Training BSP Team Leaders

Training BSP Team Leaders

Objectives

• Describe skills needed to lead a BSP team

• Provide a measure for assessing if school professionals have these skills

• Describe and show examples from the “From ‘Practical FBA’ to BSP” training series– Training Overview– Session Objectives & Examples Slides

• Describe Pilot outcomes and Next Steps

Team Leader Competencies: Building Function-Based Plans

• To develop technically adequate BSPs, Team Leaders need to understand: – Basic behavioral theory – The FBA process – How to use FBA information to directly link

prevention, teaching and consequence strategies to FUNCTION of problem behavior

What does Research Demonstrate?

• Although many school professionals have received training on team-based FBA and importance of function-based support, FBA information continues to be under-utilized in BSP development (Blood & Neel, 2007; Scott & Kamps, 2007;

Scott, Liaupsin, Nelson, & McIntyre)

– Resulting in BSPs that:(a) Are missing critical features: e.g., operational definitions,

strategies for teaching alternative behaviors (Cook et al., 2007) (b) Include contraindicated strategies (Van Acker, Boreson,

Gable, & Potterton, 2005)

• How do we assess if Team Leaders have the skills needed to link supports and interventions to behavioral function?

BSP Knowledge Pretest

Team Leader Competencies: Contextual Fit

• To build BSPs that are both technically adequate and Contextually Relevant Team Leaders also need to know:

– Specific steps and strategies for leading BSP teams through the development process

– How to assess contextual fit of the team-developed strategies and interventions

From “Practical FBA” to BSP Training Series

• Four 1-hour trainings developed to teach behavior support professionals to lead a team through the process of using FBA information to build effective and efficient BSPs for students with mild to moderate problem behaviors

• Designed to be delivered by district-level behavior support professionals with extensive knowledge of developing and providing function-based supports

• Intended for training school-based professionals who: • Have an understanding of basic behavioral theory

• Have training related to and experience with the FBA process

• Have the role/responsibility of leading team-based behavior support planning

Format for Training Sessions

Each of the 4 training sessions includes the following elements:

Objectives: Content and skills participants will learn during the session

Review: A review of terms and concepts

Activities: Practice opportunities to better understand content and develop skills

Checks for Understanding: Activities to check for understanding or identify points that need to be discussed or practiced further (*submitted to trainer at the end of each session)

Objectives for Session #1: Building Competing Behavior Pathways

By the end of this training session Team Leaders will be able to:

1. Explain the difference between ‘mild to moderate’ and ‘severe/complex’ problem behaviors

2. Label the essential components of an FBA summary statement

3. Describe the three essential characteristics of alternative behavior

4. Identify examples and non-examples of appropriate alternative behaviors given sample scenarios

5. Construct an example summary statement including antecedents, behavior, consequence, and function, and provide examples of appropriate and inappropriate alternative behaviors

Example Slides

Practical BSP Methods are designed to be used with students who:

Exhibit high frequency problem behaviors that are NOT dangerous (e.g., talking out, non-compliance, not completing work)

Exhibit problem behaviors in 1 to 2 school routines (e.g., specific classroom activities, lunch, recess)

Have received interventions that did not improve problem behavior

Practical BSP Methods are NOT sufficient for use with students who:

Exhibit dangerous behaviors (e.g., hitting, throwing objects, property destruction)

Exhibit problem behaviors during 3 or more school routines

From FBA to BSP: Begin with FBA Summary Statement

• The summary statement must include:– Operational definition of Problem Behavior– Targeted Routine(s) – Any identified Setting events / “Set-ups” – Antecedents / “triggers” for problem behavior– Consequences that follow the problem

behavior– Primary Function of problem Behavior

• Multiple Functions = Multiple Summary Statements

Activity 1

Create a Summary Statement for Jason’s BehaviorWhen Jason is asked to work independently on multiplication problems in math class, he often argues with her teacher and tears up his paper which results in being sent to the office for ‘disrespect’. This behavior is more likely if Jason has an altercation with a peer on the bus on the way to school.

Setting event Antecedent Behavior Consequence

Peer altercation on

bus on the way to school

Asked to complete

multiplication activity

Arguing with teacher, tears up

assignment

Teacher sends her to the office

Function: ESCAPE TASK

Routine: Math Class

Developing a Competing Behavior Pathway

Natural Consequence

Maintaining Consequence

Desired Behavior

Problem Behavior

Alternative Behavior

AntecedentSetting Event

Targeted Routine

Summary Statement: We already have this!!!

Objectives for Session #2: Identifying

Function-Based Behavior Support Strategies


1. Describe the different types of behavior support strategies/interventions that must be included as part of the BSP

2. Discriminate between function-based and non-function-based antecedent strategies

3. Identify function-based strategies for rewarding alternative/desired behavior AND minimizing the payoff for problem behavior

4. Label missing and incorrect components, when provided with sample behavior support plans

Example Slides

Function Based Strategies

• The team will consider the FUNCTION of the problem behavior when identifying:

Setting Event Strategies

Antecedent Strategies

Teaching Strategies

Consequence Strategies

Eliminate/neutralize

settingevents

Modify or remove triggers to prevent problem behavior

Prompt alternative and/or desired

behavior

Teach alternative

that is moreefficient

Teach desired skills

Add effective reinforcers for alternative and

desired behavior

Minimize reinforcement (“pay-

off”) for problem behavior

Antecedent Strategies

Antecedent StrategiesSetting Event

StrategiesManipulate

AntecedentTeach Behavior Alter Consequences

Eliminate or Neutralize Setting Events

Prevent/Modify “Triggers”

Prompts for Alt/Des Behavior

Teach Alternate Behavior

Teach Desired Behavior/ Academic/ Social Skills

Reinforce Alt/Des Behavior

Response to Problem Behavior/ Corrective Feedback

Antecedent strategies are designed to make problem behavior irrelevant by:

1. Eliminating or Modifying antecedents that “trigger” the behavior

AND

2. Prompting alternative/Desired behavior (pre-correction)

Selecting Antecedent Strategies: Modifying Triggers

• Triggering antecedents are modified so

the student no longer needs to use the

problem behavior

• When identifying strategies for modifying

antecedents we need to consider:

#1. The Antecedent

#2. FUNCTION of the Problem Behavior

Identifying Antecedent Strategies• When asked to read independently at his seat,

Ronnie makes inappropriate noises and makes faces at peers. Based on the FBA data collected, the team agreed that the function of Ronnie’s behavior is to obtain peer attention.

• Which is the best antecedent modifying strategy? • Provide student with an easier reading assignment • Remind student of expectations related to respectful

behavior• Allow student to wear headphones during independent

reading• Ask student to work quietly 1:1 with a ‘reading buddy’• Have student check in with the teacher at the beginning

of class

Addresses:

1.Antecedent? Function?

Identifying Antecedent Strategies• When Pam is asked to work on long-division

problems in math class, she argues, refuses to work, and uses profanity to avoid/escape the difficult task.

• Which is the best antecedent modifying strategy to prevent problem behavior? Why or Why Not? • Move student’s seat closer to the teacher • Give student more time to complete the difficult tasks • Give student an easier math assignment she can be

successful with • Warn student she will be sent to office for using profanity• Allow student to practice long-division on the computer

Consequence Strategies

Setting Event Strategies

Manipulate Antecedent

Prevent problem & prompt

alternate/desired behavior

Teach Behavior Explicitly Teach

Alternative & Desired Behaviors

Alter Consequences Reinforce alternate &

desired behavior & extinguish negative

behavior

Eliminate or Neutralize Setting Events

Modify/Prevent “Triggers”

Prompt Alt/Desired Behavior

Teach Alternate Behavior

Teach Desired Behavior/ Academic/ Social Skills

Reinforce Alt/Des Behavior

Response to Problem Behavior

- Redirection

-Extinction

Consequence strategies help make problem behavior ineffective by:

Reinforcing appropriate behaviors

AND…

Minimizing reinforcement for problem behavior

Reinforcing Alternative and Desired Behavior

Consequences: Reinforcing the Alternative Behavior

• It is extremely important that the alternative behavior is reinforced:– Immediately– Consistently

and…– Results in the same type of reinforcement as the

problem behavior

• This is necessary for the alternative behavior to successfully compete with the problem behavior.

Consequences: Reinforcing Desired Behavior

Start Small and Build on Success• The goal is to ultimately have the student move from the

alternative behavior to the desired behavior.

• Start with reinforcing Reasonable approximations of the

desired behavior • Considerations:

• What is the student currently doing?• How does this compare to what we want?• Will rewards be delivered often enough to strengthen

and maintain behavior?

• Initially, use consequences for desired behavior that match the FUNCTION of the problem behavior.

• If the function of behavior is to Gain Peer Attention, for being on task and working quietly for 30 minutes the reinforcer might be:– 10 minutes of computer time with a preferred peer

• If the function of behavior is to Avoid Difficult Tasks, for completing over 50% of a challenging assignment the reinforcer could be:– a “Free Pass” for a homework assignment

Consequences: Reinforcing Desired Behavior cont.

Identifying Consequence Strategies: Reinforcing Alternative/Desired Behavior

• During independent seatwork, Ronnie makes inappropriate noises and makes faces at peers. The function of Ronnie’s behavior is to obtain peer attention.

Which are the best reinforcement strategies?

• Student is allowed to sit by a preferred peer for 15 minutes, if he is quiet and on task during seatwork every day for a week

• Student will receive a “free homework pass” if he has no problem behavior during independent seatwork

• When student is on task with no problem behavior for 15 minutes, he will be allowed to sit at back table and read with a peer

• Student receives frequent teacher praise for staying on task

• Student is allowed to work with a peer when asks appropriately

Function?

Reasonable expectations?

Identifying Consequence Strategies: Reinforcing Alternative/Desired Behavior

• During independent reading time in language arts, Audrey makes noises, talks out, and walks around the room. The FBA has shown that this behavior is maintained by adult attention.

Which are the best reinforcement strategies? Why or Why Not?

• Student can play a game with the teacher if she works quietly (no more than 2 talk-outs) during independent reading

• Student is allowed to work with a peer when she has been quiet for 15 minutes

• Student receives help from teacher if asks appropriately

• Student can eat lunch with the teacher if no talk-outs for one month

• Student earns a homework pass for on-task behavior

Responding to Problem Behavior

Consequences: Responding to Problem Behavior

• Responses to Problem Behavior should focus on two things:

#1. Redirecting to the Alternative Behavior

#2. Extinction of the Problem Behavior

Responding to Problem Behavior: Redirection

• At the earliest signs of problem behavior, quickly redirect to the alternative behavior

Example:• During independent work, Annie often talks out

to get teacher attention. If ignored, Annie will begin yelling and knocking materials off her desk. – When Annie first starts talking out, her teacher

will immediately remind her how to appropriately get adult attention and will praise Annie’s use of the alternative behavior.

Responding to Problem Behavior: Extinction

• Do NOT allow the problem behavior to “work” or “pay off” for the student.

• Eliminate/minimize the amount of missed instructional time or work provided to a student for engaging in problem behavior

• But… make sure student is capable of doing work… or provide support/instruction so student can complete the work

• Eliminate/minimize the amount of attention for engaging in problem behavior

• Limit verbal interactions/explanations • Create a signal to cue the student to use the alternative behavior

instead

** Note: extinction should ALWAYS be combined with frequent reinforcers for alternative/desired behavior.

Example: • Darci engages in problem behavior that results in peer

attention.– Darci’s peers will receive “Panther Paws” for ignoring her

inappropriate behavior.

• Darci will also be learning how to interact (and provided frequent opportunities to practice interacting) with peers appropriately and will earn time with peers for alternative/desired behavior.

Responding to Problem Behavior: Extinction

Identifying Consequence Strategies: Responding to Problem Behavior

• During independent reading time in language arts, Audrey makes noises, talks out, and walks around the room. The FBA has shown that this behavior is maintained by adult attention.

• When student begins to engage in problem behavior, she receives a brief visual prompt to ask for teacher help/attention

• Peers receive “Beaver Bucks” for ignoring problem behavior

• Student goes to school psychologist’s office to discuss her behavior

• Teacher minimizes attention for problem behavior

• Student stays in from recess to finish assignment with teacher

Which are the best strategies for responding to problem behavior?

Redirection to Alternative? Minimizing Reward?

Identifying Consequence Strategies: Responding to Problem Behavior

• During independent seatwork, Ronnie makes inappropriate noises and makes faces at peers. The function of Ronnie’s behavior is to obtain peer attention.

Which are the best strategies for responding to problem behavior?

• The teacher speaks to the student in the hall and reminds him of the classroom rules

• Peers explain to the student that he is being disrespectful

• The student is reminded that his parents will be called if he continues to behave inappropriately

• Peers are taught to ignore the inappropriate behavior

• When the student begins to engage in the problem behavior, he is immediately prompted to appropriately ask to work with a peer

Objectives for Session #3: Implementation and Evaluation Planning


1. Explain the meaning and importance of “contextual fit”

2. Describe the necessary components of an implementation plan

3. Describe the essential components of an evaluation plan and provide examples of appropriate short- and long-term goals and data collection procedures when provided with a sample BSP

4. Explain how data are reviewed and decisions are made based on those data during BSP review meetings

Example Slides

Considerations to Help Ensure Contextual Fit

• Are plan implementers involved in the design/selection?

• Are strategies consistent with the skills of the implementers?– How much additional training would be needed? Who would

provide training?

• Are necessary resources available (staff, time, space)? – Are there other interventions already being implemented in our

school that would fit this student’s particular needs?

• Do the selected strategies fit with the values of team members and those who will be implementing the plan?– Are they perceived as (a) likely to be effective, and (b) in the

best interest of the student?

• Will there be administrative support for the selected interventions/strategies? Is the plan consistent with current school-wide discipline procedures?

Building Behavior Support Plans

• Step 1: Develop Competing Behavior Pathway

• Step 2: Identify and Select Behavior Support Strategies

• Step 3: Develop Implementation Plan

• Step 4: Develop Evaluation Plan

Implementation Planning: Who will do what, by when?

Consider: • What specific activities will be involved?

• Developing materials (ex. reinforcement system)• Designing and teaching curriculum• Data collection design

• Who is responsible for implementing each part of the intervention?

• When will each part of the plan be implemented?

EVALUATION PLAN Behavioral Goal (Use specific, observable, measurable descriptions of goal)

What is the short-term behavioral goal?

_________ Expected date What is the long-term behavioral goal?

_________ Expected date

Evaluation Procedures

Data to be CollectedProcedures for Data Collection Person

ResponsibleTimeline

Is Plan Being Implemented?

Is Plan Making a Difference?

Plan date for review meeting (suggested within 2 weeks) ________________

The team identifies:

- Short-term goal

- Long-term goal

- Specific evaluation procedures

- Date to meet and evaluate the effectiveness of the plan

Evaluation Planning: How Will We Measure Progress??

Objectives for Session #4: Leading a Team through the Behavior Support Planning

Process


1. Describe the role of the team leader in guiding the BSP process

2. Identify the specific activities that the team leader will engage in prior to, during, and after the team-based development process

3. Identify specific questions that the team leader will use to guide the BSP development process

4. Lead a “team” of professionals through the process of developing a sample BSP

Example Slides

Role of the Team Leader• Display necessary information for team members to

see/use throughout the process• Ensure that preventive, teaching, and consequence

strategies are Function-Based• Ensure that ALL team members participate in the

process and agree with outcomes (assess contextual fit)

• Ensure that the BSP includes all necessary components, including implementation and evaluation plans

Before the Meeting

Team Leader:• Read FBA results and determine if FBA contains

a COMPLETE summary statement, including:• Operational definition of problem behavior• Routine(s) in which problem behavior occurs• Antecedents (setting events & triggers)• Primary consequence / Function of the problem behavior

• Meeting place should provide access to a white board/markers or a projector/LCD screen (or other means of display)

The Team Meeting

First: FBA Summary StatementDisplay (or provide written copies of) the summary

statement for team members to refer to when building the BSP.

Before moving forward:

Ensure that all team members agree on:1. The Problem Behavior and Context in which it is

most likely to occur

2. The Function of the problem behavior

Building the Competing Behavior Pathway

• Draw/Display the CBP model template • Guide the team in incorporating the summary

statement information into the template• Help team members operationally define the

desired behavior• Ensure that the team selects an alternative

behavior that is:• Functionally equivalent to problem behavior• Easier to do than problem behavior• Socially acceptable

• How can we arrange the environment to prevent the problem behavior?

• What skills can we teach to move toward the desired behavior?

• How will we reward the alternative behavior?

• How can we exaggerate the pay-off for approximations of the desired behavior?

• How can we minimize the “pay-off” for the problem behavior?

Identifying Strategies: Questions for the Team

• It is the team leader’s role to ensure that the strategies the team selects are FUNCTION-BASED

• IF team members suggest a strategy that is not function-based or is contraindicated: – Direct team members’ attention back to the

competing behavior pathway– Remind team that:

1. We DO want to reward appropriate behavior with the same or similar consequences as those currently maintaining the problem behavior

2. We DO NOT want the student to access reinforcement following problem behavior

Selecting Function-Based Strategies

• Once function-based strategies have been identified, the Team Leader will ask members to rate each strategy

• Do implementers have the skills needed to use this strategy? • Do we have the resources to implement this strategy? • Is this strategy consistent with school-wide discipline

procedures? Will we have administrative support? • Is this strategy likely to be effective? Is it in the best interest of

the student?

• If the answer to any of these questions is “maybe” or “no”: • Are there ways that the strategy could be modified to make it

more contextually appropriate?

Selecting Strategies with Contextual Fit

Pilot

• Training materials piloted with elementary special education teacher

• Knowledge of basic behavioral theory– Pretest score of 89%

• Job responsibilities included conducting FBA and working with staff to develop BSPs

• Pretest Score = 64%

• Posttest Score = 90%

Next Steps

An Examination of the Efficacy of Training School Personnel to Build Behavioral Interventions from Functional Assessment Information

• Purpose:

To determine if a four-part training workshop is sufficient to allow individuals with basic behavioral training to guide a school team through use of FBA information to build a formal behavior support plan that is:

(a) likely to be implemented, and

(b) likely to benefit the student.

Methods by Phase

• Phase 1: From “Practical FBA” to BSP training series – 12 BSP Team Leaders

• Pretest of behavioral knowledge• Pre- & Post-tests of BSP development knowledge

• Phase 2: Team leaders will lead behavior support teams in development of BSP for 1 student

• BSPs assessed for technical adequacy and contextual fit

• Phase 3: Student BSPs implemented• Direct observation data to assess:

– Impact on student behavior– Fidelity of Implementation

Documents

Training BSP Team Leaders