1. Part 6: Behavior Support Team: Implementation & Evaluation Planning
Practical/Basic
FBA
Part 6:
Behavior Support Team:
Implementation & Evaluation Planning

2. Part 6: Behavior Support Team Participant Manual pages 95- 109
Review content from previous training sessions
Describe the role of the BSP Team Leader and team members
Define and describe how to assess contextual fit
Describe the necessary components of Implementation and Evaluation Plans
TASK:
Lead a team through Implementation & Evaluation of BSP

3. Review #1
Use the BSP Self-Check on p. 97 as a guide to check the Suggested Interventions and fill in missing interventions that address the function of behavior on the BSP form (p. 96) for Travis
10-minutes

4. 3 2 4 1 Travis Antecedent Consequence/Function Desired Behavior
Participate with class in stretching exercises
Consequence
Stay with classmates; peer attention
Routine: Physical Education
Setting Event
Student hasn’t been to PE with “coach” for a week or more.
Antecedent
Asked to participate in stretching exercises
Problem Behavior
Walks away from group or runs around the field yelling
Consequence/Function
Coach follows him and sometimes chases him (student thinks it is like a game of tag)
Obtains attention from teacher
Replacement Behavior
Ask appropriately to help the coach
Setting Events
Manipulate Antecedent
Teach Behavior
Alter Consequences
Arrange for “coach” to check in with him before PE starts to ensure that he gets direct attention from “coach”.
Prevent Problem Behavior
When having students do stretching exercises provide student with a choice of stretching next to the coach or setting up the equipment for the next activity.
Prompt Alternate/Desired Behavior
Coach reminds him at the beginning of class that he may ask to be a helper at any time.
Teach Replacement Behavior
Coach will practice with the student how to ask to be a helper when he is wanting to get the coach’s attention
Teach Desired Behavior
Provide social skills training focused on how to participate with the class.
Reinforce Replacement Behavior
Student will be allowed to be a helper when he asks appropriately
Reinforce Desired Behavior
When student participates with class for 5-minutes, coach will go over and give him a hi-five.
Corrective Procedures
At first sign of problem behavior, student will be prompted by coach to ask to be a helper.
Extinguish Problem Behavior
Coach does not follow student or give any verbal attention to student when he is not participating 3 2 4 1
M.K. Strickland-Cohen (2011) ECS, University of Oregon

5. Review #2 (pg. 98) RACER??
Replace problem behavior by teaching a socially acceptable, efficient behavior that allows student to obtain the pay-off/function Antecedent strategies to directly address triggers to prevent problems & prompt replacement behaviors based on the function of behavior Correct behaviors by quickly & effectively redirecting student to replacement behavior Extinguish behaviors by ensuring that problem behaviors do NOT pay off for the student (i.e. does not result in the function of behavior) Reinforce replacement & desired behaviors based on function/pay off for the student

6. REVIEW (p. 98) Steps in Behavior Support Planning
Step 1: Develop Competing Behavior Pathway
Step 2: Develop Behavior Support Plan
Step 3: Implementation Plan
Step 4: Evaluation Plan
Step 5: Follow-up Meetings to Review Progress

7. Objectives Describe the role of the BSP Team Leader and team members
Describe the necessary components of:
Implementation Planning and
Evaluation Plans

8. BSP Team & Implementation Planning

9. Steps in Behavior Support Planning
Step 1: Develop Competing Behavior Pathway
Step 2: Develop Behavior Support Plan
Step 3: Implementation Plan
Step 4: Evaluation Plan
Step 5: Follow-up Meetings to Review Progress

10. BSP Team members & roles
Standing Team Members
*Principal
&
*Basic BSP Team Leader
Members Based on Student
Teachers & Staff who work w/ student
(Gen Ed, SPED & staff as appropriate)
Decision Maker & Monitor BSP
Behavioral Training/
Case Manager & Facilitator
Implementer w/ Knowledge of Student & Context for Intervention
***For more challenging cases, make sure to involve Behavior Specialist
Behavioral Expertise/
Case Manager & Facilitator

11. Implementation Planning Meeting
Summarize the Competing Behavior Pathway (Assessment results)
Finalize Interventions for Implementation Plan
Finalize Evaluation Plan

12. What you Need: Completed Behavior Support Plan
Step 1: Summarize the Competing Behavior Pathway
Your Roadmap for Intervention Planning

13. Summarizing the Competing Behavior Pathway
3. This is the long-term goal
1. Start by reviewing the FBA & assessment information
“Based on the FBA, which included assessments (interview, observation, etc.) with who? … we found the following information about Harrison’s problem behavior.”
2. Here is a suggested Alternate Behavior (short term goal)…
Will this work?
Other ideas?
During Routine, Harrison is most likely to Problem Behavior, when Antecedent because he is Consequence, as a result he gets to Function.
Remember the Alt. Beh must:
-serve same function
-be easier to do
-be soc’ly acceptable

14. Practice Activity Choose a Partner
See the Competing Behavior Pathways on pp of your manual
Choose either your own BSP case you are working on or one of the examples (Travis or Lumen) provided in the manual
Practice Presenting a Summary of the Competing Behavior Pathway to your Partner

15. Implementation Planning Meeting
Summarize the Competing Behavior Pathway (Assessment results)
Finalize Interventions for Implementation Plan
Finalize Evaluation Plan

16. Finalizing the Implementation Plan
IMPORTANT!!!
Actively involve implementers in determining final interventions for Implementation
Specifically identify if the interventions work for the implementers
If they DON’T… the intervention will NOT be implemented

17. Finalizing the Implementation Plan
For each intervention being considered, ask your implementer:
Do you believe this intervention will be effective for the student?
Is this intervention consistent with your values as an educator?
Is this intervention feasible for you to implement?
Do you have the skills needed?
Are the necessary resources (time, space, staff, administrative support) available?

18. Implementation Planning: Who will do what, by when?
Consider:
What specific activities will be involved?
Developing materials (ex. reinforcement system)
Designing and teaching curriculum
Data collection design
Who is responsible for implementing each part of the intervention?
When will each part of the plan be implemented?
M.K. Strickland-Cohen (2011) ECS, University of Oregon

19. Finalizing the Implementation Plan
What Who When

20. Finalizing the Implementation Plan
Turning Suggested Interventions into an IMPLEMENTATION PLAN
Manipulate Antecedent
Teach Behavior
Alter Consequences
Prevent problem behavior
Provide visual prompts (graphic organizers) for math assignments.
Intersperse easy problems with long division problems
Prompt Alternate/Desired Behavior
Put visual reminder on desk to prompt H to ask for a break or easier task
Teach Replacement Behavior
- Teach him how to appropriately ask for a ‘break’ or for an easier task and when (appropriate times) to do so
Teach Desired Behavior:
Academic/Social Skills
- Provide additional small-group instruction in multi-digit multiplication and division
Reinforce Behavior
Every time he asks for a break respectfully make sure he gets a break.
- For every 5 difficult math problems that he completes, he will be allowed to skip 5 problems
Response to Problem Behavior/ Corrective Feedback & Extinction Procedures
When student engages in problem behavior, prompt him to ask for a break.
If student still engages in problem behavior, ensure he does not get out of task (he may have to do work with teacher during recess/after school)
Review the suggested interventions. This is why, this is what it looks like.
If not, do you have suggestions for revisions or alternative interventions to prevent the problem behavior?
Do you think this would work?
Does it fit your values?
Is this feasible?
Are you clear about how to do this?
Should we do this?
What help/support would you need?

21. Manipulate Antecedent
Prevent problem behavior
Provide visual prompts (graphic organizers) for math assignments.
Intersperse easy problems with long division problems
Prompt Alternate/Desired Behavior
Put visual reminder on desk to prompt H to ask for a break or easier task
Provide graphic organizer for long division steps
Mr. J /4
Give verbal/gestural reminders to take break
Mr. J /4
Teacher Concern:
Teacher doesn’t think it’s necessary, instead teach student they can cross off difficult problems
Teach student to cross off difficult problems & go on
Mrs.M 10/4
Teacher Concern:
“Not age appropriate, would verbal or gesture reminders work?”

22. Let’s Try this Together
Role Play: You’re the teacher, this is your student & I’m presenting interventions to you
Review the suggested interventions. This is why, this is what it looks like.
If not, do you have suggestions, revisions or alternative interventions?
Manipulate Antecedent
Teach Behavior
Alter Consequences
Prevent problem behavior
Provide visual prompts (graphic organizers) for math assignments.
Intersperse easy problems with long division problems
Prompt Alternate/Desired Behavior
Put visual reminder on desk to prompt H to ask for a break or easier task
Teach Replacement Behavior
- Teach him how to appropriately ask for a ‘break’ or for an easier task and when (appropriate times) to do so
Teach Desired Behavior:
Academic/Social Skills
- Provide additional small-group instruction in multi-digit multiplication and division
Reinforce Behavior
Every time he asks for a break respectfully make sure he gets a break.
- For every 5 difficult math problems that he completes, he will be allowed to skip 5 problems
Response to Problem Behavior/ Corrective Feedback & Extinction Procedures
When student engages in problem behavior, prompt him to ask for a break.
If student still engages in problem behavior, ensure he does not get out of task (he may have to do work with teacher during recess/after school)
Do you think this would work?
Does it fit your values?
Is this feasible?
Are you clear about how to do this?
Should we do this?
What help/support would you need?
Remember Replacement Behaviors must:
-Same Function
-Easier
-Soc’ly Approp.

23. On p. 104 Document our final Teaching interventions here
Provide graphic organizer for long division steps
Mr. J /4
Give verbal/gestural reminders to take break
Mr. J /4
On p. 104 Document our final Teaching interventions here
Teach student to cross off difficult problems & go on
Mrs.M 10/4

24. Partner Activity (pp. 102-104)
With a Partner (1 person = teacher/ implementer; 1 person = BSP team leader)
Confer on suggested interventions below & Finalize consequence interventions
Document finalized interventions on Implementation Plan on p. 103
Review the suggested interventions. This is why, this is what it looks like.
If not, do you have suggestions for revisions or alternative interventions?
Do you think this would work?
Does it fit your values?
Is this feasible?
Are you clear about how to do this?
Should we do this?
What help/support would you need?

25. What did you come up with for Final Consequence Interventions?
Provide graphic organizer for long division steps
Mr. J /4
Give verbal/gestural reminders to take break
Mr. J /4
Teach student to cross off difficult problems & go on
Mrs.M 10/4

26. Training Staff How to Implement the BSP
The plan will not be implemented if:
Staff don’t understand how to do it
or…
If the plan is not working because the intervention is being used incorrectly
Plan times for Modeling/Roleplay and Feedback to ensure that staff understand how to implement BSP strategies
Plan for frequent Follow-ups to provide feedback, help problem solve, and ensure that intervention is being used as designed
Ex. “check-in”, along with periodic visits/observations
M.K. Strickland-Cohen (2011) ECS, University of Oregon

27. Implementation Planning Meeting
Summarize the Competing Behavior Pathway (Assessment results)
Finalize Interventions for Implementation Plan
Finalize Evaluation Plan

28. Evaluation Plan The team identifies: Short-term goal Long-term goal
Specific evaluation procedures
Date to meet and evaluate the effectiveness of the plan

29. Use Competing Behavior Pathway to Identify Goals
Long-term goal
Increase Desired Beh.
Desired Behavior
Typical Consequence
Routine:
Setting Event
Antecedent
Problem Behavior
Maintaining Consequence
Alternate Behavior
Short-term goal
Reduce Problem Behavior
Increase Alt. Behavior
M.K. Strickland-Cohen (2011) ECS, University of Oregon 29

30. Evaluation Planning: Short- and Long-term Goals
Short-term goal
Focus on increasing student’s use of the identified alternative behavior & reductions in problem behavior
Use baseline data to develop a REASONABLE initial goal that student will be able to achieve
Short term goal will continuously be revised, gradually working toward the long-term goal
Long-term goal
Focus on desired behavior & sustained reductions in problem behavior
Begin by reinforcing approximations of desired behavior
M.K. Strickland-Cohen (2011) ECS, University of Oregon 30

31. Example Goals
During Writing class, Leroy is currently engaging in problem behavior (throwing materials and cursing) to escape difficult tasks in writing approximately 3 days per week. On average, he is completing only 25-30% of his work in writing class.
Behavioral Goals (Use specific, observable, measurable descriptions of goal)
Short-term goal
Increase Alt. Behavior & Reduce Problem Behavior
+ Approximation toward Desired Behavior
What is the short-term behavioral goal?
During Writing, Leroy will ask appropriately for an easier task or for a “break” from difficult tasks without throwing materials or cursing at least 75% of the time as measured by a daily point card.
Leroy will complete at least 50% of his assigned work (with support) in his writing class; measured by review of work collected.
_2/15___ Expected date
What is the long-term behavioral goal?
Leroy will complete at least 80% of his assigned work in his writing class with no more than 3 incidences of problem behavior (throwing materials, cursing) for one month.
__5/1____ Expected date
Long-term goal
Increase Desired Behavior & Reduce Problem Behavior

32. Evaluation Planning: How Will We MEASURE Progress?
In addition to long- and short-term goals, the evaluation plan includes the specific data that will be collected to assess:
#1. Is the plan being implemented as designed?
#2. Is the plan making an impact on student behavior?
M.K. Strickland-Cohen (2011) ECS, University of Oregon

33. Increase in Alternate Behavior
During Writing, Leroy will ask appropriately for an easier task or for a “break” from difficult tasks without throwing materials or cursing at least 75% of the time as measured by a daily point card.
Measuring the Short-term Goal
LeRoy
Feb. 4th
Increase in Alternate Behavior
Ask approp’ly for break/ easier task
Measure Decrease in Problem Behavior through focus on Expected Behaviors
Use Respectful Language
Use materials appropriately
M.K. Strickland-Cohen (2011) ECS, University of Oregon

34. Considerations When Developing Evaluation Measures
Does the measure capture the specific tasks/target behaviors of interest?
Is the plan being implemented?
Did I implement the plan? vs. Did I check in with student and provide specific praise when she entered class?
Is the plan making a difference?
Was it a “good” or “bad” day? vs. How many talk-outs occurred during Spanish class today?
M.K. Strickland-Cohen (2011) ECS, University of Oregon

35. Balancing Accuracy and Feasibility
Are implementers consulted/included when designing measures?
How often will data need to be collected?
How much time, effort will data collection methods require? Does this “fit” the context/setting?
Are there forms that staff are already using (ex. point cards) that can be modified/used?
M.K. Strickland-Cohen (2011) ECS, University of Oregon

36. Your Turn: Partner Activity (p
Your Turn: Partner Activity (p. 107) Write a Short-Term Goal for Harrison
Identify your Short-term Goals
Increase use of Alternative Behavior
Reduce Problem Behavior
Increase approximations of the Desired Behavior

37. Partner Activity (p. 107) Develop an Evaluation plan for Harrison
Use the Competing Behavior Pathway to:
Develop Short-Term Goals for evaluating Harrison’s progress
Increase use of Alt. Beh/ Decrease in Problem Behavior/ Increase in Desired Behavior
Develop a Data Collection plan for evaluating Harrison’s progress
Use the point card provided on p. 107
Describe any additional data collection methods you might use

38. Example: Evaluation Procedures
Data to be Collected
Procedures for Data Collection
Person Responsible
Timeline
Is plan being implemented?
-Modified assignments
-Verbal prompts
-Rewards for app. behavior
-Response to prob. behavior
Check in with Miss Posey (SPED) for modified assignments
Collect daily-task checklists
Mrs. Ryan
Mrs. Foster
Implement as of 2/27
Daily for 2 weeks
Collect 3 x per week
Is plan making a difference?
-# of tantrums/ week
-Student use of hand-raising to request escape
-# math problems completed in class/ total problem
Teacher notes # of occurrences per week in math
Teacher notes daily on behavior report card
Teacher grade book / permanent products
Implement 2/27
Check in 3 x per week
Weekly
Plan Review Date 3/14/05
M.K. Strickland-Cohen (2011) ECS, University of Oregon 38

39. Example: Implementer Checklist
Questions
Yes
(every
day this
week)
Kind of
(2-3
days this No
(0 days
This
Notables *
1. At the beginning of class, and before transitions, did I remind the students that I would be looking for star behaviors?
2. Did I provide at least one extra reminder, before transitions or difficult tasks, to my target students?
3. Did I pair specific praise with stars at a ratio of 4 praise statements to every 1 redirect?
4. Did I use my target students as positive examples?
5. Did my target students meet their 5 star goal?
6. Did I catch my target students early in the lesson / class?
7. Did the class earn extra recess, choice time, etc. after meeting the star goal?
TOTALS
M.K. Strickland-Cohen (2011) ECS, University of Oregon

40. Meeting to Review the Plan
M.K. Strickland-Cohen (2011) ECS, University of Oregon

41. Steps in Behavior Support Planning
Step 1: Develop Competing Behavior Pathway
Step 2: Develop Behavior Support Plan
Step 3: Implementation Plan
Step 4: Evaluation Plan
Step 5: Follow-up Meetings to Review Progress

42. M.K. Strickland-Cohen (2011) ECS, University of Oregon
BSP Review Meeting
Review data for each component of the plan to determine:
1.The extent to which each strategy is being implemented
2. If the plan is making a difference/if progress is being made
3. If the data indicate that the plan needs to be modified and how?
4. The date of the next review meeting
M.K. Strickland-Cohen (2011) ECS, University of Oregon

43. Is the Plan Being Implemented?
If Yes: Great job!
If No:
Do implementers understand how and when to use strategies?
Are strategies feasible in the natural setting?
Are there ways that plan can be modified to make implementation more likely?
*Note: If the plan is not being implemented with fidelity, we can not assess if the plan is working.
M.K. Strickland-Cohen (2011) ECS, University of Oregon

44. Is the Plan Making a Difference?
If Yes: Great! And…
Have criteria been met?
If No:
Keep monitoring
If Yes:
Modify goal?
Increase self-monitoring?
Begin gradually fading antecedent supports?
Begin gradually fading or modifying rewards?
If No: Then…
Is plan being implemented?
If NO:
Focus on implementation
If Yes:
Is student consistently being rewarded for alt/des behavior? How often?
Are reinforcers for alt/des behavior “strong” enough?
Is problem behavior still being rewarded?
M.K. Strickland-Cohen (2011) ECS, University of Oregon

45. M.K. Strickland-Cohen (2011) ECS, University of Oregon
The Implementation Plan is used to record:
1. The extent to which the plan is being implemented
and…
2. Team evaluation decisions made, based on the data presented at the meeting
: 3/21/11
Add more multi-digit problems
Monitor
Monitor
Completed/ Discontinue 7 8
M.K. Strickland-Cohen (2011) ECS, University of Oregon

46. Task Over the next weeks…
Lead your team through Implemention & Evaluation of a Behavior Support Plan for your student FBA case at your school

47. Check #1
When finalizing the implementation plan it is important to actively involve who? in determining final interventions for Implementation

48. Check #2 When developing Short-term goals
Goals should Focus on what 3 things?
1) Increasing use of the identified Alternative Behavior
2) Reductions in Problem Behavior
3) Increasing approximations of the Desired Behavior

49. Key Points from Session #6

50. Comments/Questions about Session #6
Please write any comments/questions you may have pertaining to this session.
Thank you for your time & attention!