1. Progress Monitoring Intensive Behavior Supports, 2008 December, 2008

2. Overview Progress Monitoring Tools Data Based Decision Rules Modifications for non-responders

3. Big Ideas in FBA and Intervention Planning Different levels of FBA Build FBA/behavior plan on response classes Build capacity at the school level to conduct efficient FBAs Make the smallest change that will produce the largest impact

4. Common Practices The “check in” Lots of data, no graph Waiting for the student to fail before changing the intervention Changing several components of the intervention at one time Failing to document changes to the intervention

5. Ensuring Data-Based Decisions Must develop systems that support: –Data collection procedures –Summarizing data –Reviewing data on a regular basis –Data-based decision making

6. For more information on systems… Intensive Positive Behavior Support (IPBS) Project http://www.uoecs.org Examples?

7. Progress Monitoring Tools: SWIS: Majors and Minors Percent of points earned on behavior card (SWIS or Excel) Daily Teacher Ratings Direct Observations DIBELS/AIMSWEB (more on this later…)

8. Progress Monitoring Tools Must reflect the behavior of concern Frequent (daily is best) Efficient Sensitive to change

9. SWIS Office referrals may provide some indication of change, but are probably not adequate for secondary/tertiary support alone Recommendation: Use ODRs as a secondary piece of data when evaluating effects of an intervention plan

10. Percentage of points Daily points on a behavior card are highly correlated with direct observations IF the card is used correctly (Campbell & Anderson, 2008)

11. Daily Teacher Ratings Correlated with points and direct observations –Must be specific –Must be objective –Must occur daily –Compare with typical peers (Campbell & Anderson, 2008)

12. Data-Based Decision Rules Establish general rules for determining whether or not to change an intervention plan Rules should be flexible

14. Baseline = 50%

18. Allowed Brian special peer time for reward

22. Combining Academic and Behavior Supports An example: Combining reading with behavior support for escape maintained behavior

23. Desired Alternative Acceptable Alternative Typical Consequence Told “good job” Get good grades Do work w/o complaints. Ask for break, ask for help. The Competing Pathways chart for our friend Eddie Setting EventsTriggering Antecedents Maintaining Consequences Problem Behavior Extended structured activity (Reading) Do difficult reading task (grade level material) Threatens, Uses profanity Remove from class. Function Avoid task

24. Setting Event Strategies Antecedent Strategies Consequence Strategies Behavior Teaching Strategies Teach alternatives to problem behavior: 1. Ask for break 2. Ask for help Teach reading fluency development Teach problem- solving skills Provide Reading curriculum at appropriate level Additional instruction in reading (fluency) 1:1 instruction in Reading Prompt task completion Make task less difficult Do first activity together Provide different tasks Present “forced” choice of which reading assignment to do first Provide reward within 1 min. of starting task (3 min., 5 min., 10 minutes) Give break & help when requested Minimize rewards for problem behavior (don’t remove to a nicer area) Reward expectations Possible Interventions for Eddie

25. Eddie’s Evaluation Procedures Data to be Collected Procedures for Data Collection Person responsible By When Daily report on whether or not he met his goal each class period Daily behavior report card. Make sure all staff (e.g., homeroom teacher, music teacher, etc.) understand purpose and use card consistently. Teacher responsible for filling out card on daily basis. Report data to team on Behavior Support Plan Chart. School psychologist initiates and monitors Begin immediately; continue at least to first review period. Major discipline referrals Major discipline referrals are entered into SWIS. Reports are generated prior to each progress review period Office secretary enters SWIS data and generate reports SWIS entered on regular basis Short term goal: Ask for “break” or assistance when frustrated Long term goal: Reading fluently at 154 word correct per minute on grade level material

26. Eddie’s Evaluation Procedures Data to be Collected Procedures for Data Collection Person responsible By When Oral reading fluency Assessment progress monitoring probes weekly on grade level material Classroom teacher Begin immediately; review progress every three weeks Short term goal: Ask for “break” or assistance when frustrated Long term goal: Reading fluently at 154 word correct per minute on grade level material

27. Daily Report Card + silent reading in study hall Daily Report Card with choice of incentives from “treasure chest” Fictional Data

28. #1 extra silent reading practice 15 minutes during study hall Eddie: Progress monitoring on Oral Reading Fluency Fictional Data

29. Daily Report Card + silent reading in study hall Daily Report Card with choice of incentives from “treasure chest” + Read Naturally Fictional Data

30. #1 extra silent reading practice 15 minutes during study hall #2 Read Naturally in reading lab for 30 minutes during study hall Eddie: Progress monitoring on Oral Reading Fluency Fictional Data

31. Problem-Solving Implementing with Fidelity? Yes Examine Intervention No Contextual Fit ResourcesTraining

32. Problem Solving Using the alternative behavior? YesMove onNoTeaching?Prompting? Easy and Efficient?

33. Problem Solving Accessing Reinforcers? YesMove onNoGoal too high? Increase schedule of reinforcement?

34. Problem Solving Formal FBA? YesMove onNo Function Incorrect? Gather more data?