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Assessment to Intervention: Implications for School
Psychologists Serving Students with Emotional/Behavioral Disorders
Tim Lewis, Ph.D.
University of Missouri
OSEP Center on Positive Behavioral Intervention & Supports
pbis.org
Purpose
• Identify issues with evaluation for EBD
• Propose best practices– yes, more forms
• Answer questions
• Pre-Correct: Content = my interpretation of law, regulations, & professional literature
At Issue
• Definition
• Regulation Interpretation– Confusion / misinterpretation– Numbers
• “Rule out” issues
• Current process– Wait/Fail model– Alternatives?
Being Sane in Insane Places (Rosenhan, 1973)
Study 1 8 pseudo patients called hospital (3 psychologist, 1 psychiatrist, painter, housewife)
admissions office complained of hearing voices; "empty," "hollow," "thud," everything else factual. Upon admission cease complaints, behave normally, & write notes
Goals:1 get out on your own2 convince staff that sane3 cooperate4 no abnormal behaviors
Results• Pseudo patients never detected• Each diagnosed with "schizophrenia in remission"• Average stay 19 days (7‑52)• 35 of 118 patients suspicious “You’re not crazy. You’re a journalist, or a professor
(referring to the continual note taking). You’re checking up on the hospital.”
Being Sane in Insane Places (Rosenhan, 1973)
Study 2 Staff told pseudo patients to be admitted over next 3 months 193
ratings obtained from staff on patientsResultsNo pseudo patients actually used!!!41 rated as pseudo patients with “high confidence”23 “suspect” by one psychiatrist19 “suspect” by one psychiatrist and one other staff member
It is clear that we cannot distinguish the sane from the insane in psychiatric hospitals. The hospital itself imposes a special environment in which the meanings of behavior can easily be misunderstood. The consequences to patients hospitalized in such an environment ‑ the powerlessness, depersonalization, segregation, mortification, and self‑labeling ‑seem undoubtedly counter therapeutic (p. 237).
Myth One
Using the term “Emotional Disturbance” to replace “Behavior Disorders” necessitates a
DSM IV diagnoses
IDEA General Definition
(3) CHILD WITH A DISABILITY-
(A) IN GENERAL- The term 'child with a disability' means a child --
(i) with mental retardation, hearing impairments (including deafness), speech or language impairments, visual impairments (including blindness), serious emotional disturbance (hereinafter referred to as emotional disturbance), orthopedic impairments, autism, traumatic brain injury, other health impairments, or specific learning disabilities; and
(ii) who, by reason thereof, needs special education and related services.
IDEA Definition (SED/ED)
(i) The term means a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree, which adversely affects educational performance:
(A) An inability to learn which cannot be explained by intellectual, sensory, or health factors;
(B) An inability to build or maintain satisfactory interpersonal relationships with peers and teachers;
(C) Inappropriate types of behavior or feelings under normal circumstances;
(D) A general pervasive mood of unhappiness or depression; or
(E) A tendency to develop physical symptoms or fears associated with personal or school problems.
(ii) The term includes children who are schizophrenic. The term does not include children who are socially maladjusted, unless it is determined that they are seriously emotionally disturbed.
Missouri Definition
“Emotional Disturbance” means a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child’s educational performance:A. an inability to learn that cannot be explained by intellectual, sensory or health
factors;B. an inability to build or maintain satisfactory interpersonal relationships with
peers and teachers;C. inappropriate types of behavior or feelings under normal circumstances;D. a general pervasive mood of unhappiness or depression; and,E. a tendency to develop physical symptoms or fears associated with personal or
social problems.The term includes schizophrenia, but does not apply to children who are
socially maladjusted unless it is determined they have an emotional disturbance.
Fact…
Bad news– No clear formula– No consensus on Standard instruments– No consensus in the field
Good News– Triangulation of data & confidence in professional
judgment– Label simply provides access to service
Numbers
• US prevalence = 0.85% (9.7% of all students on IEP K-12)
• Estimated prevalence = 5-7%• Implication (5%) = 2,201,943 students who
could qualify who might not be receiving services (456,407 EBD on IEP / 53,167,000 students K-12)
Criteria for Initial Determination of Eligibility
A child displays an emotional disturbance when:
A. through evaluation procedures that must include observation of behavior in different environments, and an in-depth social history the child displays one of the following characteristics:
B. 1) an inability to learn that cannot be explained by intellectual, sensory or health factors;2) an inability to build or maintain satisfactory interpersonal relationships
with peers and teachers;3) inappropriate types of behavior or feelings under normal
circumstances;4) a general pervasive mood of unhappiness or depression; and,5) a tendency to develop physical symptoms or fears associated with
personal or social problems.
Criteria for Initial Determination of Eligibility
C. the characteristic(s) must have existed to a marked degree and over an extended period of time. In most cases, an extended period of time would be a range from two (2) through nine (9) months depending upon the age of the child and the type of behavior occurring. For example, a shorter duration of disturbance that interrupts the learning process in a younger student might constitute an extended period of time. Difficulties may have occurred prior to the referral for evaluation; and
D. the emotional disturbance adversely affects the child’s educational performance.
NOTE: Manifestations of an emotional disturbance can be observed along a continuum ranging from normal behavior to severely disordered behavior. Children who experience and demonstrate problems of everyday living and/or those who develop transient symptoms due to a specific crisis or stressful experience are not considered to have an emotional disturbance.
Keys…
• Direct observation
• Social History
• 2- 9 month history with behavior (except in extremes)
• Impacts Educational Performance
• No definition of “marked degree”
Educational Performance
• Achievement
• Grades
• Attendance
• Participation in school-related activities
• Social interactions with peers and adults
• Pre-vocational related skills
• Informed citizen within community
Standard Scales
• Behavior Rating Profile (Brown & Hammill)
• Child Behavior Checklist (Achenbach & Edelbrock)
• Revised Behavior Problem Checklist (Quay et al)
• Behavior Assessment Scale for Children (Reynolds & Kamphaus)
• Behavior Evaluation Scale (McCarney)
Systematic Screening for Behavior Disorders (Walker & Severson)
Social Competence/Social Skills
• Social Skills Rating System (Gresham & Elliott)
• The Walker-McConnell scale of social competence and school adjustment: A social skills rating scale for teachers. (Walker & McConnell)
Interviews
• First hand knowledge of child
• Repeated measures across multiple sources– Teacher(s)– Parent– Student– Members of community
Archival Review• School Archival Records Search (Walker, Block-Pedego, Todis &
Severson)
• What to look for:– Lack of intervention / non-responsiveness to intervention– Expressed concerns/ within school referrals for assistance– Out-of-school referrals for assistance– Attendance– Achievement– Discipline contacts
• Making sense of archival data:– Red Flags (Tobin)– Patterns/ chronicity
Archival Review
Tobin, T., Sugai, G., & Colvin, G. (2000, May). Using discipline referrals to make decisions. NASSP Bulletin, 84(616), 106-117.
Tobin, T. J., & Sugai, G. M. (1999a). Discipline problems, placements, and outcomes for students with serious emotional disturbance. Behavioral Disorders, 24(2), 109-121.
Tobin, T. J., & Sugai, G. M. (1999b). Using sixth-grade school records to predict violence, chronic discipline problems, and high school outcomes. Journal of Emotional and Behavioral Disorders, 7(1), 40-53.
“Rule Out” Issues
• Medical-Health / Cognitive / Other Disability / Acute Stressor / Culture
Inappropriate educational accommodationsInappropriate behavioral intervention
• Social maladjustment
Columbia Public School District
Suggested BD/ED Exclusion Data Sources/Questions
Exclusion Data Source QuestionsMedical • Nurse
• Archival• Parents• Family
Physician
• Does the student have a medical diagnosis?• Does the student have a physical/health condition that
may impact learning?• Is the student currently on medication?• Are there known/predictable side effects of the
medication?Stressor • Family
Interview• Teacher
Interview• Child Interview
• Is the student's behavior signifi cantly different pre/postevent?
• Has the student's behavior improved, with intervention,over time (6 months)?
EducationProgram
• Archival• Observations• Interviews
• Has an individualized educational program beendeveloped for the student?
• Is the plan content specific?• Is the plan based on assessment of the student's present
level of performance and learning style?• Was the plan developed with/by expertise in area of
accommodation?• Was the plan modif ied based on student outcome?
BehaviorIntervention
• Archival• Observations• Interviews
• Has an individualized behavior intervention plan beendeveloped for the student?
• Is the plan specific to the behavior of concern?• Is the plan based on functional assessment outcomes?• Was the plan developed with/by expertise in area of
behavior?• Was the plan implemented for at least 6 weeks?• Was the plan modif ied based on student outcome?
Culture • Parent ratings• Peer ratings• Self ratings• Multiple
observations• Archival
• Do signif icant others in the student's environment viewthe behavior as significantly different (e.g., parents, peers,home-school communicators)?
• Do observations indicate significant differences betweenthe student and his/her peers?
• Does the behavior of concern signif icantly violateschool/community norms?
Substance Abuse • Parent reports• Incident/arrest
records• Self Report
• Primary reason educational performance suffers?• Linked to socialization
IDEA Characteristics SMA Characteristics
An inability to learn which cannot be explained by intellectual, sensory, or health factors
(13) often stays out at night despite parental prohibitions, beginning before age 13 years(14) has run away from home overnight at least twice while living in parental or parental surrogate home(15) is often truant from school, beginning before age 13 years
An inability to build or maintain satisfactory interpersonal relationships with peers and teachers
(1) often bullies, threatens, or intimidates others(2) often initiates physical fights(3) has use a weapon that can cause serious physical harm to others(4) has been physically cruel to people(6) has stolen while confronting a victim(7) has forced someone into sexual activity
Inappropriate types of behavior or feelings under normal circumstances
(5) has been physically cruel to animals(8) has deliberately engaged in fire setting with the intention of causing serious damage(9) has deliberately destroyed others' property(10) has broken into someone else's house, building, or car(11) often lies to obtain goods or favors or to avoid obligations(12) has stolen items of nontrivial value without confronting a victim
A general pervasive mood of unhappiness or depression
A tendency to develop physical symptoms or fears associated with personal or school problems.
Special Education Evaluation Process
• Wait & Fail
• Largest percentage of students identified @ 2nd -4th grade
• Outcomes =
If antisocial behavior is not changed by the end of grade 3, it should be treated as a chronic condition much like diabetes. That is, it cannot be cured but managed with the appropriate supports and continuing intervention (Walker, Colvin, & Ramsey, 1995).
Re-Thinking the Process
• Consensus on data points and process
• Focus on prevention/early intervention– Non-response as additional data point– Building Capacity
• Continuum of student supports– w/ accompanying adult supports
School-wide Positive Behavior Support
PBS is a broad range of systemic and individualized strategies for achieving important social and learning outcomes while preventing problem behavior
OSEP Center on PBIS
School-wide Positive Behavioral Support
Expectations for student behavior are defined by a building based team with all staff input
Effective behavioral support is implemented consistently by staff and administration
Appropriate student behavior is taught Positive behaviors are publicly acknowledged Problem behaviors have clear consequences Student behavior is monitored and staff receive regular feedback Effective Behavioral Support strategies are implemented at the
school-wide, specific setting, classroom, and individual student level
Effective Behavioral Support strategies are designed to meet the needs of all students
SYST
EMS
PRACTICES
DATASupportingStaff Behavior
SupportingDecisionMaking
SupportingStudent Behavior
PositiveBehaviorSupport OUTCOMES
Social Competence &Academic Achievement
Primary Prevention:School-/Classroom-Wide Systems for
All Students,Staff, & Settings
Secondary Prevention:Specialized Group
Systems for Students with At-Risk Behavior
Tertiary Prevention:Specialized
IndividualizedSystems for Students
with High-Risk Behavior
~80% of Students
~15%
~5%
CONTINUUM OFSCHOOL-WIDE
INSTRUCTIONAL & POSITIVE BEHAVIOR
SUPPORT
Universal Strategies: School-Wide
Essential Features• Statement of purpose
• Clearly define expected behaviors (Rules)
• Procedures for teaching & practicing expected behaviors
• Procedures for encouraging expected behaviors
• Procedures for discouraging problem behaviors
• Procedures for record-keeping and decision making
I am…. All Settings Classroom Hallways Cafeteria Bathrooms Playground Assemblies
Safe •Keep bodies calm in line•Report any problems•Ask permission to leave any setting
Maintain personal space
WalkStay to the right on stairsBanisters are for hands
•Walk•Push in chairs•Place trash in trash can
Wash hands with soap and waterKeep water in the sinkOne person per stall
Use equipment for intended purposeWood chips are for the groundParticipate in school approved games onlyStay in approved areasKeep body to self
•Walk•Enter and exit gym in an orderly manner
Respect-ful
•Treat others the way you want to be treated•Be an active listener•Follow adult direction(s)•Use polite language•Help keep the school orderly
Be honestTake care of yourself
Walk quietly so others can continue learning
Eat only your foodUse a peaceful voice
Allow for privacy of othersClean up after self
•Line up at first signal •Invite others who want to join in•Enter and exit building peacefully•Share materials•Use polite language
Be an active listenerApplaud appropriately to show appreciation
A Learner
•Be an active participant•Give full effort•Be a team player•Do your job
•Be a risk taker•Be prepared•Make good choices
Return to class promptly
•Use proper manners•Leave when adult excuses
•Follow bathroom procedures•Return to class promptly
•Be a problem solver•Learn new games and activities
•Raise your hand to share•Keep comments and questions on topic
Benton
Universal Strategies: Non- Classroom Settings
• Identify Setting Specific Behaviors• Develop Teaching Strategies• Develop Practice Opportunities and
Consequences• Assess the Physical Characteristics• Establish Setting Routines• Identify Needed Support Structures• Data collection strategies
Universal Strategies:Classroom
Needed at the classroom level...• Use of school-wide expectations/rules• Effective Classroom Management
– Behavior management– Instructional management– Environmental management
• Support for teachers who deal with students who display high rates of problem behavior
Why build strong universal systems of support?
• We can’t “make” students learn or behave
• We can create environments to increase the likelihood students learn and behave
• Environments that increase the likelihood are guided by a core curriculum and implemented with consistency and fidelity across all learning environments
RRKS Team
STAT Team
School-Wide SystemsMatrixLesson PlansSchool-Wide DataAcknowledgementCommunication
Core Team RepresentativeDistrict PBS Support
Building Administrator and Counselors
*Meets Monthly
Core Team Representative
SAT PartnerCore Team Teachers
*Meets Weekly
Core Team/ClassroomsImplement AISMonitor ProgressRefer to SAT
SAT ProcessTeacher Training and SupportTargeted InterventionsIndividual Student Plans
SAT Team
AdministratorCounselorBehavior Specialist
Process for Disseminating Practice
Classroom Teacher IssuesOut of seat, Talking to classmates, Talking out, Off-task, Violation of class rules, Inappropriate language,
Lack of materials, Gum, Disrespect, Cheating, Tardies, Minor destruction of propertyMethod for handling student behaviors
Proactive: Positive call to parents, Use praise, Use Rewards, Daily/Weekly Goal sheets, Proximity to instructor, Provide choices, One-to-One assistance, Pre-correct for transitions/trouble situations, Regular
breaks for exercise, Give a job, RRKS Review, Reward lunch with teacher, etc.Corrective: One and only one REDIRECT, RRKS Review, Safe-seat, Buddy Room, Think Sheet, Parent Phone call, Lunch Detention, Recovery Study Hall, Removal of privilege in classroom, etc.
Team IssuesRepeated minor & major disruptions in multiple classrooms, Throwing things, Hallway/Lockers problems,
Attendance, Repeated disrespect to peers or adults, Cheating, Inappropriate to substitute, Insubordination, Chronic Disruptions
Method for handling student behaviorsProactive: Parent contact (mandatory), RRKS review, Team conference, Team conference with student, Team conference with Parents, Team conference with Administrator/Counselor, Triage in the AM with the
student, Triage at lunch with the student, Team Focus, etc.Corrective: Removal of privilege on team, Recovery Study Hall, Buddy Room, etc.
Office IssuesBus referrals, Truancy, Chronic offender, Threatening student or adult,
Fighting, Refusal to go to or Disruptive in Buddy Room, Sexual harassment, Weapons, Drug/cigarettes/ tobacco/alcohol, Assault – physical or verbal
Teacher Method for handling student behaviorsReferral Form – send student to office with completed form
Process with student before re-entry
Office Method for handling student behaviorsProactive: RRKS Review, Parent Contact
Corrective: Loss of Privilege, Saturday detention, Opportunity Center, Suspension, etc.
Pyramid to Success for All
Serving Students with EBD
All facets of programming should include: • Systematic, data based interventions
• Continuous assessment and monitoring of progress
• Provision for practice of new skills
• Treatment matched to problem
• Multi-component treatment
• Programming for transfer & maintenance
• Commitment to sustained intervention
(Peacock Hill Working Group, 1991)
Level of Supports within EBD Programs
For All Students, pre-school – Grade 12 Prevention – prior to identification / pre-referral /
universal supports for all students – the intent of universal support is three-fold: a) prevention of EBD, b) early intervention for high risk students (across all grade levels), and c) supportive environments for those students identified as EBD.
(see www.pbismissouri.org)
Level of Supports within EBD Programs
Intermittent – Support on an “as needed basis.” Characterized by episodic nature, person not always needing the support(s), or short term supports needed during life span transitions. Intermittent supports may be a high or low-level intensity when provided.
Examples
Academic
– Consult with general education teacher
– Specific event accommodations (e.g., test reader, more time, quiet room)
Behavior
– Targeted social skills
– Quiet room
– Check in
– Self management/monitoring
Related Supports
– On-call counseling / social worker
– Receives meds at school
Level of Supports within EBD Programs Limited – An intensity of supports characterized by constancy over
time, time limited but not of an intermittent nature, may require fewer staff members and less cost than more intensive levels of support
Examples
Academic– Consistent accommodations in one or more academic domains (IEP goals) – Regular contact with special educator (scheduled pull out time)
Behavior– Targeted social skill IEP goals– FBA- BIP
Related Supports– Counseling services on a regular basis (e.g., weekly)– Need for on-going medication monitoring with physician– Social work monitoring– Juvenile officer monitoring
Level of Supports within EBD ProgramsExtensive – Supports characterized by regular involvement
(daily) in at least some (work, or home) environments and not time limited (long term).
Examples
Academic
– Special education curriculum or general education curriculum delivered in pull out special education placement for majority of day
Behavior
– Behavior supports delivered by or with daily support of a special educator
– Requires frequent intensive behavior supports outside of typical scheduled activities across the day or school week (e.g., removal from classroom due to behavioral concerns)
– Behavior intervention plans reflect implementation by specialized personnel and or specialized strategies
Related Supports
– Behavior consultant
– One-on-one paraprofessional
– Daily or multi-modal counseling
• Outpatient
• Family involvement
– Active Community case worker (e.g., social worker, family services, health)
– Active juvenile justice involvement
– Multiple medications requiring close monitoring
Level of Supports within EBD Programs
Pervasive - Supports characterized by their constancy, high intensity; provided across environments; potential life sustaining nature. Pervasive supports typically involve more staff members and intrusiveness than do extensive or time limited supports.
Examples
Academic– Requires highly individual and specialized instruction to benefit within curriculum
Behavior– History of requiring in-patient– History of home-bound placement– On-going and intensive behavioral supports implemented by specialized personnel required across the
school day– Requires environment with continual monitoring and immediate intervention by specialized personnel
Related Supports– Requires intensive mental health services (frequent counseling with access for on-the-spot assistance
across the school day)– Medications must be monitored on an on-going basis– Frequent and active involvement with community case workers
Research-Based
• Related Supports*– Comprehensive case management / wrap
around– Family supports/ parent training
*limited empirical support
Research-Based
• Academic– “Effective instruction” (see nwrel.org)
– Antecedent / setting modifications– Peer tutoring– Direct Instruction– Self-management targeting academic related
skills– Opportunities to Respond
Research-Based
• Behavior– Environmental modifications and supports– Contingent positive performance based
feedback– Self Management– Social Skill Instruction (with maintenance and
generalization strategies)
FBA-PBS
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1 3 5 7 9 11 13 15 17 19 21 23 25 27 29 31 33 35 37 39 41 43 45 47 49
Daily Sessions
Jerrod
Emma
Matthew
BaselineNon-Function
Function Based InterventionBased Intervention
FBA – PBS Plan Process
Success requires:1. Individual(s) with expertise in FBA-PBS2. Fluency with a clear process among all
staff whereby roles are clearly defined3. A basic understanding of Applied
Behavior Analysis (Behavior is functionally related to the teaching environment) among all school staff
Essential Steps to Individual PBS Plans
1. Request for assistance2. Operationally define problem/replacement behavior3. Background/archival data/ data
collection/Environmental Assessment4. Functional Behavioral Assessment
Indirect measures Direct observation
5. Develop hypothesis regarding function of problem behavior
6. Develop a PBS plan Social skill instruction Self management Environmental modifications
7. Implement, Monitor and Evaluate progress
Basics
• Focus on observable behavior– Label free approach– Acknowledgement of other factors
• Instructional approach• Emphasis on understanding the
principles of behavior not specific forms or “cook book” strategies
Basics
• Best Practice vs. Discipline• Process vs. a set of Forms• Rule out explanations• Move from personal experience with
“discipline”• Repeated practice to build fluency• Teach - Practice
The Basics
Behavior is learned• Do not assume children know your
rules, expectations, or social skills• Every social interaction you have
with a child teaches him/her something
The Basics
Behavior communicates need• Children engage in behavior(s) to "get"
what they find reinforcing or to "avoid" what they find aversive
• Need is determined by observing what happens prior to and immediately after behavior
The Basics
• FBA leads to hypotheses about the functional relationships between BEHAVIOR and the TEACHING ENVIRONMENT
• “Functional Relationships” –When “X” happens, high degree of
likelihood “Y” will result
Functional relationships with the Teaching Environment
Events that follow behavior
• Following a student behavior the environment “gives” something to the student and student behavior maintains or increases -- what ever was given is reinforcing to that individual
Functional relationships with the Teaching Environment
Events that follow behavior
• Following a behavior the environment allows the student to stop an activity or is removed from the situation and the student behavior maintains or increases -- the event the student is avoiding is aversive to that individual
Functional relationships with the Teaching Environment
Events that precede behavior• Events in the environment can “trigger”
challenging behavior - they serve as cues for the student to perform a behavior because the student can predict the outcome when the cue is present
Functional Assessment
Pre-Assessment
• Interviews
• Rating Scales
• Student Guided
Direct Observation
• A-B-C
• Checklists
Outcome = Hypothesis
Hypothesis statement regarding the likely functions of the problem behavior and the context (social and environmental conditions) in which it is most likely to occur.
Functional Assessment : Common Hypotheses
• Receive attention from adults & peers
• Receive tangible objects or access to preferred activities
• Avoids interaction with adults & peers
• Avoids tasks or responsibilities
SettingEvents
TriggeringAntecedents
DesiredAlternative
ProblemBehavior
AcceptableAlternative
MaintainingConsequences
MaintainingConsequences
Setting Event
ManipulationsAntecedent
ManipulationsBehaviorTeaching
ConsequenceManipulations
Competing Behavior Pathways Model
Sugai, Lewis-Palmer & Hagan, 1999
ReadingClass /Peers
On Task
Off Task
On TaskWorkingw/Peers
WorkCompletion /
Grades
PeerAttention
Argument on Playground
Setting Events
Predictors Behavior Consequences
• Playground monitor debriefs student prior to coming into building.
• Change seating arrangement during reading class.• Pre-correct class RE rules of cooperative groups.
• Set up cooperative peer groups.• Identify appropriate peers and teach cooperative strategies.• Teach rules and skills of cooperative groups to target student.• Role play cooperative learning with peers and target student.• Monitor progress (momentary time sampling)
• Verbal praise when on-task (VI 3 minutes).• Error correction for off-task.• Free time with peers for meeting established daily criteria.
Essential Steps to Individual PBS Plans
1. Request for assistance2. Operationally define problem/replacement behavior3. Background/archival data/ data collection/Environmental
Assessment4. Functional Behavioral Assessment
– Indirect measures– Direct observation
5. Develop hypothesis regarding function of problem behavior6. Develop a PBS plan
– Social skill instruction– Self management– Environmental modifications
7. Implement, Monitor and Evaluate progress
FBA – PBS Plan Process
Success requires:
1. Individual(s) with expertise in FBA-PBS
2. Fluency with a clear process among all staff whereby their role is clearly defined
3. A basic understanding of Applied Behavior Analysis = Behavior is functionally related to the teaching environment across all school staff
Step Document Who is responsible for completing document?
Completed document should be given to:
One Request for Assistance (A) Referring Teacher Case Manager
Two Archival Review (B) Teacher w/ Office Staff assistance
Case Manager
Three Problem Behavior Questionnaire (C) Referring Teacher Case Manager
Four FACTS –Teacher Interviews (D) Referring teacher and Case Manager complete together
Case Manager
Five Environmental Inventory (E) Case Manager
Six Intervention development meeting
Seven Optional Additional Interviews a) AVAF (F) b) CVAF (G) c) IVAF (H) d) Student (I)
Case Manager
Eight Optional Observations MU & Case Manager
Nine Intervention development meeting
Data Source Hypothesized Function Team Confidence in Hypothesized Function
PBQ (Form C) Get / Avoid Low Medium High
FACTS (Form D) Get / Avoid Low Medium High
FBA Student Plan Development• Possible Function of Problem Behavior [5 minutes]
3. Summarize Data1. Data sources not clearly pointing toward function or confidence is low – conduct direct observation and reconvene planning meeting with additional information (See below)2. Data sources pointing toward a clear function and confidence is high – develop a hypothesis(es)
FBA Student Plan Development
Hypothesis One
• When/during (condition) student (behavior)
to (get/avoid)
Data Source (form #) Hypothesized Function Team Confidence in Hypothesized Function
Additional Teacher Interview (F,G,H)
Get / Avoid Low Medium High
Student Interview (I) Get / Avoid Low Medium High
A-B-C observation Get / Avoid Low Medium High
FA test protocol Get / Avoid Low Medium High
FBA Student Plan Development
4. Develop Plan Based on Assessment [15 minutes]A) Define Replacement behavior (observable & measurable):
• Detail strategies to teach replacement behavior:
B) Context alteration to support use of replacement behavior:• Prompts prior to “trouble spots”• Changes in environment (e.g., routines, grouping, work difficulty)
C) Outcomes when student uses replacement behavior (matched to function) & scheduled delivery {GET = teacher attention, earn free time with peers, special privileges; AVOID = task choice, ask for assistance, peer tutor, “take-a-break,” re-seated}:
FBA Student Plan Development
5. Share Plan with Family/External Agency [1 minute]
Check appropriate actions
6. Plan Review Schedule [1 minute]a. Copy one page plan and distribute
b. Prior to next meeting (check appropriate actions)
C. Team meeting review date
More Information
• OSEP Center on Positive Behavioral Interventions and Supports– http://pbis.org
• What Works Clearinghousehttp://ies.ed.gov/ncee/wwc
• IDEAs that Workhttp://www.osepideasthatwork.org