Assessment to Intervention: Implications for School

Psychologists Serving Students with Emotional/Behavioral Disorders

Tim Lewis, Ph.D.

University of Missouri

OSEP Center on Positive Behavioral Intervention & Supports

pbis.org

Purpose

• Identify issues with evaluation for EBD

• Propose best practices– yes, more forms

• Answer questions

• Pre-Correct: Content = my interpretation of law, regulations, & professional literature

At Issue

• Definition

• Regulation Interpretation– Confusion / misinterpretation– Numbers

• “Rule out” issues

• Current process– Wait/Fail model– Alternatives?

Being Sane in Insane Places (Rosenhan, 1973)

Study 1 8 pseudo patients called hospital (3 psychologist, 1 psychiatrist, painter, housewife)

admissions office complained of hearing voices; "empty," "hollow," "thud," everything else factual. Upon admission cease complaints, behave normally, & write notes

Goals:1 get out on your own2 convince staff that sane3 cooperate4 no abnormal behaviors

Results• Pseudo patients never detected• Each diagnosed with "schizophrenia in remission"• Average stay 19 days (7‑52)• 35 of 118 patients suspicious “You’re not crazy. You’re a journalist, or a professor

(referring to the continual note taking). You’re checking up on the hospital.”

Being Sane in Insane Places (Rosenhan, 1973)

Study 2 Staff told pseudo patients to be admitted over next 3 months 193

ratings obtained from staff on patientsResultsNo pseudo patients actually used!!!41 rated as pseudo patients with “high confidence”23 “suspect” by one psychiatrist19 “suspect” by one psychiatrist and one other staff member

It is clear that we cannot distinguish the sane from the insane in psychiatric hospitals. The hospital itself imposes a special environment in which the meanings of behavior can easily be misunderstood. The consequences to patients hospitalized in such an environment ‑ the powerlessness, depersonalization, segregation, mortification, and self‑labeling ‑seem undoubtedly counter therapeutic (p. 237).

Myth One

Using the term “Emotional Disturbance” to replace “Behavior Disorders” necessitates a

DSM IV diagnoses

IDEA General Definition

(3) CHILD WITH A DISABILITY-

(A) IN GENERAL- The term 'child with a disability' means a child --

(i) with mental retardation, hearing impairments (including deafness), speech or language impairments, visual impairments (including blindness), serious emotional disturbance (hereinafter referred to as emotional disturbance), orthopedic impairments, autism, traumatic brain injury, other health impairments, or specific learning disabilities; and

(ii) who, by reason thereof, needs special education and related services.

IDEA Definition (SED/ED)

(i) The term means a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree, which adversely affects educational performance:

(A) An inability to learn which cannot be explained by intellectual, sensory, or health factors;

(B) An inability to build or maintain satisfactory interpersonal relationships with peers and teachers;

(C) Inappropriate types of behavior or feelings under normal circumstances;

(D) A general pervasive mood of unhappiness or depression; or

(E) A tendency to develop physical symptoms or fears associated with personal or school problems.

(ii) The term includes children who are schizophrenic. The term does not include children who are socially maladjusted, unless it is determined that they are seriously emotionally disturbed.

Missouri Definition

“Emotional Disturbance” means a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child’s educational performance:A. an inability to learn that cannot be explained by intellectual, sensory or health

factors;B. an inability to build or maintain satisfactory interpersonal relationships with

peers and teachers;C. inappropriate types of behavior or feelings under normal circumstances;D. a general pervasive mood of unhappiness or depression; and,E. a tendency to develop physical symptoms or fears associated with personal or

social problems.The term includes schizophrenia, but does not apply to children who are

socially maladjusted unless it is determined they have an emotional disturbance.

Fact…

Bad news– No clear formula– No consensus on Standard instruments– No consensus in the field

Good News– Triangulation of data & confidence in professional

judgment– Label simply provides access to service

Myth Two

By changing the regulatory language, those students most in need will get

services

Numbers

• US prevalence = 0.85% (9.7% of all students on IEP K-12)

• Estimated prevalence = 5-7%• Implication (5%) = 2,201,943 students who

could qualify who might not be receiving services (456,407 EBD on IEP / 53,167,000 students K-12)

Designing an Evaluation Process for EBD

Multiple Data Points

Multi-disciplinary Team

Criteria for Initial Determination of Eligibility

A child displays an emotional disturbance when:

A. through evaluation procedures that must include observation of behavior in different environments, and an in-depth social history the child displays one of the following characteristics:

B. 1) an inability to learn that cannot be explained by intellectual, sensory or health factors;2) an inability to build or maintain satisfactory interpersonal relationships

with peers and teachers;3) inappropriate types of behavior or feelings under normal

circumstances;4) a general pervasive mood of unhappiness or depression; and,5) a tendency to develop physical symptoms or fears associated with

personal or social problems.

Criteria for Initial Determination of Eligibility

C. the characteristic(s) must have existed to a marked degree and over an extended period of time. In most cases, an extended period of time would be a range from two (2) through nine (9) months depending upon the age of the child and the type of behavior occurring. For example, a shorter duration of disturbance that interrupts the learning process in a younger student might constitute an extended period of time. Difficulties may have occurred prior to the referral for evaluation; and

D. the emotional disturbance adversely affects the child’s educational performance.

NOTE: Manifestations of an emotional disturbance can be observed along a continuum ranging from normal behavior to severely disordered behavior. Children who experience and demonstrate problems of everyday living and/or those who develop transient symptoms due to a specific crisis or stressful experience are not considered to have an emotional disturbance.

Keys…

• Direct observation

• Social History

• 2- 9 month history with behavior (except in extremes)

• Impacts Educational Performance

• No definition of “marked degree”

Educational Performance

• Achievement

• Grades

• Attendance

• Participation in school-related activities

• Social interactions with peers and adults

• Pre-vocational related skills

• Informed citizen within community

Social History

Standard Scales

• Behavior Rating Profile (Brown & Hammill)

• Child Behavior Checklist (Achenbach & Edelbrock)

• Revised Behavior Problem Checklist (Quay et al)

• Behavior Assessment Scale for Children (Reynolds & Kamphaus)

• Behavior Evaluation Scale (McCarney)

Systematic Screening for Behavior Disorders (Walker & Severson)

Social Competence/Social Skills

• Social Skills Rating System (Gresham & Elliott)

• The Walker-McConnell scale of social competence and school adjustment: A social skills rating scale for teachers. (Walker & McConnell)

Interviews

• First hand knowledge of child

• Repeated measures across multiple sources– Teacher(s)– Parent– Student– Members of community

Archival Review• School Archival Records Search (Walker, Block-Pedego, Todis &

Severson)

• What to look for:– Lack of intervention / non-responsiveness to intervention– Expressed concerns/ within school referrals for assistance– Out-of-school referrals for assistance– Attendance– Achievement– Discipline contacts

• Making sense of archival data:– Red Flags (Tobin)– Patterns/ chronicity

Archival Review

Tobin, T., Sugai, G., & Colvin, G. (2000, May). Using discipline referrals to make decisions. NASSP Bulletin, 84(616), 106-117.

Tobin, T. J., & Sugai, G. M. (1999a). Discipline problems, placements, and outcomes for students with serious emotional disturbance. Behavioral Disorders, 24(2), 109-121.

Tobin, T. J., & Sugai, G. M. (1999b). Using sixth-grade school records to predict violence, chronic discipline problems, and high school outcomes. Journal of Emotional and Behavioral Disorders, 7(1), 40-53.

“Rule Out” Issues

• Medical-Health / Cognitive / Other Disability / Acute Stressor / Culture

Inappropriate educational accommodationsInappropriate behavioral intervention

• Social maladjustment

Columbia Public School District

Suggested BD/ED Exclusion Data Sources/Questions

Exclusion Data Source QuestionsMedical • Nurse

• Archival• Parents• Family

Physician

• Does the student have a medical diagnosis?• Does the student have a physical/health condition that

may impact learning?• Is the student currently on medication?• Are there known/predictable side effects of the

medication?Stressor • Family

Interview• Teacher

Interview• Child Interview

• Is the student's behavior signifi cantly different pre/postevent?

• Has the student's behavior improved, with intervention,over time (6 months)?

EducationProgram

• Archival• Observations• Interviews

• Has an individualized educational program beendeveloped for the student?

• Is the plan content specific?• Is the plan based on assessment of the student's present

level of performance and learning style?• Was the plan developed with/by expertise in area of

accommodation?• Was the plan modif ied based on student outcome?

BehaviorIntervention

• Archival• Observations• Interviews

• Has an individualized behavior intervention plan beendeveloped for the student?

• Is the plan specific to the behavior of concern?• Is the plan based on functional assessment outcomes?• Was the plan developed with/by expertise in area of

behavior?• Was the plan implemented for at least 6 weeks?• Was the plan modif ied based on student outcome?

Culture • Parent ratings• Peer ratings• Self ratings• Multiple

observations• Archival

• Do signif icant others in the student's environment viewthe behavior as significantly different (e.g., parents, peers,home-school communicators)?

• Do observations indicate significant differences betweenthe student and his/her peers?

• Does the behavior of concern signif icantly violateschool/community norms?

Substance Abuse • Parent reports• Incident/arrest

records• Self Report

• Primary reason educational performance suffers?• Linked to socialization

How does SM differ from SED?

How is SM similar to SED

IDEA Characteristics SMA Characteristics

An inability to learn which cannot be explained by intellectual, sensory, or health factors

(13) often stays out at night despite parental prohibitions, beginning before age 13 years(14) has run away from home overnight at least twice while living in parental or parental surrogate home(15) is often truant from school, beginning before age 13 years

An inability to build or maintain satisfactory interpersonal relationships with peers and teachers

(1) often bullies, threatens, or intimidates others(2) often initiates physical fights(3) has use a weapon that can cause serious physical harm to others(4) has been physically cruel to people(6) has stolen while confronting a victim(7) has forced someone into sexual activity

Inappropriate types of behavior or feelings under normal circumstances

(5) has been physically cruel to animals(8) has deliberately engaged in fire setting with the intention of causing serious damage(9) has deliberately destroyed others' property(10) has broken into someone else's house, building, or car(11) often lies to obtain goods or favors or to avoid obligations(12) has stolen items of nontrivial value without confronting a victim

A general pervasive mood of unhappiness or depression

A tendency to develop physical symptoms or fears associated with personal or school problems.

Myth Three

We have to identify students the same way we always have

Special Education Evaluation Process

• Wait & Fail

• Largest percentage of students identified @ 2nd -4th grade

• Outcomes =

If antisocial behavior is not changed by the end of grade 3, it should be treated as a chronic condition much like diabetes. That is, it cannot be cured but managed with the appropriate supports and continuing intervention (Walker, Colvin, & Ramsey, 1995).

Re-Thinking the Process

• Consensus on data points and process

• Focus on prevention/early intervention– Non-response as additional data point– Building Capacity

• Continuum of student supports– w/ accompanying adult supports

School-wide Positive Behavior Support

PBS is a broad range of systemic and individualized strategies for achieving important social and learning outcomes while preventing problem behavior

OSEP Center on PBIS

School-wide Positive Behavioral Support

Expectations for student behavior are defined by a building based team with all staff input

Effective behavioral support is implemented consistently by staff and administration

Appropriate student behavior is taught Positive behaviors are publicly acknowledged Problem behaviors have clear consequences Student behavior is monitored and staff receive regular feedback Effective Behavioral Support strategies are implemented at the

school-wide, specific setting, classroom, and individual student level

Effective Behavioral Support strategies are designed to meet the needs of all students

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingDecisionMaking

SupportingStudent Behavior

PositiveBehaviorSupport OUTCOMES

Social Competence &Academic Achievement

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%

CONTINUUM OFSCHOOL-WIDE

INSTRUCTIONAL & POSITIVE BEHAVIOR

SUPPORT

Universal Strategies: School-Wide

Essential Features• Statement of purpose

• Clearly define expected behaviors (Rules)

• Procedures for teaching & practicing expected behaviors

• Procedures for encouraging expected behaviors

• Procedures for discouraging problem behaviors

• Procedures for record-keeping and decision making

I am…. All Settings Classroom Hallways Cafeteria Bathrooms Playground Assemblies

Safe •Keep bodies calm in line•Report any problems•Ask permission to leave any setting

Maintain personal space

WalkStay to the right on stairsBanisters are for hands

•Walk•Push in chairs•Place trash in trash can

Wash hands with soap and waterKeep water in the sinkOne person per stall

Use equipment for intended purposeWood chips are for the groundParticipate in school approved games onlyStay in approved areasKeep body to self

•Walk•Enter and exit gym in an orderly manner

Respect-ful

•Treat others the way you want to be treated•Be an active listener•Follow adult direction(s)•Use polite language•Help keep the school orderly

Be honestTake care of yourself

Walk quietly so others can continue learning

Eat only your foodUse a peaceful voice

Allow for privacy of othersClean up after self

•Line up at first signal •Invite others who want to join in•Enter and exit building peacefully•Share materials•Use polite language

Be an active listenerApplaud appropriately to show appreciation

A Learner

•Be an active participant•Give full effort•Be a team player•Do your job

•Be a risk taker•Be prepared•Make good choices

Return to class promptly

•Use proper manners•Leave when adult excuses

•Follow bathroom procedures•Return to class promptly

•Be a problem solver•Learn new games and activities

•Raise your hand to share•Keep comments and questions on topic

Benton

Universal Strategies: Non- Classroom Settings

• Identify Setting Specific Behaviors• Develop Teaching Strategies• Develop Practice Opportunities and

Consequences• Assess the Physical Characteristics• Establish Setting Routines• Identify Needed Support Structures• Data collection strategies

Universal Strategies:Classroom

Needed at the classroom level...• Use of school-wide expectations/rules• Effective Classroom Management

– Behavior management– Instructional management– Environmental management

• Support for teachers who deal with students who display high rates of problem behavior

Why build strong universal systems of support?

• We can’t “make” students learn or behave

• We can create environments to increase the likelihood students learn and behave

• Environments that increase the likelihood are guided by a core curriculum and implemented with consistency and fidelity across all learning environments

RRKS Team

STAT Team

School-Wide SystemsMatrixLesson PlansSchool-Wide DataAcknowledgementCommunication

Core Team RepresentativeDistrict PBS Support

Building Administrator and Counselors

*Meets Monthly

Core Team Representative

SAT PartnerCore Team Teachers

*Meets Weekly

Core Team/ClassroomsImplement AISMonitor ProgressRefer to SAT

SAT ProcessTeacher Training and SupportTargeted InterventionsIndividual Student Plans

SAT Team

AdministratorCounselorBehavior Specialist

Process for Disseminating Practice

Classroom Teacher IssuesOut of seat, Talking to classmates, Talking out, Off-task, Violation of class rules, Inappropriate language,

Lack of materials, Gum, Disrespect, Cheating, Tardies, Minor destruction of propertyMethod for handling student behaviors

Proactive: Positive call to parents, Use praise, Use Rewards, Daily/Weekly Goal sheets, Proximity to instructor, Provide choices, One-to-One assistance, Pre-correct for transitions/trouble situations, Regular

breaks for exercise, Give a job, RRKS Review, Reward lunch with teacher, etc.Corrective: One and only one REDIRECT, RRKS Review, Safe-seat, Buddy Room, Think Sheet, Parent Phone call, Lunch Detention, Recovery Study Hall, Removal of privilege in classroom, etc.

Team IssuesRepeated minor & major disruptions in multiple classrooms, Throwing things, Hallway/Lockers problems,

Attendance, Repeated disrespect to peers or adults, Cheating, Inappropriate to substitute, Insubordination, Chronic Disruptions

Method for handling student behaviorsProactive: Parent contact (mandatory), RRKS review, Team conference, Team conference with student, Team conference with Parents, Team conference with Administrator/Counselor, Triage in the AM with the

student, Triage at lunch with the student, Team Focus, etc.Corrective: Removal of privilege on team, Recovery Study Hall, Buddy Room, etc.

Office IssuesBus referrals, Truancy, Chronic offender, Threatening student or adult,

Fighting, Refusal to go to or Disruptive in Buddy Room, Sexual harassment, Weapons, Drug/cigarettes/ tobacco/alcohol, Assault – physical or verbal

Teacher Method for handling student behaviorsReferral Form – send student to office with completed form

Process with student before re-entry

Office Method for handling student behaviorsProactive: RRKS Review, Parent Contact

Corrective: Loss of Privilege, Saturday detention, Opportunity Center, Suspension, etc.

Pyramid to Success for All

Serving Students with EBD

All facets of programming should include: • Systematic, data based interventions

• Continuous assessment and monitoring of progress

• Provision for practice of new skills

• Treatment matched to problem

• Multi-component treatment

• Programming for transfer & maintenance

• Commitment to sustained intervention

(Peacock Hill Working Group, 1991)

Level of Supports within EBD Programs

For All Students, pre-school – Grade 12 Prevention – prior to identification / pre-referral /

universal supports for all students – the intent of universal support is three-fold: a) prevention of EBD, b) early intervention for high risk students (across all grade levels), and c) supportive environments for those students identified as EBD.

(see www.pbismissouri.org)

Level of Supports within EBD Programs

 Intermittent – Support on an “as needed basis.” Characterized by episodic nature, person not always needing the support(s), or short term supports needed during life span transitions. Intermittent supports may be a high or low-level intensity when provided.

 Examples

 Academic

– Consult with general education teacher

– Specific event accommodations (e.g., test reader, more time, quiet room)

Behavior

– Targeted social skills

– Quiet room

– Check in

– Self management/monitoring

Related Supports

– On-call counseling / social worker

– Receives meds at school

Level of Supports within EBD Programs Limited – An intensity of supports characterized by constancy over

time, time limited but not of an intermittent nature, may require fewer staff members and less cost than more intensive levels of support

 

Examples

 Academic– Consistent accommodations in one or more academic domains (IEP goals) – Regular contact with special educator (scheduled pull out time)

Behavior– Targeted social skill IEP goals– FBA- BIP

Related Supports– Counseling services on a regular basis (e.g., weekly)– Need for on-going medication monitoring with physician– Social work monitoring– Juvenile officer monitoring

Level of Supports within EBD ProgramsExtensive – Supports characterized by regular involvement

(daily) in at least some (work, or home) environments and not time limited (long term).

 

Examples

 Academic

– Special education curriculum or general education curriculum delivered in pull out special education placement for majority of day

Behavior

– Behavior supports delivered by or with daily support of a special educator

– Requires frequent intensive behavior supports outside of typical scheduled activities across the day or school week (e.g., removal from classroom due to behavioral concerns)

– Behavior intervention plans reflect implementation by specialized personnel and or specialized strategies

Related Supports

– Behavior consultant

– One-on-one paraprofessional

– Daily or multi-modal counseling

• Outpatient

• Family involvement

– Active Community case worker (e.g., social worker, family services, health)

– Active juvenile justice involvement

– Multiple medications requiring close monitoring

Level of Supports within EBD Programs

Pervasive - Supports characterized by their constancy, high intensity; provided across environments; potential life sustaining nature. Pervasive supports typically involve more staff members and intrusiveness than do extensive or time limited supports.

 Examples

 Academic– Requires highly individual and specialized instruction to benefit within curriculum

Behavior– History of requiring in-patient– History of home-bound placement– On-going and intensive behavioral supports implemented by specialized personnel required across the

school day– Requires environment with continual monitoring and immediate intervention by specialized personnel

Related Supports– Requires intensive mental health services (frequent counseling with access for on-the-spot assistance

across the school day)– Medications must be monitored on an on-going basis– Frequent and active involvement with community case workers

Research-Based

• Related Supports*– Comprehensive case management / wrap

around– Family supports/ parent training

*limited empirical support

Research-Based

• Academic– “Effective instruction” (see nwrel.org)

– Antecedent / setting modifications– Peer tutoring– Direct Instruction– Self-management targeting academic related

skills– Opportunities to Respond

Research-Based

• Behavior– Environmental modifications and supports– Contingent positive performance based

feedback– Self Management– Social Skill Instruction (with maintenance and

generalization strategies)

FBA-PBS

Why Conduct a Functional Behavioral Assessment

0

10

20

30

40

50

60

70

80

90

100

0

10

20

30

40

50

60

70

80

90

100

0

10

20

30

40

50

60

70

80

90

100

1 3 5 7 9 11 13 15 17 19 21 23 25 27 29 31 33 35 37 39 41 43 45 47 49

Daily Sessions

Jerrod

Emma

Matthew

BaselineNon-Function

Function Based InterventionBased Intervention

FBA – PBS Plan Process

Success requires:1. Individual(s) with expertise in FBA-PBS2. Fluency with a clear process among all

staff whereby roles are clearly defined3. A basic understanding of Applied

Behavior Analysis (Behavior is functionally related to the teaching environment) among all school staff

Essential Steps to Individual PBS Plans

1. Request for assistance2. Operationally define problem/replacement behavior3. Background/archival data/ data

collection/Environmental Assessment4. Functional Behavioral Assessment

Indirect measures Direct observation

5. Develop hypothesis regarding function of problem behavior

6. Develop a PBS plan Social skill instruction Self management Environmental modifications

7. Implement, Monitor and Evaluate progress

Basics

• Focus on observable behavior– Label free approach– Acknowledgement of other factors

• Instructional approach• Emphasis on understanding the

principles of behavior not specific forms or “cook book” strategies

Basics

• Best Practice vs. Discipline• Process vs. a set of Forms• Rule out explanations• Move from personal experience with

“discipline”• Repeated practice to build fluency• Teach - Practice

The Key

Behavior is functionally related to the teaching environment

The Basics

Behavior is learned• Do not assume children know your

rules, expectations, or social skills• Every social interaction you have

with a child teaches him/her something

The Basics

Behavior communicates need• Children engage in behavior(s) to "get"

what they find reinforcing or to "avoid" what they find aversive

• Need is determined by observing what happens prior to and immediately after behavior

The Basics

• FBA leads to hypotheses about the functional relationships between BEHAVIOR and the TEACHING ENVIRONMENT

• “Functional Relationships” –When “X” happens, high degree of

likelihood “Y” will result

Functional relationships with the Teaching Environment

Events that follow behavior

• Following a student behavior the environment “gives” something to the student and student behavior maintains or increases -- what ever was given is reinforcing to that individual

Functional relationships with the Teaching Environment

Events that follow behavior

• Following a behavior the environment allows the student to stop an activity or is removed from the situation and the student behavior maintains or increases -- the event the student is avoiding is aversive to that individual

Functional relationships with the Teaching Environment

Events that precede behavior• Events in the environment can “trigger”

challenging behavior - they serve as cues for the student to perform a behavior because the student can predict the outcome when the cue is present

Functional Assessment

Pre-Assessment

• Interviews

• Rating Scales

• Student Guided

Direct Observation

• A-B-C

• Checklists

Outcome = Hypothesis

Hypothesis statement regarding the likely functions of the problem behavior and the context (social and environmental conditions) in which it is most likely to occur.

Hypothesis

• When this occurs….

• The student does….

• To get/avoid...

Functional Assessment : Common Hypotheses

• Receive attention from adults & peers

• Receive tangible objects or access to preferred activities

• Avoids interaction with adults & peers

• Avoids tasks or responsibilities

SettingEvents

TriggeringAntecedents

DesiredAlternative

ProblemBehavior

AcceptableAlternative

MaintainingConsequences

MaintainingConsequences

Setting Event

ManipulationsAntecedent

ManipulationsBehaviorTeaching

ConsequenceManipulations

Competing Behavior Pathways Model

Sugai, Lewis-Palmer & Hagan, 1999

ReadingClass /Peers

On Task

Off Task

On TaskWorkingw/Peers

WorkCompletion /

Grades

PeerAttention

Argument on Playground

Setting Events

Predictors Behavior Consequences

• Playground monitor debriefs student prior to coming into building.

• Change seating arrangement during reading class.• Pre-correct class RE rules of cooperative groups.

• Set up cooperative peer groups.• Identify appropriate peers and teach cooperative strategies.• Teach rules and skills of cooperative groups to target student.• Role play cooperative learning with peers and target student.• Monitor progress (momentary time sampling)

• Verbal praise when on-task (VI 3 minutes).• Error correction for off-task.• Free time with peers for meeting established daily criteria.

Creating a Sustainable System

Essential Steps to Individual PBS Plans

1. Request for assistance2. Operationally define problem/replacement behavior3. Background/archival data/ data collection/Environmental

Assessment4. Functional Behavioral Assessment

– Indirect measures– Direct observation

5. Develop hypothesis regarding function of problem behavior6. Develop a PBS plan

– Social skill instruction– Self management– Environmental modifications

7. Implement, Monitor and Evaluate progress

Key Steps

• FBA process example

• Plan development

FBA – PBS Plan Process

Success requires:

1. Individual(s) with expertise in FBA-PBS

2. Fluency with a clear process among all staff whereby their role is clearly defined

3. A basic understanding of Applied Behavior Analysis = Behavior is functionally related to the teaching environment across all school staff

Step Document Who is responsible for completing document?

Completed document should be given to:

One Request for Assistance (A) Referring Teacher Case Manager

Two Archival Review (B) Teacher w/ Office Staff assistance

Case Manager

Three Problem Behavior Questionnaire (C) Referring Teacher Case Manager

Four FACTS –Teacher Interviews (D) Referring teacher and Case Manager complete together

Case Manager

Five Environmental Inventory (E) Case Manager

Six Intervention development meeting

Seven Optional Additional Interviews a) AVAF (F) b) CVAF (G) c) IVAF (H) d) Student (I)

Case Manager

Eight Optional Observations MU & Case Manager

Nine Intervention development meeting

FBA Student Plan Development

Context Summary

When/during

there is an increase in problem behavior.

Data Source Hypothesized Function Team Confidence in Hypothesized Function

PBQ (Form C) Get / Avoid Low Medium High

FACTS (Form D) Get / Avoid Low Medium High

FBA Student Plan Development• Possible Function of Problem Behavior [5 minutes]

3. Summarize Data1. Data sources not clearly pointing toward function or confidence is low – conduct direct observation and reconvene planning meeting with additional information (See below)2. Data sources pointing toward a clear function and confidence is high – develop a hypothesis(es)

FBA Student Plan Development

Hypothesis One

• When/during (condition) student (behavior)

to (get/avoid)

Data Source (form #) Hypothesized Function Team Confidence in Hypothesized Function

Additional Teacher Interview (F,G,H)

Get / Avoid Low Medium High

Student Interview (I) Get / Avoid Low Medium High

A-B-C observation Get / Avoid Low Medium High

FA test protocol Get / Avoid Low Medium High

FBA Student Plan Development

4. Develop Plan Based on Assessment [15 minutes]A) Define Replacement behavior (observable & measurable):

• Detail strategies to teach replacement behavior:

B) Context alteration to support use of replacement behavior:• Prompts prior to “trouble spots”• Changes in environment (e.g., routines, grouping, work difficulty)

C) Outcomes when student uses replacement behavior (matched to function) & scheduled delivery {GET = teacher attention, earn free time with peers, special privileges; AVOID = task choice, ask for assistance, peer tutor, “take-a-break,” re-seated}:

FBA Student Plan Development

5. Share Plan with Family/External Agency [1 minute]

Check appropriate actions

6. Plan Review Schedule [1 minute]a. Copy one page plan and distribute

b. Prior to next meeting (check appropriate actions)

C. Team meeting review date

Evaluating the Process

• FBA checklist

• Social Validity Scale

More Information

• OSEP Center on Positive Behavioral Interventions and Supports– http://pbis.org

• What Works Clearinghousehttp://ies.ed.gov/ncee/wwc

• IDEAs that Workhttp://www.osepideasthatwork.org