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Pennsylvania Training and Technical Assistance Network
FBAs and the Missing Pieces: Connection and Collaboration
through the Prevent-Teach-Reinforce Model
July 26, 2017Special Education Leadership
Summer Academy
PaTTAN’s Mission
The mission of the Pennsylvania Training and Technical Assistance
Network (PaTTAN) is to support the efforts and initiatives of the Bureau of
Special Education, and to build the capacity of local educational agencies to serve students who receive special
education services.
PDE’s Commitment to Least Restrictive Environment (LRE)
Our goal for each child is to ensure Individualized Education Program (IEP) teams begin with the general education setting with the use of Supplementary Aids and Services
before considering a more restrictive environment.
Asking the Right Question: How Do You Implement an Effective PBSP?
PTR
TFITiered Fidelity
Inventory
http://www.pbis.org/common/cms/files/pbisresources/BAT_v2.5.pdf
Tools to Support What Works
Assessing Fidelity of FBA/PBSP Process
Reflecting on Your Process ...
The Pieces
Iovannone, Technical Adequacy of FBA’s and BIPS
A way to teach skills
A plan that is individualized to the student
Coaching a team through the process
Changing the environment
Collaboration with the teacher to figure out a plan that works
“Expert” completes the FBA but doesn’t work with
the teacher on the plan
Train and hope
FBA and a PBSP seen as
a form or a step to another
placement
Ongoing problem solving with data
Interventions that aren’t connected to the hypothesis
What Are the Critical Pieces?
Iovannone, Technical Adequacy of FBA’s and BIPS
PTR
WHAT IS THE RESEARCH ON THE PTR MODEL?
PTR Research Participants for Randomized Control Studies
Iovannone, Greenbaum, Wang, Kincaid, Dunlap, & Strain, 2009
Randomized Control Trial Results
Wait-List Control to Treatment Results
OVERVIEW OF THE PTR PROCESS
What Does the Team Need?
Iovannone, PaTTAN trainings, Dec. 2012
An Important Role
PTR Process
Iovannone, PaTTAN trainings, Dec. 2012
PTR BIG IDEA # 1
Meeting One
Steps
● Identify, Prioritize, and Operationalize the behaviors of concern and possible replacement behaviors
● Develop progress monitoring tool (IBRST)
Benefits
● Improved focus
● Easy, built in data collection tool
● Start collecting data immediately for baseline
Reflection
• Who is involved in identifying, prioritizing, and defining the target behavior(s)?
• What advantages/disadvantages are there for
focusing just on one or two behaviors, as in the PTR model?
• Do you have a standard data collection tool?
• How is data collection addressed in your FBA/PBSP process?
PTR Big Idea 2
Meeting Two
Steps
● Facilitate FBA Interview
● Develop hypothesis
● Use hypothesis to identify linked interventions
Benefits
● Focus on 1 behavior per “FBA”
● Interview as a “process” not a form
● Emphasis on hypothesis linked interventions
Have You Seen A Hypothesis Statement Like This Before?
When the student is in large group, small groups, ELA, Math, Science/Social Studies, and she is asked to do a task that is too difficult, too long, not interesting, and she makes transitions from the carpet to her desk, she will say no, yell, distract others, make sounds, in order to escape the task, get teacher attention, and get peer attention.
Multiple environments
No information on which variables go together
No clear indication of function
Reflection
❏ What are some questions that could be asked when all options on a question are checked (or indicated)?
❏ How does your school use interviews in the FBA process? How could the interview be handled differently?
❏ Are hypothesis statements typically summary paragraphs in your experience? What factors may be contributing to this?
PTR Big Ideas 3 & 4 & 5
Meeting Three
Steps
● Facilitator identifies hypothesis linked interventions
● Teacher and team chooses from identified interventions
● Team task analyzes interventions
● Team develops plan for implementation
Benefits
● Same people are developing the FBA and PBSP
● Connection between the hypothesis and intervention is the focus
● Task analysis clarifies intervention expectations and builds in training
● Teacher is an active participant
Look to the Hypothesis for Direction!
“As a result, he receives structure and prompts to complete his work in the form of teacher attention. He also receives peer attention
when peers respond to his talking out.”
How can the teacher give him attention and help him complete the task
PROACTIVELY?
How can he receive peer attention as
reinforcement for positive behavior?
PTR Resources for Intervention Selection
Practice
https://www.pbis.org/Common/Cms/files/Current%20Topics/TrainerManual.pdf
• Choose and read one of the vignettes • Determine which of the listed interventions
are:– Function-based– Neutral– Contra-indicated (i.e., does not address the
function)
Reflection
• What did you learn from doing this activity?
• Based on what you learned, what could be next steps to take when you return to your school/district?
PTR Big Ideas 3 & 4 & 5
Which is More Likely to be Consistently Implemented?
Provide choices Provide Choice: The teacher will provide John with a choice prior to assigning him independent work in class. Choice options: (a) Materials to use for assignments; choice of leadership activities; (b) where to sit; (c) who to do assignment with.Steps:1.Immediately before giving the class the independent math assignment, go over to John and present him with a choice option.
2.When presenting him with a choice, say, “John where do you want to sit X or Y?”
3.After John makes his choice, say, “thanks for making a great choice” and release him to his choice.
OR
33
PTR Big Idea 6
= FIDELITY
Meeting Four (and beyond …)
Steps
● Analyze progress monitoring (IBRST) data and fidelity (plan assessment) data
● Adjust procedures as necessary
Benefits
● Data collection system already built in!
● Task analyses help with discussion, communication, and problem solving
● Plan assessment allows for self-monitoring
If There Is A + Behavior Change …
Iovannone, PaTTAN trainings, Dec. 201236
If There Is A -- Behavior Change …
Iovannone, PaTTAN trainings, Dec. 201237
How Does Your School Address … What could be changed or
reconsidered based on what
you learned today?
How Does PTR Support Implementation?
Built in data collection tool to focus the group on:
➔ Specific behaviors➔ Specific times of day/
routines➔ Data already present for
progress monitoring
Built in training opportunities for learning:
➔ Behavioral principles➔ Function-based intervention
strategies➔ Progress monitoring
Teacher involvement in:➔ FBA➔ PBSP development➔ Data collection
Connection between FBA/hypothesis and intervention:
➔ Consistent team throughout the process
➔ More likely to choose an effective intervention
PA Roll-Out
Selected ReferencesDunlap, G., Iovannone, R., Kincaid, D., Wilson, K., Christiansen, K., Strain, P., & English, C., (2010). Prevent-Teach-Reinforce: The School-Based Model of Individualized Positive Behavior Support. Baltimore: Paul H. Brookes.
Iovannone, R., Greenbaum, P., Wei, W., Kincaid, D., Dunlap, G., & Strain, P. (2009). Randomized controlled trial of a tertiary behavior intervention for students with problem behaviors: Preliminary outcomes. Journal of Emotional and Behavioral Disorders, 17, 213-225.
Dunlap, G., Iovannone, R., Wilson, K., Strain, P., & Kincaid, D. (2010). Prevent-Teach-Reinforce: A standardized model of school-based behavioral intervention. Journal of Positive Behavior Interventions, 12, 9-22
Strain, P.S., Wilson, K., & Dunlap, G. (2011). Prevent-Teach-Reinforce: Addressing problem behaviors of students with autism in general education classrooms. Behavioral Disorders, 36, 160-171.
Contact Information www.pattan.net
Kristin [email protected]
Natalie [email protected]
Commonwealth of Pennsylvania
Tom Wolf, Governor
