1. Training BSP Team Leaders

2. Objectives Describe skills needed to lead a BSP team
Provide a measure for assessing if school professionals have these skills
Describe and show examples from the “From ‘Practical FBA’ to BSP” training series
Training Overview
Session Objectives & Examples Slides
Describe Pilot outcomes and Next Steps

3. Team Leader Competencies: Building Function-Based Plans
To develop technically adequate BSPs, Team Leaders need to understand:
Basic behavioral theory
The FBA process
How to use FBA information to directly link prevention, teaching and consequence strategies to FUNCTION of problem behavior
In order to lead a team through this process, Team Leaders must have knowledge related to

4. What does Research Demonstrate?
Although many school professionals have received training on team-based FBA and importance of function-based support, FBA information continues to be under-utilized in BSP development (Blood & Neel, 2007; Scott & Kamps, 2007; Scott, Liaupsin, Nelson, & McIntyre)
Resulting in BSPs that:
(a) Are missing critical features: e.g., operational definitions, strategies for teaching alternative behaviors (Cook et al., 2007)
(b) Include contraindicated strategies (Van Acker, Boreson, Gable, & Potterton, 2005)

5. How do we assess if Team Leaders have the skills needed to link supports and interventions to behavioral function?
BSP Knowledge Pretest

6. Team Leader Competencies: Contextual Fit
To build BSPs that are both technically adequate and Contextually Relevant Team Leaders also need to know:
Specific steps and strategies for leading BSP teams through the development process
How to assess contextual fit of the team-developed strategies and interventions

7. From “Practical FBA” to BSP Training Series
Four 1-hour trainings developed to teach behavior support professionals to lead a team through the process of using FBA information to build effective and efficient BSPs for students with mild to moderate problem behaviors
Designed to be delivered by district-level behavior support professionals with extensive knowledge of developing and providing function-based supports
Intended for training school-based professionals who:
Have an understanding of basic behavioral theory
Have training related to and experience with the FBA process
Have the role/responsibility of leading team-based behavior support planning

8. Format for Training Sessions
Each of the 4 training sessions includes the following elements:
Objectives: Content and skills participants will learn during the session
Review: A review of terms and concepts
Activities: Practice opportunities to better understand content and develop skills
Checks for Understanding: Activities to check for understanding or identify points that need to be discussed or practiced further (*submitted to trainer at the end of each session)
Obj: describing specific content and skills professionals will learn during the sessions
Rev: Session 1: behavioral terms and concepts Subsequent sessions will begin with review from previous sessions

9. Objectives for Session #1: Building Competing Behavior Pathways
By the end of this training session Team Leaders will be able to:
Explain the difference between ‘mild to moderate’ and ‘severe/complex’ problem behaviors
2. Label the essential components of an FBA summary statement
Describe the three essential characteristics of alternative behavior
Identify examples and non-examples of appropriate alternative behaviors given sample scenarios
Construct an example summary statement including antecedents, behavior, consequence, and function, and provide examples of appropriate and inappropriate alternative behaviors

10. Example Slides

11. Practical BSP Methods are designed to be used with students who:
Exhibit high frequency problem behaviors that are NOT dangerous (e.g., talking out, non-compliance, not completing work)
Exhibit problem behaviors in 1 to 2 school routines (e.g., specific classroom activities, lunch, recess)
Have received interventions that did not improve problem behavior
Practical BSP Methods are NOT sufficient for use with students who:
Exhibit dangerous behaviors (e.g., hitting, throwing objects, property destruction)
Exhibit problem behaviors during 3 or more school routines

12. From FBA to BSP: Begin with FBA Summary Statement
The summary statement must include:
Operational definition of Problem Behavior
Targeted Routine(s)
Any identified Setting events / “Set-ups”
Antecedents / “triggers” for problem behavior
Consequences that follow the problem behavior
Primary Function of problem Behavior
Multiple Functions = Multiple Summary Statements

13. Activity 1 Create a Summary Statement for Jason’s Behavior
When Jason is asked to work independently on multiplication problems in math class, he often argues with her teacher and tears up his paper which results in being sent to the office for ‘disrespect’. This behavior is more likely if Jason has an altercation with a peer on the bus on the way to school.
Routine: Math Class
Setting event
Antecedent
Behavior
Consequence
Arguing with teacher, tears up assignment
Peer altercation on bus on the way to school
Teacher sends her to the office
Function:
ESCAPE TASK
Asked to complete multiplication activity 13

14. Developing a Competing Behavior Pathway
Summary Statement: We already have this!!!
Desired Behavior
Natural Consequence
Targeted Routine
Setting Event
Antecedent
Problem Behavior
Maintaining Consequence
Alternative Behavior 14 14

15. Objectives for Session #2: Identifying Function-Based Behavior Support Strategies
By the end of this training session Team Leaders will be able to:
Describe the different types of behavior support strategies/interventions that must be included as part of the BSP
2. Discriminate between function-based and non-function-based antecedent strategies
Identify function-based strategies for rewarding alternative/desired behavior AND minimizing the payoff for problem behavior
Label missing and incorrect components, when provided with sample behavior support plans

16. Example Slides

17. Function Based Strategies
The team will consider the FUNCTION of the problem behavior when identifying:
Setting Event Strategies
Antecedent Strategies
Teaching Strategies
Consequence Strategies
Add effective
reinforcers for alternative and desired behavior
Minimize reinforcement (“pay-off”) for problem behavior
Eliminate/
neutralize
setting
events
Modify or remove triggers to prevent problem behavior
Prompt alternative and/or desired behavior
Teach
alternative
that is more
efficient
Teach desired skills

18. Antecedent Strategies

19. Antecedent Strategies
Setting Event Strategies
Manipulate Antecedent
Teach Behavior
Alter Consequences
Eliminate or Neutralize Setting Events
Prevent/Modify “Triggers”
Prompts for Alt/Des Behavior
Teach Alternate Behavior
Teach Desired Behavior/ Academic/ Social Skills
Reinforce Alt/Des Behavior
Response to Problem Behavior/ Corrective Feedback
Antecedent strategies are designed to make problem behavior irrelevant by:
1. Eliminating or Modifying antecedents that “trigger” the behavior
AND
2. Prompting alternative/Desired behavior (pre-correction)

20. Selecting Antecedent Strategies: Modifying Triggers
Triggering antecedents are modified so the student no longer needs to use the problem behavior
When identifying strategies for modifying antecedents we need to consider:
#1. The Antecedent
#2. FUNCTION of the Problem Behavior

21. Identifying Antecedent Strategies
When asked to read independently at his seat, Ronnie makes inappropriate noises and makes faces at peers. Based on the FBA data collected, the team agreed that the function of Ronnie’s behavior is to obtain peer attention.
Which is the best antecedent modifying strategy?
Provide student with an easier reading assignment
Remind student of expectations related to respectful behavior
Allow student to wear headphones during independent reading
Ask student to work quietly 1:1 with a ‘reading buddy’
Have student check in with the teacher at the beginning of class
Addresses:
1.Antecedent? Function?

22. Identifying Antecedent Strategies
When Pam is asked to work on long-division problems in math class, she argues, refuses to work, and uses profanity to avoid/escape the difficult task.
Which is the best antecedent modifying strategy to prevent problem behavior? Why or Why Not?
Move student’s seat closer to the teacher
Give student more time to complete the difficult tasks
Give student an easier math assignment she can be successful with
Warn student she will be sent to office for using profanity
Allow student to practice long-division on the computer

23. Consequence Strategies

24. Consequence strategies help make problem behavior ineffective by:
Setting Event Strategies
Manipulate Antecedent
Prevent problem & prompt alternate/desired behavior
Teach Behavior
Explicitly Teach Alternative & Desired Behaviors
Alter Consequences
Reinforce alternate & desired behavior & extinguish negative behavior
Eliminate or Neutralize Setting Events
Modify/Prevent “Triggers”
Prompt Alt/Desired Behavior
Teach Alternate Behavior
Teach Desired Behavior/ Academic/ Social Skills
Reinforce Alt/Des Behavior
Response to Problem Behavior
- Redirection
-Extinction
Consequence strategies help make problem behavior ineffective by:
Reinforcing appropriate behaviors
AND…
Minimizing reinforcement for problem behavior

25. Reinforcing Alternative and Desired Behavior

26. Consequences: Reinforcing the Alternative Behavior
It is extremely important that the alternative behavior is reinforced:
Immediately
Consistently
and…
Results in the same type of reinforcement as the problem behavior
This is necessary for the alternative behavior to successfully compete with the problem behavior.

27. Consequences: Reinforcing Desired Behavior
Start Small and Build on Success
The goal is to ultimately have the student move from the alternative behavior to the desired behavior.
Start with reinforcing Reasonable approximations of the desired behavior
Considerations:
What is the student currently doing?
How does this compare to what we want?
Will rewards be delivered often enough to strengthen and maintain behavior?

28. Consequences: Reinforcing Desired Behavior cont.
Initially, use consequences for desired behavior that match the FUNCTION of the problem behavior.
If the function of behavior is to Gain Peer Attention, for being on task and working quietly for 30 minutes the reinforcer might be:
10 minutes of computer time with a preferred peer
If the function of behavior is to Avoid Difficult Tasks, for completing over 50% of a challenging assignment the reinforcer could be:
a “Free Pass” for a homework assignment

29. Reasonable expectations?
Identifying Consequence Strategies: Reinforcing Alternative/Desired Behavior
During independent seatwork, Ronnie makes inappropriate noises and makes faces at peers. The function of Ronnie’s behavior is to obtain peer attention.
Function?
Reasonable expectations?
Which are the best reinforcement strategies?
Student is allowed to sit by a preferred peer for 15 minutes, if he is quiet and on task during seatwork every day for a week
Student will receive a “free homework pass” if he has no problem behavior during independent seatwork
When student is on task with no problem behavior for 15 minutes, he will be allowed to sit at back table and read with a peer
Student receives frequent teacher praise for staying on task
Student is allowed to work with a peer when asks appropriately

30. Identifying Consequence Strategies: Reinforcing Alternative/Desired Behavior
During independent reading time in language arts, Audrey makes noises, talks out, and walks around the room. The FBA has shown that this behavior is maintained by adult attention.
Which are the best reinforcement strategies? Why or Why Not?
Student can play a game with the teacher if she works quietly (no more than 2 talk-outs) during independent reading
Student is allowed to work with a peer when she has been quiet for 15 minutes
Student receives help from teacher if asks appropriately
Student can eat lunch with the teacher if no talk-outs for one month
Student earns a homework pass for on-task behavior

31. Responding to Problem Behavior

32. Consequences: Responding to Problem Behavior
Responses to Problem Behavior should focus on two things:
#1. Redirecting to the Alternative Behavior
#2. Extinction of the Problem Behavior

33. Responding to Problem Behavior: Redirection
At the earliest signs of problem behavior, quickly redirect to the alternative behavior
Example:
During independent work, Annie often talks out to get teacher attention. If ignored, Annie will begin yelling and knocking materials off her desk.
When Annie first starts talking out, her teacher will immediately remind her how to appropriately get adult attention and will praise Annie’s use of the alternative behavior.

34. Responding to Problem Behavior: Extinction
Do NOT allow the problem behavior to “work” or “pay off” for the student.
Eliminate/minimize the amount of missed instructional time or work provided to a student for engaging in problem behavior
But… make sure student is capable of doing work… or provide support/instruction so student can complete the work
Eliminate/minimize the amount of attention for engaging in problem behavior
Limit verbal interactions/explanations
Create a signal to cue the student to use the alternative behavior instead

35. Responding to Problem Behavior: Extinction
** Note: extinction should ALWAYS be combined with frequent reinforcers for alternative/desired behavior.
Example:
Darci engages in problem behavior that results in peer attention.
Darci’s peers will receive “Panther Paws” for ignoring her inappropriate behavior.
Darci will also be learning how to interact (and provided frequent opportunities to practice interacting) with peers appropriately and will earn time with peers for alternative/desired behavior.

36. Identifying Consequence Strategies: Responding to Problem Behavior
During independent reading time in language arts, Audrey makes noises, talks out, and walks around the room. The FBA has shown that this behavior is maintained by adult attention.
Redirection to Alternative? Minimizing Reward?
Which are the best strategies for responding to problem behavior?
When student begins to engage in problem behavior, she receives a brief visual prompt to ask for teacher help/attention
Peers receive “Beaver Bucks” for ignoring problem behavior
Student goes to school psychologist’s office to discuss her behavior
Teacher minimizes attention for problem behavior
Student stays in from recess to finish assignment with teacher

37. Identifying Consequence Strategies: Responding to Problem Behavior
During independent seatwork, Ronnie makes inappropriate noises and makes faces at peers. The function of Ronnie’s behavior is to obtain peer attention.
Which are the best strategies for responding to problem behavior?
The teacher speaks to the student in the hall and reminds him of the classroom rules
Peers explain to the student that he is being disrespectful
The student is reminded that his parents will be called if he continues to behave inappropriately
Peers are taught to ignore the inappropriate behavior
When the student begins to engage in the problem behavior, he is immediately prompted to appropriately ask to work with a peer

38. Objectives for Session #3: Implementation and Evaluation Planning
By the end of this training session Team Leaders will be able to:
Explain the meaning and importance of “contextual fit”
Describe the necessary components of an implementation plan
Describe the essential components of an evaluation plan and provide examples of appropriate short- and long-term goals and data collection procedures when provided with a sample BSP
Explain how data are reviewed and decisions are made based on those data during BSP review meetings

39. Example Slides

40. Considerations to Help Ensure Contextual Fit
Are plan implementers involved in the design/selection?
Are strategies consistent with the skills of the implementers?
How much additional training would be needed? Who would provide training?
Are necessary resources available (staff, time, space)?
Are there other interventions already being implemented in our school that would fit this student’s particular needs?
Do the selected strategies fit with the values of team members and those who will be implementing the plan?
Are they perceived as (a) likely to be effective, and (b) in the best interest of the student?
Will there be administrative support for the selected interventions/strategies? Is the plan consistent with current school-wide discipline procedures?

41. Building Behavior Support Plans
Step 1: Develop Competing Behavior Pathway
Step 2: Identify and Select Behavior Support Strategies
Step 3: Develop Implementation Plan
Step 4: Develop Evaluation Plan

42. Implementation Planning: Who will do what, by when?
Consider:
What specific activities will be involved?
Developing materials (ex. reinforcement system)
Designing and teaching curriculum
Data collection design
Who is responsible for implementing each part of the intervention?
When will each part of the plan be implemented?

43. Evaluation Planning: How Will We Measure Progress??
The team identifies:
Short-term goal
Long-term goal
Specific evaluation procedures
Date to meet and evaluate the effectiveness of the plan
EVALUATION PLAN
Behavioral Goal (Use specific, observable, measurable descriptions of goal)
What is the short-term behavioral goal?
_________ Expected date
What is the long-term behavioral goal?
Evaluation Procedures
Data to be Collected
Procedures for Data Collection
Person Responsible
Timeline
Is Plan Being Implemented?
Is Plan Making a Difference?
Plan date for review meeting (suggested within 2 weeks) ________________

44. Objectives for Session #4: Leading a Team through the Behavior Support Planning Process
By the end of this training session Team Leaders will be able to:
Describe the role of the team leader in guiding the BSP process
2. Identify the specific activities that the team leader will engage in prior to, during, and after the team-based development process
Identify specific questions that the team leader will use to guide the BSP development process
Lead a “team” of professionals through the process of developing a sample BSP

45. Example Slides

46. Role of the Team Leader
Display necessary information for team members to see/use throughout the process
Ensure that preventive, teaching, and consequence strategies are Function-Based
Ensure that ALL team members participate in the process and agree with outcomes (assess contextual fit)
Ensure that the BSP includes all necessary components, including implementation and evaluation plans

47. Before the Meeting Team Leader:
Read FBA results and determine if FBA contains a COMPLETE summary statement, including:
Operational definition of problem behavior
Routine(s) in which problem behavior occurs
Antecedents (setting events & triggers)
Primary consequence / Function of the problem behavior
Meeting place should provide access to a white board/markers or a projector/LCD screen (or other means of display)

48. The Team Meeting First: FBA Summary Statement Before moving forward:
Display (or provide written copies of) the summary statement for team members to refer to when building the BSP.
Before moving forward:
Ensure that all team members agree on:
1. The Problem Behavior and Context in which it is most likely to occur
2. The Function of the problem behavior 48

49. Building the Competing Behavior Pathway
Draw/Display the CBP model template
Guide the team in incorporating the summary statement information into the template
Help team members operationally define the desired behavior
Ensure that the team selects an alternative behavior that is:
Functionally equivalent to problem behavior
Easier to do than problem behavior
Socially acceptable

50. Identifying Strategies: Questions for the Team
How can we arrange the environment to prevent the problem behavior?
What skills can we teach to move toward the desired behavior?
How will we reward the alternative behavior?
How can we exaggerate the pay-off for approximations of the desired behavior?
How can we minimize the “pay-off” for the problem behavior?

51. Selecting Function-Based Strategies
It is the team leader’s role to ensure that the strategies the team selects are FUNCTION-BASED
IF team members suggest a strategy that is not function-based or is contraindicated:
Direct team members’ attention back to the competing behavior pathway
Remind team that:
1. We DO want to reward appropriate behavior with the same or similar consequences as those currently maintaining the problem behavior
2. We DO NOT want the student to access reinforcement following problem behavior

52. Selecting Strategies with Contextual Fit
Once function-based strategies have been identified, the Team Leader will ask members to rate each strategy
Do implementers have the skills needed to use this strategy?
Do we have the resources to implement this strategy?
Is this strategy consistent with school-wide discipline procedures? Will we have administrative support?
Is this strategy likely to be effective? Is it in the best interest of the student?
If the answer to any of these questions is “maybe” or “no”:
Are there ways that the strategy could be modified to make it more contextually appropriate?

53. Pilot
Training materials piloted with elementary special education teacher
Knowledge of basic behavioral theory
Pretest score of 89%
Job responsibilities included conducting FBA and working with staff to develop BSPs
Pretest Score = 64%
Posttest Score = 90%

54. Next Steps
An Examination of the Efficacy of Training School Personnel to Build Behavioral Interventions from Functional Assessment Information
Purpose:
To determine if a four-part training workshop is sufficient to allow individuals with basic behavioral training to guide a school team through use of FBA information to build a formal behavior support plan that is:
(a) likely to be implemented, and
(b) likely to benefit the student.

55. Methods by Phase
Phase 1: From “Practical FBA” to BSP training series – 12 BSP Team Leaders
Pretest of behavioral knowledge
Pre- & Post-tests of BSP development knowledge
Phase 2: Team leaders will lead behavior support teams in development of BSP for 1 student
BSPs assessed for technical adequacy and contextual fit
Phase 3: Student BSPs implemented
Direct observation data to assess:
Impact on student behavior
Fidelity of Implementation