1. Basic FBA to BSP Module 7: Evaluation
Using FBA to Develop Function-Based Support for Students with Mild to Moderate Problem Behavior
Module 7: Evaluation

2. Adapt BSP and implementation as needed based on on-going monitoring
The Basic FBA to BSP Process
1. Define the Problem Behavior
2. Conduct assessment for behavior support planning
a. Functional Behavioral Assessment
• Defining behavior in observable & measureable terms
• Ask staff and student about where, when, & why behavior occurs
• See the behavior during specified routines
• Hypothesize a final summary of where, when, & why behavior occurs
3. Design an individualized behavior support plan (BSP)
• Ensure technical adequacy
• Ensure contextual fit
4. Ensure Fidelity of Implementation
5. Monitor Plan Impact on Student Behavior
Adapt BSP and implementation as needed based on on-going monitoring
Adapted from Horner, Albin, Todd, Newton & Sprague, 2011

3. Basic FBA to BSP Training Series
Module 1- Teaching Basic Principles
Module 2- FBA: Practice Interviewing
Module 3- FBA: Practice Observing
Module 4- Critical Features of BSP
Module 5- Building BSP from FBA
Module 6- Implementation & Evaluation
Module 7- Evaluation

4. Basic vs. Complex FBA/BSP
Focus of this training series
Basic
Complex
For:
Students with mild to moderate problem behaviors (behaviors that are NOT dangerous or occurring in many settings)
Students with moderate to severe behavioral problems; may be dangerous and/or occurring in many settings
What:
Relatively Simple and Efficient process for behavior support planning based on “practical” FBA data
Time-intensive process that involves emergency planning, family-centered planning, and collaboration with outside agencies
Developed by whom:
Team of school-based professionals (e.g., PBS team members whose job responsibilities include FBA and behavior support planning)
School-based team including professionals trained to develop and implement intensive interventions for students with severe problem behaviors (e.g., behavior specialist) 4 4 4

5. Objectives By the end of this module you will be able to:
Define the necessary components of evaluation plans and provide examples of appropriate short- and long-term goals
Describe data collection procedures that would be used to track implementation fidelity and student progress when provided with a sample BSP
Describe the process for conducting and products that should result from a Plan Review Meeting

6. Review #1
The Basic FBA to BSP training series is designed to teach school staff to conduct assessment and develop supports for students with what type of behavior?
Mild to Moderate, NON-DANGEROUS Behaviors

7. Review #2
What are the 4 steps of the Basic FBA Process (Hint: D.A.S.H)?
#1: Define behavior in observable, measureable terms
#2: Ask staff about When, Where, & Why the behavior occurs
#3: See the behavior (direct observation)
#4: Hypothesize a final summary of when, where and why behavior occurs

8. Review #3
Please list the 4 critical components of Behavior Support Plans:
#1: Competing Behavior Pathway
#2: Prevention, Teaching, and Consequence Strategies
#3: Implementation Plan
#4: Evaluation Plan

9. Leading a BSP Team

10. Evaluation Planning
The team leader will ensure that the BSP includes an evaluation plan with:
A short-term goal that is reasonable based on current performance
Focused on decreasing problem behavior and increasing Replacement behavior
A long-term goal focused on increasing desired behavior
Specific activities/procedures that will be used to evaluate progress
A specific date when the team will next meet to review progress

11. Evaluation Planning: How Will We Measure Progress??
Behavioral Goal (Use specific, observable, measurable descriptions of goal)
The team identifies:
Short-term goal
Long-term goal
Specific evaluation procedures
Date to meet and evaluate the effectiveness of the plan
What is the short-term behavioral goal?
_________ Expected date
What is the long-term behavioral goal?
Evaluation Procedures
Data to be Collected
Procedures for Data Collection
Person Responsible
Timeline
Is Plan Being Implemented?
Is Plan Making a Difference?
Plan date for review meeting (suggested within 2 weeks) ________________

12. Use Competing Behavior Pathway to Identify Goals
Long-term goal
Desired Behavior
Typical Consequence
Routine:
Setting Event
Antecedent
Problem Behavior
Maintaining Consequence
Alternate Behavior
Short-term goal 12

13. Evaluation Planning: Short- and Long-term Goals
Short-term goal
Focus on reducing problem behavior and increasing student’s use of the identified Replacement behavior &
Use baseline data to develop a REASONABLE initial goal that student will be able to achieve
Short term goal will CONTINUOUSLY be revised as student moves closer to achieving the long-term goal
Long-term goal
Focus on desired behavior & sustained reductions in problem behavior
Begin by reinforcing approximations of desired behavior 13

14. Developing Goals Goals should include the following components:
Condition
Student
Behavior
Criterion
Measurement Plan

15. Developing Goals Both short and long-term goals should:
A. Be written in observable, measureable terms
What specific behaviors will you increase/decrease?
Increase use of Replacement Behavior
Reduce Problem Behavior
Increase APPROXIMATIONS of the desired behavior
B. Include specific mastery criteria
How will you know when the student has met the goal?

16. Measuring Reduced Problem Behavior via increased Positive Behavior
Developing Goals
Measuring Reduced Problem Behavior via increased Positive Behavior
Short-term Goal
During Reading, when asked to complete independent writing tasks, (Condition) Jonas (Student) will work in his seat quietly OR appropriately request a break (Behavior) at least 70% of the time (Criterion) as measured by ratings on a daily point card (Measurement).
Notice that the goal is stated positively (what to do) rather than negatively… reductions of problem behavior can be measured by monitoring the expected behavior

17. Sample Short-Term Goal for Dexter
Short-term: Dexter will:
a) stay on task without leaving his seat or talking to peers about unrelated topics for at least 75% of independent work time, OR
b) appropriately ask to work with a peer (or work independently) in Writing,
c) complete at least 25% of his daily writing assignments
for 4 out of 5 days across 2 consecutive weeks.
Decrease Problem Behavior
Increase use of Replacement Behavior
Increase Approximations of Desired Behavior
Mastery Criteria 17

18. Example Goals for Leroy
During Writing class, Leroy is currently engaging in problem behavior (throwing materials and cursing) to escape difficult tasks in Math approximately 4 days per week. On average, he is completing only 25-30% of his work in class.
Behavioral Goals ( Always include mastery criteria )
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 for 2 consecutive weeks.
What is the long-term behavioral goal?
Leroy will complete at least 80% of his assigned work in his math class with no more than 3 incidences of problem behavior (throwing materials, cursing) for 3 consecutive weeks.
__5/1____ Expected date
Short-term goal
Increase Alt. Behavior & Reduce Problem Behavior
+ Approximation toward Desired Behavior
Long-term goal
Increase Desired Behavior & Reduce Problem Behavior

19. How will we measure student progress?

20. Is the Plan Making a Difference?
FAQ: I see the student every day, why do I need to collect data?
Answer: Data help us to
Document what has occurred and the variables responsible
Predict future performance
Be accountable for our own behavior
Determine when program modifications are needed

21. Balancing Accuracy and Feasibility
The “quality” of the measurement system is irrelevant if no one uses it.
How often will data need to be collected? How often does the behavior occur?
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?
Are implementers included when finalizing the measures to ensure feasibility?

22. Measures for Tracking Student Behavior
Considerations:
Does the measure capture the specific tasks/target behaviors of interest?
Was it a “good” or “bad” day? vs. How many talk-outs occurred during Spanish class today?
Is the measure sensitive enough to change?
Are we tracking specific student behaviors?

23. Developing Data Forms Estimates vs. Real-Time Recording
Consider using Scales or Ratings rather than Frequency Counts/Duration Measures
Ex. 0, 1-3, 4-5, 5+ incidents/minutes (circle one)

24. Example Goals for Leroy
During Writing class, Leroy is currently engaging in problem behavior (throwing materials and cursing) to escape difficult tasks in Math approximately 4 days per week. On average, he is completing only 25-30% of his work in class.
Behavioral Goals ( Always include mastery criteria )
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 for 2 consecutive weeks.
What is the long-term behavioral goal?
Leroy will complete at least 80% of his assigned work in his math class with no more than 3 incidences of problem behavior (throwing materials, cursing) for 3 consecutive weeks.
__5/1____ Expected date
Short-term goal
Increase Alt. Behavior & Reduce Problem Behavior
+ Approximation toward Desired Behavior
Long-term goal
Increase Desired Behavior & Reduce Problem Behavior

25. Measuring the Short-term Goal
During Science, LeRoy will ask appropriately for an easier task or for a “break” from difficult tasks without making inappropriate comments or throwing materials at least 75% of the time as measured by a daily point card.
Measuring the Short-term Goal
LeRoy
Feb. 4th
Measure Decrease in Problem Behavior through focus on increasing Expected Behaviors
Ask teacher for break / easier task
Use Respectful Language
Use materials appropriately

26. Example: Rating Feasibility
During Science class, LeRoy often makes inappropriate comments, pushes materials off his desk and refuses to do his work to escape difficult tasks.
To evaluate the effectiveness of Leroy’s BSP, the team members have suggested that his teacher:
Have participants rate using hand signals (i.e., thumbs up, thumbs down, thumb in the middle/maybe)
Indicate at the end of each class period if LeRoy had ( 0, 1-3, or 4 or more ) instances of problem behavior

27. LeRoy’s Weekly Data Chart
During Science, LeRoy will ask appropriately for an easier task or for a “break” from difficult tasks without making inappropriate comments or throwing materials at least 75% of the time as measured by a daily point card.
LeRoy’s Weekly Data Chart
Date
Staff
Staff provided modified tasks & pretaught to ask for “break” or easy task
Problem behavior (inappropriate comments, throwing materials)
Replacement Behavior (Student asked for break or easier task)
yes no
Please complete at the end of each Science block

28. Intermediate Goals: Approximations
Leroy’s Short-Term Goal
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 for 2 consecutive weeks.
Leroy will ask appropriately for an easier task or for a “break” no more than 3 times during Math block with no more than 2 problem behavior incidents for 4 consecutive days .
Leroy will ask appropriately to cross off up to 60% of difficult math problems and will have no more than 3 problem behavior incidents for 2 consecutive weeks.
Leroy’s Long-Term Goal
Leroy will complete at least 80% of his assigned work in his math class with no more than 3 incidences of problem behavior (throwing materials, cursing) for one month.

29. Over time focus shifts to Long Term goal
Focus will shift to work completion
Calculate percentage of problems completed on class work daily & graph
Monday = 15/20
Tuesday = 11/12
Wednesday = 14/15
Thursday = 25/25
Friday = 11/14

30. Grant’s Weekly Data Chart
When one of Grant’s teachers asks him to complete a folder task at his work station, Grant will often yell, tear up materials, and flop on the floor to avoid completing the task.
Grant’s team has decided that during desk work, they will teach him how to use pictures to ask for a break or for an easier task. He will also have a visual reminder placed on his desk during this time.
Grant’s Weekly Data Chart
Date
Staff
Staff used visual cue (1st, then or schedule)
Problem behavior (yell, destroy materials, flop)
Replacement Behavior (Student used PECS book to communicate)
yes no
Please complete at the end of each 20 min 1:1 work time block

31. Activity #2 (page 89)
When asked to read aloud or answer questions during small group reading lessons, Charlie makes inappropriate comments (e.g., “This is so stupid”), puts her head down on the desk and refuses to comply with any of the teachers directions. The FBA shows that this problem behavior is maintained by adult attention, and the team has decided to teach Charlie to raise her hand and ask appropriately for teacher help/attention.
Develop: a) a short-term goal, b) an intermediate goal, and c) a long-term goal for Charlie.
Make sure that you include:
observable, measureable descriptions of behavior
mastery criteria

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:
Is the plan making an impact on student behavior?

33. Evaluating the BSP: Role of Plan Implementers
Collect fidelity of implementation data at least x per week
Report any difficulties in implementing the plan to the team leader
Collect data on student behavior at least x per week to assess progress
If problem behavior increases or escalates contact team leader immediately

34. Is the Plan Being Implemented?
Considerations When Developing Measures of Fidelity:
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?

35. Manipulate Antecedent
Example: Sheldon
Desired Behavior
Sitting appropriately and responding with group during circle time
Consequence
Feeling of success, adult praise for appropriate behavior
Routine: Circle Time on Carpet
Setting Event
None Identified
Antecedent
Teacher teaching to whole class or praising another student
Problem Behavior
Making noises with mouth or hands, leaning on or grabbing others or materials, out of seat
Consequence/Function
Teacher reprimands, teacher takes to time-out
Access Teacher / Adult Attention
Replacement Behv
Raise hand for adult attention or to answer a question
Setting Events
Manipulate Antecedent
Teach Behavior
Alter Consequences
Eliminate/Neutralize Setting Events
N/A
Eliminate/Modify Antecedents
- Sheldon will sit in front of teacher / tape outline on carpet marking his spot
Weighted vest
Frequent adult attention/ stickers for appropriate behavior (at least 1 x per min)
Prompt Alt/Des Behavior
- Pre-teach on the way to circle time (model raising hand, “safe body”)
Teach Replacement Behavior
Teach Sheldon to raise hand for attention
Teach what it means to have a “listening ears”
Teach Desired Behavior/Skills
Teach appropriate sitting on carpet (use examples/non-examples; teach outside of circle time routine)
Rewards
Sheldon will earn stickers and teacher praise for sitting appropriately (5 stickers will = teacher recognition in front of class)
Teacher will quickly respond to and praise hand raising
Response to Problem
At first sign of problem behavior, remind Sheldon to raise his hand using visual cue only (minimize adult attention to problem behavior)
Time out (no longer than 3 min), praise and bring back after several seconds of approp behv

36. Example: Implementer Checklist
Questions
Yes
(every
day this
week)
Kind of
(2-3
days this No
(0 days
This
Notables *
1. Was the tape outline on the carpet marking Sheldon’s spot?
2. Was Sheldon given a weighted vest at the beginning of circle time?
3. Did I remind Sheldon what appropriate sitting/raising hand looks like at the beginning of circle time?
4. Did I provide stickers for hand raising, and staying in seat?
5. Did I minimize attention to problem behavior?
6. Did I provide frequent attention for appropriate behavior?
7. If Sheldon had to go to time-out, did I allow him to rejoin the group within 2 minutes?
TOTALS

37. Manipulate Antecedent
Desired Behavior
Work with peers to complete group assignment
Consequence Success, sense of accomplishment, peer attention
Routine: Social Studies
Setting Event
Student gets to school late and misses breakfast
Antecedent
Asked to complete a project with a group (2-3 peers)
Problem Behavior
Whining and refusing to do work
Consequence/Function
Student is told to go complete her work in the office
Avoids working with peers
Replacement Behavior
Ask appropriately if she may work on the assignment alone
Setting Events
Manipulate Antecedent
Teach Behavior
Alter Consequences
Provide a.m. snack on days when Maizey arrives late and misses breakfast.
When passing out assignments provide student with a choice of working with a group or completing the assignment alone
Place a “reminder” card on student’s desk stating that she may ask to work alone at any point during the group task
Explicitly teach Maizey: a) when it is okay to appropriately ask for a break, and b) what “appropriately asking to work alone” looks like using examples and non-examples
Provide social skills training focused on how to work cooperatively with peers 3 x per week
Rewards
Student will be allowed to work alone when asks appropriately
When Maizey works with peers for 15 min, she will be given the option to work alone
Response to Problem
At first sign of problem behavior, remind Maizey that she can ask to work alone.
Student is told that she may work alone after she either a) asks appropriately, or b) completes one part of the task with peers

38. Evaluation Procedures for Maizey
Data to be Collected
Procedures for Data Collection
Person Responsible
Timeline
(Implement as of 2/27)
Is plan being implemented?
-Verbal and visual prompts used
- Pre-teaching “appropriate asking”
-Rewards for app. behavior
-Response to prob. behavior
- Social Skills Training
Miss Posey (school psych) to observe in classroom
Collect daily-task checklists
Check in with Miss Posey for progress in social groups
Miss Posey
Mrs. Ryan
Mrs. Foster
1 x per week
Collect 3 x per week
Is plan making a difference?
-# of instances of work refusal per week in social studies
-Student use of hand-raising to request working alone
- % group assignments completed
Teacher notes # of occurrences per week in math
Teacher notes daily on behavior report card
Teacher grade book / permanent products
Check in 3 x per week
Daily for 2 weeks
Weekly
Plan Review Date 3/14/05 38

39. Activity #3 (page 91)
Using the summary statement and strategies provided for Kelly on pages in your guide, work with a partner to determine/describe:
What SPECIFIC student behaviors will you collect data on?

40. Manipulate Antecedent
Kelly
Desired Behavior
Stay in seat, sit quietly, complete assignments
Consequence
Teacher acknowledgement
Routine: Math, Writing
Setting Event
Altercation/ reprimand on the bus on way to school
Antecedent
Asked to complete desk work independently
Problem Behavior
Talks out, makes noises, talks to/makes faces at peers, out of seat/walks around
Consequence/Function
Peers talk back / laugh or tell him to leave them alone
Obtain Peer Attention
Replacement Behavior
Raise hand and ask to work with peer
Setting Events
Manipulate Antecedent
Teach Behavior
Alter Consequences
Eliminate / Neutralize
On days when an altercation on bus has occurred, Kelly will be given a job/task to do with peer before beginning work (ex. carrying books down to office)
Eliminate / Modify Antecedents
Provide modified assignments that are broken down into steps
Give specific praise often in front of peers
Have Kelly sit in front of teacher / away from distracting peers
Prompt Replacement/Desired Behv
At beginning of independent work, remind Kelly that she can earn time with peers for being on task (point sheet on desk)
Teach Replacement Behavior
Teach Kelly how and when to raise hand and ask to work with peer (use examples and non-examples)
Teach Desired Behavior / Skills
Explicitly teach what on-task behavior looks like
(Teach whole class how to ignore problem behavior)
Rewards
Kelly will be allowed to work with a peer if she raises her hand and asks appropriately
She will earn points for staying on task that can be exchanged to earn free-time with peers
Response to Problem
At first sign of problem behavior, redirect to alternative behavior
Remind peers to ignore problem behavior and ask Kelly to work away from the group

41. Meeting to Review the Plan

42. Meeting to Review the Plan
The plan is a WORKING DOCUMENT!
Team members meet regularly to:
a) Monitor progress
b) Modify the plan as needed to:
Make the plan more effective or
Change mastery criteria and increase student independence

43. Review Meeting: Role of the Team Leader
Guide team in reviewing DATA for each component of the plan to document:
1. Is each strategy being implemented as designed?
2. Is the plan resulting in change in student behavior?
3. Do data indicate that the plan needs to be modified and how?
4. What is the date of the next Review Meeting?

44. 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

45. Insert data graph – example of data for student outcomes

46. Barriers to Implementation
Questions to ask if plan is not being implemented:
Do implementers understand how and when to use strategies?
Have implementers been provided with a way to measure implementation?
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.

47. Barriers to Plan Effectiveness
Questions to ask if progress is not being made:
Is plan being implemented regularly and accurately?
prevention, teaching & reinforcement strategies?
Is student Consistently being rewarded for alt/des behavior? How often?
Are reinforcers for alt/des behavior “powerful” enough? Are reinforcers functionally equivalent?
Is the Problem Behavior still being Reinforced?
Remember: we must minimize pay-off for problem behavior for new appropriate behavior to “compete”

48. The Plan is Working! Now What??
The student is making progress, but has not yet met the short term goal.
Continue plan and progress monitoring
The student has met the short-term goal!!
Create a new short-term goal that more closely approximates the desired behavior and ASK:
Can we expand the plan/implement in more contexts?
Can we being fading antecedent prompts and modifications?
Should we start fading and/or modifying rewards?
Are there strategies that we can use to increase the student’s monitoring of his or her own behavior?

49. Key Points An EVALUATION PLAN for determining
A) if the plan is being implemented
B) if the plan is making a difference in student behavior
C) when team members will meet again to discuss progress
Both the Team Leader and Team Implementers collect Fidelity and Effectiveness data regularly.
The Behavior Support Plan is a Work in Progress!!!
Team members meet every to weeks to determine:
Is the BSP being implemented as agreed on by the team?
Is the student making progress?
Do we need to modify the plan to:
Improve effectiveness
Increase student independence?
When is the date of our next meeting? 49

50. Check #3
When developing a BSP evaluation plan, short-term goals should focus on increasing the student’s use of:
The Replacement Behavior
The long-term goal focuses on increasing:
Desired Behavior/Skills

51. Check #2
Edgar’s team has met to review his progress since implementing the BSP.
The data show that Edgar’s problem behavior has not decreased in the past 2 weeks.
What is the first question that Edgar’s team should ask?
Is the plan being implemented??

52. Check #3 Go to page 105 in your guidebook.
In teams of 3, please select a sample scenario and use the forms provided in your guidebook (pages ) to build a complete student BSP.

53. Example #1: Charlie
At the end of “free-choice” time, when asked to transition back to her desk, Charlie verbally refuses, cries, and falls to the floor to avoid transitioning to a less preferred activity. This is most likely to occur on days when Charlie does not take her medicine before school. Charlie’s “tantrums” occur 3-4 times per week and can last up to 10 minutes.

54. Example #2: Garret
During large-group instruction in Math, when students are asked to attend to the materials being projected on the screen at the front of the class. Garrett often turns around in his chair, gets out of his seat and walks around the room, and makes comments to or faces at peers. FBA data show that his behavior is mostly likely maintained by peer attention. Garrett is currently off-task approximately 85% of the time during large-group and he is turning in less than 50% of his math assignments.

55. Task Over the next two weeks…
Please meet with team members at your school to develop a student plan based on FBA results.
Your role as Team Leader will be to guide the team through the questions on pages 101 and 102 in your workbook and to ensure that the plan is:
Complete (don’t forget about implementation and evaluation plans!)
Function-Based
Contextually Relevant 55 55

56. Comments/Questions about Module 7
At the bottom of page 109 please write any comments/questions you may have pertaining to this module.
Thank you for your time & attention! 56 56