Tier II Intervention & Selection Using Data This ppt. is provided so that teams will review behavior basics and learn how to collect the data they will need to select a best fit intervention using the FACTS tool in their manual.

Overview of Session Using Data to Match Intervention to Function of Behavior

Behavior is Communication This is a principal and mindset that PBIS is build upon. When behavior is viewed as communication, our response to it changes. Behavior is expressing need or missing skills. Missing skills prompt us to teach, not punish. Need prompts is to respond in ways that will meet the need, not punish. This is an important thing for teams to understand as they begin to look at the advanced tier of positive behavior support.

The ABCs of Behavior Function Antecedent- the events, action, or circumstances that occur before a behavior. Behavior- The behavior. Consequences (outCome)- The action or response that follows the behavior. Giving teams the ABC overview will help them understand the two things we have control of when it comes to behavior. The before and the after, NOT THE BEHAVIOR. We can learn how to identify patterns in what happens before a behavior occurs and we can learn to identify patterns in what happens after the behavior occur and we can adjust environmental factors and our own behavior as a result of knowing these patterns,

Consequence & Function The Function of Behavior is at the center of strategies for : Prevention, Teaching and Responding to Behavior Problem Behavior Consequence & Function Antecedent FUNCTION Function guides selection of alternative/replacement behaviors Function guides selection of teacher responses Function guides selection of prevention strategies This graphic helps to define how we use function of behavior to plan for intervention and support for a student

Understanding the interaction between behavior and the teaching environment Behavior is functionally related to the teaching environment Student behavior is influenced by teacher behavior To intervene effectively we need precise information

Functional Assessment Checklist for Teachers FACTS Direct teams to the FACTS in their manual. The next section of the ppt. is about helping teams learn a process for collecting additional data in order to develop a behavior support plan for a student. Appendix H Pages 72-78

What is the FACTS A Basic, Brief or Practical FBA (Functional Behavior Assessment) This slide defines what the FACTS is

Why use the FACTS Knowing the function of a student’s behavior will help the team create an effective and efficient positive behavior support plan. The FACTS is an efficient way for helping to determine how we can best support students where they need support the most. This slide tells teams why they might want to use the FACTS. You certainly don’t need to do a FACTS on every student, but when you are unsure based on the data you have, or when you have tried some things and it is not working, the FACTS can be helpful.

When to use the FACTS FBA FACTS Exhibit high frequency behaviors that are NOT dangerous (e.g., talking out, running, not following directions, not completing work.) Have received interventions that did not improve behavior. Exhibit behaviors that occur in 1 to 2 school routines (e.g., specific classrooms/activities, lunch, recess). Exhibit dangerous behaviors (e.g., hitting, throwing objects, property destruction). Exhibit behaviors in 3 or more school routines. It is important to tell teams when not to use the FACTS as well.

How to do the FACTS Interview staff and/or students Utilize information obtained from the FACTS interviews to plan for observations Observe students within routines identified by the FACTS Observe to test the Summary of Behavior obtained from FACTS interviews This explains the basic process, but for step by step instructions, teams should refer to the FACTS section in the manual.

DATA you gain from the FACTS FACTS will identify: Student Strengths-Routines where the student is successful Problem behaviors Routines in which problem behaviors occur Triggers or predictors of the problem behavior Function of the behaviors for the student Possible setting events Summary of behavior This slide explains the data you will gain by doing the FACTS

FACTS will help you build an effective Behavior Support Plan (BSP) Details about settings/routines where a student is successful can be used to redesign problematic routines Environmental variables associated with routines that are successful can be introduced to naturally reduce the likelihood of problem behavior. The team will target the most problematic routines and activities. This silde explain how you will use the DATA you gain by doing the FACTS

Team Discussion Questions Who on your team could complete the FACTS? Turn to the FACTS in your manual and take a few moments to look it over and talk about the value of using the FACTS to match intervention and support to function of behavior. Give Teams 5-10 minutes to talk about the FACTS and how it could be applied to their current school structure Appendix H Page 72

Link To More information FACTS Let teams know there is more information on the FACTS on pbis.org. That is where the link takes teams.

www.interventioncentral.com www.pbisworld.com Resources Take teams to both of these sites to help them know there are more intervention ideas that they can use once they have built the capacity to provide Tier 2 support.