1 Initial Line of Inquiry (ILI): A Process for Function-Based ...2016/05/05 · 5/3/2016 1 Initial Line of Inquiry (ILI): A Process for Function-Based Intervention Planning PAPBS

5/3/2016

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Initial Line of Inquiry (ILI):

A Process for Function-Based

Intervention Planning

PAPBS Network Implementers’ ForumHershey, PAMay 5, 2016

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Lisa Thomas, Ph.D., NCSPDevereux Center for Effective Schools

www.centerforeffectiveschools.org

Leanna Lawson, M.Ed.Allegheny Intermediate Unit

http://www.aiu3.net/

Acknowledgments

Knoster, T., & Llewellyn, G. (2007). Screening for understanding of individual problem behavior: An initial line of inquiry (3rd ed.). Harrisburg, PA: Pennsylvania Department of Education, Instructional Support System of Pennsylvania.

First edition (1997)

Second edition (1999)

Hier, B.O., & Thomas, L.B., (2014). Initial line of inquiry: Facilitators guide. King of Prussia, PA: Devereux Center for Effective Schools.

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http://www.centerforeffectiveschools.org/


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Objectives

At the conclusion of presentation, participants should be able to:

Identify the basic principles of behavior & the behavior building blocks

Identify the key components of Functional Behavioral Assessments (FBA) and Function-based Intervention Planning

Describe the Initial Line of Inquiry (ILI) process

Identify key considerations for implementing the ILI process

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~80% of Students

~5%

~15%

SWPBIS: CONTINUUM of

SUPPORTS

Tertiary Prevention:Specialized IndividualizedSystems for Students with

High-Risk BehaviorFEW

ALL

Primary Prevention:School-/Classroom-Wide

Systems for All Students,

Staff, & Settings

SOME Secondary Prevention:Specialized Group

Systems for Students with At-Risk Behavior

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PRIMARY PREVENTION

• Clearly defined expectations

• Expectations taught

• Procedures to encourage behavior

• Procedures for discouraging behavior

• Data-based decisions

• Class-wide management strategies~80% of Students

~5%

~15%

SECONDARY PREVENTION

Build on existing school programs

• Standard Treatment Protocol

• Check-in/Check-out

• Targeted skills groups

• Academic tutoring

• Adult or peer mentors

•Problem Solving Process to identify

function-based interventions

• Group or individual contingencies

TERTIARY PREVENTION

• Complex FBA and behavior intervention

plan

• Wraparound

• Person-centered planning

SWPBIS: CONTINUUM of

SUPPORTS

ALL

SOME

FEW

Behavior Building Blocks

Basic Principles of Behavior6

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Behavior is learned.

“Children are not born bad or with bad behavior, they learn it!”Child has learned that problem behavior can be more efficient

and more effective than prosocial behavior in producing

desired outcome.

Behavior problems occur due to either skill deficit or

performance deficit andphysiological and

environmental conditions set up, set off, or maintain

problem behavior

All behavior has a function or “reason” why

it occurs

Systematically examining the context in which

behaviors problems leads to more effective strategies by addressing the function of

the behavior

Core Assumptions

Behavior Change8

First step to

changing behavior is understanding behavior

and environmental conditions.

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Data Collection

The Behavior Building Blocks

Conditions that set

the stage for a

behavior (slow

triggers)

Preceding events that trigger a behavior

(fast triggers)

An action you can see and

count

Any events (unplanned/

natural consequences or

planned/program consequences) that

occur after a behavior

The purpose of a

behavior: to obtain/get something or

to avoid/ escape

something

Preventing Teaching Responding

Setting

EventsAntecedents Behavior Consequences Function

Setting

Event

Problem

BehaviorAntecedent FunctionMaintaining

Consequence

EXAMPLE SCENARIO

During reading instruction, Bob’s teacher asks him to read a paragraph aloud about

birds. Bob struggles to read the words and yells, “I don’t want to sit here talking

about dumb things!” When prompted, he throws his materials on the floor and puts

his head down. The teacher spends a few minutes talking with Bob to calm him

down, while another student reads aloud. Bob behaves this way most often during

reading instruction. It occurs more frequently when Bob is uninterested in the topic

of the stories and is called on to read aloud during class.

Being asked

to read a

Paragraph

aloud

Difficulties

with

reading;

Reading

Instruction;

Lack of

Interest in

reading topic

Teacher

talks to Bob

and peer

reads

paragraph

instead of

him

Noncompliance –

Refusing to

complete

assignment by

yelling out

negative

comments;

throwing

materials on the

floor; putting his

head down

Escape/

avoid

reading

aloud

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Data Collection11

Setting

Event

Problem

BehaviorAntecedent Function

Maintaining

Consequence

Preventing• Eliminating or neutralizing the

impact of a “slow trigger”

• Removing, blocking, neutralizing

the impact of, or modifying a

problem event/ “fast trigger”

• Interspersing difficult/unpleasant

events with easy/pleasant ones

• Adding events that promote

desired behavior (e.g., choice)

Teaching• Modifying/eliminating problem

behavior by addressing function

• Teaching Alternative/ replacement

skills that serve the same function

of the problem behavior

• Teaching Coping/tolerance skills

that help student manage

emotions and behavior during

difficult situations

• Teaching Personal skills including

social, communication,

organizational skills that prevent

the need for problem behavior

Responding• Delivering consequences

aimed at increasing/

reinforcing alternative/

desired prosocial

behaviors

• Decreasing/preventing

reinforcement of

problem behavior

12EXAMPLE SCENARIO

During reading instruction, Bob’s teacher asks him to read a paragraph aloud about birds. Bob struggles to

read the words and yells, “I don’t want to sit here talking about dumb things!” When prompted, he throws

his materials on the floor and puts his head down. The teacher spends a few minutes talking with Bob to

calm him down, while another student reads aloud. Bob behaves this way most often during reading

instruction. It occurs more frequently when Bob is uninterested in the topic of the stories and is called on to

read aloud during class.

Preventing Strategies• Survey Bob to identify topics of

interest and provide reading

material that matches his interests

• Provide choice of which

paragraph to read

• Premack – if you read the

passage and answer the questions

than you can earn a 5 minute

walk with preferred staff

Teaching Strategies

• Teach self-advocacy skills

including asking for help or

asking to take a break

• Teach coping/tolerance

skills including patience

with reading material that

does not match interest

Responding Strategies• Reinforce attempts to read

material with behavior

specific praise

• Follow through with and

reinforce requests for break

• Follow through with Premack

if earned

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Behavior Change13

How do we identify

the behavior building

blocks and develop

an intervention plan?

Functional Behavioral Assessment (FBA)

FBA is… a student-centered team process

used to understand the student’s behavior within a context

used to identify strategies for supporting the student in achieving important academic and behavioral outcomes

Goal of an FBA is to identifying the events that reliably predict and maintain problem behavior

FBA primarily results in… Clear and measurable definition of target behavior

Identified setting events (slow triggers) & antecedents (fast triggers) for target behavior

Identified maintaining consequence for target behavior

Perceived function of target behavior

Testable hypothesis or summary statement

Function-based intervention plan

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Functional Behavioral Assessment (FBA)

There is NOT a single standard way to complete an FBA

Information for FBA gathered through indirect and direct methods

Pennsylvania Training and Technical Assistance Network (2015)

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CONTINUUM OF EFFECTIVE BEHAVIORAL ASSESSMENT AND SUPPORT

Individuals with mild or no problem behaviors (80 – 85%)

Individuals at risk for problem behaviors (5 - 15%)

Individuals with chronic/serious problem behaviors (3 - 7%)

Individuals with dangerous problem behaviors (1 - 2%)

Experimental/ Functional Analysis

(FA)

Complex/Formal FBA

Informal/IndirectFBAIn

div

idua

l C

lient

Syst

em

Pro

gra

m-w

ide S

yst

em

Crone & Horner, 200316

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Requirements at all Levels of FBA

• Identify, define, & measure the target behavior

• Identify setting events (slow triggers) for the target behavior

• Identify antecedent events (fast triggers) for the target behavior

• Identify consequences that maintain the target behavior

• Identify the function of the target behavior

• Formulate hypothesis/Summary statement

• Develop function-based intervention plan or positive behavior support plan

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Consent

Parental consent is REQUIRED to conduct an initial evaluation of a student to determine eligibility for special education & related services

Parental consent is REQUIRED to conduct a reevaluation of a student with an IEP or 504 plan to determine the nature & extent of special education & related services

For students who do NOT have an IEP/504 Plan, teams using previously obtained data (e.g., schoolwide screening and/or disciplinary data), consent is NOT required

In this case, the need for consent is determined by district policy

Parental involvement in the process is essential and strongly encouraged

Pennsylvania Training and Technical Assistance Network (2015)

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Problem solving at the individual level

Initial Line of Inquiry (ILI) Process19

What is the Initial Line of Inquiry?

Indirect/simple FBA process

Approximately 1 hour to complete

Promotes “function-based” thinking

Shifts focus from within child to environmental

context

Incorporates team-based problem-solving

Informant report (indirect)

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What is the Initial Line of Inquiry?

Identify environmental factors that influence behavior

Develop a statement of behavioral function

Develop a testable hypothesis to explain behavior

Goal is function-based intervention planning

Preventing setting events & antecedents

Teaching replacement behaviors

Responding to prosocial & challenging behavior

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Ways to use the ILI Process

Screening/Initial Assessment

Problem solving process to identify function-based

interventions for students who do not respond to Tier 2

Standard Treatment Protocol Interventions (e.g., CICO)

Tier 2.5/Tier 3

Starting point for Comprehensive FBA

Problem Identification Interview (Steps 1-7)

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Initiate ILI Process Starting Point

Screening/Initial Assessment

ILI Insufficient Need More

Comprehensive FBA or FA

ILI SufficientLeads to Efficient & Effective Function-Based Intervention

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Ways to use the ILI Process

Troubleshooting

When PBSP is no longer effective

Refocusing the team

Interagency collaboration

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Initiates ILI process

Conducts team meeting using the ILI form; Guides

team discussion & records

information on ILI Form

Assists with Intervention

Implementation

Reconvenes the Team to Monitor

Intervention Fidelity &

Effectiveness

FacilitatorResponsibilities of Facilitator within

ILI Process

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Case Example: Meet “Tania”

Age 13

Grade 7 (Middle School Student)

Background:

Currently resides with her mother part-time & her father part-time

Two younger siblings

Resident of the school district all her school-aged career

Moved between elementary school buildings several times between k-5 grade

Current IEP

Disability category: OHI

FBA completed 3 years ago

Current PBSP is not successfully meeting her needs

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Step 9: Monitor Intervention Plan

Step 8: Develop Intervention Plan

Step 7: Develop Hypothesis/Summary Statement

Steps 2-6: Assess Function of Target Problem Behavior

Step 1: Identify Strengths

Initiate ILI Process

Needs Assessment

ILI Process Flowchart 27

Needs Assessment

IEP Team met

Principal, Special Education Teacher, 2 Regular Education Teachers, Counselor

Parents were invited but were unable to attend, gave permission to go ahead with meeting

Concern:

Tania was missing a great deal of instructional time

Not coming to class

Leaving class

Data:

Number of minutes that she was in/out of class

Averaged 58% of time spent out of class across 4 core classes in a 10 day

Grades

She was failing 3 of her 4 core classes at this time

Her grades had steadily declined over the second marking period

Her grades are now the worst that they have been

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Assess Function of Target Problem – Step 2: Define Target Problem Behavior Behavior



Needs Assessment



There is a problem! Action is needed!

Gather key stakeholders & archival data

Ask the essential questions

Develop a function-based intervention plan

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Suggested Time Limits for ILI

Steps of Initial Line of InquiryApproximate

Time Limit

Step 1: Identify Strengths 3 minutes

Step 2: Define Target Problem Behavior 5 minutes

Step 3: Identify Setting Events (slow triggers) for Target Problem Behavior

4 minutes

Step 4: Identify Antecedents (fast triggers) for Target Problem Behavior

4 minutes

Step 5: Identify Maintaining Consequences for Target Problem Behavior

5 minutes

Step 6: Identify Function of Target Problem Behavior 5 minutes

Step 7: Develop Testable Hypothesis or Summary Statement 4 minutes

Step 8: Brainstorm InterventionsStep 9: Develop & Implement Intervention Plan

28 minutes

Step 10: Monitor Implementation of Intervention Plan 2 minutes

Total Time for ILI 60 minutes

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Assess Function of Target Problem – Step 2: Define Target Problem Behavior Behavior



Needs Assessment


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Initial Line of Inquiry (ILI)

Student: Tania Date: 12/4/2015

Team: Suzie Que (special education teacher), Amanda Butz (math teacher), Eyelle Doit (counselor), Mrs.

Parente (parent), John Doe (principal), Leanna Lawson (facilitator)

STEP 1: IDENTIFY STRENGTHS

• Academics – bright with ability to be academically successful

• Behavioral – good personality/very likeable, attends school regularly

• Interests – likes reading, enjoys talking with adults

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Assess Function of Target Behavior – Step 2: Define Target Problem Behavior Behavior



Needs Assessment


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24

35

18 16

16

5

22 24

0

5

10

15

20

25

30

35

40

45

Math ELA History Science

Min

ute

s

Core Class

Number of Minutes Tania Spent In/Out of Class per Core Class

Minutes Out of Class Minutes In Class

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ASSESS FUNCTION OF TARGET PROBLEM BEHAVIOR

Step 2:

Define Target

Problem Behavior

Behavior Definition:

Refuses to go to, stay

in, or participate in

class by

• Sitting in the office

• Finding an adult to

talk to

• Going to the nurse

• Repeatedly asking to

use bathroom (out for

15 mins)

• Putting head down

• Reading off task

materials

• Talking back

Current Level:

Average 58% of time

spent out of 4 core

classes in a 10 day

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Assess Function of Target Behavior – Step 3: Identify Setting Events for Target Behavior



Needs Assessment





Step 3:

Identify Setting Events

(slow triggers) for

Target Behavior

Step 2:

Define Target

Problem Behavior

• Changes in

residence and

school – Splits time

between mom and

dad and their

places of residence

and History of

enrollment at

different schools

within the district

• Perceived feelings

of rejection and

abandonment,

including fitting into

a peer group or

with specific staff




class by



talk to




15 mins)



materials

• Talking back

Current Level:

Average 58% of time

spent out of 4 core

classes in a 10 day

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Assess Function of Target Behavior – Step 4: Identify Antecedents for Target Behavior



Needs Assessment





Step 3:


(slow triggers) for

Target Behavior

Step 4:

Identify Antecedents

(fast triggers) for

Target Behavior

Step 2:

Define Target

Problem Behavior

• Changes in

residence and


between mom and

dad and their

places of residence

and History of

enrollment at

different schools

within the district


of rejection and

abandonment,


a peer group or

with specific staff

• Teacher repeatedly

asking her to comply

with work completion

• Sitting for a long

time working on a

large assignment




class by



talk to




15 mins)



materials

• Talking back

Current Level:

Average 58% of time

spent out of 4 core

classes in a 10 day

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Assess Function of Target Behavior – Step 5: Identify Consequences for Target Behavior



Needs Assessment





Step 3:


(slow triggers) for

Target Behavior

Step 4:


(fast triggers) for

Target Behavior

Step 2:

Define Target

Problem Behavior

Step 5:

Identify Maintaining

Consequences for

Target Behavior

• Changes in

residence and


between mom and

dad and their

places of residence

and History of

enrollment at

different schools

within the district


of rejection and

abandonment,


a peer group or

with specific staff





time working on a

large assignment




class by



talk to




15 mins)



materials

• Talking back

Current Level:

Average 58% of time

spent out of 4 core

classes in a 10 day

Unplanned/Natural:

• Staff tries to reason

with her/encourage

her to do tasks

and/or remain on

task (private or

public)

• Staff continues to

teach and tries to

ignore her behaviors

Planned/Program:

• Staff redirects/

prompts her 2-3

times in a row

• Earns 0 on

assignment that she

does not do

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Assess Function of Target Behavior – Step 6: Identify Function of Target Behavior



Needs Assessment





Step 3:


(slow triggers) for

Target Behavior

Step 4:


(fast triggers) for

Target Behavior

Step 2:

Define Target

Problem Behavior

Step 5:

Identify Maintaining

Consequences for

Target Behavior

Step 6:

Identify Function of

Target Behavior

• Changes in

residence and


between mom and

dad and their

places of residence

and History of

enrollment at

different schools

within the district


of rejection and

abandonment,


a peer group or

with specific staff





time working on a

large assignment




class by



talk to




15 mins)



materials

• Talking back

Current Level:

Average 58% of time

spent out of 4 core

classes in a 10 day

Unplanned/Natural:

• Staff tries to reason

with her/encourage

her to do tasks

and/or remain on

task (private or

public)

• Staff continues to

teach and tries to

ignore her behaviors

Planned/Program:

• Staff redirects/

prompts her 2-3

times in a row

• Earns 0 on

assignment that she

does not do

• Obtain adult

attention, particularly

from preferred staff

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Step 7: Develop Testable Hypothesis or Summary Statement




Needs Assessment




STEP 7: DEVELOP TESTABLE HYPOTHESIS OR SUMMARY STATEMENT

Given these circumstances…

(Slow Trigger)

When this occurs…

(Fast Trigger)

The student does…

(Target Problem Behavior)

In order to…

(Perceived Function)

Given Tania’s history of instability in residence and school, combined with her perceived feelings of rejection and abandonment,

When she is assigned a lengthy assignment, is sitting for an extended period, and staff delivers repeated redirections,

Tania refuses to go to, stay in, or participate in class by staying in the office, finding an adult to talk to, going to the nurse, going to the bathroom, putting her head down, reading non-assignment materials, and/or talking back

in order to get staff attention, particularly from preferred staff

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Step 8: Brainstorm Interventions

Step 7: Develop Testable Hypothesis or Summary Statement




Needs Assessment




STEP 7: TESTABLE HYPOTHESIS OR SUMMARY STATEMENT

Given these circumstances…

(Slow Trigger)

When this occurs…

(Fast Trigger)

The student does…

(Target Problem Behavior)

In order to…

(Perceived Function)

Given Tania’s history of instability in residence and school, combined with her perceived feelings of rejection and abandonment,

When she is assigned a lengthy assignment, is sitting for an extended period, and staff delivers repeated redirections,

Tania refuses to go to, stay in, or participate in class by staying in the office, finding an adult to talk to, going to the nurse, going to the bathroom, putting her head down, reading non-assignment materials, and/or talking back

in order to get staff attention, particularly from preferred staff

STEP 8: BRAINSTORM INTERVENTIONS

Preventing Strategies Teaching Strategies Responding StrategiesSetting Events Antecedents Target Behavior Consequences

• Non-preferred staff

provide non-

contingent attention

such as greeting

her at the beginning

of the class period

• Chunk larger

assignments into

smaller segments

and include breaks

in which she can

earn time to chat

with preferred staff

Functionally Equivalent,Alternative Behavior:• Teach coping skills for

managing emotions of feeling overwhelmed with assigned task or social situation and for accepting feedback from staff

Desired Pro-Social Behavior:• Employ preferred coping

strategy

• Reinforce demonstration of coping skills with behavior-specific praise

• Reinforce work completion and earned breaks with behavior-specific praise and chat time with preferred staff

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Step 9: Develop & Implement Intervention Plan






Needs Assessment




STEP 9: DEVELOP & IMPLEMENT INTERVENTION PLAN

LogisticsSetting Event

StrategiesAntecedent Strategies

Behavior Teaching

Strategies

Consequence

Strategies

Strategy Steps

• Teacher works with Tania to

fill out “Daily Assignment

Sheet” to chunk work

• Teacher provides behavior-

specific praise to Tania for

academic engagement &

using breaks appropriately

• After each chunk of work is

completed Teacher honors

Tania’s earned break and

provides an opportunity for

Tania to chat with preferred

adult

• If Tania completes all work

as expected before the end

of the period, the Teacher

honors Tania’s earned break

Start Date 12/7/15

When Core Class Periods

Where Core Classes

How Often Daily

By Whom Core Content Teachers –

chunk activities

Breaks with – Ms. Que, Mrs. Jones, Nurse Kathy, Ms. Doit

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Example of Daily Assignment Sheet51

Tania’s Daily Assignment Sheet for ELA

I need to finish: Do I need a break before I’m done working?

Warm-up activity: Define vocabulary words for Chapter 4 of “To Kill a Mockingbird”

2-minutes to chat with Ms. Que

Class Discussion: Take turns reading and discussing Chapter 4 of “To Kill a Mockingbird”


Wrap-up activity: Write a minimum of three well-written paragraphs in response to writing prompt


If I finish all of my work before the end of the period then I can ______ for the rest of the period:

Go to the office and make copies with Mrs. Jones

Go to the nurse and chat with Nurse Kathy

Go for a walk with Ms. Doit

Step 10: Monitor Implementation of Intervention Plan







Needs Assessment


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STEP 10: MONITOR IMPLEMENTATION OF INTERVENTION PLAN

Baseline Data GoalReview

Date

Progress Monitoring Data

DecisionFidelity of

Implementation

Effectiveness of Strategy

Average 58% missed minutes in 4 core classes

Reduce average 20% missed minutes in 4 core classes

1/8/16 Continue

Modify

Discontinue

Continue

Modify

Discontinue


Student: Tania Date:

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1419

13

6

2621

27

34

0

5

10

15

20

25

30

35

40

45

Math ELA History Science

Min

ute

s

Core Class

Number of Minutes Tania Spent In/Out of Class per Core Class

Minutes Out of Class Minutes In Class

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STEP 10: MONITOR IMPLEMENTATION OF INTERVENTION PLAN

Baseline Data GoalReview

Date

Progress Monitoring Data

DecisionFidelity of

Implement-ation

Effectiveness of Strategy

Average 56% missed minutes in 4 core classes


1/8/16 No Partial

Full

33% Continue

Modify

Discontinue


1/29/16 No Partial

Full

18% Continue

Modify

Discontinue


Student: [NAME] Date: ??/??/??

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Step 10: Monitor Implementation of Intervention Plan







Needs Assessment


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Key Considerations for Implementation of ILI

Facilitator with behavioral expertise is key!

Include all key stakeholders

Involving parents/guardians is essential!

Look for opportunities to include individual in problem-solving process

Gather archival data prior to meeting and bring it to the meeting

Manage time carefully

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Identify 1 target problem behavior

Setting Events, Antecedents, Consequences, Function, and Intervention Strategies are all linked to the 1 target problem behavior

Intervention strategies are implemented within 1 week of ILI meeting Staff are trained/given instructions in how to implement

intervention

Implementation fidelity is monitored on a regular/consistent basis

Implementation effectiveness is monitored on a regular/consistent basis

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ILI team reconvenes within 1 month to review

progress

Continue with plan

Modify plan

Discontinue plan

Fade or move to self-management

Move towards Formal FBA

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Wrap-up60

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Objectives

At the conclusion of presentation, participants should be able to:

Identify the basic principles of behavior & the behavior building blocks

Identify the key components of Functional Behavioral Assessments (FBA) and Function-based Intervention Planning

Describe the Initial Line of Inquiry (ILI) process

Identify key considerations for implementing the ILI process

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Things that make you go hmm…

Comments…

Questions…

Concerns…

Final Thoughts…

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Resources

Hier, B.O., & Thomas, L.B., (2014). Initial line of inquiry: Facilitators guide. King of Prussia, PA: Devereux Center for Effective Schools.

Nordness, P.D., Swain, K.D., & Haverkost, A. (2012). A screening matrix for an initial line of inquiry. Intervention in School and Clinic, 47(4), 245-251.

Knoster, T., & Llewellyn, G. (2007). Screening for understanding of individual problem behavior: An initial line of inquiry (3rd ed.). Harrisburg, PA: Pennsylvania Department of Education, Instructional Support System of Pennsylvania.

Knoster, T. P. (2000). Practical application of functional behavioral assessment in schools. Journal of the Association for Persons with Severe Handicaps, 25(4), 201-211.

Lohrmann-O’Rourke, S., Knoster, T., & Llewelyn, G. (1999). Screening for understanding: An initial line of inquiry for school-based settings. Journal of Positive Behavior Interventions, 1(1), 35-42.

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Contact Information

Lisa Thomas, Ph.D., NCSPDevereux Center for Effective Schools

[email protected]

www.centerforeffectiveschools.org

Leanna Lawson, M.Ed.Allegheny Intermediate Unity

[email protected]


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mailto:[email protected]

http://www.centerforeffectiveschools.org/

mailto:[email protected]


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1 Initial Line of Inquiry (ILI): A Process for Function-Based ...2016/05/05 · 5/3/2016 1 Initial Line of Inquiry (ILI): A Process for Function-Based Intervention Planning PAPBS