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Culturally Responsive Practices-
FBA & BIP Training
Presented by Dr. Kim Sherman
www.laspdg.org
Considerations• This webinar is being recorded and will be
available for viewing at www.laspdg.org • If you need to ask a question, please use the
Chat Pod on your screen• To download the materials for today, you can
click on the files in the file share pod on your screen and save them to your computer
Roll Call
• At this time, EVERYONE please use your chat pod and type your first and last name as well as your district/LEA that you are representing
People First Language
Kathie Snow. (n.d.) A few words about People First Language. Disability is Natural. Retrieved August 1, 2012 from http://www.disabilityisnatural.com/images/PDF/pfl-sh09.pdf Kathie Snow. (n.d.) A few words about People First Language. Disability is Natural. Retrieved August 1, 2012 from http://www.disabilityisnatural.com/images/PDF/pfl-sh09.pdf
“People First Language puts the person before the disability and describes what a person has, not who a person is.”
• Informal Needs Assessment
• Disproportionality & Cultural Competence
• PBIS across the Tiers
• Developing & Monitoring FBAs & BIPs
Where are we going today?
Your Turn to Vote
The most common serious type of behavior
concern in our school(s) is:
1. Leaving class or assigned area
2. Physical Fighting
3. Inappropriate language (cursing, insults)
4. Sleeping or resting head for extended periods
Your Turn to Vote
The most common response to these
behaviors in our school(s) is:
1. Parent Conference
2. Out of School Suspension
3. Implement Positive Intervention
4. Detention
Your Turn to Vote:How’s it working?
1. Problem solved!
2. Not so well. Some problems are persisting.
3. Poorly. Problems are increasing.
Addressing Disproportionality
Over-RepresentationStudents of color, especially Black male students, are over-represented in:• Office Discipline Referrals• Exclusionary, punitive consequences• SpEd Referrals for Emotional/Behavioral
concerns
Over-Representation
• Nationally, Black students were 3.5 times as likely as White peers to be suspended or expelled during the 2009-10 year.
http://ocrdata.ed.gov
• In Louisiana, 64% of suspensions went to Black students and 34% to White students.
http://ocrdata.ed.gov/StateNationalEstimations/projections_2006
East Baton Rouge – Discipline Data by Race/Ethnicity
http://ocrdata.ed.gov/Page?t=d&eid=26776&syk=5&pid=119
Dispelling Common Myths
• Disparities remain after controlling for income• Research does NOT support a racial
discrepancy in school behavior violations • Discrepancies are not limited to
administrative response• Some research indicates Black students get
referred for less serious and more subjective violations than White students
(Skiba, Michael, Nardo, & Peterson, 2000)
LA ’09-10 Emotional Disturbance Cases General Education
Louisiana Department of Education 2009-10 State Special Education Data Profilehttp://www.doe.state.la.us/divisions/specialp/special_data_reports.html
Targets for Action• Over-reliance on exclusionary discipline• Training in culturally competent, positive,
classroom management and behavior modification practices– Improve climate and relationships– Teach and motivate expected behaviors– Understand communication styles– Build stereotype awareness
• Engaging families and communities(Skiba, Michael, Nardo, & Peterson, 2000)
Within a PBIS Framework,What is Tier III?
• Customized, intensive services
• For students experiencing high risk (5%)
• For those whose needs are not met at Tier I or II
• Functional Behavior Assessment
• Customized Behavior Intervention Plan
How do we typically identify a need for an FBA/BIP?
• Tier I class/school wide PBIS is in place• Discipline and/or screening data indicate risk
• Tier II– Progress Data indicates limited response and– Integrity Checks reveal strong (80%) integrity
OR
• Student’s IAP/IEP requires customized behavior support services
Tier 3
Tier IIIWhat is an FBA?
• Assessment that identifies function (purpose) problem behavior serves for a person
• Identifies antecedents – What happens before the behavior? Context?
• Identifies maintaining consequences– What happens after the behavior of concern?
• Used to inform Behavior Intervention Plan
FBAs help us learn…
• What the student gets out of this behavior– i.e., the function
• How we might help the student achieve that same function without problematic behavior
FBA Components 1508
FBA Checklist
Define Target Behavior
• in specific
• measurable
• observable terms
Defining Target Behavior
Ask yourself:• Can I count this behavior? Y
• Would a stranger know what to look for? Y
• Can I break it down into more specific behavioral components? N
Your Turn to Vote:Which is a specific, measurable,
observable behavior?1. Hostility
2. Outbursts
3. Walks out of class
4. Disrespect
Consider Asking …
• What does that behavior look like?
• What does it sound like?
• Can you show me by role playing?
Interview Data
• Team-members are interviewed to:– Define target behavior and estimate current
frequency, intensity, duration, and/or duration– Understand staff goals
• Reduce frequency, intensity, or duration to ____• Increase [appropriate behavior] to _________
– Gather data on antecedents, consequences, and student preferences
– Identify potential skill needs
Quantify Baseline Levels of Target & Desired Behaviors
1. Frequency – how often it occurs2. Intensity – severity level (e.g., how loud)3. Duration – how long it lasts4. Latency – time lapse between directive and
follow-through
Additional FBA Interview Data• Collect info. about history, antecedents, &
consequences, such as:– How long has behavior been occurring?– When (times, subjects, activities, circumstances)– Where (classroom, halls, home, cafeteria, bus)– With whom (specific peers, adults)– Other environmental conditions (crowds, heat) – Consequences (peer attention, sent to office, etc.)– Health and Home-based factors
• Sample interview form
Direct Observation Procedures
Direct Observation & Perceptual Data Collection Scales
• A-B-C narrative
• Low Frequency Example
• Behavior Rating (Perceptual) Scale
What is a Preference Assessment?
Procedure used to identify preferred items/activities that are likely to reinforce desired behaviors
• There are three general ways to gather information about preferences.
•Observing•Asking
•Trial-based
Asking
• Interview the student *
• Have student fill out a survey*
*Or another person who knows the student well.
Observation
• Observe the activities the student engages in during free time.– Give them unrestricted access to multiple
activities/items.
• Record the amount of time the student engages with each activity/stimuli.– Good for students who can't or won't participate
in an interview or survey format.
Minutes Jay engaged in activities during 1 hour free time observation
Activity Mon Wed Fri Total
Sand play 20 30 25 75
Play with
cars
40 25 35 100
Look at
Fish
----- 5 ----- 5
Minutes
Observed
60 60 60 180
Contrived
• Items/activities that may be of interest are brought in especially for the observation– Introduce the student to all items, at least
briefly, prior to observation.
Ways of Observing
Trial-based methods
• Present stimuli to the student and record the student’s response. Type of Response:
Approach- any detectable movement towards the stimulus (even eye gaze.)
Contact (touch) Length of Response:
Engagement (time spent interacting with the object)
Single Stimulus
• Present a single stimulus and note the response.
Forced Choice
• Present two stimuli and record which one the person chooses/responds to.
Multiple Choice
• Present an array of stimuli and ask the participant which s/he wants most.
Remember….
• Document results of preference assessments.
• Keep with other components of the FBA.
What is……
• Your favorite food?
What if…..
• You had to eat it everyday for a month?
Preference Assessments
• http://cecp.air.org/fba/problembehavior3/appendixc.htm
• http://www.jimwrightonline.com/php/jackpot/jackpot.php
• http://www.ed.utah.edu/set/SPED%205260_logan%20and%20Gast.pdf
Functions & Hypotheses
Escape • Non-preferred activity, place, person
When to hypothesize:• Data show problem behavior preceded by non-preferred situation and followed by removal or
escape from situation
Functions & Hypotheses
Attention• Positive or negative Positive or negative peer or adult responsepeer or adult response
When to hypothesize:When to hypothesize:• Behavior occurs when attention is diverted from Behavior occurs when attention is diverted from
student and/or behavior is frequently followed by student and/or behavior is frequently followed by teacher or peer attentionteacher or peer attention– Reprimand, Redirection, Laughter, Argument Reprimand, Redirection, Laughter, Argument
Functions & Hypotheses
Tangible• Access to preferred item
When to hypothesize:• Data show problem behavior preceded by
restricted access to preferred item and/or followed by access to preferred item
Functions & Hypotheses
Automatic• Behavior produces own reinforcement
– Scratching bug bites relieves itchiness– Thumb-sucking provides physical stimulation
When to hypothesize:• Social hypotheses ruled out
– Behavior occurs when student is alone and could provide stimulation / relief
Hypothesis Statement• Summarizes relationship between the:
– Antecedent
– Behavior
– Consequence
• Articulates the function (i.e., what the student gets through the problem behavior)
Hypothesis Statement
When teacher attention is diverted from Sue,
she leaves her seat and talks out of turn,
which results in teacher attention in the form of
verbal redirection.
Hypothesis Statement
When Ben is told to begin his spelling work,
he tears up the paper, which results in
task termination (escape from non-preferred
activity).
Link FBA Data to Interventions
• Help student achieve same function problem behavior serves– If function is escape, team might teach student to
request a break appropriately
• Avoid interventions that may worsen the problem behavior– Do not pull a student aside for a conference in
response to attention-maintained behavior
Intervention Options: Alter the ABCs
• Change Antecedent to PREVENT problem
• TEACH desired Behavior
• Alter Consequence to REINFORCE desired behavior
Review Hypothesis Statement
When teacher attention is diverted from Sue,
she leaves her seat and talks out of turn,
which results in teacher attention in the form of
verbal redirection.
Replacement Behaviors
• Adaptive behaviors identified to take the place of the target behavior
• Should help student achieve same function
• Need plan for teaching and/or motivating student to perform them
• Need to quantify baseline and goal levels
Teach a New Behavior
When teacher attention is diverted from Sue,she will raise her hand and say, “Excuse me…” and adults will provide attention.Next steps: • Identify who will teach this skill• Plan and run lessons to teach this skill• Develop and train all relevant teachers in the
implementation protocol• Implement protocol • Monitor Progress
Change Antecedent
During independent work, adults will provide
attention to Sue every five minutes.
Alter Consequences
When attention is diverted from Sue and she
talks out of turn, teachers will ignore
her talking.
Task Analyze Each Intervention
• Specify WHO will do WHAT and WHEN
• Specify steps of each intervention
• Train staff and provide integrity feedback
ENVIRONMENTAL SUPPORTS & VISUAL TOOLS
Preventive Strategies
When to Consider … If aspects of the physical environment,
schedule, or specific tasks/routines trigger problem behavior
If unknown or unpredictable events trigger anxiety or problem behavior
If visuals boost attention, comprehension, or retention
Types of Environmental Supports Boundary Identification – designate work
space or area for materials/belongings
Environmental Arrangements – seat arrangements, proximity to teacher/peers/noise
Types of Environmental Supports Activity Completion Signals – visual or
auditory cues for work completion, time to complete, and/or quantity
Transition Routines – structured, predictable, pre-taught sequence for moving from a task/location to the next
Visual Tools
Schedules and Calendars – Provide structure and predictability and prep student for unexpected events
Choice Boards – Promote engagement, decision-making, and communication skills
People Locator – Decreases anxiety by showing others’ locations
Task Analysis or Mini-Schedule – Provides visuals for each activity. Promotes independence and skill acquisition.
Cue Cards – Prompt targeted behaviors. Video Models – Show the desired behaviors in action
http://www.youtube.com/watch?v=SKET3S2qvMA
Visual Tool Examples
http://www.online-stopwatch.com/countdown-timer/
Choice Board
Prevent Strategy
Specific Strategy steps
Environmental Support
A wait card with a picture of a boy waiting quietly will be placed on Bob’s desk to assist him in remembering to wait his turn.
1.Prior to the turn-taking activity, point to the card and tell Bob, “Remember, when it is someone else’s turn, you sit quietly and watch that person take a turn.”
2. When it is someone else’s turn, point to his card to remind him what to do.
Intervention Task Analysis Example:
Dunlap, G., Iovannone, R., Kincaid, D., Wilson, K., Christiansen, K., Strain, P., & English C. (2010). Prevent-Teach-Reinforce: A school-based model of positive behavior support. Baltimore, MD: Brookes.
INTERVENTION OPTION
Preventive Strategy: PROVIDING CHOICES
Prior to beginning the intervention… Review situation(s) in which the problem
occurs
Determine situations/activities where student will be allowed to make choices
Identify and agree on appropriate, available, and reasonable choices to offer during those times
Sample Task Analysis – “Wendy” Wendy enters ELA Ms. Burger tells Wendy that during journal writing
today, she can sit at her desk or on a carpet square
Wendy chooses to sit on the carpet Ms. Burger provides the carpet Ms. Burger says, “Nice job making a choice today.” At the end of the activity, Ms. Burger says, “I am
glad to see that you got your journal done, Wendy.”
INTERVENTION OPTION
Reinforce Strategy: Differential Reinforcement
Differential Reinforcement
Process of providing reinforcement for certain appropriate behaviors at a higher rate than for a target behavior (problem behavior).
Differential Reinforcement of Other Behavior DRO interventions can decrease
frequency of a problem behavior by: removing the reinforcer associated with its
occurrence providing reinforcement contingent on
non-occurrence of then problem behavior
Steps to completing DRO
Find Baseline levels of behavior Establish a schedule for providing rewards Find a method of signaling the end of a
particular period (timer, vibrating alarm, etc.)
Provide reward contingent on nonoccurrence of behavior at the end of every specified period (as signaled by timing device)
Tips to Completing DRO
1. Ensure initial time interval is more frequent than behavior was occurring at baseline
- If problem behavior occurred every 20 mins. , consider a 15-minute interval
2. Make sure reinforcement is sufficiently strong to overcome reinforcement typically available
INTERVENTION OPTION
Instructional Intervention: Social Skills
How to Teach Social Skills
Identify students and social skills to teach Review screening, assessment, & discipline
data
Identify students experiencing risk
Choose skills that students do not yet demonstrate
Choose skills important for success in current contexts
What about Won’t Do skills?
Don’t teach skills that a student already performs some of the time
Provide motivational as opposed to instructional interventions Increase reinforcement of desired skills
Teaching Social Skills
Tell – Introduce skill & discuss importance
Show – Model the skill steps Do / Practice – Student Role
Plays Generalize Monitor Progress
Graphed Results:Percent of Points Earned on a DBRC
0
5
10
15
20
25
30
35
40
45
50
55
60
65
70
75
80
85
90
95
100
105
110
3/2
83
/29
3/3
03
/31
4/1
4/4
4/5
4/6
4/7
4/8
4/1
14
/12
4/1
34
/14
4/1
54
/18
4/1
94
/20
4/2
14
/22
4/2
54
/26
4/2
74
/28
4/2
95
/25
/35
/45
/55
/65
/95
/10
5/1
15
/12
5/1
35
/16
5/1
75
/18
5/1
95
/20
5/2
35
/24
5/2
55
/26
5/2
7
Behavior Education Program 2010
Goal 1 = 50%
Goal 2 = 70%
Behavior Rating Scale
• Behavior Rating Scale Data
Family Engagement:Practical Tips for Sharing Progress
• Systematic, Customized, Feasible Plan– Routine communication, not just negative reports
• Review & agree on system/materials in advance• Allow for Two-Way Communication• Does running to the copy machine at the end of
the day work for you and your colleagues?– If no, avoid it.
Progress Monitoring & Integrity Need documentation of implementation
and student progress
Acceptable integrity = 80% 8/10 steps implemented as designed
Monitor same behaviors identified on FBA, BIP, & IEP The IEP should not necessarily “drive” the BIP,
if current FBA data is inconsistent with the IEP Amend IEPs, if needed to ensure consistency
and a good fit with current student needs
How to Measure Integrity
Direct Observation Check off steps observed using intervention
protocol Note Missed Steps Calculate percent of steps observed
Permanent Product Paper Trail (e.g., percent of blanks completed on a form)
Self-Report Checklist Implementer checks off steps he or she performed
Then What?? Provide constructive feedback to the
interventionist(s) as soon as possible
Provide training, modeling, or materials, as needed.
Assist in making minor adjustments to boost integrity
Repeat until 80% integrity achieved. Show team link between integrity and student progress data.
Progress Monitoring Resources
• http://www.interventioncentral.org/index.php/tools/197-behavior-report-card-generator
• http://www.jimwrightonline.com/pdfdocs/tbrc/tbrcmanual.pdf
• http://www.specialconnections.ku.edu/cgi-bin/cgiwrap/specconn/main.php?cat=assessment§ion=main&subsection=ddm/graphing
Family Engagement Resources
Modules to enhance schools’ family engagement practices for IEPs, communication, and academic and behavior support strategies:• http://fsp.unl.edu/ncseam_guidelines.html
Family PBIS Satisfaction Surveys:• http://www.pbis.org/evaluation/evaluation_tools.aspx
Additional Interview Example:• http://www.pbis.org/pbis_resource_detail_page.aspx?
Type=4&PBIS_ResourceID=246
The contents of this PowerPoint presentation were developed under a grant from the US Department of Education, #H323A110003. However those contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government.
www.laspdg.org
Questions?• Please use your chat pod if you have
questions related to this presentation (if time permits, we will answer them, if not please email questions to contacts below)
• After this webinar, you may email any content-related questions to Kim Sherman [email protected]
• You may email any grant-related questions to Melanie Lemoine [email protected]
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