Beth Battilla , M.S., C.A.S. Rachael Friesen, MSW Micah Guy, LCSW Liz Mendieta , LCSW, CSPT

1. and of and Beth Battilla, M.S., C.A.S. Rachael Friesen, MSW Micah Guy, LCSW Liz Mendieta, LCSW, CSPT

2. Overview /Note Catcher Tools and Resources for Conducting an FBA The 5 W’s and the H of FBA’s and BIP’s The 4 W’s of FBA’s and BIP’s Tools and Resources for Conducting an FBA Creating a BIP Creating a BIP • What is my lens? What is my lens? Implementation and Progress Monitoring Implementation and Progress Monitoring

3. Let’s Meet illy

4. is an FBA? n Functional Behavior Assessment Traditional Definition A process of determining the cause (function) of behavior before developing an intervention (the BIP), based on the hypothesized cause (function) of the behavior.

5. Dr. Greene comments on the traditional definition.

6. is an FBA? n Functional Behavior Assessment A NewDefinition A proactive approach using a collaborative problem solving process to create a hypothesis that looks beyond behavior and function alone to focus on root cause/lagging skills…that drives the development of an effective BIP.

7. is a BIP? A comprehensive and individualized plan developed by a collaborative team, based on an FBA, detailing challenging behaviors and defining the root causes, with specific behavioral strategies, supports, and skill building techniques clearly listed.

8. ? “Behavior is the clue, not the problem.” ~Ross Greene “He’s just doing that for attention.”

9. Failure to base an intervention on "the root cause" often leads to meaningless results.

10. ? ?

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13. “If a child doesn't know how toread, we teach.” “If a child doesn't know how to swim, we teach.” “If a child doesn't know how to multiply, we teach.” “If a child doesn't know how to behave, we… ” John Herner (NASDSE President) Counterpoint 1998

14. WE TEACH “If a child doesn't know how toread, we teach.” “If a child doesn't know how to swim, we teach.” “If a child doesn't know how to multiply, we teach.” “If a child doesn't know how to behave, we… ” John Herner (NASDSE President) Counterpoint 1998

15. Note Catcher Tools and Resources for Conducting an FBA The 5 W’s and the H of FBA’s and BIP’s The 4 W’s of FBA’s and BIP’s Tools and Resources for Conducting an FBA Creating a BIP Creating a BIP • What is my lens? What is my lens? Implementation and Progress Monitoring Implementation and Progress Monitoring

16. The lens through which we view a student drives our interventions

17. Translating traditional components into Dr. Ross Greene’s perspective Observable Target Behavior(s) “Adult Concern” Setting Events “Triggers” • Adapted from a presentation by Carolyn Jones and Sharon Thornagle (2011) titled: Collaborative Problem Solving and PBIS, Great Partners Antecedents “Immediate Events or Circumstances” Responses “Unsolved Problems” Function “Student Concern” OR Performance Deficit "Lagging Skills"

18. Observable Target Behaviors "Adult Concern(s)"

19. Setting Events and Antecedents "Triggers and Immediate Events and Circumstances " • Social Setting Events • Physical Setting Events Physiological Setting Events Other Setting Events

20. Responses "Unsolved Problems"

21. Function "Student Concern" • OBTAIN Seek/Access/Gain • AVOID Escape • SELF-STIMULATE

22. Performance Deficit “Kids do well if they wanna” Ross W. Green and J. Stuart Ablon, 2006, The Guilford Press. Treating Explosive Kids The Collaborative Problem-Solving Approach

23. Lagging Skills: “Kids do well if they can“ Executive Functioning Language Processing Emotional Regulation Cognitive Flexibility Social Interactions

24. Digging deeper to find the “root cause”

25. Note Catcher Tools and Resources for Conducting an FBA The 5 W’s and the H of FBA’s and BIP’s The 4 W’s of FBA’s and BIP’s Tools and Resources for Conducting an FBA Creating a BIP Creating a BIP • What is my lens? What is my lens? Implementation and Progress Monitoring Implementation and Progress Monitoring

26. Collecting .

27. One Perspective …Is Not Enough

28. One Perspective …Is Not Enough One Observation….Is Not Enough

29. Collecting . 2. Indirect Assessment Tools A. Anecdotal Notes and Record Review (IEP, 504, “RtI Classroom Notes”, Cumulative, Admin Conference, etc.) B. Questionnaire and Functional Analysis Tools C. Motivation and Interest Assessment 1. Structured Interviews A. Student B. Parent/Guardian/Community C. Teacher/Staff 3. Direct Assessment Tools A. Antecedent Behavior Consequence (ABC) Forms B. Observation Tools C. Ecological Analysis Tools

31. AccessingJeffco’sOnline Resources

33. Jeffco Employee Connections Webpage: Step 1 1 2

34. Educational Research and Design Webpage: Step 2

35. Special Education Webpage: Step 3

36. SPED A-Z Index (Webpage): Step 4

37. Special Education Webpage: Step 5 • TIPS: • Use Goggle Chrome • All links are Google Docs • If no hyperlink, then document needs to be accessed elsewhere • Once open, download the document for best viewing

38. Note Catcher Tools and Resources for Conducting an FBA The 5 W’s and the H of FBA’s and BIP’s The 4 W’s of FBA’s and BIP’s Tools and Resources for Conducting an FBA Creating a BIP Creating a BIP • What is my lens? What is my lens? Implementation and Progress Monitoring Implementation and Progress Monitoring

39. Creating a (9 Parts) • Record review of current IEP • Record review of Administrative Conference notes • Interview with Mr. Stein, science teacher • Interview with Mr. Madison, father • Interview with Billy, student • Assessment of Lagging Skills & Unsolved Problems (ALSUP) completed by parent and teacher • Interest Inventory • Frequency Recording-Scatter Plot • Antecedent Behavior Consequence form • Ecological Analysis of Setting form

40. Skills/Interests: • Billy has an extensive vocabulary, and is able to make and keep friends. He loves to play video games, watch television, and play on the computer. He enjoys sports and is often active in swimming and running clubs. He is motivated to earn free time and attention from adult. His goal is to join the family business one day. Pro-Social Behaviors: • Billy is expressive, confident and a self-advocate. His father feels that he is very social and extroverted. He is charismatic and has a great sense of humor. He is very creative when problem solving and has a big imagination. Billy is often very helpful, shares his belongings with others, and cooperative within small group settings. • Positive Relationships and Family/Community Supports: • Mr. Madison, Billy’s father, is a strong advocate and communicates regularly with the school. His former teacher, Ms. Vaughn has and continues to be a support in his life. The principal Mr. Anderson, and his bus driver, Mr. Farley, are also supportive of Billy’s success in school. Ms. Simone, the school counselor is available to work with Billy.

41. Problem (Challenging/Observable) Behaviors: “Adult Concern” • When Billy becomes upset he often exhibits inappropriate language, argues with others, becomes verbal aggressive, disruptive, and non-compliant. It is more likely to occur in Science period, when he does not understand the material, and when seated near a female peer. • Summary/Hypothesis Statement (Functions of the Behavior): “Student Concern” • It is hypothesized that Billy exhibits these behaviors in order to obtain peer attention and/or to avoid a non-preferred task or activity. • - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -- - - - - - - - - • *If working from the Ross Greene’s Perspective… • Lagging Skills: • Unsolved Problems: • Billy appears to have difficulty maintaining focus and attention to goal-directed activities, thinking before responding, and considering a range of solutions to a problem. • Billy appears to have difficulty identifying when he needs help and asking for it, talking at appropriate times, and interacting appropriately and respectfully with peers.

42. “Triggers, Immediate Events and Circumstances” • Billy benefits from: • ~Seating near front • ~Daily check-ins with staff • ~Review of expectations • ~Scheduled breaks • ~Positive peer mentor • ~Embedded choices • ~Consistent reminder • of rules • ~Frequent monitoring • ~Regular home communication • Billy’s behavior is likely to decrease if: • ~Prompt, or give non verbal signal/cues • ~Review expectations • ~Offer short term break • ~Use “If/Then” to identify outcomes • ~Assist with peer conflict resolution privately “Skill Deficit” “Performance Deficit” • Billy will learn: • ~Peer conflict resolution skills (through demonstration, coaching, guided practice) • ~Empathy training (through guided practice, conferencing and role play) • Billy’s behaviors will be reinforced by: • Positive Consequences: • ~Specific praise • ~Time for peer attention • ~Positive grade/mark • ~Positive note home • Corrective Consequences: • ~Unearned grade/mark • ~Time out of classroom • ~Written refocus form • ~Parent contact • *See notes/ attachment* Executive Functions Language Processing Emotional Regulation Cognitive Flexibility Social Interactions

43. Yes No

44. Crisis Intervention Plan Example Crisis Intervention Plan Attached to IEP Annual Review - March 23, 2013 If Billy indicates the potential to harm (himself or others), the following CIP will go into effect: • If alone with Billy, summon another staff member for assistance and follow these steps: • Remove all other students, and potential weapons, from immediate surroundings • Decrease verbal interactions and arguments, give only specific and clear directives. • Direct Billy to the Quiet Room to utilize appropriate sensory tools and coping tools to calm down. If he is noncompliant and continues to produce harm, escort him to the Quiet Room, or another designated area. • Use physical blocking techniques, as sanctioned by the Crisis Prevention Intervention (CPI) protocols, if Billy aggresses towards others. • Remove any sensory tools that may be used as potential weapons. • As a last resort, use the appropriate physical management techniques, as sanctioned by CPI sanctioned (trained staff only), until he is able to regain self control to manage himself safely. • If Billy is unable to control himself safely within 5 minutes of being physically held, staff will contact administration for additional assistance and intervention. • Once physically and verbally calm direct Billy to sit in an area within the Quiet Room (or designated quiet area) to conference with a staff member and complete a Refocus Sheet in order to process the incident. • If unable/unwilling to conference with staff, check in every 3-5 minutes to see when Billy’s ready to conference with staff. It is important to follow this step to collaborate with Billy and make a plan for him to remain safe at school..  • Refer to the Jeffco District Code of Conduct for further interventions, if deemed necessary.

45. Continuous Progress Monitoring Method: Frequency Recording- Scatter Plot (number of times Billy requires teacher redirection) • Criterion for Success: Billy will decrease his disruptive behaviors, as evidenced by not calling out, having side conversations or interrupting the lecture, during the academic period. >Baseline: 10 redirections/1 hour >Goal: Less than 3 redirections/1 hour. • Person Responsible: Mr. Stein, Science Teacher • Follow-up Meeting Date: January 31, 2015

46. Supports: Science teacher, Mr. Stein, School Counselor, Ms. Simone, and Billy’s father, Mr. Madison. Ms. Simone will identify a positive peer mentor in each of Billy’s class periods. • Resources: Affective curriculum for social skills development, empathy training and peer conflict resolution. Check-in/Check-out (PBIS) program. Utilize quiet space in the break area within Counseling Office. • Training: Ms. Stein and Ms. Simone will be trained in utilizing the Check-in/Check-out computer system. Mr. Stein will be trained by Ms. Simone on how to collect frequency records using the Scatter Plot data collection forms.

47. Feb. 3, 2014/ As needed • Feb. 3, 2014/ Weekly Team Mtgs. • Transportation/Driver Math Teacher • Copy of report • Weekly Consultation • Ms. Simone • Mr. Stein • Ms. Simone, • School Counselor • Billy Madison, Mr. Madison, Ms. Simone, Mr. Stein, Principal Anderson, Ms. Vaughn

48. Implementation & Progress Monitoring Step 1: Choose Data Collection Tool (method) & Determine Baseline Step 2: Implement BIPwith Sufficient Time and Effort Step 3: Progress Monitor using Tool Step 4: Facilitate Review Meeting & AnalyzePlan Step 5: Reinforce Effective Strategies and/or Revise Strategies Step 6: Documentthe Review Meeting and, if needed, Rewrite Plan Step 7: Share, File, andRepeat

49. illy's Progress

50. Questions?