Expanding the Power of FBA for all Students

Ami Flammini, LCSWAmi.flammini@pbisillinois.org

Training Behavioral Expectations

EXPECTATION TRAINING SITEBE RESPONSIBLE

Make yourself comfortable & take care of your needs

Address question/activity in group time before discussing “other” topics

Ask questions

BE RESPECTFUL Turn cell phones, beepers, and pagers “off” or to “vibrate”

Contribute where possible

Save talking with your neighbor/s until team time.

BE PREPARED Follow up on tasks for next training day

Take (and Pass) notes (use Action Plan throughout day)

Objectives

1. Understand where the process can fit within a PBIS framework2. Understand the difference between brief and complex FBA/BIP3. Review current challenges of implementation4. Review and Understand the key components of FBA/BIP5. Review tools to support FBA6. Structures to Consider7. Data

A few notes before we begin…

Assumptions re: todayA way, not THE wayAction Plan at the End of each ActivityKeeper of the information from today

Grounding Activity

Where does FBA/BIP fit?

Tier 3/Tertiary Interventions 1-5%•Individual students•Assessment-based•High intensity

1-5% Tier 3/Tertiary Interventions• Individual students• Assessment-based• Intense, durable procedures

Tier 2/Secondary Interventions 5-15%•Some students (at-risk)•High efficiency•Rapid response•Small group interventions• Some individualizing

5-15% Tier 2/Secondary Interventions• Some students (at-risk)• High efficiency• Rapid response• Small group interventions• Some individualizing

Tier 1/Universal Interventions 80-90%•All students•Preventive, proactive

80-90% Tier 1/Universal Interventions• All settings, all students• Preventive, proactive

School-Wide Systems for Student Success: A Response to Intervention (RtI) Model

Academic Systems Behavioral Systems

Illinois PBIS Network, Revised May 15, 2008. Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at http://pbis.org/schoolwide.htm

Primary Prevention:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

Secondary Prevention:Specialized Group

Systems for Students with At-Risk Behavior

Tertiary Prevention:Specialized

IndividualizedSystems for Students with

High-Risk Behavior

~80% of Students

~15%

~5%

SCHOOL-WIDE POSITIVE BEHAVIOR

SUPPORT: What is meant by

“layering” interventions?

Tier 1/Universal School-Wide Assessment

School-Wide Prevention Systems

SIMEO Tools: HSC-T, RD-T, EI-T

Check-in/ Check-out (CICO)

Group Intervention with Individualized Feature (e.g., Check and Connect -CnC and Mentoring)

Brief Functional Behavior Assessment/Behavior Intervention Planning (FBA/BIP)

Complex or Multiple-domain FBA/BIP

Wraparound

ODRs, Attendance, Tardies, Grades, DIBELS, etc.

Daily Progress Report (DPR) (Behavior and Academic Goals)

Competing Behavior Pathway, Functional Assessment Interview, Scatter Plots, etc.

Social/Academic Instructional Groups (SAIG)

Positive Behavior Interventions & Supports:A Response to Intervention (RtI) Model

Illinois PBIS Network, Revised October 2009Adapted from T. Scott, 2004

Tier 2/Secondary

Tier 3/Tertiary

Inte

rven

tionAssessm

en

t

A Context for Positive Behavior Support

• A redesign of environments, not the redesign of individuals

• Plan describes what we will do differently• Plan is based on identification of the

behavioral function of problem behaviors and the lifestyle goals of an individual

What’s the difference between brief and complex FBA/BIP?

Brief vs. Complex FBA/BIP

Brief Generic Individual

Problem solving Team

Meeting time/day usually already determined

Plan developed quickly/easily

ComplexIndividualized Youth

FBA/BIP Team

Meeting time/day decided by individualized team

Interventions are highly individualized

Brief vs. Complex FBA/BIP

BriefEvery school has this

type of meeting

Behavior intervention plans address only one behavior, typically only in one setting.

ComplexMay be a new type of

meeting for schools.

Interventions/strategies address multiple settings and/or behaviors

Brief vs. Complex FBA/BIPBrief

SWIS data, Daily Progress Report (DPR) points, Functional Assessment interviews

Effectiveness of system monitored by Secondary Systems Planning Team

Data reviewed at least every other week

Complex SWIS data, Daily Progress

Report (DPR) points, Functional Assessment interviews, SIMEO Data, direct observation data, additional tools as needed

Effectiveness of system monitored by Tertiary Systems Planning Team

Data reviewed at least weekly

Brief FBA

Minimum Key Components: Teacher(s) Interview, Observable Problem

Behavior and Summary Statement, Student Interview, Family Interview

Continue data gathering until key components are in place.

Additional Data Tools Used for Complex FBA/BIP

• SIMEO Educational Information Tool Student Disposition Tool

• Problem-Behavior Questionnaire• Forced-Choice Reinforcement Menu• Complex FBA Family-Directed Interview• Direct observation• Setting-specific data (Scatter Plot, ABC chart)

Tier 3 Behavior Intervention Planning

• All areas must be addressed: Setting Events Triggering Antecedents Behavior or skills Consequences

• All individuals must be involved: Family Non-teaching staff/bus drivers etc. Teachers/administrators

Challenges◦There is a difference between FBA/BIP◦Only access if have an IEP◦Put in drawer◦Written without stakeholders◦Problem Statement◦Narrow view of setting event◦Using FBA/BIP when need higher level

intervention◦Safety Plans aren’t really safety plans◦ It’s about changing the environment

around the student

Based on Research and Practical Experience…

• By the time youth access FBA/BIP intervention, they are already at high-risk of placement change

• More youth need FBA/BIP sooner.

• Many BIPs focus only on rewarding youth for appropriate behavior, omitting supports that make appropriate behavior more likely

Activity

What other challenges have you facedWhat solutions have you found

The Bottom Line

• Behavior intervention plans built from functional assessment are more effective.

• Research indicates clearly that an effective intervention is tied to function.

Activity: Reflecting on Current Practices…

• Do your current generic individual problem solving team meetings result in effective behavior support plans for kids?

• Do your current FBA/BIPs prevent problem behavior from occurring? Are youth responding to these supports?

• Do the interventions seem to be applied with integrity?

• Does special education eligibility affect which students have access to FBA/BIP?

FBAFunction is identified through structured interviews focusing on the problem behavior, antecedents, consequences, and setting events,

FunctionsProblemBehavior

Obtain/GetSomething

Escape/Avoid

Something

Social Tangible/Activity

Adult

Stimulation/Sensory

Peer

Pos Reinf Neg Reinf

Student Strengths

Desired Behavior Current Consequence

Setting Event Trigger/Antecedent Problem Behavior(s) Maintaining Consequence

Function

Replacement BehaviorAdapted from Sugai, G., Lewis-Palmer, T., & Hagan-Burke, S., 2000

FBA/BIP Competing Behavior Pathway

5 6

83124

7

Defining Problem Behavior Observable and Measurable

Non-Examples• Hyperactive

• Aggressive

• Delinquent

• Psychotic

• Irresponsible

Examples• Out of seat and walking

around the room touching other student’s things

• Hits with hands and kicks peers

• Steals valuable items from peers

• Reports seeing monsters• Arrives to class

late 75% of the time

Antecedent (fast trigger)

Non-Examples

“Sue wants control”

“Student has low self-esteem and has missed 11 days so far this year”

“Student refuses to listen”

“There are no triggers”

Examples

“Request to do something, request to work on assignments”

“Sitting in large group”

“When corrected or redirected by staff”

“Physical place, such as games like “tag” at recess”

Maintaining Consequence

Setting Event

• “Setting event, plus discriminative stimulus, set the occasion for a response that is maintained by a reinforcer”

Or you could say…

• “Setting events make triggers more likely to cause problem behavior”

Setting Event (slow trigger)Non-Examples

“History of academic failure”

“ADHD”

“Parents divorce”

“Premature”

Examples

“Academic frustration, build up of peer conflict (real or perceived)”

“Unstructured times, such as the hall, special classes”

“Transitions”

“Tardy to school”

Desired Behavior

Current Consequence

Consider what most peers obtain from desired behavior

Example: Desired Behavior: “on task and complete homework”

Maintaining Consequence: “passing grades, decreased office referral”

“Alternative” or “Replacement” Behavior(s)

Replacement behaviors must maintain the same function for the student with the same accuracy and efficiency as the problem behavior.

Replacement Behaviors

Non Examples“Sit quietly at desk”

“Student will create and maintain relationships with peers and staff that do not result in conflict or negative actions (ODRs)”

“Student will develop impulse control and behavioral self control”

Examples“When teacher puts hand over mouth the student will raise hand and teacher will call on student next (function: attention)”

“Student will do 3 problems, then use a break card. (function: escape from classwork)”

What Skill(s) Does this Student Need?

• What does he need/want/get from his inappropriate behavior?

• How is the current behavior reinforced?• What new behavior does he need to learn?• How will the new/appropriate behavior be

reinforced?

Functions

ProblemBehavior

Obtain/GetSomething

Escape/Avoid

Something

Social Tangible/Activity

Adult

Stimulation/Sensory

Peer

Pos Reinf Neg Reinf

Competing Behavior Pathway Reflection

1. Identify which box(s) on the pathway would be most challenging for you to explain to another staff member? Family member?

2. What questions would you need answered to better understand and explain that box?

3. Place questions on chart paper under appropriate heading(s).

Tools

Questionnaire, Interview (indirect) Tools

• FACTS Function Assessment Checklist for Teachers and Staff

• FBA Family-directed interview • Student directed Interview • Assessing activity routines• Problem-behavior questionnaire• Forced-choice reinforcement menu• Setting event checklist • SIMEO: SD-T (shortened version for FBA)• SIMEO: EI-T

Observation (direct) Tools

• Scatter plot

• ABC chart

• Functional Assessment Observation Form

• DPR Card

Using the FACTSFunctional Assessment Checklist for Teachers & Staff

• Structured interview questions used with teachers and staff.

• Guides interviewee to think specifically about components of the Competing Behavior Pathway.

Exploring the FACTs

1. Find FACTs interview in folder.2. Each step will be described and then at

your table brainstorm possible questions you would ask a teacher to gather information necessary to complete FBA.

Example: Step #2: Student’s Strengths“ What are the student’s strengths?”

FACTS Step #2: Identify Strengths

• Identify at least three strengths or contributions that the student brings to school

• Important for developing an effective support plan Makes it more likely that youth will find strategies

appropriate, and buy-in to the plan Makes it more likely youth will be successful (i.e.

learn replacement behavior quickly) New behaviors more likely to be sustained

FACTS Step #3: Identify Problem Behavior

Referrals by Problem Behavior

0

10

20

30

40

50 N

umbe

r of R

efer

rals

Lang Ac holAr sonBom bCom bsDef ianDis r uptDr essAgg/ f gtThef tHar assPr op DSk ip Tar dyTobacVandW eap

Types of Problem Behav ior

Referrals per Prob Behavior

FACTS Step # 4: Routines Analysis

• Routines to identify Context in which the problem behavior does and

does not occur

• Identifying routines Obtain student schedule and rating of frequency

of problem behavior

Look for similarities in context across similar activities

0

10

20

30

40

50 N

umbe

r of O

ffice

Ref

erra

ls

Bat h R Bus A Bus Caf Class Comm G ym Hall Libr Play G Spec O t her

School Locations

Referrals by Location

Example: Student Daily Progress Report (from S/AIG)NAME:______________________ DATE:__________________

Teachers please indicate YES (2), SO-SO (1), or NO (0) regarding the student’s achievement to the following goals.

EXPECTATIONS1 st block 2 nd block 3 rd block 4 th block

Be SafeUse your words

Use deep breathing

2 1 0 2 1 0 2 1 0 2 1 0

Be RespectfulKeep arm’s

distanceUse #2 voice level

when upset

2 1 0 2 1 0 2 1 0 2 1 0

Be ResponsibleAsk for breaks

Self-monitor with DPR

2 1 0 2 1 0 2 1 0 2 1 0

Total Points

Teacher Initials

FACTS Step 5:

• List the Routines in order of Priority for Behavior Support

• FACTS Part B will be used for each routine/behavior you list here (may be sooner or later)

FACTS Step 7: (Part B) Make Sure You Can See the Behavior!

FACTS Step #8: Identifying Antecedents/Triggers

• Response occurs much more often in presence then absence

• What happens immediately before the behavior?

• Very specific: where, when, with whom the problem behavior occurs?

• Where, when, with whom desirable behavior is more likely to occur?

Referrals by Time of Day

0

5

10

15

20

25

30

Num

ber o

f Ref

erra

ls

7: 007: 308: 008: 309: 009: 3010: 0010: 3011: 0011: 3012: 0012: 301: 001: 302: 002: 303: 003: 30

Time of Day

Referrals by Time of Day

FACTS Step #8: Identifying Antecedents/Triggers (Cont.)

• What events, contexts, demands, tasks, people reliably trigger/precede the behavior?

• Can you identify events you could change that would prevent the problem?

• Do you clearly understand what does and does not evoke the problem behavior?

• Probe question If you were going to do one thing to make it REALLY likely

the problem happened, what would it be? If I did _____________ ten times, how many times would

problem behavior occur?

56

Step 9: Identifying Setting Events

Environmental Setting Events• Neighborhood

• Quality of Life

• Interactions/Reactions

• Home Environment

• Level of Curriculum

• Instructional Arrangements

Behavioral Learning Styles as Setting Events

• Preferred Activities

• Length of Task

• Modality

• Multiple Intelligence

• Choice Making

• Skill Level

• Level of Activity

Personal Factors as Setting Events

• Medications

• Sleep

• Chronic Illness

• Nutrition

• Arousal

• Sensory Sensitivity

FACTS Step #10: Identifying Consequence & Function

• What happens immediately after the problem behavior? How do adults respond? How do peers respond? What does the student start or stop doing?

• Do I understand how the behavior is paying off/why the student is doing this?

• Probes: Think of the last 10 times this behavior

happened; how many times did X follow?

Functions

ProblemBehavior

Obtain/GetSomething

Escape/Avoid

Something

Social Tangible/Activity

Adult

Stimulation/Sensory

Peer

Pos Reinf Neg Reinf

FACTS Step 11: (Last Step) Summary Statement

MaintainingConsequences

Following events that

maintain behaviors of concern

Antecedent(Fast Trigger)

Preceding events that trigger or occasion

ChallengingBehavior

Set of related

behaviors of concern

Setting Events

Infrequent events that affect value

of maint. conseq.

Student-Directed Functional Assessment Interview

Define the behaviors of concern. * “ What are the things you do that get you in trouble or are a problem?” (Prompts: Late to class? Talk out in class? Don’t get work done? Fighting?)

Complete student schedule. Use the “ Student Daily Schedule” matrix to identify the times and classes in which the student performs problem behavior. Focus the interview on those times that are most likely to result in problem behavior.

Family-Directed Functional Assessment Interview

a. What are the things that ______________ does thattend to get him/her into trouble at school? Specifically, what would you say is the ‘problem behavior’ at school?

b. What do you think is happening at school that leads _____________into getting into trouble/having difficulty? (What happens before, makes him/her upset or makes the problem more likely to happen?)

c. In general, do you have any thoughts as to why/how this is happening? Is_________ trying to get something or avoid something? Is he/she being triggered or set off by something at school?

Reflection on FACTS

What do you currently use?What do you like about it? Don’t like about

it?What are your thoughts on using the

FACTS? Student/Parent Interview?

Linking the FBA to Interventions:

Behavior Intervention Plans

BIP includes:

• Operational definition of problem behavior (or attached FBA that included the operational definition)

• Statement about the relation between FBA results and the BIP

• Statement that identifies at least 1 strategy for preventing the problem behavior

• At least 1 strategy for minimizing reinforcement of problem behavior

• At least 1strategy for reinforcing the use of the desired/alternative behaviors

• Identifies a safety plan for preventing physical harm to self or others

• A formal and regular (at least twice a month) system for assessing the fidelity with which the plan of support is being implemented

• A formal and regular (at least twice a month) system for assessing the impact of the plan on student outcome.

Using FBA to Design Effective Support: The Simple BIP

• How can we prevent problem situations?• What should we teach as a replacement behavior?• How to increase reward of appropriate behavior?• How to minimize reward of problem behavior?• Are negative consequences for problem behavior

needed?• Are safety routines needed?• What data to collect?

Are we doing the plan? Is the plan working?

Setting EventManipulations

AntecedentManipulations

ConsequenceManipulations

BehaviorManipulations

Setting EventManipulations

AntecedentManipulations

ConsequenceManipulations

BehaviorManipulations

Teach expectations

Teach about reward system

Teach to ask for help through role playing

Assess if mathcurriculum is at appropriate level

Additional instruction in math

1:1 instruction in math

Define expectations

Divide one long recess into two short recesses that occur earlier

Precorrect

Reward expectations

Ignore inappropriate behavior

Earn “attention tickets”

Earn other tangibles-e.g., art supplies or time to work on art projects

Behavior Teaching StrategiesNon-Examples“Parents will work with school to help change her behaviors”

Most plans do not have a specific teaching strategy.

Examples“Student will read a social story with the social worker to teach him replacement behavior and expectations”

“The counselor, parent, psychologist, and assistant principal spoke to the student about behavior plan”

“Student participates in SAIG group”

“Social worker will go into the classroom 3 days per week during the plan or centers time and will use a teach and model approach to encourage turn taking and appropriate play”

Replacement Behavior Needs:Teach student how to communicate need for:• Help• A break • Interaction• Attention • Time alone • Reduced demands• Alternative assignment• More time to finish • Movement

Replacement Behaviors Must Be:

• Do-able• Efficient

• Serve the same function• Socially appropriate

These skills have to be directly taught

Strategies to Prevent Problem Behavior

Non-Examples“When student earns a total of 100 points he will receive rewards where he can spend alone time with his mom in order to gain adult approval”

“Token system”

Examples

“Precorrect for blurt outs”

“Teacher will give student an option of which academic station he wants to start out at”

“Allow student more time to transition between activities”

“Provide tasks nonverbally”

“Create a laminated sub plan for each teacher to leave in sub folder”

Examples of Preventive Strategies

• Modify the curriculum (interest preferences, choice, sequence).

• Modify the demands (quantity, difficulty, input, output, groupings, alternative tasks).

• Cool Tools for entire class/grade/school focusing on prevention.

• Reorganize the physical & interactional setting (have supplies available, pair seats, independent seats).

Using Cool Tools (Direct Instruction) as Prevention Support

Teach new routines & physical arrangements to support student

• For example, teaching all students how to transition to class when arrive to school late.

Cool Tools that target thinking process, beliefs, etc..• For example, teaching all students that we all work at

different speeds and that’s ok.

Consequence Strategies

• Must match maintaining consequence of problem behavior (function)

• Reinforce and reward replacement behaviors and response to prevention strategies

• Minimize reinforcement of problem behaviors

• Include strategies that reinforce entire class/grade (larger population) for using skills taught through cool tools. This contributes to the more supportive environment.

Strategies for Minimizing Reinforcement of the Problem Behavior

Non-Examples“Minimize reinforcement of problem behavior by providing the opportunity to go to the computer lab before school and allowing him to be dismissed early from class to check out and help in early childhood”

Examples“Limit attention”

“Ignore problem behavior when there is no danger”

Most Plans do NOT address this strategy

SAFETY PLAN

Safety Plan?

Non-example: “If student becomes too disruptive the principal, assistant principal, psychologist, and/or social worker will be called to assist”

“Student is removed”

“In the event of physical aggression notify the office”

Safety Plan Example

1. Be aware of cues that student is upset.2. Try to calm student. Separate student from peers if possible.3. If problem gets worse, notify school principal.4. School counselor will cover gym teacher’s class.5. Gym teacher will come to talk with student and escort him to gym.6. Student takes a 10 minute time-out outside of gym.7. Student is verbally praised for calming himself and taking time-out

appropriately.8. The gym teacher reminds student of expectations upon return.9. The gym teacher (or other adult) escorts student back to class.

Activity

Talk to your neighbor about the most recent safety plan you read in a BIP.

What was done well?What needed improvement?Ideas on how to bring about change?

Plan for implementing the BIP

Plan for Implementation of the BIP

• Transform ideas for BIP elements into a formal plan for implementation Who will do what, when, and how will we know?

• Logistical arrangements Who needs to know? What materials are needed? Who will tell the student? Plan for substitutes? Do you need a crisis plan?

Tasks

• Math assessment and curriculum individualization

• Role-play how to make appropriate requests for help

• Allow Tom to earn “coupons” to trade in at school store or for 5 minutes of art time as a reward for appropriate behavior throughout the class period

• Design behavior card and “coupons” to communicate to all relevant adults how the behavior card will be used

• Explain behavior support plan to student

Review Date

• 2-3 weeks (11/8)

• 11/8

• 11/8

• 11/8

• 11/8

Evaluation Decision

• Monitor• Modify• Discontinue

Person Responsible

By When

• Math Resource teacher

• School Psychologist

• Teacher

• School Psychologist

• Teacher

• Two weeks-11/1

• By 10/25

• Begin 10/22

• 10/21

• 10/21

Activity: Layering Interventions for Efficiency

• What interventions do you already have in-place in your school that could be used as part of BIPs to address Setting Events – Consequence modifications? Ex. CICO, After-school re-teaching of

expectations, Classroom Cool Tools…

How can we help expand the power of this process?

Remember Strengths-Based Planning

What does the student like or enjoy?What is the student interested in?What does the student like to talk about?Read about? Draw about? Write about? Play

with?

• Identify where, when, with whom the student IS successful.

WATCH OUT FOR…

• Dual function Focus on primary for brief FBA

• One function as maintaining consequence and another under function Maintaining Consequence IS Function

• Control, Power, Revenge as Function To obtain, to escape

Evaluation Plan

• A formal and regular (at least twice a month) system for assessing the fidelity with which the plan of support is being implemented.

• A formal and regular (at least twice a month) system for assessing the impact of the plan on student outcomes.

Structures to consider

3-Tiered System of Support Necessary Conversations (Teams)

CICO

SAIG

Group w. individual

feature

ComplexFBA/BIP

Problem Solving Team

Tertiary Systems Team

Brief FBA/BIP

Brief FBA/BIP

WRAP

Secondary Systems Team

Plans SW & Class-wide supports

Uses Process data; determines overall

intervention effectiveness

Standing team; uses FBA/BIP process for one youth at a time

Uses Process data; determines overall

intervention effectiveness

Sept. 1, 2009

UniversalTeam

Universal Support

Teaming at Tier 2

• Secondary Systems Planning Team Uses process data from CICO, S/AIG, Simple

Individualized Secondary & Brief FBA/BIP supports to:

a) determine overall intervention effectiveness for each,b) improve integrity, fidelity, procedures etc. for each,c) create interventions that are missing from continuum

• Secondary Problem Solving Team Develops plans for one student at a time Every school has this type of meeting Teachers and family are part of student’s

team

FBA/BIP Facilitator & Team Process

a) Illustrates FBA to the rest of the team through the Competing Behavior Pathway; including hypothesized function; and shares data sources and process used; including interviews that were done.

b) Leads the team in creating a BIP; making sure all stakeholders give input and agree with aspects of the plan that require their action.

Other team members/Stakeholders: a) Ask questions for clarification on FBA & come to consensus

on hypothesized function or briefly brainstorm alternative function together with FBA/BIP Facilitator.

b) Work with FBA/BIP Facilitator in creating the BIP; contributing as an ‘implementer’ for parts of BIP where needed (ex. SW may add student to group counseling, Special Education teacher may see youth for after-school tutoring, Counselor may add youth to CICO).

DATA

Data-Based Decision Rules: Tertiary Sample to Consider

Identification for Complex FBA/BIP: Youth is identified by Secondary Problem Solving Team

because not responding to Brief FBA/BIPProgress-monitoring:

Outcome data (i.e. ODRs, attendance) is reviewed by FBA Facilitator weekly.

SIMEO data is collected & reviewed by each FBA/BIP team at least once a month.

Exiting/transitioning: Outcome data (i.e. ODRs etc.) shows improvement (aka

response to intervention) FBA/BIP team agrees interventions can be faded

and team is no longer needed

Data Used to Identify Youth Ready for Exiting/Transitioning Out of Support

• DPR (Daily Progress Report) points earned each day (data entered into Excel or SWIS)

• Office Discipline Referrals• Suspensions• Attendance• Tardies• Follow-up questionnaire for teachers, family

member, or student who made referral• Recommendation: SIMEO (Student Information

Management of Educational Outcomes)

Example: Individual Student Daily Progress ReportNAME:______________________ DATE:__________________

Teachers please indicate YES (2), SO-SO (1), or NO (0) regarding the student’s achievement to the following goals.

EXPECTATIONS 1st block 2nd block 3rd block 4th block

Be SafeUse your words

Use deep breathing

2 1 0 2 1 0 2 1 0 2 1 0

Be RespectfulKeep arm’s distance

Use #2 voice level when upset

2 1 0 2 1 0 2 1 0 2 1 0

Be ResponsibleAsk for breaks

Self-monitor with DPR

2 1 0 2 1 0 2 1 0 2 1 0

Total Points

Teacher Initials

Replacement Behaviors Reflected in Daily Progress Report (DPR)

• Prompting of Replacement Behaviors

• Facilitate transference and generalization of new skills being taught

• To monitor progress

• Reinforcement connected to use of new skills

Data Used for Ongoing Progress Monitoring

• DPR points • SWIS (ODRs, suspensions)• Attendance• Grades

Same data used to monitor lower level Secondary interventions

Sample: Assessing ImplementationBehavior Support Plan Weekly AssessmentStudent:_________________________ Week: ______________________ To what level did we implement the plan we proposedLow Moderate High 1 2 3 4 5 6

To what degree is the plan having a positive impact on the

student? Low Moderate High

1 2 3 4 5 6

Using Data to Drive Decision-Making

Tools for Complex FBA/BIP: Student Disposition Tool (SD-T) Educational Information Tool (EI-T)

Additional Tool for Wraparound: Home, School, Community Tool (HSC-T)

Acknowledgements

• Terry Scott University of Louisville

• Cindy Anderson University of Oregon

• Rob Horner University of Oregon