Training BSP Team Leaders

1. Training BSP Team Leaders

2. Objectives • Describe skills needed to lead a BSP team • Provide a measure for assessing if school professionals have these skills • Describe and show examples from the “From ‘Practical FBA’ to BSP” training series • Training Overview • Session Objectives & Examples Slides • Describe Pilot outcomes and Next Steps

3. Team Leader Competencies: Building Function-Based Plans • To develop technically adequate BSPs, Team Leaders need to understand: • Basic behavioral theory • The FBA process • How to use FBA information to directly link prevention, teaching and consequence strategies to FUNCTION of problem behavior

4. What does Research Demonstrate? • Although many school professionals have received training on team-based FBA and importance of function-based support, FBA information continues to be under-utilized in BSP development (Blood & Neel, 2007; Scott & Kamps, 2007; Scott, Liaupsin, Nelson, & McIntyre) • Resulting in BSPs that: (a) Are missing critical features: e.g., operational definitions, strategies for teaching alternative behaviors (Cook et al., 2007) (b) Include contraindicated strategies (Van Acker, Boreson, Gable, & Potterton, 2005)

5. How do we assess if Team Leaders have the skills needed to link supports and interventions to behavioral function? BSP Knowledge Pretest

6. Team Leader Competencies: Contextual Fit • To build BSPs that are both technically adequate and Contextually Relevant Team Leaders also need to know: • Specific steps and strategies for leading BSP teams through the development process • How to assess contextual fit of the team-developed strategies and interventions

7. From “Practical FBA” to BSP Training Series • Four 1-hour trainings developed to teach behavior support professionals to lead a team through the process of using FBA information to build effective and efficient BSPs for students with mild to moderate problem behaviors • Designed to be delivered by district-level behavior support professionals with extensive knowledge of developing and providing function-based supports • Intended for training school-based professionals who: • Have an understanding of basic behavioral theory • Have training related to and experience with the FBA process • Have the role/responsibility of leading team-based behavior support planning

8. Format for Training Sessions Each of the 4 training sessions includes the following elements: Objectives: Content and skills participants will learn during the session Review: A review of terms and concepts Activities: Practice opportunities to better understand content and develop skills Checks for Understanding:Activities to check for understanding or identify points that need to be discussed or practiced further (*submitted to trainer at the end of each session)

9. Objectives for Session #1: Building Competing Behavior Pathways By the end of this training session Team Leaders will be able to: 1. Explain the difference between ‘mild to moderate’ and ‘severe/complex’ problem behaviors 2. Label the essential components of an FBA summary statement • Describe the three essential characteristics of alternative behavior • Identify examples and non-examples of appropriate alternative behaviors given sample scenarios • Construct an example summary statement including antecedents, behavior, consequence, and function, and provide examples of appropriate and inappropriate alternative behaviors

10. Example Slides

11. Practical BSP Methods are designed to be used with students who: Exhibit high frequency problem behaviors that are NOT dangerous (e.g., talking out, non-compliance, not completing work) Exhibit problem behaviors in 1 to 2 school routines (e.g., specific classroom activities, lunch, recess) Have received interventions that did not improve problem behavior Practical BSP Methods are NOT sufficient for use with students who: Exhibit dangerous behaviors (e.g., hitting, throwing objects, property destruction) Exhibit problem behaviors during 3 or more school routines

12. From FBA to BSP: Begin with FBA Summary Statement The summary statement must include: Operational definition of Problem Behavior Targeted Routine(s) Any identified Setting events/ “Set-ups” Antecedents/ “triggers” for problem behavior Consequences that follow the problem behavior Primary Function of problem Behavior Multiple Functions = Multiple Summary Statements

13. Activity 1 Create a Summary Statement for Jason’s Behavior When Jason is asked to work independently on multiplication problems in math class, he often argues with her teacher and tears up his paper which results in being sent to the office for ‘disrespect’. This behavior is more likely if Jason has an altercation with a peer on the bus on the way to school. Routine: Math Class Setting event Antecedent Behavior Consequence Arguing with teacher, tears up assignment Teacher sends her to the office Function: ESCAPE TASK Peer altercation on bus on the way to school Asked to complete multiplication activity

14. Developing a Competing Behavior Pathway Summary Statement: We already have this!!! Desired Behavior Natural Consequence Targeted Routine Setting Event Antecedent Problem Behavior Maintaining Consequence Alternative Behavior

15. Objectives for Session #2: Identifying Function-Based Behavior Support Strategies By the end of this training session Team Leaders will be able to: 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 • 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

16. Example Slides

17. Function Based Strategies • The team will consider the FUNCTION of the problem behavior when identifying: Antecedent Strategies Teaching Strategies Setting Event Strategies Consequence Strategies Add effective reinforcers for alternative and desired behavior Minimize reinforcement (“pay-off”) for problem behavior Eliminate/ neutralize setting events Modify or remove triggers to prevent problem behavior Prompt alternative and/or desired behavior Teach alternative that is more efficient Teach desired skills

18. Antecedent Strategies

19. Antecedent Strategies Antecedent strategies are designed to make problem behavior irrelevant by: 1. Eliminating or Modifying antecedents that “trigger” the behavior AND 2. Prompting alternative/Desired behavior (pre-correction)

20. Selecting Antecedent Strategies: Modifying Triggers Triggering antecedents are modified so the student no longer needs to use the problem behavior When identifying strategies for modifying antecedents we need to consider: #1. The Antecedent #2. FUNCTION of the Problem Behavior

21. 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 expectations 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 Addresses: 1.Antecedent? Function?

22. 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/escapethe difficult task. • Which is the best antecedent modifying strategy to prevent problem behavior? Why or Why Not? • Move student’s seat closer to the teacher • 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

23. Consequence Strategies

24. Consequence strategies help make problem behavior ineffective by: Reinforcing appropriate behaviors AND… Minimizing reinforcement for problem behavior

25. Reinforcing Alternative and Desired Behavior

26. Consequences: Reinforcing the Alternative Behavior • It is extremely important that the alternative behavior is reinforced: • Immediately • Consistently and… • Results in the same type of reinforcement as the problem behavior • This is necessary for the alternative behavior to successfully compete with the problem behavior.

27. Consequences: Reinforcing Desired Behavior Start Small and Build on Success • The goal is to ultimately have the student move from the alternative behavior to the desired behavior. • Start with reinforcing Reasonableapproximations of the desired behavior • Considerations: • What is the student currently doing? • How does this compare to what we want? • Will rewards be delivered often enough to strengthen and maintain behavior?

28. Consequences: Reinforcing Desired Behavior cont. • Initially, use consequences for desired behavior that match the FUNCTION of the problem behavior. • If the function of behavior is to Gain Peer Attention, for being on task and working quietly for 30 minutes the reinforcer might be: • 10 minutes of computer time with a preferred peer • If the function of behavior is to Avoid Difficult Tasks, for completing over 50% of a challenging assignment the reinforcer could be: • a “Free Pass” for a homework assignment

29. Identifying Consequence Strategies: Reinforcing Alternative/Desired Behavior • During independent seatwork, Ronnie makes inappropriate noises and makes faces at peers. The function of Ronnie’s behavior is to obtain peer attention. Function? Reasonable expectations? • Which are the best reinforcement strategies? • Student is allowed to sit by a preferred peer for 15 minutes, if he is quiet and on task during seatwork every day for a week • Student will receive a “free homework pass” if he has no problem behavior during independent seatwork • When student is on task with no problem behavior for 15 minutes, he will be allowed to sit at back table and read with a peer • Student receives frequent teacher praise for staying on task • Student is allowed to work with a peer when asks appropriately

30. Identifying Consequence Strategies: ReinforcingAlternative/Desired Behavior • During independent reading time in language arts, Audrey makes noises, talks out, and walks around the room. The FBA has shown that this behavior is maintained byadult attention. • Which are the best reinforcement strategies? Why or Why Not? • Student can play a game with the teacher if she works quietly (no more than 2 talk-outs) during independent reading • Student is allowed to work with a peer when she has been quiet for 15 minutes • Student receives help from teacher if asks appropriately • Student can eat lunch with the teacher if no talk-outs for one month • Student earns a homework pass for on-task behavior

31. Responding to Problem Behavior

32. Consequences: Responding to Problem Behavior • Responses to Problem Behavior should focus on two things: #1. Redirecting to the Alternative Behavior #2. Extinction of the Problem Behavior

33. Responding to Problem Behavior: Redirection • At the earliest signs of problem behavior, quickly redirect to the alternative behavior Example: • During independent work, Annie often talks out to get teacher attention. If ignored, Annie will begin yelling and knocking materials off her desk. • When Annie first starts talking out, her teacher will immediately remind her how to appropriately get adult attention and will praise Annie’s use of the alternative behavior.

34. Responding to Problem Behavior: Extinction • Do NOT allow the problem behavior to “work” or “pay off” for the student. • Eliminate/minimize the amount of missed instructional time or work provided to a student for engaging in problem behavior • But… make sure student is capable of doing work… or provide support/instruction so student can complete the work • Eliminate/minimize the amount of attention for engaging in problem behavior • Limit verbal interactions/explanations • Create a signal to cue the student to use the alternative behavior instead

35. Responding to Problem Behavior: Extinction ** Note: extinction should ALWAYS be combined with frequent reinforcers for alternative/desired behavior. Example: • Darci engages in problem behavior that results in peer attention. • Darci’s peers will receive “Panther Paws” for ignoring her inappropriate behavior. • Darci will also be learning how to interact (and provided frequent opportunities to practice interacting) with peers appropriately and will earn time with peers for alternative/desired behavior.

36. Identifying Consequence Strategies: Responding to Problem Behavior • During independent reading time in language arts, Audrey makes noises, talks out, and walks around the room. The FBA has shown that this behavior is maintained byadult attention. Redirection to Alternative? Minimizing Reward? Which are the best strategies for responding to problem behavior? • When student begins to engage in problem behavior, she receives a brief visual prompt to ask for teacher help/attention • Peers receive “Beaver Bucks” for ignoring problem behavior • Student goes to school psychologist’s office to discuss her behavior • Teacher minimizes attention for problem behavior • Student stays in from recess to finish assignment with teacher

37. Identifying Consequence Strategies: Responding toProblem Behavior • During independent seatwork, Ronnie makes inappropriate noises and makes faces at peers. The function of Ronnie’s behavior is to obtain peer attention. • Which are the best strategies for responding to problem behavior? • The teacher speaks to the student in the hall and reminds him of the classroom rules • Peers explain to the student that he is being disrespectful • The student is reminded that his parents will be called if he continues to behave inappropriately • Peers are taught to ignore the inappropriate behavior • When the student begins to engage in the problem behavior, he is immediately prompted to appropriately ask to work with a peer

38. Objectives for Session #3: Implementation and Evaluation Planning By the end of this training session Team Leaders will be able to: 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

39. Example Slides

40. Considerations to Help Ensure Contextual Fit • Are plan implementers involved in the design/selection? • Are strategies consistent with the skills of the implementers? • How much additional training would be needed? Who would provide training? • Are necessary resources available (staff, time, space)? • Are there other interventions already being implemented in our school that would fit this student’s particular needs? • Do the selected strategies fit with the values of team members and those who will be implementing the plan? • Are they perceived as (a) likely to be effective, and (b) in the best interest of the student? • Will there be administrative support for the selected interventions/strategies? Is the plan consistent with current school-wide discipline procedures?

41. Building Behavior Support Plans Step 1: Develop Competing Behavior Pathway Step 2: Identify and Select Behavior Support Strategies Step 3: Develop Implementation Plan Step 4: Develop Evaluation Plan

42. ImplementationPlanning: 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?

43. Evaluation Planning: How Will We Measure Progress?? EVALUATION PLAN Behavioral Goal (Use specific, observable, measurable descriptions of goal) • The team identifies: • Short-term goal • Long-term goal • Specific evaluation procedures • Date to meet and evaluate the effectiveness of the plan What is the short-term behavioral goal? _________ Expected date What is the long-term behavioral goal? _________ Expected date Evaluation Procedures Plan date for review meeting (suggested within 2 weeks) ________________

44. Objectives for Session #4: Leading a Team through the Behavior Support Planning Process By the end of this training session Team Leaders will be able to: 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 team-based development process • 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

45. Example Slides

46. Role of the Team Leader • Display necessary information for team members to see/use throughout the process • Ensure that preventive, teaching, and consequence strategies are Function-Based • Ensure that ALL team members participate in the process and agree with outcomes (assess contextual fit) • Ensure that the BSP includes all necessary components, including implementation and evaluation plans

47. Before the Meeting Team 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)

48. The Team Meeting First:FBA Summary Statement Display (or provide written copies of) the summary statement for team members to refer to when building the BSP. Before moving forward: Ensure that all team members agree on: 1. The Problem Behavior and Context in which it is most likely to occur 2. The Function of the problem behavior

49. Building the Competing Behavior Pathway • Draw/Display the CBP model template • Guide the team in incorporating the summary statement information into the template • Help team members operationally define the desired behavior • Ensure that the team selects an alternative behavior that is: • Functionally equivalent to problem behavior • Easier to do than problem behavior • Socially acceptable

50. Identifying Strategies: Questions for the Team • How can we arrange the environment to prevent the problem behavior? • What skills can we teach to move toward the desired behavior? • How will we reward the alternative behavior? • How can we exaggerate the pay-off for approximations of the desired behavior? • How can we minimize the “pay-off” for the problem behavior?