Presentation on theme: "Basic FBA to BSP Module 6: Implementation and Evaluation Planning"— Presentation transcript:
1Basic FBA to BSP Module 6: Implementation and Evaluation Planning Using FBA to Develop Function-Based Support for Students with Mild to Moderate Problem BehaviorModule 6: Implementation and Evaluation Planning
2Adapt BSP and implementation as needed based on on-going monitoring The Basic FBA to BSP Process1. Define the Problem Behavior2. Conduct assessment for behavior support planninga. 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 occurs3. Design an individualized behavior support plan (BSP)• Ensure technical adequacy• Ensure contextual fit4. Ensure Fidelity of Implementation5. Monitor Plan Impact on Student BehaviorAdapt BSP and implementation as needed based on on-going monitoringAdapted from Horner, Albin, Todd, Newton & Sprague, 2011
3Basic FBA to BSP Training Series Module 1- Teaching Basic PrinciplesModule 2- FBA: Practice InterviewingModule 3- FBA: Practice ObservingModule 4- Critical Features of BSPModule 5- Building BSP from FBAModule 6- Implementation & EvaluationModule 7- Leading a BSP Team
4Basic vs. Complex FBA/BSP Focus of this training seriesBasicComplexFor: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 settingsWhat:Relatively Simple and Efficient process for behavior support planning based on “practical” FBA dataTime-intensive process that involves emergency planning, family-centered planning, and collaboration with outside agenciesDeveloped 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)How typical school team members can develop Relatively simple and efficient behavior support plans for student with mild to moderate444
5Objectives By the end of this module you will be able to: Explain the meaning and importance of “Contextual Fit”Describe the essential components of implementation plansDefine the necessary components of evaluation plans and provide examples of appropriate short- and long-term goalsDescribe data collection procedures that would be used to track implementation fidelity and student progress when provided with a sample BSP
6Objectives By the end of this module you will be able to: Explain the role of BSP Team Leader and team members in support plan developmentIdentify the specific activities that the team leader will engage in before, during, and after the team-based BSP development processDescribe the process for conducting and products that should result from a Plan Review MeetingLead a “team” of professionals through the process of developing a sample BSP
7Review #1 Name two problems with this competing behavior pathway. Complete writing taskSuccess, teacher acknowledgmentRoutine: Language ArtsBreaks from school (weekends, illness, holidays)Asked to complete Independent writing tasksFunction:Escape academic tasks andAccess peer and adult attentionDisrespect and DisruptionRaise hand & ask for break77
8Review #2What are the three essential characteristics of the replacement behavior?Same function as the problem behaviorEasier to do than the problem behaviorSocially acceptable
9Review #3What are the 3 types of intervention strategies that must be included in the BSP?#1: Prevention Strategies#2: Teaching Strategies#3: Consequence Strategies
10Review #4All BSPs should include what 2 types of CONSEQUENCE strategies?Maximize Reinforcement for Replacement and Desired BehaviorsMinimize reinforcement / the “payoff” for problem behavior
12Selecting Behavior Support Strategies Once the team has identified function-based support strategies it is important to also:Ensure CONTEXTUAL FIT of those strategies by actively involving implementers in finalizing interventions & supportsThis can occur in the Implementation Planning meeting
13What is Contextual Fit? Why is It Important? Contextual fit refers to the extent to which support strategies “fit” with:The skills and values of the implementersThe available resourcesAdministrative supports in placeIn other words… How FEASIBLE are the strategies?Strategies with good “fit” are more likely to be implemented with fidelity!!
14Considerations to Help Ensure Contextual Fit Are plan implementers involved in the design/selection?Are strategies consistent with the skills of the implementers?How much additional training would be needed? Who would provide training?Are necessary resources available (staff, time, space)?Are there other interventions already being implemented in our school that can be modified to fit this student’s particular needs?Do the selected strategies fit with the values of team members and those who will be implementing the plan?Are they perceived as (a) likely to be effective, and (b) in the best interest of the student?Will there be administrative support for the selected interventions/strategies? Is the plan consistent with current school-wide discipline procedures?
19Role of the Team LeaderPrimary role of the Team Leader is to Guide the team members in the development of a Function-based, Contextually Relevant planSpecific tasks:Display/provide necessary information for team members to see/use throughout the processGuide team in selecting Function-Based preventive, teaching, and consequence strategiesEnsure that ALL team members participate in the process and agree with outcomes (assess Contextual Fit of the plan)Ensure that the BSP includes all necessary components, including Implementation and Evaluation plans* The process will take approximately 45 minutes to 1 hour to complete.
20Basic BSP Team Members Basic BSP Team Leader Staff member with: a. Basic Behavioral Knowledgeb. Understanding of FBAc. The Role of Leading BSP TeamsTeam MembersTeachers & Staff who work w/ student(Gen Ed & SPED staff as appropriate)Meeting FacilitatorEnsure Technical Adequacy, Monitor ProgressImplementer(s) w/ Knowledge of Student & ContextRate Contextual Fit***For more challenging cases, make sure to involve Behavior SpecialistBehavioral Expertise/Case Manager & Facilitator
21Before the Meeting Team Leader: Schedule meeting & make sure the right people are in attendanceReview FBA results for a COMPLETE summary statement, including:Observable definition of problem behaviorRoutine(s) in which problem behavior occursAntecedents (setting events & triggers)Primary Function of the problem behaviorComplete the Competing Behavior Pathway with Potential Interventions that are consistent with the FBA information
22The Team Meeting First: Competing Behavior Pathway Provide team members with copies of the Competing Behavior Pathway form with FBA summary statement.22
23What you Need: Completed Competing Pathway & Potential Intervention Strategies Your Roadmap for Intervention PlanningThis form is used to guide intervention planning – it’s a support to the behavior specialist and the team to facilitate the selection of final interventions (which much involve the implementers to ensure contextual fit) during the Implementation Planning meetingPot’l Interventions to facilitate Planning
24The Team Meeting First: Competing Behavior Pathway Provide team members with copies of the Competing Behavior Pathway form with FBA summary statement.Before moving forward:Summarize the Summary of Behavior & ensure all team members agree on:1. The Problem Behavior and Context in which it is most likely to occur2. The Function of the problem behavior24
25Summarizing the Competing Behavior Pathway 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.”During Routine, when Antecedent Harrison is most likely to Problem Behavior because he is Consequence, as a result he gets to Function.
26Building the Competing Behavior Pathway Have team members finalize the Competing Behavior by observably defining:The Replacement BehaviorThe Desired BehaviorEnsure the team selects a Replacement behavior that is:Functionally equivalent to problem behaviorEasier to do than problem behaviorSocially acceptable
27Summarizing the Competing Behavior Pathway This is the long-term goal2. Review the Alternate Behavior & Check Acceptability with Implementers (Contextual Fit)“I’ve suggested two potential Alternate Behaviors; Ask for a break or an easier task… This is the short term goal while we build up H’s math skills. The alternate behavior must provide the same outcome as the problem behavior,”Will this work? Other ideas?
28Identifying Behavior Support Strategies Use the completed intervention strategies form to guide conversation to finalize interventions for ImplementationIt may be necessary to provide an example strategy under some or all of these categories, then ask team members to suggest additional strategies.Pot’l Interventions to facilitate Planning
29Implementation Planning Finalizing a Plan What specific activities will be involved?Requires input from the implementer to ensure Contextual FitWho is responsible for implementing each part of the intervention?When will each part of the plan be implemented?
30Implementation Planning What Who WhenThis page will become the ‘contract’, the final plan, what we are committing to implementThe strategies identified above will help guide the process of finalizing interventions for Implementation
31Finalizing the Implementation Plan IMPORTANT!!!Actively involve implementers in determining final interventions for ImplementationSpecifically identify if the interventions work for the implementersIf they DON’T… the intervention will NOT be implemented
32Selecting Contextually Appropriate StrategiesFor each strategy being considered the Team Leader will ask implementers to answer/rate: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?If the answer to any of these questions is “maybe” or “no”:Are there ways that the strategy could be modified to make it a better “fit”?
33Considering Contextual Fit How can we revise the strategies while still responding effectively to student behavior?Consequence StrategiesReinforce Desired BehaviorWhen on task for 15 min, the student will be allowed to go to back table play a game with a student who has completed work for 5 min.Minimize Reward for Problem BehaviorStudent will stay after school until math assignments are completedStaff Concern:Staff feel that this reward will be too disruptive to the rest of the classTaskWhoWhenReinforce Desired BehaviorWhen student has been on task for 15 min, she will be allowed to sit quietly at her desk and read or draw for 5 minMinimize Reward for Problem BehaviorStudent will stay in from recess to complete workMrs. RoseMr. Poole10/21Staff Concern:Staff agree that this is function-based but is not feasible
34Selecting Function-Based Strategies IF team members suggest a strategy that is not function-based, neutral or is contraindicated:Direct team members’ attention back to the competing behavior pathwayUse the pathway to Remind team that:1. We DO want to reward appropriate behavior with the same or similar consequences as those currently maintaining the problem behavior2. We DO NOT want the student to access reinforcement following problem behavior3. We also don’t want to add many ‘neutral’ strategies that aren’t directly related to the function remember feasibility
35What help/support would you need? Activity (pp. ##)With a Partner (1 person = teacher/ implementer; 1 person = BSP team leader)Confer on suggested interventions below & Finalize consequence interventionsDocument finalized interventions on Implementation Plan on p. 103Review 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?
36Implementation Planning Considerations It is not enough to simply write down the strategy. We need to consider:Will materials need to be made/gathered (ex. visual reminders, reinforcement system) before we can use this strategy?How (specifically) are we going to teach the replacement behaviorWhen/during what routines? What examples/non-examples will we use? Opportunities to practice?How will we begin teaching desired skills?Will the student need modified assignments? Who will do this?
37Setting Event Strategies Antecedent Strategies Consequences Strategies Activity #1(page 85)Using the Implementation Plan template on page 87, work with a partner to list the specific activities that might be involved in implementing the following strategies for Jim:Setting Event StrategiesAntecedent StrategiesTeaching StrategiesConsequences Strategies(No setting event identified)- Provide math and writing assignments that more closely match instructional level- Provide visual prompts (highlighted text, graphic organizers) for writing assignments- Put visual reminder on desk to prompt Jim to ask for a break or easier task- Teach Jim how to appropriately ask for a ‘break’ or for an easier task and when (appropriate times) to do so- Provide additional small-group instruction in multi-digit multiplication and division- Quickly and consistently provide a break or an easier task when he requests appropriately- For every 5 difficult math problems that Jim completes he will earn a sticker. 3 stickers can earn the choice to skip 5 problems- When Jim begins to get upset, remind him to ask for a break- If Jim continues to engage in problem behavior, he will complete his assignment with teacher during “free choice time”
40Training Staff How to Implement the BSP The plan will not be implemented if:Staff don’t understand how to do itThe plan will not work if:The intervention is being used incorrectlyPlan times for Modeling/Roleplay and FeedbackThink minRoleplay with teacher/staff outside of problem contextWhat actions will be taken, what words will be used, what materials are needed and how will they be used?
41Ongoing Feedback The plan will not be implemented if: Staff don’t understand how to do itThe plan will not work if:The intervention is being used incorrectlyPlan for Observations and Follow-ups to provide feedback, help problem solve, and ensure that intervention is being used as designedEx. “check-in”, along with periodic visits/observationsObserve plan strategies implemented in the problem contextProvide feedbackModel correct proceduresProblem solve around unexpected situations/results
42Key PointsFunction-based strategies are most likely to be implemented if they also “fit” with the:Skills of the plan implementersValues of the plan implementersResources available to the plan implementersThe role of a BSP team leader is to guide team members in the selection of preventive, teaching, and consequence strategies which:Directly relate to the FUNCTION of the problem behaviorAre viewed by the team as CONTEXTUALLY APPROPRIATEComplete BSPs include:An IMPLEMENTATION PLAN specifying Who will do What by When
43Check #1 (page 94)What are the 4 critical components of Behavior Support Plans:#1: Competing Behavior Pathway#2: Prevention, Teaching, and Consequence Strategies#3: Implementation Plan#4: Evaluation Plan43
44Check #2After selecting BSP strategies, Sarah’s team developed an implementation plan detailing:1. The specific activities/procedures that will be used to implement the plan2. The persons responsible for implementing each component of the planWhat has Sarah’s team forgotten to include?BY WHEN?? A timeline detailing when each activity will be completed
45Check #1 (page 104)True or False: The primary role of the team leader is to provide the team members with a function-based, contextually relevant BSP.False. The primary role of the Team Leader is to GUIDE the team in building a complete function-based, contextually appropriate BPS.
46Check #4Behavior Support PlanKnowledge Assessment
47Task Over the next two weeks… Use the summary statement and list of strategies for Sheldon (pages in your guide) to build:a) An example implementation planb) An example evaluation planc) An example data collection form for tracking student progress4747
48Comments/Questions about Module 6 At the bottom of page 96 please write any comments/questions you may have pertaining to module 6.Thank you for your time & attention!4848