

Do quiz withoutcomplaints.

Discussion about answers & homework.

Turn in with name &sit quietly w/o interrupting.

Give time to review

homework.

Give quiet time before starting.

Give easy “warm-up” task

before doing quiz.

Precorrect behavior options

& consequences.

Teach options toproblem behavior (Replacement Behavior)

1. Turn in blank2. Turn in with name3. Turn in with name & first item done.

4. Turn in with name

& 50% completed

5. Turn in with name & 75% completed

With first sign of problem

behaviors, remove task, or

request completion of

task next period.

Remove task based on step in

task analysis (STO).

Provide effective verbal praise &

other reinforcers.


ActivityLook at the following scenario

Pick one replacement behavior that Joe could benefit from learning and build a competing behavior pathway

Task analyze the behavior

Use the instructional sequence to develop an action plan to address this skill


Scenario 1 Joe throws his pencil and rips his paper during math whenever he is

given difficult grade level math problems. This results in him getting sent to the office. Joe is more likely to throw his pencil and rip his paper if has not had enough rest the night before and feels tired.

Function: Escape/Avoid Task and/or

Get/Obtain Attention from Principal

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

12 34

Throw pencil and rips paper

When given grade level math Sent to the

office

Lack of sleep or feels tired



Develop your HypothesisComplete a competing pathway chartBegin to determine a function of the behaviorDevelop a written hypothesisIdentify secondary functionsDetermine a replacement behavior that serves

the same functionTake baseline data on the replacement behavior


Generate a Hypothesis Statement

A 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 contexts and the specific function)

The goal of which is to identify specific CONCRETE circumstances

regularly associated with the occurrence and non-occurrence of the problem behavior.


Sample 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 Donna finishes work before the other students, she scribbles on her desk; this alleviates her boredom.

• When Marcus is unclear about the directions for an assignment, he stays in his seat and talks to peers; this keeps him from feeling frustrated.

• When unanticipated changes occur in the schedule, Ben throws his materials; having to pick them up delays the transition to the next activity.


After getting into an argument at home, when other kids look as Victor & say “what’s up?” he looks back and says “Who ya lookin’ at?!” “Ya want some of this?!” “Ya talkin’ to me?!” Kids shake their heads & call him a “weirdo.”

What function?

Setting Event

??

Antecedent

Look at him, “What’s up!”

Behavior

“Who ya lookin’ at?”

“Ya want some?” “Ya

talkin’ to me”

Consequences

Kids shake heads & call

him “weirdo”

How do you know?Assess?


Susan calls Brenda a “creep face” and

laughs at her

Brenda punches Susan on the arm

Susan stops laughing and walks

away

BRENDA HITS OTHER STUDENTS - WHY WOULD SHE DO THIS?

Antecedents

A group of students at recess call

Brenda fat

Brenda kicks several of them

The students run away

Brenda spells a word incorrectly during an oral

review and the child behind her laughs

Brenda pulls the child’s hair

Brenda is sent to the office

Brenda is playing blocks with Ben.

Ben takes a block from Brenda

Brenda hits Ben over the head with another block

Ben puts the block down and runs

away

Behavior Consequences

Summary StatementWHEN ANTECEDENT

SO THATBRENDA HURTS THEM THEY GO AWAYWHEN OTHER STUDENTS CALL HER NAMES OR TEASE HER


When Sequoia misses her 12:30 medication & teachers present difficult 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

Misses 12:30

medication

Antecedent

Teacher made

multiple task demands

Behavior

Sequoia makes

negative self-

statements & writes profane

language

Outcomes/ consequenc

es

Teacher sends

Sequoia to office for

being disrespectful

What Function?

How do you know?Assess?


Summary Statement Based on several observations Identifies predictable relationships between

environmental variables and behavior

During Whenstudent will becausetherefore the function of the behavior is to

access /escape/avoid

(some Antecedent condition occurs)(engage in a specific Behavior)(a predictable outcome will occur)

(something in the environment)

(some routine)Science or Social Studiesasked to read out loud in class

Verbally refuse, disrespect teacherhis teacher calls on someone else

oral reading


Hypothesis Activity

Write a hypothesis statement for Jane or for Lisa using the competing pathway as your guide


Jane is a 2nd grade student who was referred by her teacher for being “disruptive” (refusing to do work and throwing tantrums; whining, pounding her hands on her desk, and throwing her papers on the floor).

This problem occurs most frequently when Jane is given a math assignment to work on in math class. After she throws a tantrum she is often sent to the back table where she sits and talks with the students who have already completed their assignments.

Jane can complete her assignments fairly quickly when she is held in from recess and has to work on her own. Her behaviors are more likely to occur when she has missed recess for that day.


Lisa is a quiet, shy 10th grader with no disabilities. She will speak in class sometimes, but has a preference not to do so.

Parents report she is a real “chatter box” at home. Typically, when any teacher calls on Lisa to answer a question, Lisa will just put her head down on her desk. Then she waits until the teacher calls on someone else before she puts her head back up again. This effectively leads to Lisa avoiding talking. Her teacher is concerned, and wants to address this problem.



Share how you currently develop a hypothesis statement

How can the behavior pathway help you?


Identifying Replacement BehaviorsUse the information from the competing

behavior pathway to develop functionally equivalent replacement behaviors

Data should be taken on the replacement behavior if the behavior is demonstrated in other settings. If the behavior is not exhibited in other settings the baseline is zero.



https://www.youtube.com/watch?v=3gObmq5HoYU

Get/ObtainRequest

HelpA turnAn itemAttention

Raise your hand

Escape/AvoidRequest breakRequest helpSay “No”Say “All done”Request a different

activityRequest to work with a

partner

Replacement Behaviors ~ Matched to Function


Teaching Replacement Behaviors

Model how to demonstrate skill

Provide explicit instructions

Rehearse skill

Provide feedback

Practice in natural setting

Reinforce students for demonstrating the skill


Example – Asking for Assistance

Model how to demonstrate skill Model how to raise one’s hand quietly Demonstrate using examples and non-examples

Example – Hand raised in the air, eyes on the teacher, mouth closed, ears open

Non-example – Hand waving in the air, eyes wandering, shouting the person’s name

Provide explicit instructions for demonstrating skill Raise hand high enough to be seen by others & hold hand still Eyes directed towards the person, mouth closed, ears open When acknowledged, ask in a calm tone of voice “Can you

please help me?” or some variation of this question Wait patiently (explain what patiently looks like) for a response


Example – Asking for Assistance Continued..

Rehearse social skill Practice it through role play

Provide feedback on social skill Let student know what they have done well first and then give points for

improvement

Practice social skills in natural setting to promote generalization Practice the raising the hand in the classroom

Reinforce student for demonstrating social skill Provide positive reinforcement when student raises their hand or approximates

the behavior


Reinforcing Replacement BehaviorsDifferential reinforcement (DR)

reinforcement designed to reduce the occurrence of interfering behaviors By reinforcing behaviors that are more functional than

the interfering behavior or that are incompatible with the interfering behavior, the functional behavior will increase, and the interfering behavior will decrease.

Differential Reinforcement of Alternative Behavior (DRA) Define an alternative behavior(s). This is any behavior

that can serve as an alternative to the inappropriate behavior. For example, working on an assignment is an alternative behavior (DRA) to wandering around the classroom.


Planned Ignoring


http://www.youtube.com/watch?v=xMwPsNM7wx8

Skill Building

Replacement or alternative behaviors

Social skillsGeneral skillsProblem solving Self management


Pair and ShareMy Most Important Point about

using the Behavior Pathway to determine the replacement behavior



- Place a checkmark next to components that

we have just learned about.


Setting Events Antecedents Behaviors Maintaining Consequences

Setting Event Strategies

Antecedent/ Prevention Strategies

Behavior Teaching Strategies

Consequence Strategies

Linking FBA to BIP


Component 1 - BIP


NYSED Quality Indicator Review for the BIP

Take out the NYS Quality Indicator Document

Put an ! next to something you already knew you had to do

Put a ? next to something you want to know more about

Underline anything that you had no idea you were supposed to do


Crosswalk Activity

Individually compare the NYS QI’s to the example BIP provided For each section of the QI’s locate the components in the BIP

(underline and “label” each component) Use and ! to note if the example is good or

Use a ? If you are not sure

Use a * if it is in need of improvement

Use a # if the component is missing We will share our findings as a group


Plan for Implementation of the BIP

Behavioral Intervention Plans outline specifically:

• What replacement behaviors will be taught to the student?

How will the student be taught to use the replacement behaviors and who will teach the behaviors?

What will be used to signal the student to use the new skill(s). (natural events, teacher prompt, time, peer)?

How will crisis be handled?


A Context for Behavior Support Plans

Behavior support is the redesign of environments, not the redesign of individuals (e.g., disability is not cured).

Define changes in the behavior of those who will implement the plan. A behavior support plan describes what we will do differently.

Make the environment effective


Behavior is functionally related to the teaching environment

Small-group and individual interventions fail to impact problem behavior, not because of faulty interventions, but because the teaching environment does not consistently support students’ use of the targeted replacement or pro-social behavior.

The most effective individual intervention will not change student behavior until the environment prompts, reinforces, and maintains appropriate student behavior and makes problem behavior less effective/efficient.

Stormont, M., Lewis, T.J., Beckner, R., & Johnson, N.W. (2008). Implementing positive behavior support systems in early childhood and elementary settings. Thousand Oaks, CA: Corwin Press.


Recommended Guidelines for Behavior Support Planning

Supports should:Match the function or purpose the behavior serves

Designed to neutralize or eliminate the effect of setting events (Setting Event Strategies)

Designed to prevent the problem behavior from occurring (Antecedent Strategies)

Designed to teach alternative (based on function) and desired behaviors (Behavior Teaching Strategies)

Designed to increase alternative and desire behaviors AND decrease problem behaviors (Consequence Strategies)


The BIP answers two basic questions:

1. What will occur when the student exhibits the appropriate target

behavior?

2. What will occur when the student exhibits the problem behavior?


Addressing the Problem Behavior: Make it ….

Irrelevant – Can we change things so that whatever set off the problem behavior is no longer an issue?

Inefficient – Can we teach an alternative behavior that gets results more quickly or easily than the problem behavior did?

Ineffective – Can whatever was “rewarding” the problem behavior be discontinued or switched to reward appropriate behavior instead?


The best way to address undesirable behavior…

…is to prevent it from happening in the

first place!


Design a Behavior Intervention Plan

Preventive Strategies (middle pathway)

at Setting Event/Trigger

(AKA: Make the problem behavior irrelevant)

What modifications to the environment (academic, social, physical) may PREVENT the problem behavior?

What adjustments will make the problem behavior unnecessary?



Function/Consequence Strategies

(Middle Pathway)

(AKA: Make the problem behavior ineffective)

“manage what maintains the behavior”

Make sure the child gets what he/she wants or wants to avoid ONLY when the positive/replacement behavior is displayed.

Make sure child does NOT get what he/she wants or successfully avoids situation when engaging in the problem behavior.



Teaching Strategies for Replacement Behaviors(Lower Pathway)

(AKA: Make the problem behavior inefficient)

What skills can be taught to the student that:

1) will meet the same need, or function, as the problem behavior,

AND

2) will improve the student’s ability to cope and adjust to the circumstances?


Skill vs. Performance Deficits

Skill: student doesn’t know how

Performance: student knows how but doesn’t want to


Share your thoughts regarding preparation for developing a behavior plan using the behavior chain as preparation for determining interventions


Component 2 - BIP


Acceptable Alternative/Replacement Behavior(s): Lower Pathway

Must maintain the same function for the student with the same accuracy and efficiency as the problem behavior

Is a compromise we will accept to create a better situation for all as we work toward the Desired Behavior

Is a bridge to Desired Behavior as we build trust and implement the plan


Choosing an Alternate/ Replacement Behavior

Will it result in the same outcome as the problem behavior?

Is it something that is easily done by the student?

Can it be taught to the student?

Will it work in the classroom?

Is it something that is easily acknowledged?


Selecting an alternative behaviorAlternative behaviors:

1. Produce the SAME outcome as problem behaviors2. Are socially appropriate3. Are as (or more) efficient than problem behavior

Amount of physical effortSpeed of effectNumber of times performed to get

reinforcement


Which of the Following are Appropriate Alternative/Replacement Behaviors?

Jason is nine and cries when asked to do difficult tasks. The crying is maintained by avoiding or escaping the tasks.

Possible Replacement Behaviors:More rewards for doing tasksAsking for a break from tasksAsking to do something other than the tasksRequesting adult attentionAsking to have soda after tasks are done



Jason is nine and cries when asked to do difficult tasks. The crying is maintained by avoiding or escaping the tasks.

Possible Replacement Behaviors:More rewards for doing tasksAsking for a break from tasksAsking to do something other than the tasksRequesting adult attentionAsking to have soda after tasks are done



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 ignoredsign for “more” to another studenttake completed work up to show the teachermove to sit by another studentengage in stereotypes



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 ignoredsign for “more” to another studenttake completed work up to show the teachermove to sit by another studentengage in stereotypes


Building the Pathway

As a table group use the chart paper provided to:

Create a pathway using the case study

1. Complete the middle pathway - ABC

2. Complete the upper pathway – Nirvana

3. Complete the lower pathway – We’ll

accept this for now



COMPETING PATHWAYS

On Mondays when he has had little

sleep


homework

Verbal protests, walks out of room.

Avoids doing quiz &homework discussion.




Make problem behavior irrelevant.

Make problem behavior irrelevant.

Make problem behavior inefficient.

Make problem behavior ineffective.Make desired behavior effective

Neutralize/eliminate

settingevents

Add relevant & remove irrelevanttriggers

Teach alternative

that is moreefficient

Add effective & & removeineffectivereinforcers



COMPETING PATHWAYS

On Monday when has had

little sleep.


homework

Verbal protests, slumpin chair, walks out of

room.Avoids doing quiz

&homework discussion.




Give time to review

homework.

Give quiet time before starting.

Give easy “warm-up” task

before doing quiz.

Precorrect behavior options

& consequences.

Teach options toproblem behavior:

1. Turn in blank2. Turn in with name3. Turn in with name & first item done.

4. Turn in with name

& 50% completed

With first sign of problem

behaviors, remove task, or

request completion of

task next period.

Remove task based on step in

task analysis (STO).

Provide effective verbal praise &

other reinforcers.


Behavior Intervention Planning

S ta ff m e m b e r to co n du cth a llwa y swe e p d u ring 1 stp e riod o r e sc o rt s tud e nt

to c la ss

R o utin e fo r b adm o od a t s cho o l

c re a ted

A t-s ch o o lh o m ew o rk su pp o rts

id e n tif ied

H o m ew o rk ro u tinec re a te d fo r ho m e

S e tt in g E ve n tS u pp o rts

E n su re w ork a ndsk ills leve l co ng ru e nt

a n d m a ke cu rricu la r a ndw o rk d e m a n d a d ju s tm e nt

E n su re tha t stu de n th a s "do a b le " o u tlo u d re ad in g ta sk

P re p s tud e n t w ithco rre ct a n sw e rs fo r

a lo ud Q & A

P ro vis io n o f a lte rn a tea s s ig n m e n t w ith w o rk

T rig ge ring A n te c ed a n tS u pp o rts

T e a ch p ub lic sp ea k ingsk ills

T e ach s tud e n t tose le ct a cc o m m o da tion

1 . w o rk w ith p e er2 . se lec t a lt. w o rk

T e a c h sk ills fo ra cc ep tab le pa ss o n w o rk

1 . S ig n a l p a ss o n w o rk2 . Q u ie tly p re te nd to w o rk

T e ac h s tud e nt a nd sta ffh o w to use cove rt

ta k in g o f b re ak

B e h av io r T e ach ing& S u p po rts

S tu de n t re ce ivesre in fo rcem e nt forsu c ce ssfu l w o rk

o r task c om ple tion

If ta rd y, stu d en t isd e p ose d o f p ro m p tly

& ta k en d irec tly to c la ss

S tu de nt o n ly re m ovedif o th e rs can n o t tea ch

o r le a rn

S ta ff do es no t a rg uea b o u t w o rk w ith

s tu d en t (b ro ken reco rd)

C o ns eq u en ceS u pp o rts


Possible Interventions

When Donna finishes work before the other students, she scribbles on her desk. This alleviates her boredom.

Brainstorm with Donna things she can do when her work is finished (e.g., color, read, teacher helper- water plants). Pre-correct Donna to do one of her activities should she finish earlier than other students.

Teach Donna to ask for activities or items when she is finished or when she is feeling bored. Provide them consistently following her requests.

Teach Donna to peer tutor other students.


Possible InterventionsWhen 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.

Have the teacher tell Lisa when she will be unavailable for “extended” periods, “I’m helping…..next. I will be over after that.”

Teach Lisa to raise her hand when she needs attention or help. Remind her, PRECORRECT her, to do this. Provide attention whenever Lisa raises her hand, even if it is just to say, “Thank you. I’ll be there in a minute.” Ignore all other noises.

Arrange for students to peer tutor or simply work side-by-side in pairs. Keep Lisa’s pair in close proximity to the teacher.


Possible Interventions

When unanticipated changes occur in the schedule, Ben throws his materials. Having to pick them up delays his transition to the

next activity.

Provide a written or picture schedule and refer to it throughout the day. Prepare Ben for changes, by noting them on the schedule.

Teach him to ask for clarification or assistance regarding changes. Reward him for smooth transitions.

If materials are thrown, have him pick up his materials after he finishes the next activity.



COMPETING PATHWAYS


Lisa

When the teacher asks Lisa (hypothesis statement) to do a difficult task, she puts her head down on her desk to avoid the task.

ConsequenceTeacher directs

requests to another

Setting Event

None

Antecedent

Teacher Request

Problem Behavior

Eyes/head Down on arms



MaintainingConsequence

s

ProblemBehavior

None Teacher Question

Head down on desk,

Avoid talking

DesiredAlternative

TypicalConsequence

Verbal Praise

Answer question

Behavior Pathway

Write response

Acceptable

AlternativeLisa


LisaAlternative - Ask for Break

Neutralize

Teacher precorrection

Written sheet to record answers

Irrelevant

Teach Lisa- - self-assess- - self- monitor- - self-recruit

* Teach Lisa - on-task behavior

Inefficient

Praise for head up

Special reward for verbal answers

Planned correction

Ineffective

Setting Events

Triggering Antecedents

Teaching Behaviors

Maintaining Consequences


AaronWhen Aaron lacks peer attention for at least 30 minutes and is seated next to a peer that he has a relationship with he will engage in off task talking behavior to get peer attention.


ProblemBehavior

Lack of peercontact in 30

minutes.

Sitting next to preferred

peers.

Talking Off Task

Get PeerAttention.



MaintainingConsequences

ProblemBehavior

Lack of peercontact in 30

minutes.

Sitting next to preferred

peers.

Talking Off Task

Get PeerAttention.

DesiredAlternative

TypicalConsequence

Points,grades

Work and finish

assignment.

Behavior Pathway

Work quietly on task

AcceptableAlternative

Aaron


AaronAlternative Behavior – Peer Partner

Schedule learning activities withPeers every 30 minutes

Neutralize

Choice of seating

Develop cooperativeLearning groups

Self-managementsheet

Teacher pre-correction–skills

To be used duringIndependent tasksIrrelevant

Teach Aaron to:- self-assess

-self-monitor

-self-recruitpeer attention in the form of help With the task

Inefficient

Earn access to Preferred peer After completion of work

Praise for appropriate work

Ineffective

Setting Events

Triggering Antecedents

Teaching Behaviors

Maintaining Consequences


Examples of Preventive Strategies Increase the effectiveness of instruction for this child

(Strategy Instruction, Content Enhancement Routines)

Increase academic skill levels

Modify the curriculum (interest preferences, choice, sequence)

Modify the demands (quantity, difficulty, input, output, groupings, alternative tasks)

Clarify the expectations

Reorganize the physical & interactional setting (have supplies available, pair seats, independent seats)


Proactive Interventions Attention Seeking

A – PREVENTIONInterventions occurring before the behavior occurs

Prevention (give attention early for positive)•Check-in – provide adult attention immediately upon student arrival•Give student leadership responsibility or a class ‘job’ that requires the student to interact w/ staff•Place student in desk where they are easily accessible for frequent staff attention•Give student frequent intermittent attention for positive or neutral behavior•Precorrect – Frequently & deliberately remind student to raise their hand and wait patiently if they want your attention


Proactive Interventions Avoid Task

A – PREVENTIONInterventions occurring before the behavior occurs

Prevention (modify task or provide support)•Modify assignments to meet student instructional/skill level (adjust timelines, provide graphic organizers, break in to smaller chunks, etc.)•Assign student to work with a peer•Provide additional instruction/support•Provide visual prompt to cue steps for completing tasks student struggles with•Provide additional support focused on instructional skills (Homework Club, study hall, etc.)•PreTeaching content•PreCorrect – Frequently & deliberately remind student to ask for help


Setting Event Interventions

If Setting Event is Conflict at Home and student comes to school after conflict, we could:

Build in a morning check-in to meet with an adult with a positive relationshipMay be a counselor to talk things through

Do a fun activity with the student to turn day around before entering the daily routine


Antecedent StrategiesPreventing Problem Behavior &

Supporting Desired Behavior

A. Preventing – Change predictors that set off the problem behavior to make the problem behavior irrelevant.

B. Support – Provide prompts & supports to set up and support Alternate/Desired Behavior


Example: Antecedent Strategies

Instead of giving Joe his usual math assignment, let’s give him an assignment he can be more successful with (single digit addition) or provide him prompts/supports that allow him to be more successful.

A → B → C

• By changing A, we can make Joe’s need to throw a tantrum Irrelevant

• Supporting Alternative Behavior• Provide precorrections and prompts to remind and

cue Joe to use desired responses or the Alternate Behavior, instead of a Problem Behavior


Brainstorming

On the note paper provided jot down the proactive strategies shared by the group members

Please share proactive strategies that can be used in the school environment to prevent behavior problems resulting from setting events and antecedents


Examples of Teaching StrategiesDirectly teach replacement skills

Directly teach a communication alternative

How to ask for OR signal for

help,

a break,

interaction,

attention,

time alone,

reduced demands,

more time to finish,

alternative assignment,

movement


Example: Teaching Strategies

Let’s teach Joe to raise his hand & ask for a break, instead of throwing a tantrum to get a break.A → B → C

*By teaching Joe an easier alternative behavior to get what he wants, we’re making the problem behavior Inefficient

• Joe will need frequent practice, precorrections, and prompts to help him get in the habit of using the alternate behavior



B – TEACHBehaviors to use instead of the problem behavior

•Teach student more appropriate ways to ask for adult attention•Identify and teach specific examples of ways to ask for attention

• Raise hand and wait patiently for teacher to call on you

• Will likely need to differentiate (large group, small group, work time, etc.)



B – TEACHDesired Behaviors

Provide academic instruction/support to address student skill deficits

• More focused instruction in class• Additional instructional group• Special Education support for academic

deficit• Additional support and practice at home• Additional assessment to identify specific

skill deficits



B – TEACHBehaviors to use instead of the problem behavior

•Teach student more appropriate ways to ask for help from teacher or peers•Provide additional instruction on skill deficits•Identify and teach specific examples of ways to ask for help

• Raise hand and wait patiently for teacher to call on you

• Teach student to use a break card Likely to need to differentiate (large group,

small group, work time, etc.)


Brainstorming


Please share replacement behaviors you have taught and the method, personnel, etc. used to teach the student this new skill.


Component 3 - BIP


Appropriate Consequences

Nature of surface behavior has little to do with selecting an appropriate consequence

The function of behavior should direct the consequences


Consequence Strategies

C. Change consequences that have supported rather than eliminated the problem behavior.

Do NOT allow the negative behavior to pay off for the student, put the negative behavior on extinction

Reward appropriate behavior to make the problem behavior Ineffective


Example: Consequence StrategiesWe must refuse to (C) let Joe avoid math tasks for (B) throwing a tantrum & Instead prompt him to raise his hand and (C) reward him for (B) raising his hand & asking for a break

A → B → C

*By not providing Joe w/ what he wants when he throws a tantrum we are making the problem behavior Ineffective

• It is crucial that we work hard to Reinforce Joe for engaging in the alternate behavior, or he is likely to soon go back to & escalate the problem behavior



C – RESPONSE TO BEHAVIORIntervention occurs after (in response to) positive or

negative behavior

• Respond quickly if student asks appropriately for adult attention• Give the student frequent adult attention for positive behavior• Student earns ‘lunch w/ teacher’ when student earns points for

paying attention in class & asking appropriately for attention• Eliminate/minimize the amount of attention provided to a

student for engaging in problem behavior Limit verbal interaction – create a signal to prompt the student to

stop the problem behavior Avoid power struggles



C – RESPONSE TO BEHAVIORIntervention occurs after (in response to) positive or

negative behavior• Respond quickly if student asks for help or for a break• Reward students for on task, trying hard, work

completion & for asking for a break or help appropriately

• Eliminate/minimize the amount of missed instructional time or work provided to a student for engaging in problem behavior However, need to make sure student is capable of

doing work… or provide support/instruction so student can complete the work



C•Sometimes students need additional encouragement to engage in the desire behavior…•When using additional incentives to encourage student positive behavior

If student is attempting to avoid tasks, you might use free homework passes or reduced numbers of problems as an incentive


Brainstorming


Please share reactive strategies that you have used to develop positive and negative consequences


Component 4 - BIP


Implement/Monitor BIPBIP should always be implemented with high

levels of staff training “Modeling” implementation Data should be recorded on BIP to monitor

student progress Used to determine future modifications


Supporting Adults to Implement the FBA and BIP Practices

Where will you start? Where can you build demonstration? When will you provide professional learning with initial

training and on-going coaching (observation/feedback)?What strategies will you use to increase interventions?What will you use to identify/measure demonstration

(criteria)?

How will you replicate demonstrations?


BIP Monitoring & Modification


What behavioral changes we will expect: general outcome, long & short term goals, maintenance & generalization

What methods will be used to measure and monitor progress toward the goals: “How will progress be recorded, at what frequency, duration, etc., and by whom?”


BIP Monitoring & Modification (cont’d)


What decision rules/criteria will be used to decide if the BIP should be maintained, faded, modified, or discontinued?

Who will be responsible for monitoring the accuracy or the integrity of the implementation of the BIP?

At what interval will the team monitor the BIP?


How to answer the question:“Is it Working?”

Collect Progress Monitoring Data Know your goal What is easiest evaluation tool? When? How often? Who?

Schedule a follow-up meeting

Evaluate effectiveness of BIP & make data-based decisions


166


Potential PotholesNo plan

No basis for plan

Plan not followed

No data on effectiveness


Discuss the challenges you have faced in the implementation and monitoring of a BIP

How have you addressed those challenges?


Graphing your Data

Graph – visual representation of

Level – the current rate of behavior

Trend – increase or decrease in behavior over time

Variability – difference in frequency of the behavior


Labeling your graph Vertical Axis

Represents a Quantity (Percentage, frequency, duration, etc.)

Horizontal Axis Represents Sessions, Dates, etc. Treatment Plan

Data Points Points on the graph that represents the behavior

Baseline Usually 3 – 5 data points

Extinction Burst Point on the Graph where Target Behavior reaches its peak and trends

downward

Phase Change Shows a change in the intervention


Lets look at some graphsTrends

Ascending Descending Variable Stable

High Rates Variable Stable

Low Rates Variable Stable


Graphing ActivityLet’s build a Behavior Data GraphPlease take out the graphing activity from your

folderFollow the directions on the activity sheet to

complete the graph


BIP Goals & Annual Goals

Reasonably can be accomplished in 12 months

Observable and measurable outcomes to demonstrate progress

Example: Michael will use verbal de-escalation, avoidance tactics, or seek help in conflict situations.


Goals should...Show what it will look like when things are going right

Be about the student doing well

Be satisfactory to child & family

Not just be the absence of misbehavior


Goal Writing

By When?(only if short-term objectives are included)

Who?The Student

Will doWhat?Perform the task/behavior

At What Level of Proficiency?Criteria; measurable in numbers

Under what conditions?When, “given”

As measured by whom and how?Method; progress monitoring tool(s)


Goal Writing Example

By When?N/A

Who?Sam

Will doWhat?Will engage in interactive play with peers

At What Level of Proficiency?for at least 10 minutes, 3 out of 4 trials over 2 weeks

Under what conditions?Given 20 minutes of play time at recess

As measured by whom and how?Direct observation by Aide with timing of interactive play


A sample goal…

Brenda will work independently and attend to a given task during a 20-minute school activity with only 1 teacher prompt for 7 of 10 class sessions.


Given 2 teacher prompts, Brenda will begin working within 1 minute after instructions are given and will work continuously for 8 minutes by the end of the 1st grading period.

Given 2 teacher prompts, Brenda will begin working within 45 seconds after instructions are given and will work continuously for 12 minutes by the end of the 2nd grading period.

Given 2 teacher prompts, Brenda will begin working within 30 seconds after instructions are given and will work continuously for 16 minutes by the end of the 3rd grading period.

Given 1 teacher prompt, Brenda will begin working within 20 seconds after instructions are given and will work continuously for 20 minutes by the end of the 4th quarter.


Goal WritingBy When?

By end of 1st grading period

Who?

Brenda

Will doWhat?

Will begin working within 1 minute of being given instructions

At What Level of Proficiency?

Working continuously for 8 minutes 3 out of 4 trials over 2 weeks

Under what conditions?

Given 2 teacher prompts

As measured by whom and how?

MonthlyTeacher observation;Latency & duration data collection


Another example…

Goal: Given 2 classes per day initially and increasing to a full

day (8 periods) of classes, Joe will attend school regularly.


STOs for Joe

1. Given 2 classes per day plus morning check-in, Joe will attend 100% of his classes for 5 consecutive days.

2. Given Joe’s input on which subjects to add, he will attend 4 of 4 classes plus morning check-in for 8 of 10 days.

3. Given Joe’s input on which subjects to add, he will attend 5 of 5 classes plus morning check-in and lunch for 8 of 10 days.

4. Given an 8 period day, Joe will attend all of his classes plus morning check-in and lunch for 8 of 10 days.


Goal Writing &Progress Monitoring

By When?End of 1st month

Who?Joe

Will doWhat?Will attend school regularly

At What Level of Proficiency?By attending 2 out of 8 classes per day over 2 weeks

Under what conditions?Attending 1 elective and 1 core content class

As measured by whom and how?Teacher attendancerecords


One more…

Goal: Given social skills training, Mary will participate in structured small group activities by remaining in the group, respecting personal space, and initiating a conversation 100% of opportunities.


Mary, continued…1. Given an instructional group of 3-4 children,

Mary will remain in the group (on the rug or sitting at the table) for 5 minutes of a 20-minute class by the end of the 1st quarter…

2. Mary will keep her hands and feet to herself and remain at least 1 arm’s length away from other people 50% of opportunities…

3. By the end of the 4th quarter, Mary will ask at least 1 question related to the discussion topic during every small group session and then make at least 1 follow-up comment.


Goal WritingBy When? Who? Will do

What?At What Level of Proficiency?


As measured by whom and how?



N/A

Who?John

Will doWhat?Will use a time out ticket to remove himself to a classroom cool down spot

At What Level of Proficiency?

2 episodes per week, over a 2 week period


When angry/frustrated in the gen ed classrm

As measured by whom and how?By teacher in a frequency chart



N/A

Who?Shauna

Will doWhat?Will remain in her seat for 3 minutes of five minute intervals

At What Level of Proficiency?During 2 out of 3 consecutive 30 minute periods over 1 week


Mornings while completing independent work

As measured by whom and how?By teacher assistant in a frequency chart


Goal Writing Activity

At your table discuss one of the case studies that we’ve looked at

Write a goal for that student.

Under what conditions will he/she do instead of demonstrating the problematic behavior? At what level of proficiency?

Be prepared to share with the large group


Please fill out your evaluation form and exit ticket


Exit Ticket

Three things I learned

Two things I will definitely use

One piece of information I will share with staff and/or faculty


RESOURCES

www.pent.ca.gov: Detailed resource for all aspects of the FBA/BIP process, Diana Browning Wright

http://ici.umn.edu/elink/general/spec_areas.html: Paraprofessional site with detailed information regarding data collection, strategies

www.specialconnections.ku.edu: Academic and behavior interventions, data collection

http://www.dpi.state.wi.us/sped/ebdbluepri.html: Behavior interventions related to function and infraction

www.interventioncentral.org: Resource for academic and behavior interventions, progress monitoring, data

http://www.escambia.k12.fl.us/pbis/data/ http://www.njpbs.org/Problem_Solving/gather_info.html#www.pbis.org/.../fba2bip4chicagoriffel.dochttp://www.pbisworld.com/

http://www.pent.ca.gov/

http://ici.umn.edu/elink/general/spec_areas.html

http://www.specialconnections.ku.edu/

http://www.specialconnections.ku.edu/

http://www.dpi.state.wi.us/sped/ebdbluepri.html

http://www.interventioncentral.org/

http://www.escambia.k12.fl.us/pbis/data/

http://www.njpbs.org/Problem_Solving/gather_info.html



http://www.pbis.org/.../fba2bip4chicagoriffel.doc

http://www.pbis.org/.../fba2bip4chicagoriffel.doc

http://www.pbisworld.com/




Contact InformationRSE-TASC

Regional Special Education Technical Assistance Support Center

Eastern Suffolk BOCES(631) 218-4197

[email protected]@esboces.org

[email protected]/page/1037

mailto:[email protected]



http://www.esboces.org/page/1037


FBA - BIP Gary Coppolino Arlene Crandall Michelle Levy RSE-TASC Regional Special Education Technical…

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