1. Prevention Through Planning and Assessment
Kerry Duersteler Kelleah Lewis
Kelley Stendler Melissa Myers
July 21, 2009

2. Knosler’s Change Process
Vision confusion
Incentives resistance
Skills anxiety
Resources frustration
Action plan treadmill
= CHANGE
Todays goal provide

3. Functional Behavior Assessments
An FBA is a process, not a form (the form is used to document the process)
The purpose of conducting an FBA is to help the team collaboratively develop an effective Behavior Plan that meets a student’s individual needs
The goal is not to suppress inappropriate behavior; it is to increase positive prosocial behaviors –Eric Hartwig
Second Bullet: the FBA is done first!! i.e. You wouldn’t want the doctor to create a treatment plan without first examining you. Example: You have severe headaches. Doctor prescribes pain killers. What could the diagnosis be? How effective would painkillers be? Brain tumor, TMJ, Eye strain,

4. FBA: Setting Factors Time of day Day of the week Class / subject
Period
Teacher
Structured v. unstructured times (classroom v. halls)
Recommended 3 short (10-15) min. in different settings, more effective than 1 longer-TPS Who could do it?

5. Data Collection To determine triggers, setting factors & functions:
Conduct observations
Interview the student
Interview parents, teachers or other staff
Use questionnaires, checklists or rating scales
Review previous records
Track & review other behavioral data
Sticky note those you personally might use. Admin. Share, teacher share. How will you communicate who is doing what?

6. FBA: Function of Behavior
When kids misbehave, they are communicating in the only way that they know how. They are telling us a need is unfilled or trying to meet the need themselves
Common Functions Include:
Avoidance (can’t do or won’t do)
Power & Control (including revenge, perceived justice)
Attention (adult, peer or both)
Self –regulation, coping
Handout more description, P. 36, 37guess, function Does strategy replace the same NEED???

7. FBA sample New group of 3-Discuss the following What was the problem?
What was the function?
What do you think is the most powerful component, why??
What impressed/surprised you?

8. Now you can do the BIP! Now that the team has conducted an FBA, you
can begin to identify possible interventions.
As you construct the BIP, remember:
The FBA is the basis or backbone of the BIP
The team must identify a realistic, practical replacement behavior that meets the same need or function
Consider this: Old way-We used to spend time on consequences, New Way-It is FAR more effective to identify preventative strategies and Positive Behavior Interventions based on functions
Quitting Smoking, Success depends on meeting the student’s need(s)

9. Implementation of BIP
Even the most effective BIP will not change the behavior dramatically in a short period
Often, with an effective plan, the behavior gets worse before it gets better
Many experts say it takes 6 weeks for real behavior change to take place
It’s crucial for the team to implement the plan consistently & with integrity for several weeks

10. Fact Sheets BIPs and IEPs must be individualized
EBD is not OHI is not Autism is not TBI
Tools include, fact sheets, Blueprints for Success, EBD evaluation guide, Melissa’s website, maroon book

11. Fact Sheet activity Count off by 8 Jigsaw topics Read in group
Discuss who should have these
When should they be used
How are they helpful?

12. Strategies for Effective IEP Meetings (Maintaining a Focus on the Child)

13. PL94-142 / IDEA IEP Meetings Held at Least Annually
Required Team Members
Parent(s) of the Student
General Ed Teacher
Special Ed Teacher
Administrator or Administrator Designee (LEA)
Student, as appropriate
Most common error- general ed. And LEA are required to stay. A form must be signed by parents giving permission to leave early. Suggestion: Think about scheduling IEPs so this can happen. Substitutes? Collaboration time???
Who’s responsible?

14. Getting your Ducks in a Row Before the IEP Meeting
Implement a Uniform System
School-wide Process
Master Calendar
IEP Meeting Scheduling
Administrator Designees
Bring Documentation
Behavioral Data: behavioral reports, detentions, attendance, referrals, anecdotal notes, suspensions.
Academic Data: Formal and Informal Assessments: student work samples, academic assessments, MAPs, rubrics.
How can the principal facilitate? How can lead teachers help? How can special ed. Help? As a building group, come up with a procedure.

15. During the IEP Meeting see handout on IEP agenda

16. IEP Team Taboos Blaming individuals
Making excuses for shortcomings or problems
Lack of participation
Arguing
Defensiveness
Offensiveness
Self Advocacy
Excessive Talking
Non Participation
Side Bars
Individual Dissent
Count of by 7s. What does it look like sound like? Come up with 3 examples you’ve heard. In what ways does it make the meeting less effective. Share out

17. During the IEP Meeting
Strategies for Dealing with Challenging Behaviors
Remain calm & pleasant
Refrain from raising voice
Avoid arguing
Actively listen
Avoid words with negative connotations
Question rather than state
Look for areas of agreement

18. During the IEP Meeting How Does Consensus Look? Each participant:
understands the decision;
has the opportunity to state position regarding the decision;
consents to the decision and agrees to support it.

19. After the IEP Meeting Confirm Follow Up Actions
Parents should walk out with a draft in hand
Expect final IEP is due within 2 weeks

20. Guiding Questions: continuum of EBD services
Read pages in the Evaluation Guide
With your table group, compose 5 to 10 questions that should be considered when determining Least Restrictive Environment ( self-contained to inclusive continuum)

21. Burning Issues

22. Removal from class
Does every teacher know which behaviors warrant removal from class?
Is there a form or procedure for when students are removed?
Who is involved?
Who should be? Who shouldn’t?
What is the teacher’s responsibility in providing continuing services when the student is in crisis?
What is the administrator’s role? Expectations?
What is expected of students? Process, reflect?
Administrators/ staff groups of 3/write on big chart, share

23. District guidelines/expectations
IN GENERAL
Students are expected to be serviced by their teachers
Removal is typically not effective and only used in instances of imminent threat to the safety of self and others
Principals and other administrators should be used for positive reinforcement
Principals et al. , should be aware of Crisis Intervention Plan, which may or may not directly involve them

24. Philosophy of ProACT
Using Crisis Intervention plans and BIPs consistently
Modify if ineffective
Reflection is Crucial
The underlying principle is that the ADULTS need to debrief with the student and reflect upon what they could have done differently to help de-escalate the situation
We never restrain for noncompliance, including leaving the room
STOP and come up with some ideas
Small group, What might be a danger, how might you respond????
EC, autistic who might run into the road
5th graders who’s just angry, EBD, confrontation with teacher, slams door
Int, student who leaves, but stays in building, roaming
High school, FU and leave, may drive home

25. A long time ago, in a galaxy far, far away, … Seclusion and restraint were common Now, Not so much
All staff working with students must be ProACT trained
Remove others, make environment safe first
If not trained, never restrain
Must be part of IEP
Must document, the School Board reads and reviews every month
Always a team of 2 or more using ProAct approved restraints
Never face down
DPI directives are included, review if unfamiliar
Share at full staff meeting

26. A long time ago, in a galaxy far, far away, … Seclusion and restraint were common Now, Not so much
All staff working with students must be ProACT trained
Remove others, make environment safe first
If not trained, never restrain
Must be part of IEP
Must document, the School Board reads and reviews every month
Always a team of 2 or more using ProAct approved restraints
Never face down
DPI directives are included, review if unfamiliar
Share at full staff meeting

27. Top 10 reasons to Avoid restraints
Personal danger
Student danger
Student dignity and relationships
Parents, other students reactions, fear etc.
Lawsuits-DPI DIRECTIVES
Death and serious injury
Risking professional career
Not effective, research is for self regulation
Message is we control you, response is likely to escalate
The plan has failed if it gets that far

28. suspensions
List behaviors that have resulted in suspension-brainstorm with group
How effective was it in reducing behaviors?
Mark those that are a danger to self or others
If not, can you think of actions that may be more effective?

29. Manifestation determination
Any time a special education student is sent home, it is a suspension
It must be documented on a form and Infinite Campus
Hours add up, half days and full days
EVERYTHING counts
If it gets to 10 days, a manifestation IEP must be held
The question that must be answered is: Is the behavior a result of, or directly related to their disability

30. Burning Questions What has happened that got us to 10 days?
Is it individuals, environment?
Is it school wide?
What are the patterns?
Bullying, cultural responsiveness?

31. WHAT WORKS

32. Modify environment, don’t try to change the student Realistically, what can we control????
Change our response- build rapport-research says number one factor
Change and arrange physical environment- desks, seating-consider light, sound, distractions
Too much or too little sensory stimulation, opportunities to self regulate-engine rooms, quiet corner, self selected seclusion, safe alternatives
Engaging and appropriate curriculum
Good lesson planning is the second most important behavior management factor
Choices are HUGE, for motivation and control
TEACH social skills, replacement behavior

33. Building Effective programs
Use Effective Programs for Students with EBD as a guide
Consider the questions that were addressed today, scheduling IEPs, school wide discipline, referrals, suspensions, roles, responsibilities
Assess and proactively plan

34. Big Idea of the Day Assessment drives effective instruction
Drives effective behavior management

35. Additional Resources Student Services Instructional Support Website:

36. 3-2-1 3 concerns you would like more information or help with 2 AHAs
1 commitment from today’s workshop that you will implement

37. Thank you for your time and attention !!!!!!