Problem Solving ModelProblem Solving Model

Grant Wood Area Education Grant Wood Area Education AgencyAgency

Problem Identification/ValidationProblem Identification/Validation

What is What is

the problem?the problem?

Questions to be AnsweredQuestions to be Answered

What is the current concern and/or the desired What is the current concern and/or the desired behavior? (operational definition)behavior? (operational definition)What is the current level of performance in the What is the current level of performance in the targeted behavior? (baseline)targeted behavior? (baseline)How does the current level of performance How does the current level of performance compare to expectations? (problem validation)compare to expectations? (problem validation)Is the gap between current performance and Is the gap between current performance and what is expected LARGE enough to consider what is expected LARGE enough to consider intervention? (data, problem validation)intervention? (data, problem validation)

Step One: Operational DefinitionStep One: Operational Definition

Contexts for this processContexts for this process Curriculum work – current state/desired Curriculum work – current state/desired

statestate IEP/IFSP – behavior of focusIEP/IFSP – behavior of focus Functional Behavior AssessmentFunctional Behavior Assessment I plan – with gen ed teacherI plan – with gen ed teacher I plan - FIEI plan - FIE

Operational DefinitionOperational Definition

Objective- the definition refers only to Objective- the definition refers only to observable and measurable characteristics of observable and measurable characteristics of the behaviorthe behaviorClear- the definition is so explicit that it could be Clear- the definition is so explicit that it could be read, repeated, and paraphrased by othersread, repeated, and paraphrased by othersAlterable- the behavior must be something that Alterable- the behavior must be something that can be changedcan be changedGeneralizable – be observed in Generalizable – be observed in

more than one settingmore than one settingNOT A GOAL STATEMENTNOT A GOAL STATEMENT

Operational DefinitionOperational Definition

An operational definition must be descriptive An operational definition must be descriptive enough that two observers could independently enough that two observers could independently observe the same behavioral episodes and observe the same behavioral episodes and obtain similar observational dataobtain similar observational data

Stranger TestStranger Test

So What TestSo What Test

Operational DefinitionOperational Definition

Format-Format-(Target behavior) means that (Student name) (Target behavior) means that (Student name) (Action verbs)(Action verbs)AggressionAggression means that Johnny kicks people or means that Johnny kicks people or objects, hits others, and spits at othersobjects, hits others, and spits at othersAnswering “Wh” questionsAnswering “Wh” questions means Jane will means Jane will verbally answer who, what, where, what-doing verbally answer who, what, where, what-doing questions questions Reading FluentlyReading Fluently means that Thomas will orally means that Thomas will orally read 3read 3rdrd grade Dibels text at a rate of 67-92 grade Dibels text at a rate of 67-92 cwpm (25-50% ile, Fall)cwpm (25-50% ile, Fall)

Unclear DefinitionUnclear Definition

Marco has inappropriate spacing in his Marco has inappropriate spacing in his writing. He doesn’t leave adequate spaces writing. He doesn’t leave adequate spaces between the words. between the words.

Missy doesn’t follow basic concept Missy doesn’t follow basic concept directions.directions.

Explicit DefinitionExplicit Definition

Marco has inappropriate spacing in his writing. Marco has inappropriate spacing in his writing. Inappropriate spacing means that Marco leaves Inappropriate spacing means that Marco leaves spaces smaller than a popsicle stick in his spaces smaller than a popsicle stick in his writing.writing.

Following basic concept directions means, when Following basic concept directions means, when requested, Missy will physically respond within 5 requested, Missy will physically respond within 5 seconds. Examples of requests could include seconds. Examples of requests could include quantity (more/less), time (night/day), position quantity (more/less), time (night/day), position (under/over).(under/over).

Oper.Defs.[1].docOper.Defs.[1].doc

Activity: Your TurnActivity: Your Turn

Look at a sample Iowa I plan and supplemental Look at a sample Iowa I plan and supplemental plan.plan.

For the supplemental and I plan, is the area of For the supplemental and I plan, is the area of focus focus operationallyoperationally defined? defined?

(generalizable, objective, alterable and clear)(generalizable, objective, alterable and clear)

Write an operational definition for the behavior of Write an operational definition for the behavior of focus on the IEP.focus on the IEP.

Collect BaselineCollect Baseline

Data should be collected BEFORE an Data should be collected BEFORE an intervention is implementedintervention is implemented

Needs to include at least 3 data points Needs to include at least 3 data points (samples of the defined behavior)(samples of the defined behavior)

Method of measurement chosen to collect Method of measurement chosen to collect the baseline will be the same method used the baseline will be the same method used to measure effectiveness of the to measure effectiveness of the interventionintervention

BaselineBaseline

Baseline describes a student’s current Baseline describes a student’s current level of performance in a target level of performance in a target behavior/skillbehavior/skillCollected within a specific parameter of Collected within a specific parameter of time (ex. one week)time (ex. one week)It is compared to a standard, standard of It is compared to a standard, standard of comparisoncomparisonIt can be displayed on a chartIt can be displayed on a chart

Collecting the Baseline DataCollecting the Baseline Data

What is the student’s current level of What is the student’s current level of performance in the area of focus?performance in the area of focus?

Involves 3 stepsInvolves 3 steps1)1) Establish relevant dimensions (FLITAD)Establish relevant dimensions (FLITAD)

2)2) Develop measurement strategyDevelop measurement strategy

3)3) Collect dataCollect data

Baseline:Baseline:Dimensions of Behavior, FLITADDimensions of Behavior, FLITADDecide which of the 6 dimensions to useDecide which of the 6 dimensions to use Frequency Frequency LatencyLatency Intensity Intensity TopographyTopography AccuracyAccuracy DurationDuration

Microsoft Word Document

FLITAD: Frequency, Latency, Intensity, Topography, Accuracy, and Duration FLITAD is an acronym to remind us about possible dimensions of a concern or problem. Suggests what may be observed or documented and aides in the development of descriptions and analysis.

Frequency: Number of times something occurs. Definite beginning and ending points are needed for a behavior to be counted. correct words per minute (CWPM)correct digits per minute (CDPM)number of times something happens (head banging, tapping or off task behaviors)number of attempts Always under specific time frames/limits

Latency: Elapsed time from the presentation of the stimulus and the response/problem; the amount of time from the end of one event to the beginning of the next.Number of seconds it takes for a student to follow a requestInitiate a requested behavior (start a task, pick up the spoon, answer a question.)

“FLITAD” Intensity: The magnitude of the behavior - often measured through rubrics, a goal attainment scale, and other observer-based ratings. level of the outburst (scale of 1-3)volume of voice (scale of loud to soft)level of emotion (annoyed to furious)

Topography:How the person looks or acts during the observed behavior or when presented with a stimulus.loud noise: jumps up and screams vs. sits calmlypencil grip: tight pressure vs. loosewalking in hall: on tip-toes vs. dragging feetinvoluntary behaviors: ticks, twitches, eye blinks, etc…

Accuracy: Proportion of correct responses to opportunities to respond.Accuracy measures are used to collect academic and behavioral data: accuracy of responses to comprehension questionsspellingletter formation mastery level tasks of :folding laundry, taking coat off and putting it away, hallway behaviors and bathroom routinesTypically not under specific time frames or limits

Duration:Amount of time that passes from when a behavior starts to when it and stops. How long something lasts or the time it takes for a behavior to cease. tantrumsremaining on taskdestruction of materials or propertyengagement in peer interactions/social skills

ActivityActivity

Short video of student in early childhood Short video of student in early childhood settingssettingsFor the scenarios write an operational For the scenarios write an operational definition for one of the behaviors definition for one of the behaviors observed.observed.After the third scenario choose 1 After the third scenario choose 1 operational definition and choose the operational definition and choose the dimension of behavior you would measure dimension of behavior you would measure (FLITAD)(FLITAD)

What Dimension Would You UseWhat Dimension Would You Use

Mutual toy playMutual toy play

Writing in a daily Writing in a daily journaljournal

Kicking furnitureKicking furniture

Writing the letters of Writing the letters of the alphabetthe alphabet

Riding a bikeRiding a bike

Initiating social Initiating social greetingsgreetings

Completing a sheet of Completing a sheet of division problemsdivision problems

Temper tantrumTemper tantrum

CursingCursing

Following directionsFollowing directions

Answering Answering comprehension comprehension questionsquestions

Baseline: Choose a Measurement Baseline: Choose a Measurement StrategyStrategy

Dimension that is most problematic is Dimension that is most problematic is identified, determine how you will measure identified, determine how you will measure the behaviorthe behavior

Remember, the strategy used to measure Remember, the strategy used to measure during baseline same as during progress during baseline same as during progress monitoring of the interventionmonitoring of the intervention

Needs to be: Feasible, Needs to be: Feasible,

Reliable, & ValidReliable, & Valid

Baseline:Baseline:Measurement Strategy PlanMeasurement Strategy Plan

IncludesIncludes

- How the data will be collected- How the data will be collected - The materials that will be used to - The materials that will be used to

collect the datacollect the data

- Where the data will be collected- Where the data will be collected

- When the data will be collected- When the data will be collected

- Who will be responsible for - Who will be responsible for

collecting collecting the datathe data

Baseline:Baseline:Measurement Strategy Should….Measurement Strategy Should….

Match the dimension of the behaviorMatch the dimension of the behavior

Be repeatableBe repeatable

Be systematic, reliable, and validBe systematic, reliable, and valid

Be time-efficient, simple to administer, and Be time-efficient, simple to administer, and allow for regular and frequent data allow for regular and frequent data collectioncollection

Baseline ExamplesBaseline Examples

Using DIBELS phoneme segmentation fluency, Using DIBELS phoneme segmentation fluency, Paige currently scores a median of 0 correct Paige currently scores a median of 0 correct phonemes in a one minute sample.phonemes in a one minute sample.

Given teacher’s oral directions in a whole class Given teacher’s oral directions in a whole class setting, Payton follow a median of 5% of these setting, Payton follow a median of 5% of these directions within 15 seconds during a 10 min directions within 15 seconds during a 10 min sample.sample.

Comparison to Peers or StandardComparison to Peers or Standard

3 questions to be answered:3 questions to be answered:

1.1. What is the typical or expected What is the typical or expected performance?performance?

2.2. How do we define a significantly How do we define a significantly discrepant range for the skill? discrepant range for the skill?

3.3. Is the discrepancy large enough to Is the discrepancy large enough to warrant intervention?warrant intervention?

Standards of ComparisonStandards of ComparisonThe standard must be appropriate to the The standard must be appropriate to the behavior and represent acceptable behavior and represent acceptable performanceperformanceIf direct peer comparison data is not available, If direct peer comparison data is not available, other local standards might include:other local standards might include: Local building or district normsLocal building or district norms Teacher/classroom expectationsTeacher/classroom expectations Criteria for the next environmentCriteria for the next environment School policy standardsSchool policy standards Instructional placement standardsInstructional placement standards State or national normsState or national norms Developmental MilestonesDevelopmental Milestones

Cautions When Looking at Cautions When Looking at DiscrepancyDiscrepancy

Use multiple sources of dataUse multiple sources of data

Compare to norms when available- Compare to norms when available- classroom peers may be high achieving or classroom peers may be high achieving or low achieving (the larger the sample size, low achieving (the larger the sample size, the more valid the data)the more valid the data)

Problem ID/Problem ValidationProblem ID/Problem ValidationMistakes to AvoidMistakes to Avoid Definition of behavior is focused on an Definition of behavior is focused on an

unimportant behavior – So What Testunimportant behavior – So What Test Dimension of measurement is not clearDimension of measurement is not clear Multiple observers do not agree when the Multiple observers do not agree when the

behavior occurs or does not occurbehavior occurs or does not occur Standard for comparison is not related to the Standard for comparison is not related to the

problem behaviorproblem behavior Discrepancy is minimal between student’s Discrepancy is minimal between student’s

performance and expectationperformance and expectation Expectation is beyond what has beenExpectation is beyond what has been taught in core curriculumtaught in core curriculum

Questions you have answeredQuestions you have answered

What is the current concern and/or the desired What is the current concern and/or the desired behavior? (operational definition)behavior? (operational definition)What is the current level of performance in the What is the current level of performance in the targeted behavior? (baseline)targeted behavior? (baseline)How does the current level of performance How does the current level of performance compare to expectations? (problem validation)compare to expectations? (problem validation)Is the gap between current performance and Is the gap between current performance and what is expected LARGE enough to consider what is expected LARGE enough to consider intervention? (data, problem validation)intervention? (data, problem validation)

Homework for Next Region MeetingHomework for Next Region Meeting

Bring an example of how you have Bring an example of how you have identified a problem, operationally defined identified a problem, operationally defined it, and validated it to the next meeting.it, and validated it to the next meeting.

This might be an intensive, an IEP, an This might be an intensive, an IEP, an FBA, a curricular change, etc. It should be FBA, a curricular change, etc. It should be applicable to your contextapplicable to your context

Regional Action Plan CommitteesRegional Action Plan Committees

Early Access/Early Early Access/Early ChildhoodChildhoodEmily ThomsenEmily ThomsenSue LavasseurSue LavasseurDenise ToomeyDenise ToomeyLori HilmerLori HilmerRobyn RobbinsRobyn RobbinsAnne SteffensmeierAnne SteffensmeierJulie WarringtonJulie WarringtonMelissa GrennanMelissa GrennanVictoria GiardVictoria GiardKim SmithKim SmithKelli Robertson (Hillary Prall)Kelli Robertson (Hillary Prall)

Cultural Competency/ Cultural Competency/ DisproportionalityDisproportionalityKaty LeeKaty LeeTammy McSweeneyTammy McSweeneyMelinda MohrMelinda MohrCheryl Mills KellyCheryl Mills KellyMaggie SlaymakerMaggie SlaymakerMaureen LoughMaureen Lough

Regional Action Plan CommitteesRegional Action Plan Committees

TransitionTransition

Debbie MillsDebbie Mills

Lindsay CoppLindsay Copp

Wendy BouslogWendy Bouslog

Proficiency of Proficiency of special ed studentsspecial ed students

Jennifer HaefnerJennifer Haefner

Pat LussenhopPat Lussenhop

Ronda HilbertRonda Hilbert

Mikki GraykowskiMikki Graykowski

Tracy PetersenTracy Petersen

Taresa FetzerTaresa Fetzer

Regional Action Plan CommitteesRegional Action Plan Committees

Join a group if you did not sign up last Join a group if you did not sign up last meeting.meeting.

Briefly look over data and goals to be metBriefly look over data and goals to be met

Generate possible learning targets for the Generate possible learning targets for the region to address the problem.region to address the problem.

Complete the region action plan templateComplete the region action plan template

Prepare to share out 2-3 action Prepare to share out 2-3 action steps/ideas your group has.steps/ideas your group has.