Presentation on theme: "Implementation of Functional Behavioral Assessments (FBA) in School Settings Lebanon Junior High Warrior Ridge Elementary Barbara S. Mitchell, Ph.D. MO."— Presentation transcript:
Implementation of Functional Behavioral Assessments (FBA) in School Settings Lebanon Junior High Warrior Ridge Elementary Barbara S. Mitchell, Ph.D. MO SWPBS Tier 2/3 Consultant
Outcomes By the end of this session participants will be able to… Explain the need for FBA in school settings. List and describe data collection techniques that are commonly used to conduct a Functional Behavioral Assessment (FBA). Ask questions about the FBA process. MO SW-PBS
Introductions Warrior Ridge Elementary Bobbie Russell – Principal Janelle Stanek – Assistant Principal Jenny Westphal – Physical Education Teacher Lebanon Junior High Roger Moore – Assistant Principal Teresa King – Counselor Tiffany Piercy – Classroom Teacher MO SW-PBS
Principles of Applied Behavior Analysis Human behavior is predictable – Environmental conditions can set up, set off, or maintain appropriate or inappropriate behavior – A B C – Educators task is to look for, understand and interrupt predictable patterns of problem behavior MO SW-PBS
Principles of Applied Behavior Analysis Human behavior is functional (FBA) – Serves a purpose, communicates a need – “Get” or “Avoid” – Results/consequences of a behavior affect future occurrences of that behavior – Sometimes problem behavior is more effective than appropriate behavior (Crone & Horner, 2003, p. 11) MO SW-PBS
Functions of Behavior
Principles of Applied Behavior Analysis Human behavior is changeable (BIP) – Understanding predictors, consequences, and function associated with a problem behavior is key for designing effective intervention plans. – Challenge is creating an environment that increase the likelihood students will behave appropriately. MO SW-PBS
Functional Behavioral Assessment – is a problem-solving process for – Identify events that predict and maintain problem behavior. The primary objective of FBA is to develop a summary statement about the problem The summary statement is used to design an intervention plan that teaches a new pattern of behavior. MO SW-PBS
When given directions to begin work tasks (particularly reading or writing) the student engages in disruptive behaviors (e.g., pencil tapping, talking to other students, digging around in desk, getting out of seat). Most often the teacher provides repeated prompts, redirects or individual conferencing. These responses cause the behavior to intensify and may include physical or verbal aggression (e.g., slamming desk, shoving materials away or use of profanity). When this occurs the student is removed from the classroom. These behaviors occur approximately four to five times per week and are more frequent in the morning – during language arts, and social studies instruction. These behaviors rarely occur in math and science. There are no problem behaviors on the bus, during P.E., art, music, or at recess. The problem behaviors are maintained primarily by avoidance of work tasks and to a lesser extent by teacher attention.
Steps in the FBA Process Gather information to generate a summary statement – Use indirect methods Record review Context analysis Teacher, student and parent interviews Goal is to identify what, when, where and under which conditions MO SW-PBS
Steps in the FBA Process Gather information to confirm the summary statement. – Use direct methods A-B-C recording Goal is to verify what, when, where and under which conditions they are most likely. MO SW-PBS
Setting Events Triggering Antecedents Desired Alternative Problem Behavior Acceptable Alternative Maintaining Consequences Maintaining Consequences Setting Event Manipulations Antecedent Manipulations Behavior Teaching Consequence Manipulations Competing Behavior Pathways Model Sugai, Lewis-Palmer & Hagan, 1999
Lebanon Junior High School Lebanon, Missouri Roger Moore, Assistant Principal Teresa King, School Counselor Tiffany Piercy, Classroom Teacher MO SW-PBS
Lebanon Jr. High Lebanon, MO
Lebanon Jr. High Lebanon, MO Population 4,589 across K-12 Population 668 in grades 7-8 Staff 90
Lebanon Jr. High Demographics – Free and Reduced Lunch – African American 2.4 % – Asian 1.3 % – Hispanic 3.3 % – Indian 1.2 % – Other 0.1 % – White 91.6 %
Lebanon Jr. High – SW-PBS 2005 – 2006 – District began discussions with stakeholders – 2007 – District Committed to PBS, Summer Institute 2007 – 2008 – District PBS team is established – 2013 – District wide recognition as Silver or Gold. * Lebanon Jr. High Received a Silver Rating!
Lebanon Jr. High – Tier I, II, & III Tier I – Meeting Date – First Tuesday of each month. – Meeting Time – 7:20 to 7:40 – Team Members - One teacher from each team, Fine Arts, Practical Arts, Physical Education, Special Services, Counselor, Assistant Principal and any one that wanted to be in on the PBS team.
Lebanon Jr. High – Tier I, II, & III Tier II/III – Meeting Date – Every Friday – Meeting Time – 7:20 – 8:00, after school if more time needed. – Team Members – 7 th grade teacher, 8 th grade teacher, Special Services teacher, Counselor, and Assistant Principal.
Lebanon Jr. High - Procedures Teresa King, School Counselor Review of Records - Mr. Moore, Assistant Principal – Student Information System – ODR’s, Attendance, Grades, Teacher Comments, Schedule of Student, Special Services information.
Lebanon Jr. High - Procedures Context Analysis – Review as a team the activities and routines in which the behaviors are most likely to occur. – Identified the area we wanted to address first and why. – Sparky, Bus, Safety
Lebanon Jr. High - Procedures Interviews – Interviewed TeacherMr. Moore – Interviewed StudentMr. Moore – Interviewed Parent Mr. Moore
Lebanon Jr. High - Procedures Observations – Ms. Piercy, Classroom Teacher – Student – Ms. Piercy, Special Services Teacher and Mrs. King Counselor
Lebanon Jr. High Tiffany Piercy Role in the FBA process. – Prior knowledge of FBA. – Observation – Sparky – Perceptions of the Process – Should classroom teachers be involved and to what extent.
Lebanon Jr. High - Conclusion Committed – Students that need the most help and encouragement. Jr. High students that need the most help and encouragement. – Time Training for staff, education of staff, education of students.
Lebanon Jr. High - Conclusion Next Steps – Organization – Everything! – Establish two teams, Tier II and Tier III. – Develop a more organized plan of who does what – Use data more effectively for students and staff. – Improve on Tier II, and Tier III strategies for helping this group of students.
Lebanon Jr. High Questions? – Roger Moore – 500 N. Adams – Lebanon, MO – – – Resources : South Central RPDC and Building Positive Behavior Support Systems in Schools.
Warrior Ridge Elementary Warrenton, Missouri Bobbie Russell, Building Principal Janelle Stanek, Assistant Principal Jenny Westphal, Classroom Teacher MO SW-PBS
Warrior Ridge Elementary SWPBS
Warrenton, MO Warrior Ridge Elementary K-5 Grade Students – approximately 520 Staff – 40 Demographics: – 54.62% F & R Lunch – 93.6% Caucasian – 3.4% African American – 2.8% Hispanic Introductions
“If a child doesn’t know how to read, we teach.” “If a child doesn’t know how to swim, we teach.” “If a child doesn’t know how to multiply, we teach.” “If a child doesn’t know how to drive, we teach.” “If a child doesn’t know how to behave, we……… teach?... remove...? punish?” The Power of SW-PBS
District Vision 2006 – Curriculum Director Relationship between students’ academic failure and increased incidents of inappropriate behavior. Consistency among elementary schools in the district due to students attending three different schools during an elementary students K-5 career from – K-1 school, DBE – 2-3 school, WRE – 4-5 school, RBE district restructuring of all 3 elementary schools back to K-5. Inspiration for SW-PBS
SW-PBS Coach Representative from all grade levels and departments Counselor Assistant Principal Principal Leadership Team
Assessment Tools Developmental Reading Assessment (DRA) DRA 2 eValuate Aimsweb Data Collection Systems Office Discipline Referrals SIS
Identification of at-risk students: ODR PST Interventions: Attendance Club CICO Check & Connect Homework Help Tier 2 System
Identification of a student based on intensive needs and ODR. – 20 for (5 th grade) – 11 for (4 th grade) – However, had more days of suspension in Student Background: – Transfer from another district at beginning of 4 th grade to RBE. – Due to district restructuring, attending WRE in 5 th grade. – No evidence of SWPBS prior to 4 th grade. – Thus, T1 and T2 not in place K-3. Need for Tier 3
Selection Process: PBS team already in place. Administrator and “Coach” of Team FBA Components: Most data gathered by administrator (record review, interviews, direct observations) Team approach to summary statement, context analysis, competing behavior pathway. Behavior Specialist - observation Staff Training for T3
Organized data collection necessary. Analysis created a better understanding of student and problem and need. Practice with several scenario summary statements and competing behavior pathways and time to completion will decrease. Team-based approach. Classroom teacher was part of PBS team. Time and Effort for T3 (Readiness to implement intervention)
With training, implementation is quicker, easier and a flowing process. Feasibility of using FBA Process
Lessons Learned Keep accurate records and data. Data drives change and improvement. Practice creating BIP with scenarios. Keep staff consistently trained, informed, and updated on T1 and T2 – teach to the desired behavior. Use SPED reports and cross check with summary statement.
Resources National PBIS Technical Assistance Center – Special School District – St. Louis – E-Learning for Educators (free course) – MO SW-PBS
Questions & Contacts RPDC Regional or Tier 2/3 SWPBS Consultant Barbara Mitchell – MO SWPBS Tier 2/3 Consultant – Roger Moore – Assistant Principal, Lebanon Junior High – Janelle Stanek – Assistant Principal, Warrior Ridge Elementary – MO SW-PBS