Functional Assessment Intervention System (FAIS)- Full FAIS version

Functional Assessment Intervention System (FAIS)- Full FAIS version
AVRSB Psychology November 2007

A Learning Year This is a different approach to behavioral programming. We are trying to get consistency across the AVRSB – provincial initiative For this year, regardless of your familiarity with the FAIS, we are asking that FAIS LIGHTs and FULL FAISs are done with psychology personnel.

Positive Effective Behaviour Support (PEBS)
Continuum of School-Wide .Instructional and Positive .Behaviour Support 5%TERTIARY PREVENTION Red Zone SECONDARY PREVENTION 15% Yellow Zone Fix the 5 BIGGEST IDEAS PRIMARY PREVENTION  80% Green Zone

FAIS and PEBS Every behaviour has a function.
Identify the function of the problem behaviour. Teach an alternative behaviour that serves the same function. Adapt environment to promote use of alternative behaviour. “Behaviour is predictable, thus preventable”

What is predictable is preventable

FAIS-Light versus Full FAIS
Alien versus Predator?

FAIS-Light vs. FAIS FAIS-Light Tool for initial problem clarification
Uses anecdotal information Creates a plan with strategies Can use it to start planning, even for “red zone” kids FAIS Involves more precise goal setting Involves data tracking Used when FAIS-Light proves insufficient Usually for those with significant history of very aggressive behavior (physically assaultive behavior)

FAIS Light vs. FAIS FAIS-Light
14 year old boy habitually tells teacher to “stuff it” when told to finish worksheet FULL FAIS 14 year old boy habitually picks up chair and throws it at the teacher when told to finish worksheet. The FAIS-light strategies have not changed this.

Analogy with Programming
FAIS Light = Adaptations FULL FAIS = Individual Program Plan

FAIS - Program Planning Process
1. Identification of student with behaviours of concern. 2. Exploration of classroom strategies by teacher/Problem-Solving meeting at school. 3. Referral to Program Planning Team meeting to complete the FAIS Light (parents, teachers, administrator, Guidance, School Psychologist, other Student Services staff as appropriate).

FAIS - Program Planning Process (cont.)
4. Follow-up Program Planning Team meetings to evaluate FAIS Light plan. 5. Next step: Monitor/Revise plan. The team may decide to do a full FAIS. 6. Full FAIS conducted with the program planning team

Who helps with Full FAIS planning?
For the next two years, the FAIS would be facilitated by a member of the Behavior Intervention Team Eventually, the full FAIS will be facilitated by school psychologists as well as the Behavior Intervention Team

Flow Chart for Now Problem-solving meeting at school
FAIS Light consult with School Psychologist Full FAIS with Behavior Intervention Team

The importance of planning

Why Do Program Plans Flop?
Lack of knowledge/skill Beliefs and attitudes Lack of adequate resources and support Lack of collaboration FAIS system helps address these

DAY ONE Social Competence Checklist Section 1
Identifying Priority Concern Identifying Context/Setting Conditions Identifying Consequences or Effects Identifying the Function of Behavior Identifying Competencies and Positive Alternatives Develop a Summary Statement

DAY 1 Section 2 Indicate Desired Outcomes and Social Validation Criteria Establish the Goal Define Benchmarks

DAY TWO Section 3 Brainstorm Support Strategies
Specify Positive Support Plan Section 4 Indicate Progress Monitoring Procedures Complete Information on Goal Attainment Ratings Record Benchmark Ratings on Goal Attainment Chart Record Other Progress-Monitoring Data on Progress Rating Chart

DAY TWO Section 5 Summarize Student’s Progress toward Goal
Analyze Progress Plan Next Steps Design New Strategies Specify Final Team Recommendations and Consensus Statement Crisis Plan

How Does the FAIS work with EA Allocation?
Cindy Giffen and Holly Stephenson DO THE FAIS REGARDLESSOF WHETHER A DIAGNOSIS EXISTS!

Bring into your Mind ... The child with the most challenging behaviours you are working with now…

Insanity Ensues

Social Competence Performance Checklist (SCPC)
a.k.a. – Social Competency Scale or Social Competency Checklist Helpful first step in assessment & planning (FAIS- Light or FAIS-Full) Focuses team on student strengths – re-defines student as more than “problem behaviour” Breaks-down problem behaviour(s) into manageable targets Identifies Priority Concern Can be used to evaluate progress

Keep it simple

Design of SPC Checklist
4 pt. rating scale based on frequency of occurrence 0 - rarely 1 - sometimes 2 - often 3 - mostly (N – no opportunity to observe) 3 sections A) Positive Behaviour Ratings (Pos+) B) Challenging Behaviour Ratings (Neg-) C) Intervention Planning Chart

4 Areas of Behaviour Observations (for Pos+ and Neg- Behaviours)
A) Pos+ Behaviors Self-control Social Competence Learning Behaviour Academic Performance Other B) Neg- Behaviours Aggression Distractibility Non-compliance Neg- Affect (mood) Other

C) Intervention Planning Chart
Positive Behaviours Strength (Rated 3) Concern (Rated 0 or 1 and Checked Self-control Social Competence Learning Behaviours Academic Performance Other Pos+ behaviours Challenging Behaviours Strength (Rated 0) Concern (Rated 3 and Checked) Aggression Distractibility Non-compliance Negative Affect Priority Concern

How to complete SCP Checklist
Pos+ Behaviours 1. Rate frequency of Pos+ behaviours in each observation area (0-3) 2. Check the 3 Pos+ behaviour items that are most important to address (only 3!) 3. Write the item # of the top 3 (checked) Pos+ behaviours Neg- Behaviours 1. Rate frequency of Neg- behaviours in each observation area (0-3) 2. Check the 3 Neg- behaviour items that are most important to address (only 3!) Write the item # of the top 3 (checked) Neg-behaviours

Complete Intervention Planning Chart
Pos+ Behaviours For each behaviour area - Identify STRENGTHS List items rated 3 2) Identify CONCERNS List items rated 0 or 1 and checked Neg- Behaviours For each behaviour area - Identify STRENGTHS List items rated 0 2) Identify CONCERNS List items rated 3 and checked

Complete Intervention Planning Chart
Positive Behaviours Strength (Rated 3) Concern (Rated 0 or 1 and Checked Self-control Social Competence Learning Behaviours Academic Performance Other Pos+ behaviours Challenging Behaviours Strength (Rated 0) Concern (Rated 3 and Checked) Aggression Distractibility Non-compliance Negative Affect Priority Concern

Section 1: Identify Concern, Function, and Positive Alternative Behavior
Identify Priority Concern Identify Context/Setting Conditions Identify Consequences or Effects Identify the Function of the Behaviour Identify Competencies and Positive Alternatives Develop Summary Statement

Section 1. A. Identify the Priority Concern
What difficulty or problem is causing the greatest concern?

Criteria for Identifying and Describing the Priority Concern
Have the classroom teacher identify the concern that MOST interferes with the child’s productive functioning and the learning environment. As a team, describe the concerns in concrete and observable terms, when it happens, and how it happens. Ensure there is consensus regarding the behaviour description. USE THE SOCIAL COMPETENCE CHECKLIST!

Examples of a Priority Concern:
Running off school property Striking out physically at classmates Destroying work materials/property Verbal outbursts in class BE SPECIFIC!

B. Identifying Context/Setting Conditions
Describe distant or proximal situations that contribute to the behaviour. Setting (e.g., hallways) Task/Activity (e.g., large group) Specific Triggers (e.g., adult request)

Check all context or setting conditions in which the student is most likely to have difficulties.
Classroom Special Class Hallways Cafeteria Playground Bus Gym/Locker room Restroom Home Community setting Unstructured setting Unfamiliar setting Crowded setting Noisy setting Other Task/Activity Large group Small group Partner task Independent task Difficult task Uninteresting task Specific task Specific materials Task transition Location transition Unstructured activity Unexpected activity Interruption in routine Other Specific Triggers Not receiving attention Adult request Negative feedback Positive feedback Unclear expectations Sleepiness Physical discomfort Sick, allergies Over-stimulated Under-Stimulated Extreme Emotion Denied something Health issue Home issue Time of Day Arrival time Dismissal time Morning Afternoon Lunch Recess Non-specific Other Individuals Involved Particular adult(s) Particular peer(s) Authority figure Support staff Parents Strangers

Setting/Contexts Keep the team focused on the priority concern!
Do not check off everything – only the MOST salient contexts

Does the school drive the child crazy?

C. Identify Consequences or Effects
Behavior Ignored Request/Task Removed Reprimand/Warning Time out Loss of privileges Negative social interaction Peer encouragement Teacher negotiation Office referral Home contact In school suspension/punishment Out of school suspension TEACH A NEW BEHAVIOR?????

How effective were these consequences?
Never Rarely Sometimes Often Not attempted This section allows for notes

C. Identifying Consequences
Identifying what typically happens in response to the behavior of concern What have you tried already? and how effective has this been IN REDUCING THE BEHAVIOR?

D. Identifying the Function of the Behaviour
As a team, identify the apparent functions (underlying reasons, intents, or pay-offs) that cause the behaviour of concern.

C. Identify the Function of the Behavior Check all that apply.
Escape Avoid demand or request Avoid/Escape activity or task Escape classroom or setting Escape the school Escape consequences Other: Gain Attention/Control Get desired item Gain adult attention Gain peer attention Control situation Gain/Grab power Gain acceptance Other : Other Functions Communication Affiliation/Affirmation Self -expression Gratification Justice/Revenge Self-stimulation Other Other Reasons Does not have skills Does not have motivation Does not know expectations Fears failure Medical problem Attentional problem Substance abuse Lack of security Transitional issue (e.g., divorce, home conflict)

E. Identify Competencies and Positive Alternatives
Similar to FAIS light, but can add student assets and home/school assets. USE SOCIAL COMPETENCE CHECKLIST! Describe social or academic competencies that may serve as a positive alternative to the concern: e.g., good oral reader – could get class attention for this Good guitar player – approach about playing at a school function

F. Develop Summary Statement
The behavior of concern________occurs in ______setting(s) in situations when________occurs. The function(s)_________underlie the behavior. The student has the following competencies:__________. Taking the function and the competencies into consideration___________ will serve as the positive alternative for the concern.

Summary Statement Example
The behavior of concern, verbal outbursts, occurs during classtime, in situations when writing activities occur. The function(s) of peer attention-seeking underlies the behavior. The student has the following competencies: at grade level in most subjects, responds to peer redirection Taking the function and the competencies into consideration, giving him “points” for being quiet in class, that he can give to classmates, will serve as the positive alternative for the concern.

Section Two: Setting Goals and Benchmarks
Indicate desired outcomes and social validation criteria Establish Goal Define Benchmarks

A. Indicate Desired Outcomes and Social Validation Criteria
What is the desired outcome of intervention? checklist of examples Completes work Complies with request Remains in the room. What is the standard or social-comparison criterion used to compare students performance?

B. Establish Goal Statement of Goal Context for Goal performance
Target date for goal attainment e.g., “Within 10 weeks, Lisa will comply with adult requests to perform an activity with classmates one or more times each day with no teacher redirection or physical prompting”

What Kind of Goal? Improve Positive Behavior
e.g., calm himself when upset raise hand in class make appropriate social overtures Reduce Challenging Behavior e.g., disturbs others throwing of things in class reduce length or intensity of outbursts

Choosing Intervention Goals
Just one works best Target a specific behavior of high priority Goal should be linked to keystone behaviors and outcomes Student must be capable of learning and performing goal behavior What can s/he attain IN 10 WEEKS?

C. Define Benchmarks State what the student will do, at what level, and with what type of support. Order the benchmarks according to the scale provided (-3 to +3) “0” refers to the Status Quo, or baseline functioning

Think of a ladder to desired outcome
Benchmarks continued Think of a ladder to desired outcome +3 :competent behavior often (goal reached) +2 :competent behavior occurs sometimes +1 :competent behavior occurs rarely, minimally improved 0 : No apparent change or progress -1 : behavior is minimally worse -2 : behavior is somewhat worse -3 : behavior is much worse

Benchmark Dimensions that can be Altered
Level of Support Needed e.g., No more than three/two/one teacher prompts Frequency of behavior e.g., At least one/two/three times per hour, subject, day Severity of behavior e.g., Rough physical aggression, mild physical aggression, only verbal aggression Difficulty of Task e.g., Addition of single digits/double digits/triple digits

Benchmark Dimensions continued
Time needed to complete a task Complete journal entry in 30/20/10 minutes Amount of work completed Completes 25%, 50%, 75% of task Accuracy of work Completes math assignments with 50%, 70%, 90% accuracy

The Benchmark Planner Appendix A in FAIS manual P. 132
Benchmark examples for each of the items on the Social Competence Checklist.

Benchmark Examples +3 Shares playground equipment 8 out of 10 recess periods per week +2 shares 6-7 out of 10 recess periods +1 shares 4-5 out of 10 recess periods 0 shares playground equipment 3 out of 10 recess periods a week -1 shares 2 out of 10 recess periods -2 shares 1 out of 10 -3 refuses to share playground equipment

Benchmarks + 3 Uses appropriate words to express frustration with work
+ 2 Uses words to express frustration with work +1 Grumbles or growls to express frustration with work 0 Grumbles about work pushing it off the table -1 Grumbles about work and crumples it -2 Destroys his work with verbal outburst -3 Destroys his work with physical outburst (upsetting desk)

Benchmark Examples continued
+3 Follows teacher directions after 1-2 requests, teacher at a distance. +2 follows teacher direction after 2-3 requests, teacher at a distance +1 follows teacher direction after 2-3 requests, requires teacher proximity 0 follows teacher directions after 3-5 requests, requires teacher proximity -1 follows teacher directions after 3-5 requests, requires physical guidance. -2 refuses teacher directions. Verbal complaints after directive. -3 Refuses to follow teacher directions. Physically aggressive behavior erupts after directives

Section 3: Designing the Positive Support Plan
A. Brainstorming Positive support strategies for the goal (Consulting Chapter 4 of the manual) B. Specifying the Positive Support Plan Determining who Determining when and where Determining resources needed for plan SPECIFY EA ROLE AND RESPONSIBILITIES!

Designing the Positive Support Plan
Environmental strategies Counter the influence of setting conditions or specific triggers Teaching strategies Enhance or develop alternative behaviors that achieve the same function Altered Response strategies Counter the functions or “pay offs” maintaining the priority concern

Go to Page 56! Table 4.1 Linking Potential Functions of Challenging Behaviors to Evidence-Based Strategies Table 4.2 Linking Concerns to Evidence-Based Strategies

Environmental Strategies
Environmental strategies prevent or minimize the occurrence of the prioritized concern by adjusting or modifying the features of the classroom, school, or home environment.

Types of Environmental Strategies:
Problem Preventers Modifying Classroom Arrangements Optimizing Rules, Routines, and Transitions Techniques for Matching Instructional Demand with Learning Capability

Modifying Seating Arrangement
Examples of Individualized Choices: Asperger’s High school student – very upset by peer rule infractions – Sit in front row in all classes ADHD Middle school student – socially responsive - sit next to attentive buddy Anxiety Disordered Elementary Child – overwhelmed by class but sometimes curious – Sit in alternate “quiet spot” in view of the board

Environmental Strategies: Modifying Classroom Environment
Seating Arrangement Adult Presence Optimize Room Arrangement

Environmental Strategies: Optimizing Rules, Routines, and Transitions
Clarify Directions and Expectations Provide Equivalent Choices Scaffold Prompts and Practice

Clarify Directions and Expectations
Use your PEBS matrix PEBS Matrix - Show respect for these things across school environments (eg. class, bus, assembly, etc) Self Others Learning Environment

PBIS COMPENDIUM Lesson Plan templates for each part of the PEBs matrix
Provides LESSONS that explicitly teach expectations Key ingredients: Describe the expectation skill and critical rule Demonstrate the expectation (role plays)

Website with Matrix Lesson Plans
Type “PBIS Compendium” at Google Go to:

Lesson Plan Example: Respect in the Hallway
Skill and Critical Rule: “Today we are going to talk about ways to BE RESPECTFUL of yourself in the hallway.” “What are some ways we can BE RESPECTFUL of ourselves in the hallway?” Ask students to define what BEING RESPECTFUL means. Shape their responses into observable behaviors (e.g. if they want to be nice, ask for examples of being nice that equate to observable skills such as taking turns, asking someone to play, etc.) There are several ways to BE RESPECTFUL of ourselves. For example, we can: Walk down the hallway instead of running. Move purposefully down the hallway toward your destination. Move quietly down the hallway. Review above key behaviors and any other skills the students identify.

Lesson Plan Continued Demonstration and Role Play: Demonstrations:
“I am going to show you some ways to BE RESPECTFUL of yourself and some ways to BE disrespectful. I want you to watch me and see if you can tell if I am BEING respectful of myself/yourself.” After each example ask the students if you were BEING RESPECTFUL of yourself. Ask what you might do instead during non-examples. Role Play: Walking with my hands all over the hallway displays. Staying in line to the right. Talking loudly when the teacher has asked you to remain quiet. Stopping every few feet and pulling on hallway displays.

Clarify Expectations Provide practice opportunities
“Show me” as response to minor rule infractions REVIEW THROUGHOUT THE YEAR

Environmental Strategies: Optimizing Rules, Routines, and Transitions
Schedules and Routines Consensus Classroom Rules Streamline Transitions

for Matching Instructional Demand and Learning Environmental Strategies: Techniques Capability
Task-Skill Matching Class-Wide Peer Tutoring

Task-Skill Matching: Differentiated Instruction
Lack of academic skills Function: Escape Acting out in class or work refusal/avoidance

Escape from academics

Differentiation Strategies
Adaptations and Modifications (e.g., Cloze procedures for writing work) Ability groupings Preteaching – teachers and EAs must communicate!!! Prompt in-class scaffolding for the highest needs students Tiered or Tic Tac Toe assignments

Novelty Teaching to Maximize Involvement: Who answers in class?
Koosh ball throwing Names from a hat Nominate students who call on other students Contest to see who gets to answer

Teaching Strategies Designed to teach children positive alternative behaviours that meet the same need as the challenging behaviour. e.g, How to… request assistance communicate a need, interact with a peer complete a classroom task.

Teaching Strategies Fundamental Peer Mediated Self-monitoring
Teacher-mediated Affect awareness and Anger Management

Missing in Action SOCIAL SKILLS

Social Skills The most common deficit underlying Yellow and Red Zone students: Not able to perform them! Need to be taught them!

Go to “SSD” under PBIS compendium
Social Skills Groups Generalization is the problem! THE SCHOOL must provide opportunities for practice MUST BE REINFORCED IN THE CLASSROOM! Go to “SSD” under PBIS compendium

A Directory of Social Skills Explicit Lesson Plans to teach them
PBIS Compendium A Directory of Social Skills Explicit Lesson Plans to teach them SOCIAL RELATIONSHIP SKILLS 3.0 Say thank you… 3.9 Introduce yourself 3.10 Introduce others. 311 Respect personal space 3.12 Recognize social limits (strangers, formal, familiar, family) 3.13 Touch appropriately 3.14 Begin a conversation 3.15 Maintain a conversation 3.16 End a conversation 3.17 Join in (gain attention appropriately) 3.18* Interrupt appropriately 3.19* Apologize

DEAL WITH DISAPPOINTMENT/LOSING 2.12
Social Skill Teaching DEAL WITH DISAPPOINTMENT/LOSING 2.12 Goal: To improve skills for expressing feelings Objective(s): The student will decide why an activity was not successful and whether to try the desired activity again. (Mayo and Walto, 1986 p. 274) Process Steps: 1. Say to yourself "Somebody has to lose" or "It's okay that I wasn't successful." 2. Think about your choices. a. Ask for help. b. Do an activity you like to do. c. Do a relaxation exercise. 3. Act out your best choice. 4. Reward yourself for trying. Discuss Definition: Disappointment means to fail to meet your own or someone else's expectations. Losing is a failure to win or gain. Rationale: You learn to deal with disappointment or losing in a good way to decrease stress and negative self thoughts.

Dealing with Disappointment Continued
Role Play • Your team comes in last place in the city baseball league. • You lose a contest. • Your team loses at soccer. • You don't make the cheerleading squad after weeks of practice. • You flunk a test you studied for. • Your parents say you can't get an after-school job. • You lose again at a game your brother always wins. • Your best friend won't join an activity that's important to you. • You are turned down for a date. Application with Feedback • Students write stories with main character who is disappointed by failure or loss. • During daily discussion time, provide opportunity for students to share disappointments and plans for trying activity again. • Class writes/performs skit or play focused on a disappointment and how the main character reacts. Can be performed for another class or parents. • Ask parents to evaluate their child's use of the skill by using a provided role play or by observing their child using the skill. • Keep a home journal describing results and feelings for situations involving disappointment of yourself and/or family members.

Anger/Anxiety Management

The Anxiety/Behavior Curve

The 5 Point Scale A Simple Method for Teaching about Anger and Anxiety
Student identifies his/her triggers Student identifies options at each step Teacher and student use a cueing technique to communicate in class

A. Teaching and Competence Strategies: Peer-Mediated Strategies
Peer Proximity Peer Prompting Peer-Initiation Guidelines for Using Peer-Prompting and Peer Initiation Peer Buddies

B. Teaching and Competence Strategies: Teacher-Mediated Strategies
Social Stories and Puppets Empowering Roles Structured Games or Play Groups Friendship Activities

Enthralling?

Altered Response Strategies
Teacher’s response is altered Intention is to alter the payoffs or functions of the behavior

They are just kids

Altered Response Strategies: Proven Positive Responses
De-escalate and Resist Conflict Promote Peace Catch Being Good Counter Conflict With Consequences for Caring Negotiate Response Choices Reframe with Empathy Encourage Coping Natural and Logical Consequences Praise Effectively

PEBS Altered Response Strategies
“Checkin” a response strategy to give students attention Attention for positive behaviours RELATIONSHIP is KEY

PEBS Matrix-based Check-in
Your School Name: Week: Respect for Monday Tuesday Wednesday Thursday Friday Self 0 1 2 Others Learning Environment Total Teacher signature Home Signature Student Goal for the Week Total score for the Week: Scores 0 = contributed negatively to classroom environment 1 = did not contribute positively or negatively to classroom environment 2 = contributed positively to classroom environment

Individualized Weekly Checkin
Your School Name: Goal for the week: Completing seatwork Week: Period Monday Tuesday Wednesday Thursday Friday Math 0 1 2 Gym Recess Daily Total Teacher signature Home signature Student Goal for the Week Total score for the Week: Scores 0 = did not attempt work 1 = attempted work 2 = completed work

Individualized Daily Checkin
Your School Name: Week: Period Wear shoes to class Comments – POSITIVE ONLY Math 0 1 2 Gym Recess Daily Total Teacher signature Home signature Student Goal for the Week Total score for the Week: Scores 0 = did not meet goal 1 = partially met goal 2 = met goal

Individualized Daily Checkin continued
Your Elementary School Name: Week: Period Wear shoes to class Stay where directed Comments Math 0 1 2 Gym Recess Daily Total Teacher signature Home signature Student Goal for the Week Total score for the Week: Scores 0 = did not meet goal 1 = partially met goal 2 = met goal

Individualized Daily Checkin continued
Your Elementary School Name: Week: Period Stay in seat Keep hands to self Comments Math 0 1 2 Gym Recess Daily Total Teacher signature Home signature Student Goal for the Week Total score for the Week: Scores 0 = did not meet goal 1 = partially met goal 2 = met goal

Time Out: Another Altered Response
Can be an appropriate consequence if the function is ATTENTION NOT effective if the function is ESCAPE

TIME OUT 1 minute per year of Mental Age Graded Time-Out:
1. Seat in class 2. Seat in hallway (or other supervised locale) 3. Go to office IGNORE, IGNORE, IGNORE

Section 4: Implement Positive Support Plan and Monitor Progress
Indicate Progress-Monitoring Procedures Complete Information on Goal Attainment Ratings Record Benchmark Ratings on Goal Attainment Rating Chart Record other progress-monitoring data on Progress Rating Chart

A. Indicate Progress-Monitoring Procedures
A checklist to guide thinking on what data will be used tracking? How often will they be collected? Who will collect them? e.g., benchmark ratings test scores Social Competence Checklist scores checkin scores

B. Complete Information on Goal Attainment Ratings
Which goal are you recording in the chart below? Improving Positive Behavior Reducing Challenging Behavior

Now it is Time to Implement the Program and Gather the Data!!

How much time do we try the Program?
At least 10 weeks Take into account startup time, breaks, holidays, illnesses, etc. Give the teacher a Weekly Implementation Sheet for his or her desk

Fidelity Issues Are staff doing what they said they would do?
Role plays outside of class Observation in class “booster” support 3 weeks after FAIS meeting often required.

C. Record Benchmark Ratings
Table is designed to take 20 observations If weekly, choose Tuesdays and Thursdays For high-incidence behaviors, rate just one class or session each date Indicate with an “x” in the appropriate column/row

Weekly Implementation Tracking Scale
Rating Concern Week 1 Date: Week 2 Week 3 Tuesday Thursday +3 +2 +1 -1 -2 -3

Examples of Benchmark Plotting
Rating Concern Week 1 Date: Tuesday Thursday +3 Aggression: 5 incidents a day +2 Aggression: 6 incidents a day +1 Aggression: 8 incidents a day X Aggression: 10 incidents a day -1 Aggression: 12 incidents a day -2 Aggression: 14 incidents a day -3 Aggression: 16 incidents a day

Plot in FAIS table Summarize benchmark scores in available table in FAIS Watch for trends Over 10 weeks, are our interventions working? Track any relevant factors (e.g., family factors, illness) on graph

FAIS Plot: Connect the Dots!
+3 x +2 +1 -1 -2 -3

Step 5: Evaluate Outcomes and Plan Next Steps
Summarize student progress toward goal Analyze Progress Plan Next Steps Design New Strategies Specify Final Team Recommendations and Consensus Statements Specify next meeting date

A. Summarizing Progress
Did the student make progress towards the goal in 10 weeks of consistent programing? Indicate Final Goal rating across raters and across outcome measures

B. Analyze Progress Describe current progress and goal performance in words Summarize what facilitated progress Summarize what impeded progress

New strategies?

C. Plan Next Steps Evaluate:
Was the intervention established with fidelity and quality? Was the monitoring of data sufficient? Statement of Revised Goal if necessary

D. Design New Strategies
What else could we add or try? Who will carry these out?

American IDEA stuff on the paper form – not on our online version
E. “Forgetaboutit” American IDEA stuff on the paper form – not on our online version

F. Specify Final Team Recommendations and Consensus Statement
In words, what is the team recommending?

Consensus Statement “The team agreed to implement the functional assessment and intervention plan specified in this document an reached consensus on documented outcomes” Or The team has not reached agreement on the intervention plan or documented outcomes and will reconvene on _____date for the purpose of _________

Signatures Team members sign

Crisis Plan A plan to cope with students who escalate to physical violence Specify steps, response, and who will do what Consider PEBs matrix and NVCI tactics

Crisis Plan Template A Microsoft Word Table that has several steps, from initial agitation through to NVCI restraint Predictable escalation steps on left, staff response on right of Table

The Anxiety/Behavior Curve

Crisis Plan Example When the Student Staff will Person Responsible
1.Joe shows evidence of anxiety (e.g., shouts in class, slamming a door, pacing) Classroom teacher will redirect to a safe place in a supportive tone (Joe, please step out into the hallway – I’ll be with you in a minute) Classroom teacher

2. Joe refuses to go to safe place Teacher gives Joe a choice, stating the expectation before consequence (e.g., Joe you have a choice, you can go in the hallway or if you refuse you will have to go to the office). Allow him time to process the choice. Classroom teacher

3. Joe still refuses to go Send peer or “red card” to principal’s office for assistance Teacher Peer Administrator, guidance or resource or designated staff Office staff to page responding staff

4. Joe pushes a student Remove students from the classroom NVCI team to assemble outside the classroom Teacher NVCI team

5. Joe throws a chair at the staff NVCI team restraint as appropriate to ensure safety NVCI Team

6. Joe calms during restraint NVCI team will talk calmly to the student, reestablish communication with student NVCI team

Crisis Plan Considerations
Do you have NVCI trained staff? Can parents support? RCMP? Who are the best staff to respond? Time-out?

What is the Right Approach?
Think Like Spock Intervene Like Kirk

Functional Assessment Intervention System (FAIS)- Full FAIS version

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