Implementation of Functional Behavioral Assessments (FBA) in School Settings

1. Implementation of Functional Behavioral Assessments (FBA) in School Settings Lebanon Junior HighWarrior Ridge ElementaryBarbara S. Mitchell, Ph.D.MO SWPBS Tier 2/3 Consultant

2. Outcomes By the end of this session participants will be able to… • Explain the need for FBA in school settings. • List and describe data collection techniques that are commonly used to conduct a Functional Behavioral Assessment (FBA). • Ask questions about the FBA process. MO SW-PBS

3. Introductions Warrior Ridge Elementary Lebanon Junior High Roger Moore Assistant Principal Teresa King Counselor Tiffany Piercy Classroom Teacher • Bobbie Russell • Principal • Janelle Stanek • Assistant Principal • Jenny Westphal • Physical Education Teacher MO SW-PBS

4. Principles of Applied Behavior Analysis • Human behavior is predictable • Environmental conditions can set up, set off, or maintain appropriate or inappropriate behavior • A B C • Educators task is to look for, understand and interrupt predictable patterns of problem behavior MO SW-PBS

5. Principles of Applied Behavior Analysis • Human behavior is functional (FBA) • Serves a purpose, communicates a need • “Get” or “Avoid” • Results/consequences of a behavior affect future occurrences of that behavior • Sometimes problem behavior is more effective than appropriate behavior (Crone & Horner, 2003, p. 11) MO SW-PBS

6. Functions of Behavior

7. Principles of Applied Behavior Analysis • Human behavior is changeable (BIP) • Understanding predictors, consequences, and function associated with a problem behavior is key for designing effective intervention plans. • Challenge is creating an environment that increase the likelihood students will behave appropriately. MO SW-PBS

8. Functional Behavioral Assessment • Functional Behavioral Assessment • is aproblem-solving process for • Identify events thatpredict and maintainproblem behavior. • The primary objective of FBA is to develop asummary statementabout the problem • The summary statement is used to design an intervention plan that teaches a new pattern of behavior. MO SW-PBS

9. When given directions to begin work tasks (particularly reading or writing) the student engages in disruptive behaviors (e.g., pencil tapping, talking to other students, digging around in desk, getting out of seat). • Most often the teacher provides repeated prompts, redirects or individual conferencing. These responses cause the behavior to intensify and may include physical or verbal aggression (e.g., slamming desk, shoving materials away or use of profanity). When this occurs the student is removed from the classroom. • These behaviors occur approximately four to five times per week and are more frequent in the morning – during language arts, and social studies instruction. These behaviors rarely occur in math and science. There are no problem behaviors on the bus, during P.E., art, music, or at recess. • The problem behaviors are maintained primarily by avoidance of work tasks and to a lesser extent by teacher attention.

10. Steps in the FBA Process Gather information to generate a summary statement Use indirect methods Record review Context analysis Teacher, student and parent interviews Goal is to identifywhat, when, where and under which conditions MO SW-PBS

11. Steps in the FBA Process Gather information to confirm the summary statement. Use direct methods A-B-C recording Goal is to verifywhat, when, where and under which conditions they are most likely. MO SW-PBS

12. Competing Behavior Pathways Model Desired Alternative Maintaining Consequences Setting Events Triggering Antecedents Problem Behavior Maintaining Consequences Acceptable Alternative Setting Event Manipulations Antecedent Manipulations Behavior Teaching Consequence Manipulations Sugai, Lewis-Palmer & Hagan, 1999

13. Lebanon Junior High SchoolLebanon, Missouri Roger Moore, Assistant Principal Teresa King, School Counselor Tiffany Piercy, Classroom Teacher MO SW-PBS

14. Lebanon Jr. HighLebanon, MO

15. Lebanon Jr. High • Lebanon, MO • Population 4,589 across K-12 • Population 668 in grades 7-8 • Staff 90

16. Lebanon Jr. High • Demographics • Free and Reduced Lunch • African American 2.4 % • Asian 1.3 % • Hispanic 3.3 % • Indian 1.2 % • Other 0.1 % • White 91.6 %

17. Lebanon Jr. High – SW-PBS • 2005 – 2006 • District began discussions with stakeholders. • 2006 – 2007 • District Committed to PBS, Summer Institute • 2007 – 2008 • District PBS team is established. • 2012 – 2013 • District wide recognition as Silver or Gold. * Lebanon Jr. High Received a Silver Rating!

18. Lebanon Jr. High – Tier I, II, & III • Tier I • Meeting Date – First Tuesday of each month. • Meeting Time – 7:20 to 7:40 • Team Members - One teacher from each team, Fine Arts, Practical Arts, Physical Education, Special Services, Counselor, Assistant Principal and any one that wanted to be in on the PBS team.

19. Lebanon Jr. High – Tier I, II, & III • Tier II/III • Meeting Date – Every Friday • Meeting Time – 7:20 – 8:00, after school if more time needed. • Team Members – 7th grade teacher, 8th grade teacher, Special Services teacher, Counselor, and Assistant Principal.

20. Lebanon Jr. High - Procedures • Teresa King, School Counselor • Review of Records - Mr. Moore, Assistant Principal • Student Information System • ODR’s, Attendance, Grades, Teacher Comments, Schedule of Student, Special Services information.

21. Lebanon Jr. High - Procedures • Context Analysis • Review as a team the activities and routines in which the behaviors are most likely to occur. • Identified the area we wanted to address first and why. • Sparky, Bus, Safety

22. Lebanon Jr. High - Procedures • Interviews • Interviewed Teacher Mr. Moore • Interviewed Student Mr. Moore • Interviewed Parent Mr. Moore

23. Lebanon Jr. High - Procedures • Observations – Ms. Piercy, Classroom Teacher • Student • Ms. Piercy, Special Services Teacher and Mrs. King Counselor

24. Lebanon Jr. High • Tiffany Piercy • Role in the FBA process. • Prior knowledge of FBA. • Observation – Sparky • Perceptions of the Process • Should classroom teachers be involved and to what extent.

25. Lebanon Jr. High - Conclusion • Committed • Students that need the most help and encouragement. • Jr. High students that need the most help and encouragement. • Time • Training for staff, education of staff, education of students.

26. Lebanon Jr. High - Conclusion • Next Steps • Organization – Everything! • Establish two teams, Tier II and Tier III. • Develop a more organized plan of who does what • Use data more effectively for students and staff. • Improve on Tier II, and Tier III strategies for helping this group of students.

27. Lebanon Jr. High • Questions? • Roger Moore • 500 N. Adams • Lebanon, MO 65536 • 417-532-9121 • 417-322-5418 • Resources : South Central RPDC and Building Positive Behavior Support Systems in Schools.

28. Warrior Ridge ElementaryWarrenton, Missouri Bobbie Russell, Building Principal Janelle Stanek, Assistant Principal Jenny Westphal, Classroom Teacher MO SW-PBS

29. Warrior Ridge ElementarySWPBS 2012-13

30. Introductions • Warrenton, MO • Warrior Ridge Elementary • K-5 Grade Students – approximately 520 • Staff – 40 • Demographics: • 54.62% F & R Lunch • 93.6% Caucasian • 3.4% African American • 2.8% Hispanic

31. The Power of SW-PBS • “If a child doesn’t know how to read, 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 drive, we teach.” • “If a child doesn’t know how to behave, we……… teach?... remove...? punish?”

32. Inspiration for SW-PBS • District Vision 2006 – Curriculum Director • Relationship between students’ academic failure and increased incidents of inappropriate behavior. • Consistency among elementary schools in the district due to students attending three different schools during an elementary students K-5 career from 2006-2012. • K-1 school, DBE • 2-3 school, WRE • 4-5 school, RBE 2012-13 district restructuring of all 3 elementary schools back to K-5.

33. Leadership Team • SW-PBS Coach • Representative from all grade levels and departments • Counselor • Assistant Principal • Principal

34. Assessment Tools • Developmental Reading Assessment (DRA) • DRA 2 • eValuate • Aimsweb • Data Collection Systems • Office Discipline Referrals • SIS

35. Identification of at-risk students:ODRPSTInterventions:Attendance ClubCICOCheck & ConnectHomework Help Tier 2 System

36. Need for Tier 3 • Identification of a student based on intensive needs and ODR. • 20 for 2012-13 (5th grade) • 11 for 2011-12 (4th grade) • However, had more days of suspension in 11-12 • Student Background: • Transfer from another district at beginning of 4th grade to RBE. • Due to district restructuring, attending WRE in 5th grade. • No evidence of SWPBS prior to 4th grade. • Thus, T1 and T2 not in place K-3.

37. Staff Training for T3 Selection Process: • PBS team already in place. • Administrator and “Coach” of Team FBA Components: • Most data gathered by administrator (record review, interviews, direct observations) • Team approach to summary statement, context analysis, competing behavior pathway. • Behavior Specialist - observation

38. Time and Effort for T3(Readiness to implement intervention) • Organized data collection necessary. • Analysis created a better understanding of student and problem and need. • Practice with several scenario summary statements and competing behavior pathways and time to completion will decrease. • Team-based approach. • Classroom teacher was part of PBS team.

39. Feasibility of using FBA Process • With training, implementation is quicker, easier and a flowing process.

40. Lessons Learned Keep accurate records and data. Data drives change and improvement. Practice creating BIP with scenarios. Keep staff consistently trained, informed, and updated on T1 and T2 – teach to the desired behavior. Use SPED reports and cross check with summary statement.

41. Resources • National PBIS Technical Assistance Center • www.pbis.org • Special School District – St. Louis • http://pbiscompendium.ssd.k12.mo.us/ • E-Learning for Educators (free course) • http://www.elearningmo.org/accessing-fba/ MO SW-PBS

42. Questions & Contacts • RPDC Regional or Tier 2/3 SWPBS Consultant • Barbara Mitchell – MO SWPBS Tier 2/3 Consultant • mitchellbs@missouri.edu • Roger Moore – Assistant Principal, Lebanon Junior High • rmoore@mail.lebanon.k12.mo.us • Janelle Stanek – Assistant Principal, Warrior Ridge Elementary • stanekja@warrencor3.k12.mo.us MO SW-PBS