The Initial Line of Inquiry: A Simple Functional Assessment

1. The Initial Line of Inquiry: A Simple Functional Assessment Presented by Development

2. www.edprodevelopment.com

3. Workshop Outcomes As a result of this workshop, participants will: Know how to assist teams in conducting an Initial Line of Inquiry. Understand and be able to describe strategies to assist teams in prioritizing supports for students. Design simple data collection tools to measure: A. reduction of problem behavior/increase in appropriate behavior and B. measuring fidelity of implementation (did they implement as designed?). 4. Know how to interpret data to determine “next steps” around a student.

4. Please ensure that cell phones do not ring Restrooms Quiet Cue Name Tag Start time: 8:00 Lunch: 11:30 End 4:00

5. Materials

6. This is YOUR Workshop! Feel Free to Ask Questions! Enjoy!

7. Introductions Choose as many index cards from the middle of your table as you think you will need for this activity. On each index card you chose write down one reason you are at this workshop/you need additional information about conducting functional assessment. Introduce yourself by telling us your name, position/school/role in the district, and all the reasons you are at this workshop/you need additional information about conducting functional assessment.

8. Workshop Outcomes As a result of this workshop, participants will: Know how to assist teams in conducting an Initial Line of Inquiry.

9. Meeting Basics Use of Agenda Rotating Roles Decision-Making Strategies Ground Rules & Norms

10. Tertiary Interventions Team Meeting Agenda Ground Rules: 1. 2. 3. Team members present: __________________________ List of priority students: ___________________________ • Celebrations • Task review • Review new referrals • Data review of progress and current referrals • Plan for sharing of information with faculty & staff

11. Time Keeper Facilitator Task Master Keeper of the Rudder Commonly Used Roles Electronic Recorder Public Recorder

12. Tertiary Interventions Systems for Students with High-Risk Behavior 1-7% SYSTEMS OF INTEGRATED SCHOOL-WIDE SUPPORT: The Three Tiered Model Tier 2: Secondary Interventions Specialized Group Systems for Students with At-Risk Behavior 5-15% Tier 1: Primary Preventions: Whole School Systems for AllStudents, Staff, & Settings ~ 80% of Students

13. Establishing Tier 2 Systems of Academic & Behavioral Supports • ~15% of students • Multiple referrals (2-5)/ At Risk of Academic Failure • At-risk for developing more severe/chronic patterns of problem behaviors and/or academic challenges Tier 2: Secondary Interventions Specialized Group Systems for Students with At-Risk Behavior ~15%

14. Tier 2/Secondary Coordination Team Administrator Literacy/ Reading Coach School Psy./ Behavior Specialist/ Coach School Psy./ Behavior Specialist/ Coach Coordinator/ Coach Mathematics Coach Reading/ Literacy Intervention Study/ Organization Skills Int. Check-In/ Check-Out Social Skills Intervention Math Intervention

15. Tier 3: Tertiary Interventions Specialized Individualized Systems for Students with High-Risk Behavior ~5% Tier 2: Secondary Interventions Specialized Systems for Students with At-Risk Behavior ~15% Tier 1: Primary Preventions Whole School, Classroom, and Non-Classroom Systems for AllStudents & Staff ~80% of Students INTEGRATED SYSTEMS OF SCHOOL-WIDE POSITIVE BEHAVIOR INTERVENTIONS AND SUPPORTS: The Three Tiered Model

16. Individual Student System Behavioral competence at school & district levels Function-basedbehavior support planning Team- & data-baseddecision making Comprehensiveperson-centeredplanning & wraparound processes Targetedsocial skills& self-management instruction Individualized instructional & curricularaccommodations Tertiary Intervention Systems

17. Functional Assessment A process for identifying clear, predictive relationships between events in a person’s environment and occurrences of the target behavior in effort to explain the purpose of the behavior.

18. The BIG Question Why is the student doing what he or she is doing, when he or she is doing it, to get the outcome he or she gets? Or, What’s the function???

19. Outcomes of a Functional Assessment Identify Student Strengths Identify, Prioritize, & Define Problem Behavior(s) Determine Fast Triggers Determine Slow Triggers Determine Consequences Generate Hypothesis for the Function of the Targeted Behavior.

20. Workshop Outcomes As a result of this workshop, participants will: Know how to assist teams in conducting an Initial Line of Inquiry.

21. An Initial Line of Inquiry A Simple Functional Assessment

22. An Initial Line of Inquiry Strengths of student: What the student does well? Student’s strengths, gifts,& talents.

23. An Initial Line of Inquiry Strengths of student: What the student does well? Student’s strengths, gifts, & talents.

24. An Initial Line of Inquiry Strengths of student: What the student does well? Student’s strengths, gifts, & talents.

25. An Initial Line of Inquiry Strengths of student: What the student does well? Student’s strengths, gifts, & talents.

26. An Initial Line of Inquiry Strengths of student: What the student does well? Student’s strengths, gifts, & talents.

27. An Initial Line of Inquiry Strengths of student: What the student does well? Student’s strengths, gifts, & talents.

28. An Initial Line of Inquiry Strengths of student: What the student does well? Student’s strengths, gifts, & talents. Building DJ’s Hypothesis(es) to the Function(s)

29. Building DJ’s Hypothesis(es) to the Function(s)

30. Curtis’ Initial Line of Inquiry Setting Stimulus Problem Consequence Perceived Antecedent Antecedent Behaviors Function (Slow Trigger) (Fast Trigger) More likely if When Curtis is Curtis yells Sent to office Curtis escapes the little sleep the asked to obscenities task/assignment night before. complete difficult and/or throws because he doesn’t or non-preferred objects like to make errors More like likely math and in front of his peers if teacher talks reading tasks and he doesn’t know to him about his how to ask for grades or behav- help without feeling ior at beginning others think he is of class stupid. More likely during Talking to girls Curtis is late Teacher scolds, Curtis gets teacher class changes in the hallway. for class, often writes an office and peer attention. in the hall ends in power referral, often Often escapes class struggle with goes to office. or assignment. We Curtis going to think he likes being the office acknowledged for being with girls & has little rapport with the teacher.

31. Given these circumstances the person does… in order to… Problem Behavior Slow Triggers Get/Avoid Fast Triggers From Hypothesis to Strategies when this occurs… because… Function

32. Building DJ’s Hypothesis(es) to the Function(s)

33. DJ's Postive Behavior Support Recommendations

34. Workshop Outcomes As a result of this workshop, participants will: Know how to assist teams in conducting an Initial Line of Inquiry. Understand and be able to describe strategies to assist teams in prioritizing supports for students.

35. ACTIVITY As a group let’s prioritize a character we all know best. Please LETTER a piece of paper from A to G. Starting with A list each character in order next to each letter: • Dr. Gregory House • Cosmo Kramer • Dexter Morgan • Miss Piggy • Bart Simpson • Archie Bunker • Lucy Van Pelt There are seven names listed. Beside the name of the character that you know the BEST put the number 7. Beside the name of the character you know the LEAST put the number 1. Looking at the remaining FIVE characters decide which you know the BEST and put the number 6. Beside the character you know the LEAST put the number 2. Continue doing this until all characters have a number beside them. Share your numbers as they are requested. The character with the highest score is the one we, as a group, know BEST.

36. ACTIVITY Given these circumstances the person does… in order to… Slow Triggers Get/Avoid Problem Behavior Fast Triggers 1. Using the character whom we prioritized (using the Delphi Weighting Method) let’s complete an ILI together When these things occur … and we believe it is because Function

37. Workshop Outcomes • As a result of this workshop, participants will: • Know how to assist teams in conducting an Initial Line of Inquiry. • 2. Understand and be able to describe strategies to assist teams in prioritizing supports for students.

38. ACTIVITY 1. Using the character whom we prioritized (using the Delphi Weighting Method) let’s complete an ILI together 2. Let’s use the Delphi Weighting Method to prioritize the recommendations we generated…remember to letter the recommendations on a separate sheet of paper, put the highest number next to the recommendation you think is MOST important and the lowest number (1) next the recommendation you think in the LEAST important. Repeat this until you have scored all the recommendations. 3. As a group tally the scores and circle the top three scoring recommendations.

39. Workshop Outcomes • As a result of this workshop, participants will: • Know how to assist teams in conducting an Initial Line of Inquiry. • Understand and be able to describe strategies to assist teams in prioritizing supports for students. • 3. Design simple data collection tools for measuring: • A. reduction of problem behavior/increase in appropriate behavior and • B. fidelity of implementation (did they implement as designed?).

40. DATA. . . IS NOT JUST ANOTHER FOUR LETTER WORD!

41. Why Do I Have to Take Data? • Determines baseline performance/measure. • Provides objective assessment information. • Leads to effective design of intervention. • Used to identify goals & objectives. • Used to monitor progress toward goals & objectives. • Used to evaluate progress toward goals & objectives – i.e., data-based decisions. Professional Accountability

42. Data Must Be…. • Collected • Summarized • Visually Displayed • Used for Decision-Making

43. Data Collection: Two Most Common Categories Permanent Product “a product that is tangible and can be measured after the behavior has occurred” (Cooper, Heron, & Heward, 1987) Direct Observation “A method of data collection that involves the careful watching and recording of something, (e.g. a situation, teacher, student or setting). Temporal, in the moment.”

44. Permanent Products Examples: tests, products, student performances Advantages: Easy to collect, tangible, permanent Disadvantages: Must be quantified for evaluation purposes

45. Permanent Products Permanent products are by far the easiest of data collection strategies. The challenge is to summarize and visually display results over time.

46. Data Collection Data Visually Displayed

47. Direct Observations

48. Direct Observation Data for Tertiary/Tier 3 Interventions • Discrete Response/Correct-Error Recording: Used most often when teaching new skills or activity sequences. Responses are recorded as correct, error, and, at times, prompted. (e.g., use of self management strategy to diffuse anger; coming to class prepared, bringing in completed homework,… All of which could be appropriate behavior that needs to INCREASE!) • Event/Frequency Recording: Measures the total number of times a specific behavior occurs. (e.g., number of occurrences of challenging behavior,…) • Rate Recording: Measures the number of times a specific behavior occurs per one unit of time. (e.g., math facts per minute, raised hand (alternative to blurting out) during 30 minutes class…)

49. Direct Observation Data • Other direct observation date observation strategies least common for secondary interventions include: • Duration Recording: Measures how long a behavior occurs within an observation period (e.g. off task/out of seat for X seconds/minutes). • Latency Recording: Measures how long it takes to initiate a behavior after the instructional/natural cue (X seconds/minutes to get out book, homework, etc). • Interval Recording: Measures the occurrence or nonoccurrence of a behavior during an observation period (whole, partial, & momentary) {Come to two-day Tertiary Workshop for more information.}

50. Direct Observation Data for Tertiary/Tier 3 Interventions • Discrete Response/Correct-Error Recording: • Used most often when teaching new skills or activity sequences (to replace inappropriate behaviors identified in the ILI). Responses are recorded as correct, error, and, at times, prompted. (e.g., use of self management strategy to diffuse anger; coming to class prepared, bringing in completed homework,… )