Welcome to Tertiary Training Day 3!

1. Welcome toTertiary Training Day 3! Louisiana Positive Behavior Support Project In conjunction with the Louisiana Department of Education

2. Tentative AgendaDay 3 • Establishing Effective Behavior Teams • Team Planning • On-going Support and Monitoring • Linking FBA to Person-centered planning (PCP) and Response to Intervention (RtI)

3. Establishing Behavior Teams

4. Teams Succeed When… Management supports the process They have been trained in the process All members have committed to the process They have established goals and expectations They adhere to team norms of behavior

5. Teams Succeed When… They have reached consensus on critical issues They have addressed interpersonal conflicts They have taken time to develop relationships When they have measured and evaluated outcomes When individual goals have not superceded team goals When they have actually implemented the plan

6. Principles of Collaboration Mutual trust and respect Shared goals and objectives Open communication Effective conflict resolution Trans-disciplinary process Equity of task distribution Consensus decision-making Ongoing problem-solving

7. Ineffective Collaboration Highlight the student deficits Designed to fit the student into a program Heavy reliance on professional judgment and decision-making May ignore family and student goals Select irrelevant short term goals Based standardized assessment May not include people responsible for implementation

8. Group Issues: Goal Setting Individual Goals Why am I here? What do I want to accomplish? How can I improve myself? What do I have to offer? Team Goals What is our purpose? What do we hope to accomplish? How can this team improve? What can we offer our focus individual?

9. Membership on Behavioral Support Teams… • Who needs to be involved…. • Members from all environments in which the focus individual interacts • People who know the focus individual well and have a vested interest • People who know supports and resources (and methods of accessing them) as well as potential barriers • Members to allocate personnel and fiscal resources

10. Team Members’ Roles • Team Leader - starts the meeting, reviews the purpose of the meeting, facilitates the meeting by keeping the team focused on each step. • Recorder - is responsible for transcribing the team’s responses on flip chart paper, transparency, etc. • Timekeeper- is responsible for monitoring the amount of time available to discuss the case and keeps the team aware of time limits by giving “warnings” (i.e., 10 minutes left).

11. Records Reviews • Review information generated apart from the functional assessment to obtain additional insights into factors affection the person’s behavioral. • Medical records • Psychological assessments • Developmental information • Previous interventions • IEPs and ISPs • Anecdotal records

12. District Teams Who is part of the district team? What roles do they play? How does the district and school communicate regarding interventions and follow up? How can the district support the school? How is the district going to ensure protocol and regulations are being followed?

13. Team Planning

14. Team Activity

15. Action Plan

16. On-going Monitoring and Support

17. Purpose of On-going Monitoring Decreases in problem behavior Increases in positive behavior Achievement of broader goals Durability of behavior change

18. What Types of Questions Can Data Answer? • Initial Assessment Decisions. • What type of program is needed? • Which program? • Where do we focus our efforts? • On-going Evaluation. • Is it effective? • If not, can it be modified? • Can it be faded/ended?

19. Data decision rules • Define adequate progress before current intervention changed. • Determined before you intervene. • “Three Day Rule” - • deceleration: 3 consecutive days above goal/aim line • acceleration: 3 consecutive days below goal/aim line

20. Data Decisions • Do nothing. • Step back. • Change criterion (date or level/rate). • Change instructional (antecedent) procedure. • Move to new phase of learning. • Move to new skill. • Change consequent procedures.

21. Monitoring Outcomes What Information to Collect: • Increases in use of alternative skills • Reductions in occurrence of problem behavior • Positive side effects • improved grades • increased attention • peer acceptance

22. Monitoring Outcomes What Information to Collect (cont.) • Improvements in quality of life • Increased participation in typical activities • Increased choice/decision making • Inclusion • Improvements in consumer satisfaction • Student • Family • Staff • Others • Improvements in health or well-being

23. Monitoring Outcomes How to Collect Information • Interviews • Teachers • Students • Parents • Service providers • Informal anecdotal reports • Communication logs with parents • Teacher progress notes (Adapted from Meyer & Janey, 1989)

24. Monitoring Outcomes How to Collect Information • Rating scales • Student social skills • Opportunities for choice • Natural documents • Report cards • Incident reports • Medical records • Placement records • Direct observation • Frequency • Duration • Observation logs (Adapted from Meyer & Janey, 1989)

25. Monitoring Outcomes Broad Outcomes • Increases in new skills plus decreases in problem behaviors with • planned maintenance • broadening quality of life goals • Increased positive relationships with others • Participation in school and community activities • General health and well-being improved • Individual’s and family’s increased level of satisfaction re: personal growth & development

26. Monitoring Outcomes Specific Outcomes • Skills enable the individual to meet needs in a socially acceptable manner • Reductions in the individual’s problem behavior • Revised plan to address acquisition of unachieved skills • Revised plan to enable individual to decrease problem behavior / increase new behaviors • Support plan has been implemented in a consistent manner • Support plan hypotheses and support strategies have been re-evaluated

27. Outcomes Self-Check • What data have we collected regarding this student? • What data do we still need to collect? • Who needs to be involved in the collection and analysis of this data? • What other resources do we need to be successful? • How do we share this with stakeholders? • What strengths do we have in this area? • What barriers are we experiencing related to outcome data?

28. Action Plan

29. Cycle of Positive Behavior Support Medical/Health Functional Assessment PCP Curriculum Hypotheses: Global and Specific Multi-component Interventions Data Analysis and Evaluation Generalization/ Maintenance Ineffective Effective

30. Self Check for Designing BIP’s • Proactive Strategies • Does the plan include antecedent & setting event modifications to prevent problem behaviors? • Does the plan include modifications to make desired behaviors more likely?

31. Self Check for BIP’s Educative Strategies • Do consequences for replacement skills produce outcomes that are more effective or efficient than the problem behavior? • Do the replacement skills serve the same function as the problem behavior? • If the plan targets multiple replacement skills, are the ones that produce the most immediate effect for the person taught first?

32. Self Check for BIP’s • Functional Strategies • Does the plan include consequence strategies for (a) strengthening alternative skills. (b) reducing the payoff for problem behavior, and (c) crisis management if necessary? • Are desired outcomes for the problem behavior reduced or eliminated? • Do general skills help the individual prevent problem situations from occurring? • Does the crisis management plan address three phases of the crisis • a) escalation • b) eruption • c) de-escalation

33. Self Check for BIP’s Lifestyle Interventions 1. Does the plan include supports that will improve the individual’s quality of life? 2. Does the plan include long-term adaptations that will: a) help the individual maintain new skills, and b) prevent problem behaviors from occurring?

34. Self Check for Designing BIP’s: • Overall • 1. Are the intervention strategies logically linked to the specific and global hypotheses? • 2. Does the plan reflect individual and family preferences? • Are all of the intervention strategies • a) age appropriate • b) acceptable for other people without disabilities • c) can the plan be carried out in everyday settings without stigmatizing the individual?

35. Action Plan

36. When should Data Decisions Be Made? • Natural cycles. • Weekly, monthly, quarterly, existing meeting schedules. • Level of system or detail addressed. • E.g., individual - daily or weekly. • E.g., school-wide - monthly, quarterly.

37. Evaluation of Performance • Variability • Level changes • Trend directions

38. Purpose of Graphing Data • Provides a visual display of formative data. • Show performance - monitor progress and decision making. • Choose instruction and curriculum based on need (objectives). • Evaluate effectiveness of instruction.

39. Components • Abscissa • Horizontal axis - time (calendar or session). • Ordinate • Vertical axis - dependent variable. • Descriptive title • IV + metric + DV + participant(s). • e.g. “The effect of intervention Z on the percentage of task steps completed correctly by ______”

40. Components, cont. • Data points • Represents performance (intersects time and DV). • Use different symbols if more than one value (behavior) presented. • Legend • Identifies data points

41. Components, cont. • Phase/Condition Lines • Indicate change in intervention - vertical lines at time point. • Label change/intervention above section on graph. • Two types of phase lines: • baseline data (before) • intervention data (after)

42. Graphing Conventions • Do connect all consecutive data points. • Do not connect non consecutive data points. • Do not connect data points across phase lines. • Use different symbols/connect lines is plotting more than one type of data point.

43. Graphing Conventions, cont. • Label • All phases • All axis (DV/ordinate and time/abscissa) • Legend • Descriptive title

44. The impact of Self-management on Aaron’s Talking-out in class A B A C C A 1 0 0 I n t e r v e t i o B L F u n c t i o n a l A n a l y s i s B L S e l f - m a n a g e m e n t B L 9 0 8 0 P r e f e r r e d P e e r 7 0 A l o n e N o n - P r e f e r r e d P e e r 6 0 5 0 4 0 3 0 2 0 1 0 0 1 3 6 8 1 0 1 2 1 4 1 7 2 0 2 2 2 4 2 6 2 8 3 2 3 4 3 6 3 7 3 9 4 1 4 3 Observations

46. Baseline

47. Baseline Aim Line

48. Caesar’s # of Inappropriate Talkouts per Minute

50. 3 day rule violated