Basic FBA to BSP: Evidence of Efficient Training of School Personnel Sheldon Loman, PhD Chris Borgmeier, PhD Kathleen Strickland-Cohen, Ph.D., BCBA-D

Basic FBA to BSP: Evidence of Efficient Training of School Personnel

Sheldon Loman, PhDChris Borgmeier, PhD

Kathleen Strickland-Cohen,

Ph.D., BCBA-D

www.basicfba.pbworks.com

http://www.basicfba.pbworks.com/

Who’s here? o Administrators?o Teachers?o Paraprofessionals?o Behavior Specialists?o Higher Education Members?o Other related services? o Others?

FBA is….

• an empirically supported practice that has been demonstrated to improve both the effectiveness & efficiency of behavioral interventions in schools

• Blair, Umbreit, & Bos, 1999; Carr et al., 1999; Ingram, Lewis-Palmer, & Sugai, 2005; Lee, Sugai, & Horner, 1999; Newcomer & Lewis, 2004.

Newcomer & Lewis,

2004

CHALLENGES SCHOOLS FACE TODAY ARE NOT FINDING WHAT WORKS, BUT IMPLEMENTING WHAT WORKS. FIXSEN, NAOOM, BLASE, FRIEDMAN, & WALLACE, 2005

Since 1997 FBA has not been implemented widely in schools.Not due to lack of knowledge, but to practicality of use

Concern• As schools adopt Tier 2 and Tier 3 supports, the

behavior specialists in the district are often overwhelmed with requests to conduct functional behavioral assessments and building behavior support plans.

Basic Message:

Any time you feel overwhelmed the answer is likely to include investing in

the training of others.

District Behavior Support Specialist

Support Teams

building behavior support

plans from Assessme

nt informatio

n

Train 1-2 people per school to conduct “basic” FBA/BSP

Train and coach

PBIS at all three tiers

A Proactive Approach to Behavior Support Planning

• Majority of problem behaviors that teams encounter do not require comprehensive FBA-BSP (Loman & Horner, in press)

• Using simplified FBA-BSP procedures that “match” the level and intensity of problem behavior

• Provide FBS at the first signs of persistent problem behavior

Complex FBA:

Behaviors and Maintaining Functions Vary, and are not Easily Defined and/or Identified

Basic FBA:

Behaviors and Maintaining Functions are Easily Defined and Identified

Current Issues and Needs in Your District…

• Do people already know how to do FBA in your schools?

• Can a district leader teach FBA/BSP procedures in a reasonable amount of time?

• Are the basic FBA/BSPs developed by school personnel valid for improving student behavior?

• Do our school teams understand the CRITICAL FEATURES of function-based interventions ?

• Do we have materials that are practical and effective for use by district specialists?

We hope you will learn to…• Identify the research-base for the use of a practical approach

to training school personnel to conduct FBA/BSPs

• Identify the procedures for school district behavior support specialists to use in training school personnel to conduct practical FBA/BSPs

• Identify a process for creating capacity in schools to support the development and implementation of function-based interventions

“Scaling Down to Scale up”• Scott, Alter, & McQuillan (2010)

• In order for FBA to be applied in typical classrooms we need to simplify the practices associated with effective FBA

• It is essential to use straightforward language, rationale, and examples of how FBA can be applied in the context of classroom

11

“Work Smarter NOT Harder…”By using the 4 P’s• Proactively build capacity- Train 1-2 school personnel in each

school with a “flexible” role to conduct FBA/BSPs for students with mild/moderate problem behaviors

• Parsimonious tools- Use simple tools and terminology that are relatable to school personnel

• Practical Trainings- Provide short training sessions that teach “less more thoroughly” based on established instructional practices

• Prioritized follow-up- Through use of quick in-training assessments to determine those participants that will require more follow-up coaching

Determine Student Skills& Expectations of

Performance

Plan Instruction: ü What to teachü How to teachü How to evaluate progress

Deliver Instruction

Evaluate Response to Instruction

Instructional Response

Progress Monitoring

Student, Grade, & HomeStudent is Progressing

Need for Instructional Modification

Responsive Instruction

Format of Basic/Practical FBA Training Sessions

Objectives

Review

Activities

Checks for Understanding

Comments/Questions

Tasks

Key Points

Available at: www.basicfba.pbworks.com

Basic FBA Training Series

• 4 training sessions on conducting functional behavioral assessments (FBA) for students with mild to moderate behavioral problems in schools.

• The training series teaches participants to conduct interviews and observations in such a way as to precisely determine the relationship between student problem behavior and the context:– What the problem behaviors are.– When, Where, & Why a student’s problem behaviors occur.

• A summary of this information will help an individual student team develop effective behavioral supports that:

-prevent problem behaviors from occurring -teach alternative behaviors-& effectively respond when problem behaviors occur.

Basic FBA processD.A.S.H.

Define behavior in observable & measurable terms

Ask about behavior by interviewing staff & student

-specify routines where & when behaviors occur-summarize where, when, & why behaviors occur

See the behavior

-observe the behavior during routines specified-observe to verify summary from interviews

Hypothesize: a final summary of where, when & why behaviors occur

16

Session #1

Session #2

Session #3

Session #4

Basic FBA vs Comprehensive FBA

Practical FBA Comprehensive FBA

For: Students with mild to moderate problem behaviors (behaviors that are NOT dangerous or occurring in many settings)

Students with moderate to severe behavioral problems; may be dangerous and/or occurring in many settings

What: Relatively simple and efficient process to guide behavior support planning

Time-intensive process that also involves archival records review, family-centered planning, and collaboration with agencies outside of school

Conducted by whom: School-based personnel (e.g., teachers, counselors, administrators)

Professionals trained to conduct functional assessments with students with severe problem behaviors (e.g., school psychologists, behavior specialists) 17

Focus of this training series

Session #1: Defining & Understanding Behavior

• Overview of the Practical FBA training series and introduces concepts, examples, and practice opportunities for participants to learn how to:

(a) Define behavior (WHAT), (b) Identify events that predict WHEN & WHERE the specific behavior occurs(c) Identify the function of behavior (WHY), and (d) Construct functional behavioral summary statements

TASK: Find someone at their site whom they may conduct a practice interview with next week.

Always start with the Behavior1- Once you have defined the behaviors (the What)2- & know the Where & When the behaviors occur #2 (Routine &

Antecedents)3- Then want to find out WHY (the outCome of the behavior…what

happens right afterwards)

19

2

Antecedent/Trigger:

When _____ happens….

1

Behavior:

the student does (what)__

3

Consequence/OutCome

..because (why) ______

20

ProblemBehavior

Obtain/GetSomething

Escape/Avoid

Something

SocialTangible/Activity

Adult

Stimulation/Sensory

Peer

What is the pay-off of the problem behavior?

Create a Hypothesis Statement for Johnny’s BehaviorAfter interviewing Mr. Smith and conducting several observations of Johnny in

the third grade classroom, the team determined that during less structured class time (free time, cooperative group art projects, etc.), Johnny tears up his paper and stomps his feet. After Johnny engages in this behavior his peers laugh at him.

Routine: During __(some routine e.g.: _______________

21

Antecedent/Trigger: “When ..”

Behavior: “Student does..”

Consequence/OutCome: “Because..”

Peers laugh at him

Therefore, the function of the behavior is to:

get/avoid Peer Attention

Less structured class time

Third grade classroom

Tears up paper & stomps feet

Session #2: Investigating Behavior

• Review content from the first session

• Instruction, modeling, and practice opportunities in conducting FACTS interviews with staff and students

(modified from Borgmeier, 2005)

• Practice constructing behavioral summary statements from each interview.

TASK: Complete a practice FACTS interview with a staff member at school site.

Follow-up

ANTECEDENT(s): Rank Order the strongest triggers/predictors of problem behavior in the routine above. Then ask corresponding follow-up question(s) to get a detailed understanding

of triggers ranked #1 & 2. Environmental Features (Rank order strongest 2)

Follow Up Questions – Get as Specific as possible

1 X a. task too hard ___ g. large group instruction___ b. task too easy ___ h. small group work _X_ c. bored w/ task ___ i. unstructured time_X_ d. task too long ___ j. transitions ___ e. physical demand 2_X k. independent work 3_X f. correction/reprimand ___ l. with peers ___ m. Other, describe _____________________________________________________________

If a,b,c,d or e - describe task/demand in detail __writing sentences, paragraphs, letters, journals, etc. student cannot write because they don’t know how to read or spell fluently______________________If f - describe purpose of correction, voice tone, volume etc. _________________________________________________If g, h, I, j or k - describe setting/activity/content in detail ____Independent work involving writing or reading; works better in small groups if he doesn’t have to read or write_____________________________________________________________If l – what peers?

Make sure to ask follow-up questions in the right column of Antecedents & Consequences section

Select #1 Ranked Answers to Insert into Summary

Have Teacher Rate the Statement

Session #3: Observing & Summarizing Behavior

• Review content from previous training sessions & practice interviews from week before

• Instruction & practice opportunities (using videos) for participants to conduct ABC observations of students within routines identified as settings in which the problem behavior occurs most frequently (based upon the staff FACTS interviews).

• Participants practice constructing summary statements based upon data from their observations to verify or modify summary statements derived from their FACTS interviews.

TASK: Complete a practice ABC observation at school site.

Videos used in training available from Sopris West: Scott, T. M., Liaupsin, C., & Nelson, C. M. (2005). Team-based Functional Assessment and Intervention Planning: A Simplified Teaming Process. Longmont, CO: Sopris West.

Session #4: Function-based Behavior

Support Planning • Review of concepts, skills from first three sessions• Review practice ABC observations & summarizing results• Provide opportunities for participants to practice the

skills that they have learned in conducting interviews, observations, and constructing behavioral summary statements

• Introduce the Competing Behavior Pathway and ideas for helping individual student support teams in designing function-based behavioral supports.

Summary of Behavior - ShaneSetting Event Antecedent Behavior Consequence

Teacher/Staff Interview Summary StatementAcademic Failure in previous class that day

Difficult tasks, any word problems & most math operations

Work refusal, doodling, not follow directives, yells at teacher, disruptive

Avoid math task, doodling, work refusal, sent to office

ABC Observation Summary StatementNegative relationship w/ teacher???

Teacher confrontation

Work refusal, doodling, yells at teacher, disruptive

Avoid teacher confrontation, avoid math task, to office

Final Summary of Behavior (move to Behavior Plan)Negative relationship w/ teacher & previous academic failure

1. Teacher confrontation

2. Math task

Work refusal, doodling, yells at teacher, disruptive

Avoid math task & teacher confrontation

BEHAVIOR SUPPORTPLANNING

COMPETING PATHWAYS

Neutralize/eliminate

settingevents

Add relevant & remove irrelevanttriggers

Teach alternative

that is moreefficient

Add effective & & removeineffectivereinforcers

Examination of Efficacy of Basic FBALoman & Horner (2013)

• To determine if staff with flexible roles in schools (e.g., counselors, administrators) can be trained to conduct FBA for students with mild to moderate behavior problems (i.e., students with recurring problems that do not involve physical aggression or violent behaviors).

• To determine the efficacy and acceptability of Practical FBA methods and tools with school personnel.

Methods: 3 Phases of the StudyPhase 1- Practical FBA training on FBA tools & methods provided

to 12 school professionals.-Pre- & Post-Tests of FBA knowledge

Phase 2- 10 of the 12 Trained participants conducted an FBA

according to procedures they were taught for one student within their school.

-Using Practical FBA tools: interviewed, observed, and hypothesized summary of student behavior.

Phase 3- Functional analyses conducted by researcher to test each participant’s hypothesis/summary statement-Experimental manipulations to determine the efficacy of the Practical FBA training .

Acceptability Ratings

Equipped

me

Will

Use Aga

in

Sugg

est to

Others

Tools E

asy to

Use

Teach

er FA

CTS

Studen

t FACTS

ABC Form

Confident In

form In

terve

ntion

Time R

easo

nable

Overal

l Ben

efit

1

2

3

4

5

65.6 5.5

5.75.5 5.6

55.3

5.5 5.45.7

Agree

Results: Phase 2

N=10Strongly disagree

Strongly Agree

Participant 2Hypothesis: Access Adult Attention

1 2 3 4 50%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Control ConditionEscape ConditionAttention ConditionIOA

Sessions

Perc

enta

ge o

f Int

erva

ls w

ith O

ccur

renc

e of

Pro

blem

Beh

avio

rs

All 10 of the FAs confirmed the Hypothesis Statements

Contributions of Study• Use of Basic FBA v. Comprehensive FBA

• Proactive, Parsimonious, Practical

• School personnel can conduct “valid” FBAs for students with mild to moderate behavioral problems.• Usefulness & acceptability of training/tools

• Utility of FACTS interview tool, but implications of essential direct observation validation

• Ideas on how to organize personnel within a school/district to implement best practices

How hasPractical FBA been used? • Designed to be used by someone well-versed in FBA and

behavioral principles (e.g., behavior specialist, school psychologist) to train school personnel.

• School Districts have trained instructional assistants, teachers, principals, vice principals, counselors, and specialists from elementary, middle, and high schools.

• Many places in the U.S. and Internationally are using Practical FBA to train school personnel to conduct FBA.

From Basic FBA to Practical Training on Function-based Interventions

• The most important purpose of conducting FBA is to inform the development of Behavior Support Plans that directly address the FUNCTION of student behavior

FBA-BSP in Schools: How are we doing?

• Growing body of research showing that FBA can be effectively conducted by typical school personnel

• (Crone, Hawken, & Bergstrom, 2007; Dukes, Rosenberg, & Brady, 2007; Loman, 2010; Maag & Larson, 2004; Renshaw et al., 2008; Scott, Nelson, & Zabala, 2003)

However…

• Schools continue to struggle to utilize FBA information to build BSPs

• (Blood & Neel, 2007; Cook et al., 2007, 2012; Scott & Kamps, 2007; Scott, Liaupsin, Nelson, & McIntyre, 2005; Van Acker, Boreson, Gable, & Potterton, 2005)

In One Hour Can We Train You to Identify Effective Behavioral Interventions for Challenging Students?

• Borgmeier, Loman, & Hara (under review)

41

Participants (n=361)

• NorthWest PBIS Conference Attendees• Oregon (n=150 & n=51)• Washington (n=46)

• Vancouver, British Columbia Training (n=22)

• School District in Washington (n=20)• Portland State University Students (n=72)

RACER

Replace problem behavior by teaching a socially acceptable, efficient behavior that allows student to obtain the pay-off/function

Antecedent strategies to directly address triggers to prevent problems & prompt replacement behaviors based on the function of behavior

Correct behaviors by quickly & effectively redirecting student to replacement behavior

Extinguish behaviors by ensuring that problem behaviors do NOT pay off for the student (i.e. does not result in the function of behavior)

Reinforce replacement & desired behaviors based on function/pay off for the student

Critical Features of BSP

Pre-Test/ Post-Test Design

1 hour training + 15 min for

Pre & Post-test

Consequence Intervention: Reinforcing Positive Behavior

1. Identify an intervention to Reinforce the

Alternate Behavior

Yes or No?

Why?

Critical features of Reinforcers?

2. Identify an intervention to Reinforce the Desired Behavior

Steps in Identifying

Reinforcers?

a) Is reinforcer valued? (start w/ function of behavior)

b) Are expectations & timeframes reasonable for the student?

ResultsOverall Mean Increase by 30%

Percent Correct Pre v Post By Function

ID Alt B

x

Antecedent In

t

Teach Alt B

x

R+ Alt Bx

R+ Desired Bx

Extincti

on

Redirect

Alt Bx

0%10%20%30%40%50%60%70%80%90%

100%

26%

61%

36%

65%57% 56%

74%

89%84%

89%

77%86% 83%

93%

Escape Maintained Percent Correct By Intervention Element

PrePost

ID Alt B

x

Antecedent

Teach Bx

R+ Alt Bx

R+ Desired Bx

Extincti

on

Redirect

Alt Bx

0%10%20%30%40%50%60%70%80%90%

100%

38%

61%

42%

85%

53%

68%

52%

78%88%

83%

96% 95%

73% 75%

Attention Maintained Percent Correct By Intervention Element

PrePost

Training Team Leaders

50

From Basic FBA to BSP Training Series (Strickland-Cohen, Loman, & Borgmeier, 2012)

• Intended for use by district behavior specialists to build school capacity for providing function-based support for student with mild to moderate challenging behavior

• For training school-based professionals who:

• Have an understanding of basic behavioral theory

• Have some training related to and experience with the FBA process

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

Four 1-hour Training Sessions

• Session #1: Using FBA data to identify alternative/replacement behaviors

• Session #2: Identifying and selecting function-based prevention, teaching, and consequence strategies

• Session #3: Contextual fit, implementation and evaluation planning

• Session #4: Leading a BSP team

Screening and Assessment


Performance


Deliver Instruction



Progress Monitoring




Assessing Knowledge of BSP Development

• 10-item screening test• Basic behavioral knowledge

• 50 item pretest • Assessed ability to:

• List the critical features of behavior support plans• Identify missing or incorrect items on sample plan• Discriminate between Function-Based, Neutral, and

Contraindicated strategies

• In science, when asked to work with a partner or small group Jacob (6th grade) makes inappropriate comments, pushes materials off his desk and refuses to do his work. This is most likely on days when an altercation with a peer has occurred prior to science. Based on the data collected, the team agreed that the function of Jacob’s behavior is to avoid working with peers.

Function-Based (FB)? Neutral (N)? or Contraindicated (C)?

1. ____ Teach student to appropriately request a break from working with his partner(s).

2. ____ When problem behavior occurs, allow student to work alone.

3. ____ Develop a behavior contract with the student specifying that if he works successfully with peers for a specified part of lab time, he can spend the remainder of class time working independently.

4. ____ Review class rules about respectful interactions with peers at the beginning of class.

5. ____ When problem behavior occurs, send student to resource classroom to the complete activity.

6. ____ When presenting assignments on days when Jacob has had a previous peer altercation, provide a choice of working either individually or with a peer partner.

7. ____ Provide tokens that can be exchanged for items at the school store when student engages in appropriate peer interactions.

8. ____ Provide pull-out social skills training 2 times per week for 20 minutes.

FB

C

FB

N

C

FB

N

N

Delivering Instruction: HOW TO TEACH DESIRED SKILLS Principles of Instructional Design(Gilbert, 1978; Kame’enui, Carnine, Dixon, & Burns, 2007; Sidman & Stoddard, 1966; Yoon, Duncan, Lee,

Scarloss, & Shapley, 2007)

• Building on Background Knowledge • Conspicuous Strategies• Mediated Scaffolding• Judicious Review• Strategic Integration Determine Student Skills

& Expectations of Performance


Deliver Instruction



Progress Monitoring




Format of Basic FBA to BSP Training Sessions

Objectives

Review

Activities

Checks for Understanding

Comments/Questions

Tasks

Key Points

Objectives for Session #1: Identifying Alternative and Desired Behaviors

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

1. Label the essential components of an FBA summary statement

2. Describe the three essential characteristics of alternative behavior

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

4. Construct an example summary statement including antecedents, behavior, consequences, and function, providing examples of appropriate and inappropriate alternative behaviors

From FBA to BSP

• The most important purpose of conducting FBA is to inform the development of comprehensive Behavior Support Plans that directly address the FUNCTION of student behavior

• Start with FBA results, specifically the

Summary Statement

After we defined the behavior (the What) & know Where & When & Why the behavior occurs…

Then: We ask: Are there any events that happen outside of the routine that “SET UP” the behavior (make it more likely to occur)?

2

Antecedents/ Triggers

1

Behavior

3

Consequence/ Outcome

4

Setting Events

Building on Background Knowledge

Activity #2 (page 10)

What is wrong with / missing from this summary statement? Sarah often leaves her seat without permission, walks around the room

and makes faces at peers. Sarah’s peers laugh or tell her to stop. This behavior is more likely if she has forgotten to take her medication before school. The function of Sarah’s behavior is to gain access to teacher attention and to escape tasks.

Setting event Antecedent Behavior Consequence

Routine: _____________

Sarah forgets to take

medication

Out of seat, faces at peers

Attention from Peers

Function: Adult and Peer Attn

Escape from Tasks

From FBA to BSP

• The most important purpose of conducting FBA is to inform the development of comprehensive Behavior Support Plans that directly address the FUNCTION of student behavior

• Start with FBA results, specifically the

Summary Statement

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!!!

We always start with the Alternative Behavior

Conspicuous Strategies

Essential Characteristics of a Replacement Behavior• An appropriate Replacement Behavior:

• Serves the same function as the problem behavior

• Is easier to do and more efficient than the problem behavior• Replacement Behaviors require less physical effort & provide quicker,

more reliable access to desired outcome/response than problem behavior

• Is socially acceptable

Identifying Appropriate Alternative Behavior

• When Pam is asked to work on long-division problems in math class, she argues, refuses to work, and uses profanity in order to avoid/escape the difficult task.

Which is the best alternative behavior?

• Move to sit by another student

• Request adult attention

• Request an easier task/worksheet

• Ask if she can play on the computer instead

• Ask for a reward for completing the task

1. Serve same

Function? Does it provide escape?

2. Is Behavior easier to do

than problem behavior?

3. Is Behavior socially

acceptable?

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

Review #1 (pg. 15)

• What are the three essential characteristics of alternative behavior?

1. Same function as the problem behavior2. Easier to do than the problem behavior3. Socially acceptable Judicious Review

Success, teacher

acknowledgment

Function:

Escape academic tasks and

Access peer attention

Complete writing task

Disrespect and Disruption

Raise hand & ask

for break

Asked to complete

Independent writing tasks

Breaks from school

(weekends, illness,

holidays)

Routine: Language Arts

• Name two problems with this competing behavior pathway.

REVIEW (PG. 15)

SettingEventStrategies

AntecedentStrategies

Teaching Strategies

Consequences Strategies

Eliminate or Neutralize Setting Events

Prevent/Modify“Triggers”/ Prompts for Alt/Des

Teach Alternate / Desired Behavior

Reinforce Alt/Des Behavior

Response to Problem Behavior/

Identifying Behavior Support Strategies

Team identifies a range of strategies/ interventions to address: - Prevention - Teaching - Consequences

We consider the FUNCTION of the problem behavior when selecting these strategies.

Selecting Antecedent Strategies: Modifying Triggers

When identifying preventive antecedent strategies: - Eliminate or alter the antecedent so student will no longer

need to use problem behavior

The BEST antecedent MODIFICATIONS directly address:

#1. The identified ANTECEDENT

#2. The FUNCTION of the problem behavior

Antecedent Interventions Directly address the identified antecedent

• When asked to read aloud in class, Kyle makes inappropriate comments and pushes his book off his desk

• Antecedent = Asked to read aloud in class• Potential options that directly address the antecedent

• Give student passage in advance to practice pre-reading• Do not ask student to read aloud in class• Let student read 1 sentence directions that he is familiar with, instead of

entire paragraphs from the text

• Now, why is Function important?

Mediated Scaffolding

Antecedent interventions must address the function the problem behavior serves

• Does the Intervention Address the Function of Behavior • Give student passage in advance to practice pre-reading• Do not ask student to read aloud in class (or respond publicly)• Let student read 1 sentence directions they are familiar with, instead of

entire paragraphs from the text

• When asked to read aloud in class, Kyle makes inappropriate comments and pushes his book off his desk to avoid public speaking (not related to reading difficulty; related to extreme social anxiety).

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? • Have student check in with teacher at beginning of class • 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

Addresses: 1.Antecedent? Function?

Activity 1 (pg. 20)• Complete the next one on your own.

• Please write ‘yes’ or ‘no’ for each option AND explain why or why not?

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 school rules 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


Performance


Deliver Instruction



Progress Monitoring




Evaluating Response to Instruction• On-going Formative Evaluation

• Utilize multiple response formats throughout• Written responses

• Circle correct answer / Fill in the blank / short answer• Share-outs, Think-Pair-Share

• Culminating activities – used to adjust teaching

Consequence/FunctionAccess Peer AttentionPeers laugh and talk with him, and talk about it after class

AntecedentAsked to finish homework or write in his journal independently

Setting EventParent brings to school (does not interact with peers on bus)

Alternative BehaviorAsk to work with a peer

Problem BehaviorOut of seat (walking around room), making noises, and talking to peers

ConsequenceGood grades, teacher acknowledgement

Routine 1st Period Writing

Setting Events Manipulate Antecedent Teach Behavior Alter Consequences

Arrange time for positive adult attention before writing on days when student is brought by parent

Remind student before independent-work time that he may choose to work quietly with a peer

Allow student to sit with preferred peer in 1st period writing

Teach student to appropriately ask to work with a peer

Explicitly teach what “on-task” behavior looks like (and does not look like) in writing class

RewardsStudent can work with peer when asks appropriately

Student can earn 5 minutes of free time with a peer, if stays on task for 90% of period for 5 consecutive days

Response to ProblemWhen student starts to get out of seat/engage in problem behavior, remind him to ask appropriately to work with a peer

Desired Behavior Complete writing assignment and turn in work

Strategic Integration

Objectives for Session #3: Contextual Fit, and 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

What is Contextual Fit? Why is It Important?

• Contextual fit refers to the extent to which support strategies “fit” with:

• The skills and values of the implementers• The available resources• Administrative structure/support

• In other words… How FEASIBLE are the strategies? • Strategies with good “fit” are more likely to be

implemented accurately and consistently

Rating Contextual Fit During Science class, Jacob often makes inappropriate comments, pushes materials off his desk and refuses to do his work.

• To evaluate the effectiveness of Jacob’s BSP, the team members have suggested that his teacher:

Collect continuous 5 sec partial interval data on the occurrence/non-occurrence of each of his problem behaviors

Indicate at the end of each class period if Jacob had ( 0, 1-3, or 4 or more ) instances of problem behavior

Critical Components of Behavior Support Plans

• #1: Complete Competing Behavior Pathway• #2: Function-Based Preventive, Teaching, and

Consequence Strategies• #3: Implementation Plan• #4: 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 BSP meeting

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

Before the MeetingTeam 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)

SettingEventStrategies

AntecedentStrategies

Teaching Strategies

Consequences Strategies

Eliminate or Neutralize Setting Events

Prevent/Modify“Triggers”/ Prompts for Alt/Des

Teach Alternate / Desired Behavior

Reinforce Alt/Des Behavior

Response to Problem Behavior

Identifying Strategies: Questions for the Team

How can we arrange the environment to Prevent problem behavior?

How will we teach a replacement behavior?

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

How will we:-Reward the Alt behavior? -Maximize payoff for approximations of desired behavior?

How will we Minimize the Payoff for the problem behavior?

How will we prompt the alternative behavior?

Evaluating Response to Instruction • Summative Evaluation

• Final activity – given scenario and FBA summary statement, lead team in BSP development

• Opportunity to practice and ask questions while moving through BSP development process

• Posttest data

• Application in real settings WOO HOO!!


Performance


Deliver Instruction



Progress Monitoring




Research Questions

1. Is there a change in participant knowledge related to BSP development following 4 one-hour ‘From Basic FBA to BSP’ training sessions?

2. Are BSPs developed by participating behavior support teams viewed as a) technically adequate by external expert behavior analysts and b) contextually appropriate by the team members who implement the plans?

3. Is there a functional relationship between the implementation of team-developed function-based behavior support plans and improvement in student behavior?

a. Are team-developed behavior support strategies implemented with fidelity by typical school personnel in typical settings?

PHASE I

PHASE II

PHASE III

Study- Design by Phase • Phase 1: From “Practical FBA” to BSP training series

• 13 school psychologists, counselors, special education teachers basic behavioral knowledge

• Assess change in knowledge

• Phase 2: Six team leaders guided behavior support teams in development of BSP for 1 student

• BSPs assessed for technical adequacy (3 outside experts)• Contextual fit (school-based team members)

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

• Impact on student behavior• Fidelity of Implementation (experimental)

Results

Pre/Post-Test Results: Assessment of BSP Knowledge

ParticipantPre Test

Post TestPercent Change

1 63% (A) 96% (B) +33%

2 67% (A) 84% (B) +17%

3 69% (A) 94% (B) +25%

4 65% (A) 86% (B) +21%

5 60% (A) 88% (B) +28%

6 63% (A) 90% (B) +27%

7 43% (A) 82% (B) +39%

8 61% (B) 92% (A) +31%

9 63% (B) 82% (A) +19%

10 45% (B) 80% (A) +35%

11 67% (B) 90% (A) +23%

12 61% (B) 86% (A) +25%

13 80% (B) 94% (A) +14%

Mean 62% 88% +26%

0

25

50

75

100

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27

Sebastian

Problem Behavior

Implementation Fidelity

Engagement

0

25

50

75

100

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27

Bailey

Problem Behavior


Engagement

0

25

50

75

100

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27

MicahProblem Behavior

ImplementationFidelityEngagement

0

25

50

75

100

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27

Charlie

Problem Behavior


Engagement

0

25

50

75

100

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27

GarethProblem Behavior


Engagement

Sessions

% 1

0 se

c in

terv

als

Baseline

Intervention

Basic FBA to BSP: Bethel School District• 43 Elementary/Middle participants

• School Psychologists• PBIS Team Leaders & Members• Administrators

• Significant range in amount of participants experience/knowledge related to FBA/BSP

• Three 2-hour sessions• Session 1: FBA Interviewing & Observations• Session 2: Selecting Function-based Interventions• Session 3: Implementation & Evaluation Planning 93

Participant # Pretest Posttest % Change

1 38% 64% 26%

2 44% 67% 23%

3 54% 71% 17%

4 50% 72% 22%

5 54% 72% 18%

6 58% 72% 14%

7 48% 73% 25%

8 52% 78% 26%

9 64% 78% 14%

10 62% 80% 18%

11 82% 80% -2%

12 31% 84% 53%

13 41% 84% 43%

14 56% 84% 28%

15 58% 84% 26%

16 58% 84% 26%

17 60% 84% 24%

18 38% 86% 48%

19 42% 86% 44%

20 48% 86% 38%

21 58% 86% 28%

22 68% 92% 24%

23 77% 92% 15%

24 80% 92% 12%

25 84% 92% 8%

26 56% 96% 40%

27 74% 96% 22%

28 80% 96% 16%

29 80% 96% 16%

AVG 58% 83% 25%

SD 0.15 0.09

AVG 58% 83% 25%

Pretest Range = 31 to 84%Posttest Range = 64 to 96%

BETHEL BASIC FBA to BSP PRE-POST DATA

Next Steps: Sustainability

• Initial District Participants• Re-take pre/posttest• Evaluate current plans• District Factors Survey

• Coaching• Administrative Support• Time & Resources

Basic FBA to BSP: School District in Washington• 24 participants from 5 Elementary School teams

• School Psychologists• PBIS Team Leaders & Members• Administrators

• Six 90-minute sessions• Session 1: Defining Behavior• Session 2: Asking/Interviewing about Behavior• Session 3: Seeing/Observing Behavior• Session 4: Critical Features of BSP• Session 5: Contextual Fit within Critical Features• Session 6: Behavior Evaluation & Implementation Planning

96

FBA Knowledge & Skills Test

97

BSP Pre & Post Test

Percent Correct Pre v Post By Function

New Basic FBA to BSP Training Modules• Module 1- Teaching Basic Principles**

• Module 2- FBA: Practice Interviewing

• Module 3- FBA: Practice Observing

• Module 4- Critical Features of BSP**

• Module 5- Building BSP from FBA

• Module 6- Leading a Team

• Module 7- Implementing/Coaching

Modules 1 & 4: All/Classroom StaffNot Doing FBA, but

eventually implementing plans

All 7 Modules: 1-2 Staff per school

trained to conduct FBA & design BSP

“Work Smarter NOT Harder…”By using the 4 P’s• Proactively build capacity- Train 1-2 school personnel in each

school with a “flexible” role to conduct FBA/BSPs for students with mild/moderate problem behaviors

• Parsimonious tools- Use simple tools and terminology that are relatable to school personnel

• Practical Trainings- Provide short training sessions that teach “less more thoroughly” based on established instructional practices

• Prioritized follow-up- Through use of quick in-training assessments to determine those participants that will require more follow-up coaching

Thank You for Attending!

• Slides and materials may be found at:• www.basicfba.pbworks.com

• More information please email:

• [email protected]• [email protected]• [email protected]

http://www.basicfba.pbworks.com/

mailto:[email protected]



Documents

Basic FBA to BSP: Evidence of Efficient Training of School Personnel Sheldon Loman, PhD Chris Borgmeier, PhD Kathleen Strickland-Cohen, Ph.D., BCBA-D