L A U R A M AT S O N, P H . DS P E C I A L S E RV I C E S D I R E C T O R

P U G E T S O U N D E S D ’

VA N E SS A T U C K E R , P H . D. , B C B A - DA SS I S TA N T P R O F E SS O R O F S P E C I A L E D U C AT I O N

PA C I F I C LU T H E R A N U N I V E R S I T Y

Supporting PBIS at the Tier 3 Level: Avoiding pitfalls, creating capacity

NWPBIS Fall ConferenceNovember 10, 2015

Welcome!

Who are you and what are your roles?What is your background?Goals for today’s training?Rate your familiarity with the FBA (using

sticky notes) 0-5, with 0 being the least, 5 being the mostIntroductions to presenters:Laura MatsonVanessa Tucker

Session Objectives

Participants will:List the steps in the Functional Behavior

Assessment (FBA) processList the necessary components of the Positive

Behavior Intervention Plan (PBIP)Identify strategies for avoiding common

pitfallsExplore ways to develop instructional

leadership capacity for Positive Behavior Interventions and Supports (PBIS) in their buildings.

Participation Expectations

Be prepared to Listen, Share Learn

Be respectful of the presenter and other participants Phones on vibrate Avoid side

conversationsAsk questions

When things go sideways

Vanessa’s Example

By the time this student was on the radar of the consultant:20+ time out room visits5+ out of school suspensionsPlacement questionedNO FBA OR PBIP on file Elementary Student

ASD diagnosis African American 1st grader Low to no verbal skills

Behaviors of Concern Perseveration on coloring/drawing Running from work/classroom Mild to moderate aggression

Laura’s Example High School Student

SLD & ADHD African-American FBA & BIP- not being utilized across

all staff Behaviors of Concern

Non-compliance Posturing Verbal confrontation with authority

By end of 1st semester 25+ days of in-school suspension 10+ days of out-of-school

suspension Admin suggesting to parent and

student that “current setting wasn’t working for student” & telling the Sped Admin- “this student needs a different place.”

Start with the FBA

Your FBA has to be a high quality road map-giving direction and insight to the team.

FBA Must Haves

High quality FBAs consist of the following: Well constituted team, Data-based rather than “assumptions,” Contains adequate background information,

including interventions previously tried, Contains a limited # of targeted behaviors (for

reduction or increase) that everyone agrees upon,

Contains a reasonable set of summary/hypothesis statements leading to the PBIP.

STOP HERE: IS THERE DATA??

Flow Chart: FBA Process

Starting an FBA

Build Capacity By: “Get ready for data collection” Facilitating Agreement on Targets: 2-3 (Preferably less) target behaviors, operationalized Use tools to seek information from various members

regarding their own perceptions: FAI: Functional Assessment Interview FAI-Parents: Functional Assessment Interview for Parents

(with certain accommodations)Avoid:

“The Coffee Table FBA” Focus on many behaviors, blaming, considering all as

“control” based.

FBA in Process

Data collection should be the next step in the process. Data is ALWAYS necessary.

Build capacity by asking: What are the target behaviors? What kinds of data do we need to collect? Who

will do this, and for how long? What already exists?

Data needs depend on the topography of the behaviors.

Topography: How you describe the behavior determines this.

FBA in ProcessBehavioral Description

Data Options Suggestions

Behavior happens quickly (is episodic) but not frequently (about once per hour or less).

ABC Data ChartFile review (ODRs)Observation and narrative

Practice first with staff before releasing responsibility.

Behavior happens very often and is fleeting (e.g. hitting head)-multiple times per hour.

Scatterplot ChartFrequency Table/Count

Consider the time increments needed, collect for at least 10 days. Consider up/down counter.

Behavior happens for a time period and is not episodic.

Duration dataDuration tableTime sampling

Consider time sampling’s tendencies to over or under estimate.Use stop watch start/stop method.

Behavior happens but is delayed…

Latency dataLatency tableDuration data

Use stop/start method

FBA in Process

Build Capacity in: Data collectionIn all pertinent environments,Collected over 2 weeks if possible,

Compiled and reviewed at the end of 2 weeks

Should give you a good picture of the following questions (see next slide)

FBA in Process

Your team’s data should tell you: Where is it most and least likely to occur? With whom is it most and least likely to occur? In what situations is it most and least likely? When is it most and least likely to occur? What setting events can occasion the behavior? What interventions have been tried in the past? What other factors must be considered?

FBA in ProcessData/Data Tool Will provide this:

ABC Data Chart Patterns in the data with the antecedent, behavior and consequence.Where, When, Who, Frequency

Scatterplot Chart Patterns in data, especially intensity.Where, When, Who, Frequency

Frequency Data How often something does and does not occur.

Duration Data How long something does and does not occur.

Latency Data How long it takes someone to perform a behavior after being cued or asked.

FAI/FAI-Parent The FAI will provide the framework to start the data collection and a comparison post-collection.The FAI-Parent will provide you with many setting event pieces that are otherwise unavailable.

ODRs (Office Discipline Referral Data)

Patterns in data (what are the behaviors of concern)Patterns in time and locationPatterns in responses

FBA in Process

AFTER all data is collected.Fill out the FBA using everything you have

collected.Include:

Student’s strengths, interests Prior interventions (include how long, effectiveness) Summary/hypothesis statements based upon data. These should reflect the identified: Antecedents (what happens before, via data) Behavior (expressed via data) Consequences(what happens after, via data)

Flow Chart: FBA Process

Group Activity

On a post-it note, write one word that captures the value of doing a comprehensive FBA

Form groups with 4-5 peopleUse the words from each person’s

post-it note to create a sentence (use additional words as needed) which speaks to the importance of conducting Functional Behavior Assessments.

Challenging behavior

Remember…

“Even if the behavior is identified as challenging, for the student the behavior is in fact very functional and effective; it produces an outcome that is desirable to the student”

Chandler & Dahlquist, 2002

Pitfall to Avoid

Pitfall Having a “specialist”

develop the Positive Behavior Intervention Plan, in isolation!

Solution Have the staff who will

implement the plan, be involved in the development of the plan. It may be facilitated by a “specialist.”

Positive Behavior Support

Positive Behavior

Skills that increase the likelihood of success and personal satisfaction in various settings. Academic Work Social Recreational Community Family

Support

Educational methods for skill development Teach Strengthen Expand

Systems change methods Increase opportunities for

positive behavior

Remember- your FBA data tells you…

Setting Event(Slow Trigger)

Antecedent(Fast Trigger)

Behavior of Concern

Consequence

What happens before the student entered the environment that increases their need for access to desired consequences

What happens 5-10 seconds before behavior is exhibited?

How often? (frequency)

How much impact? (intensity)

How long does it last? (duration)

What happened 5-10 seconds after behavior is exhibited?

(Remember-this one is easily misconstrued due to the “title”)

Pitfall to Avoid

PitfallDeveloping a plan

that does not contain interventions based on the FBA data.

SolutionKeep the FBA data

at the center of the PBIP discussions.

Desired Behavior

Challenging BehaviorSetting Event

Antecedent

Maintaining Consequence

Maintaining Consequence

FBA-competing pathways model

Replacement Behavior

FBA-competing pathways model

Desired Behavior

Challenging BehaviorSetting Event

Antecedent

Maintaining Consequence

Maintaining Consequence

The path they are currently following

Replacement Behavior

FBA-competing pathways model

Doesn’t sleep well at night due to medication

Expected to participate in morning activity that involves lots of sitting and listening.

Verbally refuses, swears at or threatens teacher, pushes books on floor Gets sent to

time out- falls asleep

Hypothesis

When Jonas doesn’t sleep well at night, due to his medication, and he is expected to participate in a morning activity that involves lots of sitting and listening, Jonas will verbally refuse, swear at or threaten the teacher and push books on floor. Jonas appears to engage in this behavior in order to be sent to time-out, where he can fall asleep.

FBA-competing pathways model

Desired Behavior

Challenging Behavior

Setting Event

Antecedent

Maintaining Consequence

Maintaining Consequence

The path we want them to follow

Replacement Behavior

FBA-competing pathways model

Sit, listen and participate

Verbally refuses, swears at or threatens teacher, pushes books on floor

Ignore, mild verbalpraise from teacher

Gets sent to time out- falls asleep

Doesn’t sleep well at night due to medication

Expected to participate in morning activity that involves lots of sitting and listening.

FBA-competing pathways model

Desired Behavior

Challenging BehaviorSetting Event

Antecedent

Maintaining Consequence

Maintaining Consequence

The path they may take while learning new skills

Replacement Behavior

FBA-competing pathways model

Sit, listen and participate

Verbally refuses, swears at or threatens teacher, pushes books on floor

Ignore, mild verbalpraise from teacher

Gets sent to time out- falls asleep

Doesn’t sleep well at night due to medication

Expected to participate in morning activity that involves lots of sitting and listening.

Put head down on desk

Pitfall to Avoid

Pitfall Having the team focus

on placement rather than interventions.

Solution Placement decisions

must be made by the IEP team. Data from the FBA and PBIP outcomes can be used by the IEP team for placement decisions.

Expected to participate in morning activity that involves lots of sitting and listening.

Create a Comprehensive Plan

Setting Event

Strategies

AntecedentStrategies

SkillBuilding

StrategiesConsequence

Strategies

Verbally refuses, swears at or threatens teacher, pushes, books on floor

Sit, listen and participate

Ignore, mild verbalpraise from teacher

Gets sent to time out- falls asleep

Doesn’t sleep well at night due to medication

Put head down on desk

Setting Event Strategies(preventive)

Strategies toAlter home and

school environmentReduce the

occurrence of behavior of concern

BE SURE TOReduce negative

situationsIncrease positive

situations

Antecedent Strategies(preventive)

Strategies made during the school day to

Reduce and/orChange and/orEliminate

Situations that predict the occurrence of the problem behavior

Skill Building Strategies

What appropriate pro-social skills

Will be taught to student Allow student to

appropriately obtain maintaining consequences

That will allow contribute to develop the target behaviors (desired & replacement)

Think about what “specially designed” instruction you will use to increase the student’s behavioral response repertoire

Skill Examples

Social skills: Empathy Game playing skills Pragmatic

communication skills

Making friends Resisting peer

pressure

Self control Skills Waiting Accepting “no” Delayed

gratification Managing feelings Self Care

Organizational Skills Time management Setting goals Turning in

homework

Pitfall to Avoid

Pitfall Developing a plan that

focuses on controlling and/or punishing the student!

Solution Be active in the

development of the plan, making sure it has a greater focus on pro-active/preventative strategies than negative consequences.

Consequence Strategies

Describe what consequences will be Provided Withdrawn

REDUCE THE OCCURRENCE of the behavior of concern

INCREASE THE OCCURRENCE of the desired behavior

A consequence is not a consequence if it doesn’t change the rate of occurrence

Using consequences

Positive consequences result in More long term changeGeneralizing to other settings

Punishment/negative consequences result inImmediate stoppage of behavior of

concernLess long term change

Monitoring and Evaluation

DATA DATA DATA DATA DATA DATA DATA DATA

We can’t say that our plan is working, unless we have the data to show a change in the rate of the behaviors of concern!

Are we also collecting data to see if the plan is being implemented

Who is collecting the data and when?

Evaluation Questions

What impact is the plan having on staff, family, & others in setting?

What impact is the plan having on the behavior of the individual?

Pitfall to Avoid

Pitfall Assuming that once the

PBIP is in place, the hard work is done!

Solution Plan your work based on

the fact that addressing student’s challenging behavior is an ongoing process. The Positive Behavior Support Process is ongoing and involves a continuous review cycle.

Leading with Data Based Decision Making

Guiding the team to collect, analyze and use FBA data will reduce subjective and reactive decision making

Guiding the team to collect and reflect on student behavior will help them see small improvements that may otherwise be missed

The data collected will provide you with objective data to be used if you need to access resources outside your building

Leading with Communication

Establish a building norm that instances of student misbehavior are opportunities for teaching & learning, rather than punishment!

Be calm, stay calm and promote calmness!Model and promote respectful

communication about students, family and staff.

Establish a communication plan that will keep all team members updated and allow for continual problem solving.

Leading with Questions

When the team presents with these assertions or concerns:

Question/Assertion

Respond with these to move forward

They just need a 1:1 para…

What interventions have been tried? In what circumstances? With what results (what does your data say?) What times does he/she need support?

We aren’t seeing progress…

What does your data say?Is she/he making incremental gains? (see trees for forest)

Can we find another placement?

What does your data say?What would another placement do for him/her?

The plan isn’t working

Are you focusing on prevention?Are you actively reinforcing replacement behaviors?Are you providing enough reinforcement?

Leading with Balance

Staff need help, support and leadership along the way in order to maintain quality programming-this is hard work!

Consider a weekly to biweekly “fix-up” visit“Map out” data and go over the plan Provide feedback and new ideas, reinforce staff’s

effortsRemind that changes are incremental and need to be

paired with reinforcement (shaping)If things are getting toxic…Consider weighing the benefits and drawbacks of

making changes to provide the best services.

Wrap-up & Questions

ContactVanessa Tucker

tuckerve@plu.eduLaura Matson

lmatson@psesd.org

A parting thought…..

While there are many potential pitfalls to avoid, the most important thing for you as the administrator is to understand and assist your team to follow the processes leading to effective plan implementation!