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Beth Battilla, M.S., C.A.S. Rachael Friesen, MSW Micah Guy, LCSW Liz Mendieta, LCSW, CSPT and of.

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Presentation on theme: "Beth Battilla, M.S., C.A.S. Rachael Friesen, MSW Micah Guy, LCSW Liz Mendieta, LCSW, CSPT and of."— Presentation transcript:

1 Beth Battilla, M.S., C.A.S. Rachael Friesen, MSW Micah Guy, LCSW Liz Mendieta, LCSW, CSPT and of

2 Overview /Note Catcher The 5 W’s and the H of FBA’s and BIP’s The 4 W’s of FBA’s and BIP’s Tools and Resources for Conducting an FBA What is my lens? Creating a BIP Implementation and Progress Monitoring Creating a BIP

3 Let’s Meet illy

4 n Functional Behavior Assessment Traditional Definition A process of determining the cause (function) of behavior before developing an intervention (the BIP), based on the hypothesized cause (function) of the behavior. is an FBA?

5 Dr. Greene comments on the traditionaltraditional definition.

6 n Functional Behavior Assessment A New Definition A proactive approach using a collaborative problem solving process to create a hypothesis that looks beyond behavior and function alone to focus on root cause/lagging skills…that drives the development of an effective BIP. is an FBA?

7 is a BIP? A comprehensive and individualized plan developed by a collaborative team, based on an FBA, detailing challenging behaviors and defining the root causes, with specific behavioral strategies, supports, and skill building techniques clearly listed.

8 ? “Behavior is the clue, not the problem.” ~Ross Greene “He’s just doing that for attention.”

9 Failure to base an intervention on "the root cause" often leads to meaningless results.

10 ? ?

11 ?

12 ?

13 “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 behave, we… ” John Herner (NASDSE President) Counterpoint 1998

14 “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 behave, we… ” John Herner (NASDSE President) Counterpoint 1998 WE TEACH

15 Note Catcher The 5 W’s and the H of FBA’s and BIP’s The 4 W’s of FBA’s and BIP’s Tools and Resources for Conducting an FBA What is my lens? Creating a BIP Implementation and Progress Monitoring Creating a BIP

16 The lens through which we view a student drives our interventions

17 Observable Target Behavior(s) Function Setting Events Antecedents Responses “Adult Concern” “Triggers” “Immediate Events or Circumstances” “Unsolved Problems” “Student Concern” Translating traditional components into Dr. Ross Greene’s perspective Adapted from a presentation by Carolyn Jones and Sharon Thornagle (2011) titled: Collaborative Problem Solving and PBIS, Great Partners "Lagging Skills" Performance Deficit OR

18 Observable Target Behaviors "Adult Concern(s)"

19 Setting Events and Antecedents "Triggers and Immediate Events and Circumstances " Social Setting EventsPhysical Setting Events Physiological Setting EventsOther Setting Events

20 Responses "Unsolved Problems"

21 Function "Student Concern"  OBTAIN Seek/Access/Gain  AVOID Escape  SELF-STIMULATE

22 Performance Deficit Ross W. Green and J. Stuart Ablon, 2006, The Guilford Press. Treating Explosive Kids The Collaborative Problem-Solving Approach “Kids do well if they wanna”

23 Lagging Skills: Executive Functioning Language Processing Emotional Regulation Cognitive Flexibility Social Interactions “Kids do well if they can“

24 Digging deeper to find the “root cause”

25 Note Catcher The 5 W’s and the H of FBA’s and BIP’s The 4 W’s of FBA’s and BIP’s Tools and Resources for Conducting an FBA What is my lens? Creating a BIP Implementation and Progress Monitoring Creating a BIP

26 . Collecting

27 One Perspective … Is Not Enough

28 One Perspective … Is Not Enough One Observation…. Is Not Enough

29 Collecting. 2. Indirect Assessment Tools A. Anecdotal Notes and Record Review (IEP, 504, “RtI Classroom Notes”, Cumulative, Admin Conference, etc.) B. Questionnaire and Functional Analysis Tools C. Motivation and Interest Assessment 3. Direct Assessment Tools A. Antecedent Behavior Consequence (ABC) Forms B. Observation Tools C. Ecological Analysis Tools 1. Structured Interviews A. Student B. Parent/Guardian/Community C. Teacher/Staff

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31 Accessing Jeffco’s Online Resources

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33 Jeffco Employee Connections Webpage: Step 1

34 Educational Research and Design Webpage: Step 2

35 Special Education Webpage: Step 3

36 SPED A-Z Index (Webpage): Step 4

37 Special Education Webpage: Step 5 TIPS: Use Goggle Chrome All links are Google Docs If no hyperlink, then document needs to be accessed elsewhere Once open, download the document for best viewing

38 Note Catcher The 5 W’s and the H of FBA’s and BIP’s The 4 W’s of FBA’s and BIP’s Tools and Resources for Conducting an FBA What is my lens? Creating a BIP Implementation and Progress Monitoring Creating a BIP

39 B EHAVIOR I NTERVENTION P LAN (BIP) 1. Sources of Information: List sources of information used in FBA, both formal and informal, to develop this plan. Creating a (9 Parts) Record review of current IEP Record review of Administrative Conference notes Interview with Mr. Stein, science teacher Interview with Mr. Madison, father Interview with Billy, student Assessment of Lagging Skills & Unsolved Problems (ALSUP) completed by parent and teacher Interest Inventory Frequency Recording-Scatter Plot Antecedent Behavior Consequence form Ecological Analysis of Setting form

40 2. Strength Based Profile Identify skills/interests, positive relationships, pro-social behaviors, family/community supports, and protective factors. Mr. Madison, Billy’s father, is a strong advocate and communicates regularly with the school. His former teacher, Ms. Vaughn has and continues to be a support in his life. The principal Mr. Anderson, and his bus driver, Mr. Farley, are also supportive of Billy’s success in school. Ms. Simone, the school counselor is available to work with Billy. Billy is expressive, confident and a self-advocate. His father feels that he is very social and extroverted. He is charismatic and has a great sense of humor. He is very creative when problem solving and has a big imagination. Billy is often very helpful, shares his belongings with others, and cooperative within small group settings. Billy has an extensive vocabulary, and is able to make and keep friends. He loves to play video games, watch television, and play on the computer. He enjoys sports and is often active in swimming and running clubs. He is motivated to earn free time and attention from adult. His goal is to join the family business one day. Skills/Interests: Pro-Social Behaviors: Positive Relationships and Family/Community Supports:

41 3. Functional Behavioral Assessment (FBA) Summary Statement Describe specific problem behavior and summary/hypothesis statement from FBA It is hypothesized that Billy exhibits these behaviors in order to obtain peer attention and/or to avoid a non-preferred task or activity. When Billy becomes upset he often exhibits inappropriate language, argues with others, becomes verbal aggressive, disruptive, and non-compliant. It is more likely to occur in Science period, when he does not understand the material, and when seated near a female peer. - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -- - - - - - - - - *If working from the Ross Greene’s Perspective… Lagging Skills: Unsolved Problems: Billy appears to have difficulty identifying when he needs help and asking for it, talking at appropriate times, and interacting appropriately and respectfully with peers. Summary/Hypothesis Statement (Functions of the Behavior): “Student Concern” Problem (Challenging/Observable) Behaviors: “Adult Concern” Billy appears to have difficulty maintaining focus and attention to goal-directed activities, thinking before responding, and considering a range of solutions to a problem.

42 4. BIP Strategies/Outcomes Worksheet Based on hypothesis, in the table below, identify the strategy, what will be done, when and where the strategy will occur. (Examples) Setting Event Strategies (Reduce impact of setting events) Antecedent Strategies (Decrease likelihood that behavior will occur) Reinforcement Strategies [Consequence] (When student demonstrates the desired behavior, the need behind the behavior is met –e.g. obtain or avoid) Billy’s behavior is likely to decrease if: ~Prompt, or give non verbal signal/cues ~Review expectations ~Offer short term break ~Use “If/Then” to identify outcomes ~Assist with peer conflict resolution privately Behavior Teaching Strategies [Alternative Behaviors] Increase the likelihood that the appropriate replacement behavior will occur through instruction) Billy will learn: ~Peer conflict resolution skills (through demonstration, coaching, guided practice) ~Empathy training (through guided practice, conferencing and role play) Billy’s behaviors will be reinforced by: Positive Consequences: ~Specific praise ~Time for peer attention ~Positive grade/mark ~Positive note home Corrective Consequences: ~Unearned grade/mark ~Time out of classroom ~Written refocus form ~Parent contact *See notes/ attachment* Billy benefits from: ~Seating near front ~Daily check-ins with staff ~Review of expectations ~Scheduled breaks ~Positive peer mentor ~Embedded choices ~Consistent reminder of rules ~Frequent monitoring ~Regular home communication “Triggers, Immediate Events and Circumstances” “Skill Deficit” “ Performance Deficit” Executive Functions Language Processing Emotional Regulation Cognitive Flexibility Social Interactions

43 5. Crisis Intervention Plan If the student’s behavior has the potential to produce harm, attach a crisis intervention plan. YesNo

44 Crisis Intervention Plan Example Crisis Intervention PlanAttached to IEP Annual Review - March 23, 2013 If Billy indicates the potential to harm (himself or others), the following CIP will go into effect: If alone with Billy, summon another staff member for assistance and follow these steps: Remove all other students, and potential weapons, from immediate surroundings Decrease verbal interactions and arguments, give only specific and clear directives. Direct Billy to the Quiet Room to utilize appropriate sensory tools and coping tools to calm down. If he is noncompliant and continues to produce harm, escort him to the Quiet Room, or another designated area. Use physical blocking techniques, as sanctioned by the Crisis Prevention Intervention (CPI) protocols, if Billy aggresses towards others. Remove any sensory tools that may be used as potential weapons. As a last resort, use the appropriate physical management techniques, as sanctioned by CPI sanctioned (trained staff only), until he is able to regain self control to manage himself safely. If Billy is unable to control himself safely within 5 minutes of being physically held, staff will contact administration for additional assistance and intervention. Once physically and verbally calm direct Billy to sit in an area within the Quiet Room (or designated quiet area) to conference with a staff member and complete a Refocus Sheet in order to process the incident. If unable/unwilling to conference with staff, check in every 3-5 minutes to see when Billy’s ready to conference with staff. It is important to follow this step to collaborate with Billy and make a plan for him to remain safe at school.. Refer to the Jeffco District Code of Conduct for further interventions, if deemed necessary.

45 6. Evaluation Indicate how the plan will be measured and by whom. Identify the desired performance level for either increasing the occurrence of the identified alternative behavior(s) or decreasing the occurrence of the behavior of greatest concern (criterion for success). Continuous Progress Monitoring Method: Criterion for Success: Person Responsible: Follow-up Meeting Date: Frequency Recording- Scatter Plot (number of times Billy requires teacher redirection) Billy will decrease his disruptive behaviors, as evidenced by not calling out, having side conversations or interrupting the lecture, during the academic period. >Baseline: 10 redirections/1 hour >Goal: Less than 3 redirections/1 hour. Mr. Stein, Science Teacher January 31, 2015

46 7. Contextual Fit Supports, resources, training needed for personnel to implement plan in the current environment. Supports: Science teacher, Mr. Stein, School Counselor, Ms. Simone, and Billy’s father, Mr. Madison. Ms. Simone will identify a positive peer mentor in each of Billy’s class periods. Resources: Affective curriculum for social skills development, empathy training and peer conflict resolution. Check-in/Check-out (PBIS) program. Utilize quiet space in the break area within Counseling Office. Training: Ms. Stein and Ms. Simone will be trained in utilizing the Check-in/Check-out computer system. Mr. Stein will be trained by Ms. Simone on how to collect frequency records using the Scatter Plot data collection forms.

47 8. Communicating the Behavior Intervention Plan The plan will be communicated to the following people Person to be contacted: How contact will be made: Person responsible for contact: Date/Frequency of contact: Who will communicate revisions and updates internally and externally? 9. Team Members: Teacher, parent, student, mental health worker, community agency personnel, related service provider etc. PARENT PROVIDED A COPY OF PLAN Transportation/Driver Math Teacher Copy of report Weekly Consultation Feb. 3, 2014/ As needed Feb. 3, 2014/ Weekly Team Mtgs. Ms. Simone Mr. Stein Ms. Simone, School Counselor Billy Madison, Mr. Madison, Ms. Simone, Mr. Stein, Principal Anderson, Ms. Vaughn

48 Step 1: Choose Data Collection Tool (method) & Determine Baseline Step 2: Implement BIP with Sufficient Time and Effort Step 3: Progress Monitor using Tool Step 4: Facilitate Review Meeting & Analyze Plan Step 5: Reinforce Effective Strategies and/or ReviseStrategies Step 6: Document the Review Meeting and, if needed, Rewrite Plan Step 7: Share, File, and Repeat Implementation & Progress Monitoring

49 illy's Progress

50 Questions?

51 valuations

52 esources CDE Website www.cde.edu - The Colorado Behavior Resource Manual http://wwwlcde.state.co.us/artemis/edmonos/ed14408b392006internet/ - Behavior Topic Areas http://www.cde.state.co.us/cdesped/BehaviorTopicAreas.asp#FBA Lives in the Balance- Dr. Ross Greene www.livesinthebalance.org Think: Kids (Department of Psychiatry at the Massachusetts General Hospital) www.Thinkkids.org Collaborative Problem Solving and PBIS- Great Partners http://www.pbisnetwork.org/wp-content/uploads/2011/02/collaborative-Problem- Solving-Thornagle-1.pdf Functional Behavioral Assessment- How to Conduct a Legally Defensible Procedure http://www.nasponline.org/conventions/handouts2010/unstated/Functional%20Beha vior%20Assessment.ho.0210.nasp.pdf


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