Culturally Responsive Practices-

FBA & BIP Training

Presented by Dr. Kim Sherman

www.laspdg.org

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Roll Call

• At this time, EVERYONE please use your chat pod and type your first and last name as well as your district/LEA that you are representing

People First Language

Kathie Snow. (n.d.) A few words about People First Language. Disability is Natural. Retrieved August 1, 2012 from http://www.disabilityisnatural.com/images/PDF/pfl-sh09.pdf Kathie Snow. (n.d.) A few words about People First Language. Disability is Natural. Retrieved August 1, 2012 from http://www.disabilityisnatural.com/images/PDF/pfl-sh09.pdf

“People First Language puts the person before the disability and describes what a person has, not who a person is.”

• Informal Needs Assessment

• Disproportionality & Cultural Competence

• PBIS across the Tiers

• Developing & Monitoring FBAs & BIPs

Where are we going today?

Your Turn to Vote

The most common serious type of behavior

concern in our school(s) is:

1. Leaving class or assigned area

2. Physical Fighting

3. Inappropriate language (cursing, insults)

4. Sleeping or resting head for extended periods

Your Turn to Vote

The most common response to these

behaviors in our school(s) is:

1. Parent Conference

2. Out of School Suspension

3. Implement Positive Intervention

4. Detention

Your Turn to Vote:How’s it working?

1. Problem solved!

2. Not so well. Some problems are persisting.

3. Poorly. Problems are increasing.

Addressing Disproportionality

Over-RepresentationStudents of color, especially Black male students, are over-represented in:• Office Discipline Referrals• Exclusionary, punitive consequences• SpEd Referrals for Emotional/Behavioral

concerns

Over-Representation

• Nationally, Black students were 3.5 times as likely as White peers to be suspended or expelled during the 2009-10 year.

http://ocrdata.ed.gov

• In Louisiana, 64% of suspensions went to Black students and 34% to White students.

http://ocrdata.ed.gov/StateNationalEstimations/projections_2006

East Baton Rouge – Discipline Data by Race/Ethnicity

http://ocrdata.ed.gov/Page?t=d&eid=26776&syk=5&pid=119

Dispelling Common Myths

• Disparities remain after controlling for income• Research does NOT support a racial

discrepancy in school behavior violations • Discrepancies are not limited to

administrative response• Some research indicates Black students get

referred for less serious and more subjective violations than White students

(Skiba, Michael, Nardo, & Peterson, 2000)

LA ’09-10 Emotional Disturbance Cases General Education

Louisiana Department of Education 2009-10 State Special Education Data Profilehttp://www.doe.state.la.us/divisions/specialp/special_data_reports.html

Targets for Action• Over-reliance on exclusionary discipline• Training in culturally competent, positive,

classroom management and behavior modification practices– Improve climate and relationships– Teach and motivate expected behaviors– Understand communication styles– Build stereotype awareness

• Engaging families and communities(Skiba, Michael, Nardo, & Peterson, 2000)

Within a PBIS Framework,What is Tier III?

• Customized, intensive services

• For students experiencing high risk (5%)

• For those whose needs are not met at Tier I or II

• Functional Behavior Assessment

• Customized Behavior Intervention Plan

How do we typically identify a need for an FBA/BIP?

• Tier I class/school wide PBIS is in place• Discipline and/or screening data indicate risk

• Tier II– Progress Data indicates limited response and– Integrity Checks reveal strong (80%) integrity

OR

• Student’s IAP/IEP requires customized behavior support services

Tier 3

Tier IIIWhat is an FBA?

• Assessment that identifies function (purpose) problem behavior serves for a person

• Identifies antecedents – What happens before the behavior? Context?

• Identifies maintaining consequences– What happens after the behavior of concern?

• Used to inform Behavior Intervention Plan

FBAs help us learn…

• What the student gets out of this behavior– i.e., the function

• How we might help the student achieve that same function without problematic behavior

FBA Components 1508

FBA Checklist

Define Target Behavior

• in specific

• measurable

• observable terms

Defining Target Behavior

Ask yourself:• Can I count this behavior? Y

• Would a stranger know what to look for? Y

• Can I break it down into more specific behavioral components? N

Your Turn to Vote:Which is a specific, measurable,

observable behavior?1. Hostility

2. Outbursts

3. Walks out of class

4. Disrespect

Consider Asking …

• What does that behavior look like?

• What does it sound like?

• Can you show me by role playing?

Interview Data

• Team-members are interviewed to:– Define target behavior and estimate current

frequency, intensity, duration, and/or duration– Understand staff goals

• Reduce frequency, intensity, or duration to ____• Increase [appropriate behavior] to _________

– Gather data on antecedents, consequences, and student preferences

– Identify potential skill needs

Quantify Baseline Levels of Target & Desired Behaviors

1. Frequency – how often it occurs2. Intensity – severity level (e.g., how loud)3. Duration – how long it lasts4. Latency – time lapse between directive and

follow-through

Additional FBA Interview Data• Collect info. about history, antecedents, &

consequences, such as:– How long has behavior been occurring?– When (times, subjects, activities, circumstances)– Where (classroom, halls, home, cafeteria, bus)– With whom (specific peers, adults)– Other environmental conditions (crowds, heat) – Consequences (peer attention, sent to office, etc.)– Health and Home-based factors

• Sample interview form

Direct Observation Procedures

Direct Observation & Perceptual Data Collection Scales

• A-B-C narrative

• Low Frequency Example

• Behavior Rating (Perceptual) Scale

What is a Preference Assessment?

Procedure used to identify preferred items/activities that are likely to reinforce desired behaviors

• There are three general ways to gather information about preferences.

•Observing•Asking

•Trial-based

Asking

• Interview the student *

• Have student fill out a survey*

*Or another person who knows the student well.

Observation

• Observe the activities the student engages in during free time.– Give them unrestricted access to multiple

activities/items.

• Record the amount of time the student engages with each activity/stimuli.– Good for students who can't or won't participate

in an interview or survey format.

Minutes Jay engaged in activities during 1 hour free time observation

Activity Mon Wed Fri Total

Sand play 20 30 25 75

Play with

cars

40 25 35 100

Look at

Fish

----- 5 ----- 5

Minutes

Observed

60 60 60 180

Contrived

• Items/activities that may be of interest are brought in especially for the observation– Introduce the student to all items, at least

briefly, prior to observation.

Ways of Observing

Trial-based methods

• Present stimuli to the student and record the student’s response. Type of Response:

Approach- any detectable movement towards the stimulus (even eye gaze.)

Contact (touch) Length of Response:

Engagement (time spent interacting with the object)

Single Stimulus

• Present a single stimulus and note the response.

Forced Choice

• Present two stimuli and record which one the person chooses/responds to.

Multiple Choice

• Present an array of stimuli and ask the participant which s/he wants most.

Remember….

• Document results of preference assessments.

• Keep with other components of the FBA.

What is……

• Your favorite food?

What if…..

• You had to eat it everyday for a month?

Preference Assessments

• http://cecp.air.org/fba/problembehavior3/appendixc.htm

• http://www.jimwrightonline.com/php/jackpot/jackpot.php

• http://www.ed.utah.edu/set/SPED%205260_logan%20and%20Gast.pdf

Functions & Hypotheses

Escape • Non-preferred activity, place, person

When to hypothesize:• Data show problem behavior preceded by non-preferred situation and followed by removal or

escape from situation

Functions & Hypotheses

Attention• Positive or negative Positive or negative peer or adult responsepeer or adult response

When to hypothesize:When to hypothesize:• Behavior occurs when attention is diverted from Behavior occurs when attention is diverted from

student and/or behavior is frequently followed by student and/or behavior is frequently followed by teacher or peer attentionteacher or peer attention– Reprimand, Redirection, Laughter, Argument Reprimand, Redirection, Laughter, Argument

Functions & Hypotheses

Tangible• Access to preferred item

When to hypothesize:• Data show problem behavior preceded by

restricted access to preferred item and/or followed by access to preferred item

Functions & Hypotheses

Automatic• Behavior produces own reinforcement

– Scratching bug bites relieves itchiness– Thumb-sucking provides physical stimulation

When to hypothesize:• Social hypotheses ruled out

– Behavior occurs when student is alone and could provide stimulation / relief

Hypothesis Statement• Summarizes relationship between the:

– Antecedent

– Behavior

– Consequence

• Articulates the function (i.e., what the student gets through the problem behavior)

Hypothesis Statement

When teacher attention is diverted from Sue,

she leaves her seat and talks out of turn,

which results in teacher attention in the form of

verbal redirection.

Hypothesis Statement

When Ben is told to begin his spelling work,

he tears up the paper, which results in

task termination (escape from non-preferred

activity).

Link FBA Data to Interventions

• Help student achieve same function problem behavior serves– If function is escape, team might teach student to

request a break appropriately

• Avoid interventions that may worsen the problem behavior– Do not pull a student aside for a conference in

response to attention-maintained behavior

Intervention Options: Alter the ABCs

• Change Antecedent to PREVENT problem

• TEACH desired Behavior

• Alter Consequence to REINFORCE desired behavior

Review Hypothesis Statement

When teacher attention is diverted from Sue,

she leaves her seat and talks out of turn,

which results in teacher attention in the form of

verbal redirection.

Replacement Behaviors

• Adaptive behaviors identified to take the place of the target behavior

• Should help student achieve same function

• Need plan for teaching and/or motivating student to perform them

• Need to quantify baseline and goal levels

Teach a New Behavior

When teacher attention is diverted from Sue,she will raise her hand and say, “Excuse me…” and adults will provide attention.Next steps: • Identify who will teach this skill• Plan and run lessons to teach this skill• Develop and train all relevant teachers in the

implementation protocol• Implement protocol • Monitor Progress

Change Antecedent

During independent work, adults will provide

attention to Sue every five minutes.

Alter Consequences

When attention is diverted from Sue and she

talks out of turn, teachers will ignore

her talking.

Task Analyze Each Intervention

• Specify WHO will do WHAT and WHEN

• Specify steps of each intervention

• Train staff and provide integrity feedback

ENVIRONMENTAL SUPPORTS & VISUAL TOOLS

Preventive Strategies

When to Consider … If aspects of the physical environment,

schedule, or specific tasks/routines trigger problem behavior

If unknown or unpredictable events trigger anxiety or problem behavior

If visuals boost attention, comprehension, or retention

Types of Environmental Supports Boundary Identification – designate work

space or area for materials/belongings

Environmental Arrangements – seat arrangements, proximity to teacher/peers/noise

Types of Environmental Supports Activity Completion Signals – visual or

auditory cues for work completion, time to complete, and/or quantity

Transition Routines – structured, predictable, pre-taught sequence for moving from a task/location to the next

Visual Tools

Schedules and Calendars – Provide structure and predictability and prep student for unexpected events

Choice Boards – Promote engagement, decision-making, and communication skills

People Locator – Decreases anxiety by showing others’ locations

Task Analysis or Mini-Schedule – Provides visuals for each activity. Promotes independence and skill acquisition.

Cue Cards – Prompt targeted behaviors. Video Models – Show the desired behaviors in action

http://www.youtube.com/watch?v=SKET3S2qvMA

Visual Tool Examples

http://www.online-stopwatch.com/countdown-timer/

Choice Board

Prevent Strategy

Specific Strategy steps

Environmental Support

A wait card with a picture of a boy waiting quietly will be placed on Bob’s desk to assist him in remembering to wait his turn.

1.Prior to the turn-taking activity, point to the card and tell Bob, “Remember, when it is someone else’s turn, you sit quietly and watch that person take a turn.”

2. When it is someone else’s turn, point to his card to remind him what to do.

Intervention Task Analysis Example:

Dunlap, G., Iovannone, R., Kincaid, D., Wilson, K., Christiansen, K., Strain, P., & English C. (2010). Prevent-Teach-Reinforce: A school-based model of positive behavior support. Baltimore, MD: Brookes.

INTERVENTION OPTION

Preventive Strategy: PROVIDING CHOICES

Prior to beginning the intervention… Review situation(s) in which the problem

occurs

Determine situations/activities where student will be allowed to make choices

Identify and agree on appropriate, available, and reasonable choices to offer during those times

Sample Task Analysis – “Wendy” Wendy enters ELA Ms. Burger tells Wendy that during journal writing

today, she can sit at her desk or on a carpet square

Wendy chooses to sit on the carpet Ms. Burger provides the carpet Ms. Burger says, “Nice job making a choice today.” At the end of the activity, Ms. Burger says, “I am

glad to see that you got your journal done, Wendy.”

INTERVENTION OPTION

Reinforce Strategy: Differential Reinforcement

Differential Reinforcement

Process of providing reinforcement for certain appropriate behaviors at a higher rate than for a target behavior (problem behavior).

Differential Reinforcement of Other Behavior DRO interventions can decrease

frequency of a problem behavior by: removing the reinforcer associated with its

occurrence providing reinforcement contingent on

non-occurrence of then problem behavior

Steps to completing DRO

Find Baseline levels of behavior Establish a schedule for providing rewards Find a method of signaling the end of a

particular period (timer, vibrating alarm, etc.)

Provide reward contingent on nonoccurrence of behavior at the end of every specified period (as signaled by timing device)

Tips to Completing DRO

1. Ensure initial time interval is more frequent than behavior was occurring at baseline

- If problem behavior occurred every 20 mins. , consider a 15-minute interval

2. Make sure reinforcement is sufficiently strong to overcome reinforcement typically available

INTERVENTION OPTION

Instructional Intervention: Social Skills

How to Teach Social Skills

Identify students and social skills to teach Review screening, assessment, & discipline

data

Identify students experiencing risk

Choose skills that students do not yet demonstrate

Choose skills important for success in current contexts

What about Won’t Do skills?

Don’t teach skills that a student already performs some of the time

Provide motivational as opposed to instructional interventions Increase reinforcement of desired skills

Teaching Social Skills

Tell – Introduce skill & discuss importance

Show – Model the skill steps Do / Practice – Student Role

Plays Generalize Monitor Progress

Graphed Results:Percent of Points Earned on a DBRC

0

5

10

15

20

25

30

35

40

45

50

55

60

65

70

75

80

85

90

95

100

105

110

3/2

83

/29

3/3

03

/31

4/1

4/4

4/5

4/6

4/7

4/8

4/1

14

/12

4/1

34

/14

4/1

54

/18

4/1

94

/20

4/2

14

/22

4/2

54

/26

4/2

74

/28

4/2

95

/25

/35

/45

/55

/65

/95

/10

5/1

15

/12

5/1

35

/16

5/1

75

/18

5/1

95

/20

5/2

35

/24

5/2

55

/26

5/2

7

Behavior Education Program 2010

Goal 1 = 50%

Goal 2 = 70%

Behavior Rating Scale

• Behavior Rating Scale Data

Family Engagement:Practical Tips for Sharing Progress

• Systematic, Customized, Feasible Plan– Routine communication, not just negative reports

• Review & agree on system/materials in advance• Allow for Two-Way Communication• Does running to the copy machine at the end of

the day work for you and your colleagues?– If no, avoid it.

Progress Monitoring & Integrity Need documentation of implementation

and student progress

Acceptable integrity = 80% 8/10 steps implemented as designed

Monitor same behaviors identified on FBA, BIP, & IEP The IEP should not necessarily “drive” the BIP,

if current FBA data is inconsistent with the IEP Amend IEPs, if needed to ensure consistency

and a good fit with current student needs

How to Measure Integrity

Direct Observation Check off steps observed using intervention

protocol Note Missed Steps Calculate percent of steps observed

Permanent Product Paper Trail (e.g., percent of blanks completed on a form)

Self-Report Checklist Implementer checks off steps he or she performed

Then What?? Provide constructive feedback to the

interventionist(s) as soon as possible

Provide training, modeling, or materials, as needed.

Assist in making minor adjustments to boost integrity

Repeat until 80% integrity achieved. Show team link between integrity and student progress data.

Progress Monitoring Resources

• http://www.interventioncentral.org/index.php/tools/197-behavior-report-card-generator

• http://www.jimwrightonline.com/pdfdocs/tbrc/tbrcmanual.pdf

• http://www.specialconnections.ku.edu/cgi-bin/cgiwrap/specconn/main.php?cat=assessment&section=main&subsection=ddm/graphing

Family Engagement Resources

Modules to enhance schools’ family engagement practices for IEPs, communication, and academic and behavior support strategies:• http://fsp.unl.edu/ncseam_guidelines.html

Family PBIS Satisfaction Surveys:• http://www.pbis.org/evaluation/evaluation_tools.aspx

Additional Interview Example:• http://www.pbis.org/pbis_resource_detail_page.aspx?

Type=4&PBIS_ResourceID=246

The contents of this PowerPoint presentation were developed under a grant from the US Department of Education, #H323A110003. However those contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government.

www.laspdg.org

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• After this webinar, you may email any content-related questions to Kim Sherman Kim.Sherman@gmail.com

• You may email any grant-related questions to Melanie Lemoine lemoinem@lsu.edu

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