Progress Monitoring Intensive Behavior Supports, 2008 December, 2008

Progress Monitoring Intensive Behavior Supports

December, 2008, 2008

Overview

• Progress Monitoring Tools

• Data Based Decision Rules

• Modifications for non-responders

Big Ideas in FBA and Intervention Planning

• Different levels of FBA

• Build FBA/behavior plan on response classes

• Build capacity at the school level to conduct efficient FBAs

• Make the smallest change that will produce the largest impact

Common Practices

• The “check in”

• Lots of data, no graph

• Waiting for the student to fail before changing the intervention

• Changing several components of the intervention at one time

• Failing to document changes to the intervention

Ensuring Data-Based Decisions

• Must develop systems that support: – Data collection procedures– Summarizing data– Reviewing data on a regular basis – Data-based decision making

For more information on systems…

• Intensive Positive Behavior Support (IPBS) Project

• http://www.uoecs.org

• Examples?

Progress Monitoring Tools:

• SWIS: Majors and Minors

• Percent of points earned on behavior card (SWIS or Excel)

• Daily Teacher Ratings

• Direct Observations

• DIBELS/AIMSWEB (more on this later…)

Progress Monitoring Tools

• Must reflect the behavior of concern

• Frequent (daily is best)

• Efficient

• Sensitive to change

SWIS

• Office referrals may provide some indication of change, but are probably not adequate for secondary/tertiary support alone

• Recommendation: Use ODRs as a secondary piece of data when evaluating effects of an intervention plan

Percentage of points

• Daily points on a behavior card are highly correlated with direct observations IF the card is used correctly

(Campbell & Anderson, 2008)

Daily Teacher Ratings

• Correlated with points and direct observations– Must be specific – Must be objective – Must occur daily – Compare with typical peers

(Campbell & Anderson, 2008)

Data-Based Decision Rules

• Establish general rules for determining whether or not to change an intervention plan

• Rules should be flexible

Browder, D. M., & West, B. J. (1991). Assessment of social skills and interfering behavior. In D. M. Browder Assessment of individuals

Data-Based Decision Rules for Deceleration Behavior

Trend

1. Clear,rapid deceleration

2. Evidence of deceleration

Intervention mean lower than baseline mean

OR

Standard quarter intersect method shows decelerating trend

3. No evidence of deceleration (e.g., flat or accelerating mean same as baseline)

Other Considerations

2a. Considerations to continue intervention

Acceleration in alternative behavior

First period of evaluation

Prediction line shows acceptable rate of deceleration

2b. Considerations to change intervention

None of 2a considerations present

Behavior presents physical danger

Behavior or intervention has created major disruption in instruction




“Extinction burst” apparent



Behavior presents a physical danger

Behavior or intervention has created major disruption in overall intervention

Decision

1. Continue intervention

2a. Continue intervention

2b. Change intervention



•

Baseline = 50%



Trend




OR




















Decision






•



Trend




OR




















Decision






•

Allowed Brian special peer time for reward



Trend




OR




















Decision






•

Allowed Brian special peer time for reward



Trend




OR




















Decision






Combining Academic and Behavior Supports

An example: Combining reading with behavior support for escape maintained behavior

DesiredAlternative

AcceptableAlternative

TypicalConsequence

Told “good job”Get good grades

Do workw/o

complaints.

Ask forbreak,ask forhelp.

The Competing Pathways chart for our friend Eddie

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

Extended structured

activity (Reading)

Do difficult reading task(grade level

material)

Threatens, Uses profanity

Remove fromclass.

Function

Avoid task

Setting EventStrategies

AntecedentStrategies

ConsequenceStrategies

BehaviorTeaching Strategies

Teach alternatives to problem behavior:

1. Ask for break2. Ask for help

Teach reading fluency development

Teach problem-solving skills

Provide Reading curriculum at appropriate level

Additional instruction in reading (fluency)

1:1 instruction in Reading

Prompt task completion

Make task less difficult

Do first activity together

Provide different tasks

Present “forced” choice of which reading assignment to do first

Provide reward within 1 min. of starting task (3 min., 5 min., 10 minutes)

Give break & help when requested

Minimize rewards for problem behavior (don’t remove to a nicer area)

Reward expectations

Possible Interventions for Eddie

Eddie’s Evaluation Procedures

Data to be Collected

Procedures for Data CollectionPerson

responsibleBy When

Daily report on whether or not he met his goal each class period

Daily behavior report card. Make sure all staff (e.g., homeroom teacher, music teacher, etc.) understand purpose and use card consistently. Teacher responsible for filling out card on daily basis. Report data to team on Behavior Support Plan Chart.

School psychologist initiates and monitors

Begin immediately; continue at least to first review period.

Major discipline referrals

Major discipline referrals are entered into SWIS. Reports are generated prior to each progress review period

Office secretary enters SWIS data and generate reports

SWIS entered on regular basis

Short term goal: Ask for “break” or assistance when frustrated

Long term goal: Reading fluently at 154 word correct per minute on grade level material

Eddie’s Evaluation Procedures

Data to be Collected

Procedures for Data CollectionPerson

responsibleBy When

Oral reading fluency

Assessment progress monitoring probes weekly on grade level material

Classroom teacher

Begin immediately; review progress every three weeks

Short term goal: Ask for “break” or assistance when frustrated

Long term goal: Reading fluently at 154 word correct per minute on grade level material

Percent of points earned by Eddie on Daily Progress Report

0

5

10

15

20

25

30

35

40

45

50

55

60

65

70

75

80

85

90

95

100

11

/51

1/6

11

/71

1/8

11

/91

1/1

01

1/1

11

1/1

21

1/1

31

1/1

41

1/1

51

1/1

61

1/1

71

1/1

81

1/1

91

1/2

01

1/2

11

1/2

21

1/2

31

1/2

41

1/2

51

1/2

61

1/2

71

1/2

81

1/2

91

1/3

01

2/1

12

/21

2/3

12

/41

2/5

12

/61

2/7

12

/81

2/9

12

/10

12

/11

12

/12

12

/13

12

/14

12

/15

12

/16

12

/17

12

/18

12

/19

12

/20

12

/21

12

/22

12

/23

12

/24

12

/25

12

/26

12

/27

12

/28

12

/29

12

/30

12

/31

1/1

1/2

1/3

1/4

GoalBehavior Education Program 2005

Daily Report Card + silent reading in study hall

Daily Report Card with choice of incentives from “treasure chest”

Fictional Data

#1 extra silent reading practice 15 minutes during study hall

Eddie: Progress monitoring on Oral Reading Fluency

Fictional Data

Percent of points earned by Eddie on Daily Progress Report

0

5

10

15

20

25

30

35

40

45

50

55

60

65

70

75

80

85

90

95

100

11

/51

1/6

11

/71

1/8

11

/91

1/1

01

1/1

11

1/1

21

1/1

31

1/1

41

1/1

51

1/1

61

1/1

71

1/1

81

1/1

91

1/2

01

1/2

11

1/2

21

1/2

31

1/2

41

1/2

51

1/2

61

1/2

71

1/2

81

1/2

91

1/3

01

2/1

12

/21

2/3

12

/41

2/5

12

/61

2/7

12

/81

2/9

12

/10

12

/11

12

/12

12

/13

12

/14

12

/15

12

/16

12

/17

12

/18

12

/19

12

/20

12

/21

12

/22

12

/23

12

/24

12

/25

12

/26

12

/27

12

/28

12

/29

12

/30

12

/31

1/1

1/2

1/3

1/4

GoalBehavior Education Program 2005

Daily Report Card + silent reading in study hall

Daily Report Card with choice of incentives from “treasure chest” + Read Naturally

Fictional Data

#1 extra silent reading practice 15 minutes during study hall

#2

Read Naturally in reading lab for 30 minutes during study hall

Eddie: Progress monitoring on Oral Reading Fluency

Fictional Data

Problem-Solving

Problem Solving

Problem Solving

Problem Solving

Documents

Progress Monitoring Intensive Behavior Supports, 2008 December, 2008