Maximizing Your Session Participation

1. B16 – Basic FBA to BSP: Building School Capacity to Implement Function-Based SupportLead Presenters: Chris Borgmeier, Ph.D., Portland State University Kathleen Strickland-Cohen, Ph.D., BCBA-D, Texas Christian University Key Words: FBA/BIP, Assessment, Training

2. Maximizing Your Session Participation When Working In Your Team • Consider 4 questions: • Where are we in our implementation? • What do I hope to learn? • What did I learn? • What will I do with what I learned?

3. Where are you in the implementation process?Adapted from Fixsen & Blase, 2005

4. Leadership Team Action Planning Worksheets: Steps • Self-Assessment: Accomplishments & Priorities Leadership Team Action Planning Worksheet • Session Assignments & Notes: High Priorities Team Member Note-Taking Worksheet • Action Planning: Enhancements & Improvements Leadership Team Action Planning Worksheet

5. Please Provide Feedback Your feedback is important to us! Please take a few moments at the end of the session to complete an evaluation form for this session. Forms are available: • In our mobile application by clicking the link in the session description. • Online underneath the posted presentations at www.pbis.org/presentations/chicago_forum_18

6. Save the dates, February 20 – 23, 2019 for the… Pre-Conference Workshops FEBRUARY 20 Skill-Building Workshops FEBRUARY 23 Breakout Sessions FEBRUARY 21 - 22 Networking | Posters | Exhibits Washington, DC Grand Hyatt Washington For more information, visit: conference.apbs.org

7. Introductions • Who is here today? • Teachers? • Administrators? • Paraprofessionals? • District Behavior Specialists/BCBAs? • Outside consultants? • Responsible for conducting FBA and building BSPs?

8. Functional Behavioral Assessment (FBA) An empirically supported practice that has been demonstrated to improve both the effectiveness & efficiency of behavioral interventions in schools (Blair, Umbreit, & Bos, 1999; Carr et al., 1999; Epstein, Atkins, Cullinan, Kutash, & Weaver, 2008; Ingram, Lewis-Palmer, & Sugai, 2005; Lee, Sugai, & Horner, 1999; Loman & Horner, 2014; Newcomer & Lewis, 2004, Strickland-Cohen & Horner, 2015; Strickland-Cohen, Vatland, Spear, & Romer, in prep)

9. FBA-BSP in Schools • Growing body of research showing that function-based support can be effectively designed and implemented by typical school personnel • (Crone, Hawken, & Bergstrom, 2007; Dukes, Rosenberg, & Brady, 2007; Loman & Horner, 2014; Maag & Larson, 2004; Renshaw et al., 2008; Scott, Nelson, & Zabala, 2003; Strickland-Cohen & Horner, 2015)

10. Pair & Share Turn to a Partner & Discuss: • What are the most common challenges you face to effectively implementing FBA/BSP & effective Tier 3 Systems in your School/District?

11. Tier 3: Common Challenges… • Lack of personnel with sufficient training in FBA/BSP can lead to overwhelmed District Behavior Specialists • Too many students in need, Leading to a “triage” model of behavior support • We wait to intervene until the teacher & student are in crisis mode • Opportunity is lost for earlier intervention & utilizing FBA for less severe persistent problem behavior Train more Basic FBA to BIP Specialists

12. Tier 3: Common Challenges… • Teaming context and routines aren’t in place to effectively make use of skills & supports of the behavior specialist • Lack of follow-up support, feedback, coaching to support implementation • It’s a challenge for off site specialists to provide sufficient follow-up support; advantages to develop local (within building) support Implement FBA/BIP Systems & Teaming Process

13. Tier 3: Common Challenges… • Plans built by “specialist” with minimal input from implementers • Plans lacking contextual fit will not be implemented Implement FBA/BIP Team Process that actively engages Implementers

14. Tier 3: Common Challenges… • Building Staff & Administrators often have limited background knowledge for understanding behavior & function-based intervention • Can limit buy-in, efficiency & effectiveness • Reduces ability to utilize function to inform of Tier 1 and Tier 2 intervention Train All Staff in the Basics of Behavior & Function-Based Intervention

15. FBA/BIP  Typical Practice… How are we doing? • SWPBIS creates a school climate that supports the appropriate academic and social behavior of ALL students with a focus on: • PREVENTION & EARLY INTERVENTION • We continue to use our most effective tools only after challenging behavior has become severe/dangerous (Loman & Horner, 2014)

16. Challenge schools face is not finding what works, but implementing what works. Fixsen, Naoom, Blase, Friedman, & Wallace, 2005

17. Overcoming Barriers: A Proactive Approach to Behavior Support Planning Many of problem behaviors that teams encounter do not require comprehensive FBA-BSP Using simplified FBA-BSP procedures that “match” the level and intensity of problem behavior Provide FBS at the first signs of persistent problem behavior Basic FBA/BSP: Non-Dangerous Behaviors and Maintaining Functions are Easily Defined and Identified Complex FBA or Functional Analysis: Behaviors and Maintaining Functions Vary, and are not Easily Defined and/or Identified

18. Quick Check: What is your current capacity for Tier 3 Behavior Support? How many students are in your School District? What is 1% of that number? How many district-level Behavior Specialists do you have to support the Top 1%? What’s your ratio # Students/Specialist? Now should we do the math for the 5%? Complex FBA or Functional Analysis Basic FBA/BSP

19. Basic Message: Capacity Building Any time you feel overwhelmed the answer is likely to include investing in the training of others. • As schools adopt Tier 2 and Tier 3 PBIS supports, the behavior specialists in the district are often overwhelmed with requests to conduct functional behavioral assessments and building behavior support plans.

20. Redefining the Role of the District Specialist in Schools • Proactively build capacity- • Train 2-3 school personnel in each school to use Basic FBA/BSP • Teach all school-based team members to understand FUNCTION • Practical Trainings- Provide short training sessions that teach “less more thoroughly” based on evidence-based instructional practices • Prioritized follow-up- use of assessment to determine type of follow-up coaching needed

21. A Proactive Approach to Behavior Support Planning • As Schools gain fluency & build capacity to complete Basic FBA to BIPs…. • The District Behavior Specialists should be able to allocate more time to the complex cases Complex FBA or Functional Analysis Basic FBA/BSP:

22. The Basic FBA to BSP/BIP Training Series**Earn 7 Type 2 BCBA CEUs

23. Basic vs. Complex FBA/BSP 23

25. www.basicfba.com

26. http://moodle.tasnatbs.org

27. www.basicfba.com Online Module Features • Pre and Post Assessment for Each Module • Participant Guide and Materials to Follow Along and Practice Using Forms/Tools • Interactive Activities with built in Checks for Understanding • Embedded video to model interviewing • Embedded video for practicing observations • Links to data collection and graphing resources specific to Basic FBA to BSP • Email follow-up with Homework Reminders • Free!

28. Basic FBA to BIP e-learning modules

29. Basic FBA to BIP e-Learning Modules Tyler Collier Web Developer Eddie Croissant Lead Instructional Designer

30. Big Ideas • Skills taught in manageable chunks • 60-90 minute modules • Intended delivery: 1 module every 1-2 weeks • Interactive Training Activities – Learn through demonstration & practice application activities • Built-in Assessment Activities – included at end of each module • Homework Tasks with each module for real-world practice that culminate in implementation of a BSP developed from an FBA

33. ABC TrackerTeacher completes in Classroom

34. Module 2 – FBA Interviews • Step by Step Training w/ video model and practice activities

35. Module 3 – FBA Observations • Step by Step Training w/ video model and practice activities

36. Modules 4 & 5 – Function–Based Intervention • Training to Identify Function-Based Interventions using information from the FBA • Develop a Competing Behavior Pathway w/ a Replacement Behavior • Identify interventions to Prevent, Teach, Reinforce & Correct Behavior • Identify Successive Approximations to support the student to progress from the Replacement Behavior to the Desired Behavior

37. Module 4: Function-Based Intervention

38. Module 5: Behavior Intervention Strategies

39. Successive Approximations Worksheet

40. Module 6 – Implementation Plan • Implementation Planning • How to facilitate an Implementation Planning meeting • Contextual Fit • Supporting Implementation

41. Basic FBA to BIP Table Tent

42. (Pinkelman & Horner, 2017)

43. Daily Point Card Template

44. Module 7 – Evaluation Plan & BIP Review Meeting

45. Daily Point Card w/ Implementation Checks Front Research suggests Daily Self-Monitoring by the implementer is an effective and feasible strategy for supporting implementation & collecting implementation data to inform feedback Back

47. Data-Based Decision Making

49. Current Data: Basic FBA to BIP e-Learning Modules User Evaluations N = 147 User Evaluation data is very consistent across all 7 e-Learning Modules

50. A Teachers Perspective…. “These modules are excellent resources to build capacity (and buy-in) within schools.  Instead of waiting weeks for a behavior consultant to observe a Tier 2/3 student, we could use these modules to train a team of teachers/staff who could conduct them in a timely manner.  Having a school based team (vs district consultants who may not have relationships with students and staff) also allows for more consistent coaching opportunities.” Joyce Hum, Elementary Teacher Oakland Unified School District