The Initial Line of Inquiry: A Simple Functional Assessment Presented by Development.

The Initial Line of Inquiry: A The Initial Line of Inquiry: A Simple Functional Simple Functional

AssessmentAssessment

Presented Presented byby

DevelopmentDevelopment

www.edprodevelopment.comwww.edprodevelopment.com

Workshop OutcomesWorkshop Outcomes

As a result of this workshop, participants As a result of this workshop, participants will:will:1.1.Know how to assist teams in conducting Know how to assist teams in conducting an Initial Line of Inquiry.an Initial Line of Inquiry.2.2.Understand and be able to describe Understand and be able to describe strategies to assist teams in prioritizing strategies to assist teams in prioritizing supports for students.supports for students.3.3.Design simple data collection tools to Design simple data collection tools to measure:measure:

A. reduction of problem A. reduction of problem behavior/increase in appropriate behavior behavior/increase in appropriate behavior and and

B.B. measuring fidelity of measuring fidelity of implementation (did they implement as implementation (did they implement as designed?).designed?).4. 4. Know how to interpret data to Know how to interpret data to determine “next steps” around a student.determine “next steps” around a student.

Name TagName Tag

Please ensure that Please ensure that cell phones do not cell phones do not

ringring

RestroomsRestrooms

Start time: 8:00 Lunch: 11:30 End Start time: 8:00 Lunch: 11:30 End 4:004:00

This is This is YOURYOUR Workshop!Workshop!

Feel Free to Ask Feel Free to Ask Questions! Questions!

Enjoy!Enjoy!

Choose as many index cards from the middle of your table as you think you will need for this activity.On each index card you chose write down one reason you are at this workshop/you need additional information about conducting functional assessment.Introduce yourself by telling us your name, position/school/role in the district, and all the reasons you are at this workshop/you need additional information about conducting functional assessment.


As a result of this workshop, participants As a result of this workshop, participants will:will:1.1.Know how to assist teams in conducting Know how to assist teams in conducting an Initial Line of Inquiry.an Initial Line of Inquiry.

Use of AgendaUse of Agenda

Rotating RolesRotating Roles

Decision-Making Decision-Making

StrategiesStrategies

Ground Rules & NormsGround Rules & Norms

Tertiary Interventions Team Meeting AgendaTertiary Interventions Team Meeting Agenda

Team members present: __________________________Team members present: __________________________

List of priority students: ___________________________List of priority students: ___________________________

1.1. CelebrationsCelebrations

2.2. Task reviewTask review

3.3. Review new referralsReview new referrals

4.4. Data review of progress and current referralsData review of progress and current referrals

5.5. Plan for sharing of information with faculty & staffPlan for sharing of information with faculty & staff

DATES Facilitator Creates agenda and

guides meeting

ScribeTakes notes and

copies for all

Timekeeper Monitors time on agenda

items

Taskmaster Writes tasks and copies

for all

Rudder Ensures team stays on

task (agenda)

EncouragerChecks task status, assists if

help is needed

EqualizerEnsures everyone is able

to participate in discussion

Jargon BusterAsks for clarification on

unknown/confusing terms.

Ground Rules: Ground Rules: 1. 1. 2. 2. 3.3.

Commonly Used Roles Commonly Used Roles

Time KeeperTime Keeper FacilitatorFacilitator

Keeper of the RudderKeeper of the Rudder

Task MasterTask Master Public RecorderPublic Recorder

Electronic RecorderElectronic Recorder

Tier 2: Secondary Tier 2: Secondary InterventionsInterventions

Specialized Group Specialized Group Systems for Students Systems for Students with At-Risk Behaviorwith At-Risk Behavior

5-15% 5-15%

Tier 1: Primary Tier 1: Primary Preventions:Preventions:

Whole School SystemsWhole School Systems for for AllAll Students, Staff, & Students, Staff, &

SettingsSettings

SYSTEMS OFSYSTEMS OFINTEGRATED SCHOOL-WIDEINTEGRATED SCHOOL-WIDE

SUPPORT: SUPPORT: The Three Tiered ModelThe Three Tiered Model

~ 80% of Students~ 80% of Students

Tertiary Interventions Systems for Students

with High-Risk Behavior

1-7%


Specialized Group Specialized Group Systems for Students Systems for Students with At-Risk Behaviorwith At-Risk Behavior

• ~15% of students~15% of students

• Multiple referrals (2-5)/ Multiple referrals (2-5)/ At Risk of Academic At Risk of Academic FailureFailure

• At-risk for developing At-risk for developing more severe/chronic more severe/chronic patterns of problem patterns of problem behaviors and/or behaviors and/or academic challengesacademic challenges

Establishing Tier 2 Systems of Establishing Tier 2 Systems of Academic & Behavioral SupportsAcademic & Behavioral Supports

~15% ~15%

Check-In/Check-In/Check-OutCheck-Out

Reading/ Reading/ Literacy Literacy

InterventioInterventionn

Math Math InterventionIntervention

Study/ Study/ Organization Organization

Skills Int.Skills Int.

Social Social SkillsSkillsInterventioInterventionn

Coordinator/Coordinator/CoachCoach

Literacy/Literacy/ReadingReadingCoachCoach

MathematicsMathematicsCoachCoach

School Psy./ School Psy./ Behavior Behavior

Specialist/Specialist/CoachCoach

School Psy./ School Psy./ Behavior Behavior

Specialist/Specialist/CoachCoach

Tier 1: Primary PreventionsTier 1: Primary PreventionsWhole School, Classroom, Whole School, Classroom,

and Non-Classroomand Non-ClassroomSystems forSystems for

AllAll Students & StaffStudents & Staff

~80% of Students~80% of Students


Specialized Systems for Specialized Systems for Students with At-Risk Students with At-Risk

BehaviorBehavior

~15% ~15%

Tier 3: Tertiary Tier 3: Tertiary Interventions Interventions Specialized Specialized IndividualizedIndividualizedSystems for Students Systems for Students with High-Risk Behaviorwith High-Risk Behavior

~5% ~5%

INTEGRATED SYSTEMS OF INTEGRATED SYSTEMS OF SCHOOL-WIDE POSITIVE SCHOOL-WIDE POSITIVE

BEHAVIOR INTERVENTIONS AND BEHAVIOR INTERVENTIONS AND SUPPORTS: SUPPORTS:

The Three Tiered ModelThe Three Tiered Model

Individual Student SystemIndividual Student System Behavioral competence at school & Behavioral competence at school &

district levelsdistrict levels Function-basedFunction-based behavior support behavior support

planning planning Team- & data-basedTeam- & data-based decision makingdecision making ComprehensiveComprehensive person-centeredperson-centered

planning & wraparound processesplanning & wraparound processes TargetedTargeted social skillssocial skills & self-& self-

management instructionmanagement instruction Individualized Individualized instructional & curricularinstructional & curricular

accommodationsaccommodations

Tertiary Intervention SystemsTertiary Intervention Systems

Functional Assessment Functional Assessment

A process for identifying clear,

predictive relationships between

events in a person’s environment

and occurrences of the target

behavior in effort to explain the

purpose of the behavior.

Why is the student doing what he or she is doing, when he or she is doing it, to get the outcome he

or she gets? Or,

What’s the function???

The BIG Question

Identify Student StrengthsIdentify Student Strengths

Identify, Prioritize, & Define Problem Behavior(s)Identify, Prioritize, & Define Problem Behavior(s)

Determine Fast Triggers Determine Fast Triggers

Determine Slow TriggersDetermine Slow Triggers

Determine ConsequencesDetermine Consequences

Generate Hypothesis for the Function of the Generate Hypothesis for the Function of the Targeted BehaviorTargeted Behavior..


As a result of this workshop, participants As a result of this workshop, participants will:will:1.1.Know how to assist teams in conducting Know how to assist teams in conducting an Initial Line of Inquiry.an Initial Line of Inquiry.

An Initial Line of InquiryStrengths of student: What the student does well? Student’s strengths, gifts,& talents.

Slow TriggersSlow Triggers(Setting Events)(Setting Events)

Fast TriggersFast Triggers(Antecedents)(Antecedents)

Behavior Behavior ProblemProblem

Actual Actual ConsequencesConsequences

Perceived Perceived FunctionFunction






An An observable observable and and measurable measurable description description of the of the behavior(s) behavior(s) of concern.of concern.

An Initial Line of InquiryStrengths of student: What the student does well? Student’s strengths, gifts, & talents.






Events with a Events with a discrete onset discrete onset and offset, that and offset, that occur occur immediately immediately before the before the challenging challenging behavior (e.g., behavior (e.g., task demand, task demand, teacher teacher direction, direction, social social interaction)interaction)








Events that may Events that may occur before occur before and/or during the and/or during the targeted targeted response that response that causes the causes the student to student to respond to a respond to a “typical” “typical” situation in an situation in an “atypical” way.“atypical” way.Specific Specific conditions, conditions, events, or events, or activities that activities that make the make the problem behavior problem behavior worse? (missed worse? (missed meds, academic meds, academic failure, conflicts failure, conflicts at home, lack of at home, lack of sleep, missed sleep, missed meals, poor meals, poor interactions with interactions with peers/teacher(s), peers/teacher(s), school/classroom school/classroom behavioral behavioral expectations expectations unclear…unclear…

Events with a Events with a discrete onset discrete onset and offset, and offset, that occur that occur immediately immediately before the before the challenging challenging behavior (e.g., behavior (e.g., task demand, task demand, teacher teacher direction, direction, social social interaction). interaction). “Make it “Make it Happen”Happen”








Events that may Events that may occur before occur before and/or during the and/or during the targeted targeted response that response that causes the causes the student to student to respond to a respond to a “typical” “typical” situation in an situation in an “atypical” way.“atypical” way.Specific Specific conditions, conditions, events, or events, or activities that activities that make the make the problem problem behavior worse? behavior worse? (missed (missed medication, medication, history of history of academic failure, academic failure, conflict at home, conflict at home, missed meals, missed meals, lack of sleep, lack of sleep, history of history of problems with problems with peers… peers…



Those events that Those events that occur after the occur after the behavior (e.g., behavior (e.g., peer attention, peer attention, escape task) or as escape task) or as a result of the a result of the behavior (e.g., behavior (e.g., time out, time out, suspension, suspension, detention, …)detention, …)What usually What usually happens after the happens after the behavior occurs? behavior occurs? (e.g., teacher’s (e.g., teacher’s reaction, other reaction, other students’ students’ reactions, power reactions, power struggle …)struggle …)







Events that may Events that may occur before occur before and/or during the and/or during the targeted targeted response that response that causes the causes the student to student to respond to a respond to a “typical” “typical” situation in an situation in an “atypical” way.“atypical” way.Specific Specific conditions, conditions, events, or events, or activities that activities that make the make the problem problem behavior worse? behavior worse? (missed (missed medication, medication, history of history of academic failure, academic failure, conflict at home, conflict at home, missed meals, missed meals, lack of sleep, lack of sleep, history of history of problems with problems with peers… peers…



Those events that Those events that occur after the occur after the behavior (e.g., behavior (e.g., peer attention, peer attention, escape task) or as escape task) or as a result of the a result of the behavior (e.g., behavior (e.g., time out, time out, suspension, suspension, detention, …)detention, …)What usually What usually happens after the happens after the behavior occurs? behavior occurs? (e.g., teacher’s (e.g., teacher’s reaction, other reaction, other students’ students’ reactions, power reactions, power struggle …)struggle …)

Team members Team members initial initial explanation(s) of explanation(s) of why behavior is why behavior is occurring. occurring. ““What might he/she be What might he/she be getting or avoiding?”getting or avoiding?”““What else might he/she What else might he/she get or access as a result of get or access as a result of engaging in the behavior?”engaging in the behavior?”““Does his/her behavior Does his/her behavior result in a power struggle?”result in a power struggle?”““Does his/her behavior Does his/her behavior help to clarify the parental help to clarify the parental (family) system?” gain (family) system?” gain access or connection to access or connection to others? get access to others? get access to preferences? obtain a preferences? obtain a sense of control? clarify sense of control? clarify the rules? clarify parental the rules? clarify parental roles? avoid unpleasant roles? avoid unpleasant circumstances (e.g. work, circumstances (e.g. work, person, place, activity?person, place, activity?reduce anxiety or release reduce anxiety or release tension? escape feeling tension? escape feeling inadequate? inadequate? sensory feedback -feels sensory feedback -feels good? reduce good? reduce uncomfortable stimuli?uncomfortable stimuli?increase beneficial stimuli?increase beneficial stimuli?


Slow Triggers(Setting Events)

Fast Triggers(Antecedents)

Behavior Problem

Actual Consequences Perceived Function

Events that may occur before and/or during the targeted response that causes the student to respond to a “typical” situation in an “atypical” way.Specific conditions, events, or activities that make the problem behavior worse? (missed medication, history of academic failure, conflict at home, missed meals, lack of sleep, history of problems with peers…

Events with a discrete onset and offset, that occur immediately before the challenging behavior (e.g., task demand, teacher direction, social interaction)

An observable and measurable description of the behavior(s) of concern.

Those events that occur after the behavior (e.g., peer attention, escape task) or as a result of the behavior (e.g., time out, suspension, detention, …)What usually happens after the behavior occurs? (e.g., teacher’s reaction, other students’ reactions, power struggle …)

Team members initial explanation(s) of why behavior is occurring. “What might he/she be getting or avoiding?”“What else might he/she get or access as a result of engaging in the behavior?”“Does his/her behavior result in a power struggle?”“Does his/her behavior help to clarify the parental (family) system?” gain access or connection to others? get access to preferences? obtain a sense of control? clarify the rules? clarify parental roles? avoid unpleasant circumstances (e.g. work, person, place, activity?reduce anxiety or release tension? escape feeling inadequate? sensory feedback -feels good? reduce uncomfortable stimuli?increase beneficial stimuli?


Building DJ’s Hypothesis(es) to the Building DJ’s Hypothesis(es) to the Function(s)Function(s)

Given these Given these circumstances…circumstances…SicknessSicknessMissed mealsMissed mealsMissed medicineMissed medicineConflicts with certainConflicts with certain

when this occurs….when this occurs….Other students Other students unwilling to unwilling to play/interact with play/interact with DominickDominickStanding in line near Standing in line near someonesomeone

person does…person does…HitsHitsPinchesPinchesGrabs another person Grabs another person with bothwith both

in order to…in order to…Gain peer attention/ Gain peer attention/ interactioninteractionTerminate/Avoid Terminate/Avoid undesired peer undesired peer interactioninteractionCope withCope with

Given these Given these circumstances…circumstances… SicknessSicknessMissed mealsMissed mealsMissed medicineMissed medicineConflicts with Conflicts with certain peerscertain peersMrs. Coffey Mrs. Coffey being absentbeing absent

when this when this occurs….occurs….Other students Other students unwilling to unwilling to play/interact with play/interact with DominickDominickStanding in line Standing in line near someone with near someone with whom he does not whom he does not get along get along Other students Other students teasing himteasing himMrs. Coffey being Mrs. Coffey being out of sightout of sightUnstructured timeUnstructured time(playground, (playground, transitioning in line transitioning in line from or to from or to classroom)classroom)

person does…person does…

HitsHitsPinchesPinchesGrabs another Grabs another person with both person with both armsarmsSpits on another Spits on another personperson (Sometimes(Sometimes scowls/grimaces scowls/grimaces and clinches and clinches fists before fists before engaging in engaging in one of the one of the other behaviors) other behaviors) (May cry or (May cry or scream after scream after behavior)behavior)

in order to…in order to…

Gain peer Gain peer attention/ attention/ interactioninteractionTerminate/Avoid Terminate/Avoid undesired peer undesired peer interactioninteractionCope with Cope with frustration of frustration of other students other students unwilling to unwilling to play/interact with play/interact with himhim


Setting Stimulus Problem Consequence PerceivedAntecedent Antecedent Behaviors Function(Slow Trigger) (Fast Trigger)

More likely if When Curtis is Curtis yells Sent to office Curtis escapes thelittle sleep the asked to obscenities task/assignment night before. complete difficult and/or throws because he doesn’t or non-preferred objects like to make errors More like likely math and

in front of his peers if teacher talks reading tasks and he doesn’t know to him about his how to ask for grades or behav- help without feeling ior at beginning

others think he is of class stupid.

More likely during Talking to girls Curtis is late Teacher scolds, Curtis gets teacherclass changes in the hallway. for class, often writes an office and peer attention. in the hall ends in power referral, often Often escapes class struggle with goes to office. or assignment. We

Curtis going to think he likes being

the office acknowledged for being with girls &

has little rapport with the teacher.

Curtis’ Initial Line of InquiryCurtis’ Initial Line of Inquiry

From Hypothesis to Strategieswhen this occurs…

Slow triggerSlow triggerStrategiesStrategies

Fast trigger Fast trigger strategiesstrategies

Alternative/ Alternative/ Competing Competing Behavior Skills: Behavior Skills:

Teaching Teaching Strategies:Strategies:

Long Term Long Term Desired Skills:Desired Skills:


ReinforcementReinforcementStrategies:Strategies:

Alternative Alternative Behaviors:Behaviors:

Long Term Long Term Skills:Skills:

Class Class Behavioral Behavioral ExpectationsExpectations

Reduction/ Reduction/ PunishmentPunishmentStrategiesStrategies

Given these circumstances

Slow Triggers

Fast Trigger

s

the person does…

Problem Behavior

in order to…

Get/Avoid

because…

Function

Given these Given these circumstances…circumstances… SicknessSicknessMissed mealsMissed mealsMissed medicineMissed medicineConflicts with Conflicts with certain peerscertain peersMrs. Coffey Mrs. Coffey being absentbeing absent

when this when this occurs….occurs….Other students Other students unwilling to unwilling to play/interact with play/interact with DominickDominickStanding in line Standing in line near someone with near someone with whom he does not whom he does not get along get along Other students Other students teasing himteasing himMrs. Coffey being Mrs. Coffey being out of sightout of sightUnstructured timeUnstructured time(playground, (playground, transitioning in line transitioning in line from or to from or to classroom)classroom)

person does…person does…

HitsHitsPinchesPinchesGrabs another Grabs another person with both person with both armsarmsSpits on another Spits on another personperson (Sometimes(Sometimes scowls/grimaces scowls/grimaces and clinches and clinches fists before fists before engaging in engaging in one of the one of the other behaviors) other behaviors) (May cry or (May cry or scream after scream after behavior)behavior)

in order to…in order to…

Gain peer Gain peer attention/ attention/ interactioninteractionTerminate/Avoid Terminate/Avoid undesired peer undesired peer interactioninteractionCope with Cope with frustration of frustration of other students other students unwilling to unwilling to play/interact with play/interact with himhim


Slow TriggerSlow TriggerStrategiesStrategies•Call home if Call home if DJ has a fever DJ has a fever or is throwing or is throwing upup•Let DJ lie Let DJ lie downdown•Provide Provide snacks/ food if snacks/ food if DJ is hungryDJ is hungry•Use Use cooperative cooperative groups/teams/ groups/teams/ structuresstructures•Develop and Develop and use social use social stories to let stories to let DJ know that DJ know that Mrs. Coons is Mrs. Coons is absent and absent and what happens what happens when she is when she is absent absent

Fast Trigger Fast Trigger StrategiesStrategies

Develop and use T-Develop and use T-charts to teach rules charts to teach rules for line and for line and playgroundplaygroundProvide guidance to Provide guidance to substitute teacherssubstitute teachersTeach DJ to move Teach DJ to move places in lineplaces in lineRole play appropriate Role play appropriate peer attention peer attention getting/interaction getting/interaction skillsskillsRole play appropriate Role play appropriate avoidance/termination avoidance/termination of peer interaction of peer interaction skillsskillsDevelop and use Develop and use social stories to let DJ social stories to let DJ know that when Mrs. know that when Mrs. Coons is not close to Coons is not close to him what he should him what he should dodo

Alternative SkillsAlternative Skills Teaching Teaching StrategiesStrategies

•Teach DJ to use Teach DJ to use self-management self-management strategy to cope strategy to cope with frustration with frustration when other when other student(s) are not student(s) are not willing to willing to play/interact with play/interact with him or when the him or when the students tease students tease him.him.•Teach DJ to Teach DJ to initiate peer initiate peer interaction interaction appropriatelyappropriately•Teach DJ to Teach DJ to avoid/terminate avoid/terminate peer interaction peer interaction appropriatelyappropriately

ReinforcementReinforcementStrategiesStrategies

•Verbal praiseVerbal praise•HugsHugs•Positive PEP Positive PEP cardscards•StickersStickers•Treasure BoxTreasure Box

PunishmentPunishmentStrategiesStrategies

•Classroom Classroom System for Rule System for Rule Infractions:Infractions: -lose 1-lose 1stst

cardcard -lose 2-lose 2ndnd

cardcard -lose 3-lose 3rdrd cardcard -miss play-miss play timetime -sad note -sad note homehome•Crisis Level – Crisis Level – Goes to ISS for Goes to ISS for no more than no more than one hourone hour


As a result of this workshop, participants As a result of this workshop, participants will:will:1.1.Know how to assist teams in conducting Know how to assist teams in conducting an Initial Line of Inquiry.an Initial Line of Inquiry.2.2.Understand and be able to describe Understand and be able to describe strategies to assist teams in prioritizing strategies to assist teams in prioritizing supports for studentssupports for students..

As a group let’s prioritize a character we all know best. Please LETTER a piece of paper from A to G. Starting with A list each character in order next to each letter:

There are seven names listed. Beside the name of the character that you know the BEST put the number 7. Beside the name of the character you know the LEAST put the number 1.Looking at the remaining FIVE characters decide which you know the BEST and put the number 6. Beside the character you know the LEAST put the number 2. Continue doing this until all characters have a number beside them.Share your numbers as they are requested.The character with the highest score is the one we, as a group, know BEST.

1. Using the character whom we prioritized (using the Delphi Weighting Method) let’s complete an ILI together

Slow triggerSlow triggerStrategiesStrategies

Fast trigger Fast trigger strategiesstrategies

Alternative/ Alternative/ Competing Competing Behavior Skills: Behavior Skills:


Long Term Long Term Desired Skills:Desired Skills:


ReinforcementReinforcementStrategies:Strategies:

Alternative Alternative Behaviors:Behaviors:

Long Term Long Term Skills:Skills:

Class Class Behavioral Behavioral ExpectationsExpectations

Reduction/ Reduction/ PunishmentPunishmentStrategiesStrategies

Given these circumstances

Slow Triggers

Fast Trigger

s

the person does…

Problem Behavior

in order to…

Get/Avoid

When these things occur

… and we believe it is

because

Function


As a result of this workshop, participants As a result of this workshop, participants will:will:Know how to assist teams in conducting Know how to assist teams in conducting an Initial Line of Inquiry.an Initial Line of Inquiry.2.2. Understand and be able to describe Understand and be able to describe strategies to assist teams in prioritizing strategies to assist teams in prioritizing supports for studentssupports for students..

1. Using the character whom we prioritized (using the Delphi Weighting Method) let’s complete an ILI together

2. Let’s use the Delphi Weighting Method to prioritize the recommendations we generated…remember to letter the recommendations on a separate sheet of paper, put the highest number next to the recommendation you think is MOST important and the lowest number (1) next the recommendation you think in the LEAST important. Repeat this until you have scored all the recommendations. 3. As a group tally the scores and circle the top three scoring recommendations.


As a result of this workshop, participants As a result of this workshop, participants will:will:Know how to assist teams in conducting Know how to assist teams in conducting an Initial Line of Inquiry.an Initial Line of Inquiry.Understand and be able to describe Understand and be able to describe strategies to assist teams in prioritizing strategies to assist teams in prioritizing supports for students. supports for students. 3.3. Design simple data collection tools for Design simple data collection tools for measuring:measuring:

A. reduction of problem A. reduction of problem behavior/increase in appropriate behavior behavior/increase in appropriate behavior and and

B.B. fidelity of implementation (did fidelity of implementation (did they implement as designed?).they implement as designed?).

DDAATTAA . . . . ..

IS NOT JUST IS NOT JUST ANOTHERANOTHER

FOUR LETTER FOUR LETTER WORD!WORD!

Why Do I Have to Take Why Do I Have to Take Data?Data? Determines baseline Determines baseline performance/measure.performance/measure.

Provides objective assessment Provides objective assessment information.information.

Leads to effective design of Leads to effective design of intervention.intervention.

Used to Used to identifyidentify goals & objectives. goals & objectives. Used toUsed to monitor monitor progress toward progress toward

goals & objectives.goals & objectives. Used to Used to evaluateevaluate progress toward progress toward

goals & objectives – i.e., data-based goals & objectives – i.e., data-based decisions.decisions.Professional AccountabilityProfessional Accountability

Data Must Be….Data Must Be…. CollectedCollected SummarizedSummarized Visually DisplayedVisually Displayed Used for Decision-Used for Decision-

MakingMaking

Data Collection: Two Most Common Categories

Permanent ProductPermanent Product““a product that is tangible and can be a product that is tangible and can be

measured after the behavior has measured after the behavior has occurred” (Cooper, Heron, & Heward, occurred” (Cooper, Heron, & Heward, 1987)1987)

Direct ObservationDirect Observation““A method of data collection that A method of data collection that involves the careful watching and involves the careful watching and

recording of something, (e.g. a recording of something, (e.g. a situation, teacher, student or situation, teacher, student or

setting). Temporal, in the setting). Temporal, in the moment.”moment.”

Permanent ProductsPermanent ProductsExamples:Examples: tests, products, tests, products, student performancesstudent performances

Advantages:Advantages: Easy to collect, Easy to collect, tangible, permanenttangible, permanent

DisadvantagesDisadvantages: Must be : Must be quantified for evaluation quantified for evaluation purposes purposes

Permanent products are Permanent products are by far the easiest of by far the easiest of

data collection data collection strategies. The strategies. The challenge is to challenge is to

summarize and visually summarize and visually display results over display results over

time.time.

Running Record Date

Words Correctly Read/Total

Percentage Words Correctly Read

1/7/2008 24/28 86

1/10/2008 22/30 73

1/14/2008 25/31 81

Words Correrctly Read

65

70

75

80

85

90

Running Record Data

Perc

ent C

orr

ect

Data CollectionData Collection

Data Visually DisplayedData Visually Displayed

Direct Observation Data for Tertiary/Tier Direct Observation Data for Tertiary/Tier 3 Interventions3 Interventions

Discrete Response/Correct-Error Recording:Discrete Response/Correct-Error Recording: Used most often when teaching new skills or activity Used most often when teaching new skills or activity sequences. Responses are recorded as correct, error, sequences. Responses are recorded as correct, error, and, at times, prompted. (e.g., use of self and, at times, prompted. (e.g., use of self management strategy to diffuse anger; coming to management strategy to diffuse anger; coming to class prepared, bringing in completed homework,… class prepared, bringing in completed homework,… All of which could be appropriate behavior that needs All of which could be appropriate behavior that needs to INCREASE!to INCREASE!))

Event/Frequency Recording:Event/Frequency Recording: Measures the total Measures the total number of times a specific behavior occurs. (e.g., number of times a specific behavior occurs. (e.g., number of occurrences of challenging behavior,…)number of occurrences of challenging behavior,…)

Rate Recording:Rate Recording: Measures the number of times a Measures the number of times a specific behavior occurs per one unit of time. (e.g., specific behavior occurs per one unit of time. (e.g., math facts per minute, raised hand (alternative to math facts per minute, raised hand (alternative to blurting out) during 30 minutes class…)blurting out) during 30 minutes class…)

Direct Observation Data Direct Observation Data

Other direct observation date observation Other direct observation date observation strategies least common for secondary strategies least common for secondary interventions include:interventions include:

Duration Recording:Duration Recording: Measures how long a Measures how long a behavior occurs within an observation period (e.g. behavior occurs within an observation period (e.g. off task/out of seat for X seconds/minutes). off task/out of seat for X seconds/minutes).

Latency Recording:Latency Recording: Measures how long it takes Measures how long it takes to initiate a behavior after the instructional/natural to initiate a behavior after the instructional/natural cue (X seconds/minutes to get out book, cue (X seconds/minutes to get out book, homework, etc). homework, etc).

Interval Recording:Interval Recording: Measures the occurrence or Measures the occurrence or nonoccurrence of a behavior during an nonoccurrence of a behavior during an observation period (whole, partial, & momentary) observation period (whole, partial, & momentary) {Come to two-day Tertiary Workshop for more {Come to two-day Tertiary Workshop for more information.}information.}

Direct Observation Data for Tertiary/Tier Direct Observation Data for Tertiary/Tier 3 Interventions3 Interventions

Discrete Response/Correct-Error Discrete Response/Correct-Error Recording:Recording:

Used most often when teaching new skills Used most often when teaching new skills or activity sequences or activity sequences (to replace (to replace

inappropriate behaviors identified in the inappropriate behaviors identified in the ILI)ILI). Responses are recorded as correct, . Responses are recorded as correct,

error, and, at times, prompted. (e.g., use error, and, at times, prompted. (e.g., use of self management strategy to diffuse of self management strategy to diffuse

anger; coming to class prepared, bringing anger; coming to class prepared, bringing in completed homework,… ) in completed homework,… )

Strategies for Collecting Strategies for Collecting DataData

Pen and PaperPen and PaperStudent self recordStudent self recordOffice Discipline ReferralsOffice Discipline ReferralsComputer Computer Student record for teacherStudent record for teacherPennies, buttons, paper clips Pennies, buttons, paper clips transferred from one pocket transferred from one pocket to anotherto another

RECOMMENDATION: Teach Octavia to use her personal schedule.Teacher provides data via chart

RECOMMENDATION: Teach Johnny to raise his hand before saying the answer to a question. Collect data on the number of times he does this WITHOUT being prompted.

Teacher collects data by moving buttons from left to right pocket for each question he asks the whole class. He then moves paper clips from left to right pocket each time Johnny raises his hand. Teacher records these numbers on chart below.

Date and class

Number of questions

Number of hand raises

RECOMMENDATION: Have Jermiah monitor his appropriate and inappropriate comments and in and out of seat behavior.

Teacher collects data by creating a data sheet and reviewing with Jermiah how to mark it. In week one the teacher and Jermiah BOTH collect the data and compare daily. In week TWO, assuming Jermiah and the teacher had agreement the last 2-3 days of week one, Jermiah collects his own data.

Using the character on whom we completed an ILI together and the top three recommendations that we prioritized (using the Delphi Weighting Method) generate a data collection tool. You may work as a group and create tools for all three recommendations or you may work alone and generate a tool for one of the recommendations.You will have 7 minutes and will have to share with the large group.


As a result of this workshop, participants As a result of this workshop, participants will:will:Know how to assist teams in conducting Know how to assist teams in conducting an Initial Line of Inquiry.an Initial Line of Inquiry.Understand and be able to describe Understand and be able to describe strategies to assist teams in prioritizing strategies to assist teams in prioritizing supports for studentssupports for students. . 3.3. Design simple data collection tools for Design simple data collection tools for measuring:measuring:

reduction of problem reduction of problem behavior/increase in appropriate behavior/increase in appropriate behavior and behavior and B.B. fidelity of implementation (did fidelity of implementation (did they implement as designed?).they implement as designed?).

Fidelity of implementation is the delivery of instruction {intervention} in the way in which it was

designed to be delivered.(Gresham, MacMillan, Beebe-

Frankenberger, & Bocian, 2000)

Several studies confirm the importance of fidelity of implementation to maximize program effectiveness. A few notable ones:

Foorman & Moats, 2004Foorman & Schatschneider, 2003Gresham et al., 2000Kovaleski et al., 1999Telzrow, McNamara, & Hollinger, 2000 Vaughn, Hughes, Schamm, & Klingner, 1998

Although these studies examined various interventions, the results suggest that positive student outcomes may be attributed to three related factors:1. Fidelity of implementation of the process (at the school level)2. Degree to which the selected interventions are empirically supported3. Fidelity of intervention implementation (at the teacher level)

Specific proactive practices that help to ensure fidelity of implementation include the following: Link interventions to improved outcomes (credibility) Definitively describe operations, techniques, and components Clearly define responsibilities of specific persons Create a data system for measuring operations, techniques, and components Create a system for feedback and decision making (formative) Create accountability measures for non-compliance

RECOMMENDATION: Develop and use T-chart to teach behavioral expectations for raising hand to speak.

Teacher provides copy or brings completed T-Chart Teacher provides copy or brings completed T-Chart to next meeting.to next meeting.

Teacher collects Teacher collects data on teaching.data on teaching.

Week of __Week of __ Week of __Week of __ Week of__Week of__ Week of__Week of__

1010 10 10 10 10 1010 10 10 10 10 10 10 10 10 1010 10 10 10 10 10 10 10 10 1010 10 10 10 10 10 10 10 10 1010 10 10 10 10

99 9 9 9 9 99 9 9 9 9 9 9 9 9 99 9 9 9 9 9 9 9 9 99 9 9 9 9 9 9 9 9 99 9 9 9 9

88 8 8 8 8 88 8 8 8 8 8 8 8 8 88 8 8 8 8 8 8 8 8 88 8 8 8 8 8 8 8 8 88 8 8 8 8

77 7 7 7 7 77 7 7 7 7 7 7 7 7 77 7 7 7 7 7 7 7 7 77 7 7 7 7 7 7 7 7 77 7 7 7 7

66 6 6 6 6 66 6 6 6 6 6 6 6 6 66 6 6 6 6 6 6 6 6 66 6 6 6 6 6 6 6 6 66 6 6 6 6

55 5 5 5 5 55 5 5 5 5 5 5 5 5 55 5 5 5 5 5 5 5 5 55 5 5 5 5 5 5 5 5 55 5 5 5 5

44 4 4 4 4 44 4 4 4 4 4 4 4 4 44 4 4 4 4 4 4 4 4 44 4 4 4 4 4 4 4 4 44 4 4 4 4

33 3 3 3 3 33 3 3 3 3 3 3 3 3 33 3 3 3 3 3 3 3 3 33 3 3 3 3 3 3 3 3 33 3 3 3 3

22 2 2 2 2 22 2 2 2 2 2 2 2 2 22 2 2 2 2 2 2 2 2 22 2 2 2 2 2 2 2 2 22 2 2 2 2

11 1 1 1 1 11 1 1 1 1 1 1 1 1 11 1 1 1 1 1 1 1 1 11 1 1 1 1 1 1 1 1 11 1 1 1 1

00 M T W R F M T W R F

M T W R FM T W R F M T W R FM T W R F M T W R FM T W R F

Rai

ses

Han

d A

ppro

pria

tely

(/=

yes,

X=

no)

Rai

ses

Han

d A

ppro

pria

tely

(/=

yes,

X=

no)

Recommendation: With Jamirez, develop an anger control strategy. Put it in writing with pictures. Teach Jamirez to control his anger when a peer does not want to play with him during recess.

Teacher shares copy of anger control strategy with words Teacher shares copy of anger control strategy with words and pictures. Evidence of student words.and pictures. Evidence of student words.

Teacher documents teaching strategy.Teacher documents teaching strategy.

DATDATEE

CONTEXT CONTEXT NEEDEDNEEDED

STUDENT STUDENT RESPONSE/REACTIONRESPONSE/REACTION

Recommendation: Each teacher who supports and/or teaches Susannah conduct a 2X10 with her beginning Monday.

Teacher documents intervention on data sheet below.

DATEDATE Time of Time of DayDay

Topic of 2 min. conversation and Topic of 2 min. conversation and any notable comments by Susannahany notable comments by Susannah

11

22

33

44

55

66

77

88

99

1010

Using the character on whom we completed an ILI together and the top three recommendations that we prioritized (using the Delphi Weighting Method) generate a fidelity of implementation data collection tool. Again, you may work as a group and create tools for all three recommendations or you may work alone and generate a tool for one of the recommendations.You will have 7 minutes and will have to share with the large group.


As a result of this workshop, participants As a result of this workshop, participants will:will:Know how to assist teams in conducting an Initial Line of Inquiry.Understand and be able to describe strategies to assist teams in prioritizing supports for students.Design simple data collection tools to measure: A. reduction of problem behavior/increase in appropriate behavior and

B. fidelity of implementation (did they implement as designed?).4. 4. Know how to interpret data to Know how to interpret data to determine “next steps” around a student.determine “next steps” around a student.

What is next step for Brian?What is next step for Brian?

step

Step/Behavior

9 Evaluate your choice. 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9

8 Make a choice. 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8

7 What do I want to happen as a result of my choice?

7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7

6 What could I do? 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6

5 Was what was said or done, fair?

5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5

4 Why do you feel what you are feeling?

4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4

3 How do you feel? 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

2 Think. What just happened?

2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2

1 Stop. Take 2 deep breaths.

1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

Scenario #

Date

Goal: Goal: When Andy feels like he is “being challenged”, he will use his ACR strategy 4/5 When Andy feels like he is “being challenged”, he will use his ACR strategy 4/5 opportunitiesopportunitiesData: / = correct response; X = incorrect response; P = prompted responseData: / = correct response; X = incorrect response; P = prompted responseCircle Total Number Steps CorrectCircle Total Number Steps CorrectNatural Cue(s): Natural Cue(s): When Andy feels like he is “being challenged.”When Andy feels like he is “being challenged.” Natural Consequences: Natural Consequences: Andy will stay out of troubleAndy will stay out of trouble..

Date Negative Comments Frequency

Data(tally marks)

Total # of Negative

comments

Use of Anger Control

Strategy(tally marks)

Total #Use of anger

control

12.02.07 IIII IIII 10 012.03.07 IIII IIII 9 I 112.04.07 IIII II 7 I 112.05.07 IIII 5 III 312.06.07 III 3 IIII 412.09.07 II 2 IIII I 612.10.07 II 2 IIII I 612.11.07 I 1 IIII II 712.12.07 I 1 IIII III 812.13.07

0 IIII IIII 10

Frequency/Discrete Response Data SheetFrequency/Discrete Response Data SheetStudent: Student: Andy Andy GoalGoal: : Increase use of anger control strategy and decrease Increase use of anger control strategy and decrease negative comments made to teachers and peers negative comments made to teachers and peers SD: SD: When Andy feels like his dignity is being attacked by a When Andy feels like his dignity is being attacked by a peer or teacherpeer or teacher

Andy- Negative Comments/Anger Control Strategy

10

9

7

5

3

2 2

1 1

00

1 1

3

4

6 6

7

8

10

0

2

4

6

8

10

12

12.02.07 12.03.07 12.04.07 12.05.07 12.06.07 12.09.07 12.10.07 12.11.07 12.12.07 12.13.07

Date

Nu

mb

er o

f in

cid

ence

s

negative comments use of anger control strategy

What is next step for Andy?What is next step for Andy?

date page began___________ Principal signature & date: _____________date page began___________ Principal signature & date: _____________

time: 1:00-1:30time: 1:00-1:30

time: 12:00-12:30time: 12:00-12:30time: 11:00-11:30time: 11:00-11:30

time: 10:00-10:30time: 10:00-10:30

time: 9:00-9:30time: 9:00-9:30

time: 8:00-8:30time: 8:00-8:30

Time Tally every time that the behavior occurs(out of seat)

Total # of times behavior occurred during intervalCriteria: Less than 5 per interval for dot

8:00-8:30 IIII IIII 108:30-9:00 IIII 4

9:00-9:30 III 39:30-10:00 III 310:00-10:30 IIII 410:30-11:00 IIII 4

11:30-12:00 IIII II 712:30-1:00 IIII I 6

1:00-1:30 IIII 4

1:30-2:00 III 3

2:00-2:30 IIII 5

Daily Total = 53

Student: Student: Joey Joey Behavior: Behavior: Out of Seat (less Out of Seat (less than 5 X per 30 than 5 X per 30 min) Date:min) Date: 1.14.08 1.14.08

0

10

20

30

40

50

60

1.14.08 1.15.08 1.16.08 1.18.08 1.19.08 1.22.08 1.23.08 1.24.08 1.25.08

Nu

mb

er o

f tim

es o

ut o

f sea

t

Date

J oey Ou t of Seat Dat a

What is next step for JoeyWhat is next step for Joey

1. Practice!!! Practice!!!! 1. Practice!!! Practice!!!! Practice!!!!Practice!!!!

2. Teach faculty and staff ILI 2. Teach faculty and staff ILI procedures.procedures.

3. Connect to Primary and 3. Connect to Primary and Secondary efforts.Secondary efforts.

EdPro EdPro Development Development EvaluationEvaluation

http://edprodevelopment.com/ http://edprodevelopment.com/

Competing Behavior Model

Setting Events/

Slow Triggers

Antecedents/Fast

Triggers

Desired Behavior

Problem Behavior

Replacement Behavior

Reinforcing Consequen

ce


cealternative, functionally equivalent behavior

Long-term desired

behavior

Competing Behavior ModelCompeting Behavior Model

Setting Event

Antecedent

Desired Behavior

Problem Behavior

Replacement Behavior


ce


ce

Academic engagement

Anger Control Self Management

Request to leave class/school

Verbal & Physical Aggression

Profanity

Limited group of friends

Lack of sleep

Peer negative comments about size/physique or character

Adult directions/ comments provided in officious, chiding, or condescending fashion

Escape current demands/ situation

Personal satisfaction

Passing grades

Enlistment in military

The Initial Line of Inquiry: A Simple Functional Assessment Presented by Development.

Documents

students tier

development slide

school systems

atrisk behavior

students staff

tiered model slide

highrisk behavior

individualized systems