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Progress Monitoring Intensive Behavior Supports December , 2008

Progress Monitoring Intensive Behavior Supports December , 2008. Overview. Progress Monitoring Tools Data Based Decision Rules Modifications for non-responders. Big Ideas in FBA and Intervention Planning. Different levels of FBA Build FBA/behavior plan on response classes

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Progress Monitoring Intensive Behavior Supports December , 2008

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  1. Progress Monitoring Intensive Behavior Supports December, 2008

  2. Overview • Progress Monitoring Tools • Data Based Decision Rules • Modifications for non-responders

  3. Big Ideas in FBA and Intervention Planning • Different levels of FBA • Build FBA/behavior plan on response classes • Build capacity at the school level to conduct efficient FBAs • Make the smallest change that will produce the largest impact

  4. Common Practices • The “check in” • Lots of data, no graph • Waiting for the student to fail before changing the intervention • Changing several components of the intervention at one time • Failing to document changes to the intervention

  5. Ensuring Data-Based Decisions • Must develop systemsthat support: • Data collection procedures • Summarizing data • Reviewing data on a regular basis • Data-based decision making

  6. For more information on systems… • Intensive Positive Behavior Support (IPBS) Project • http://www.uoecs.org • Examples?

  7. Progress Monitoring Tools: • SWIS: Majors and Minors • Percent of points earned on behavior card (SWIS or Excel) • Daily Teacher Ratings • Direct Observations • DIBELS/AIMSWEB (more on this later…)

  8. Progress Monitoring Tools • Must reflect the behavior of concern • Frequent (daily is best) • Efficient • Sensitive to change

  9. SWIS • Office referrals may provide some indication of change, but are probably not adequate for secondary/tertiary support alone • Recommendation: Use ODRs as a secondary piece of data when evaluating effects of an intervention plan

  10. Percentage of points • Daily points on a behavior card are highly correlated with direct observations IF the card is used correctly (Campbell & Anderson, 2008)

  11. Daily Teacher Ratings • Correlated with points and direct observations • Must be specific • Must be objective • Must occur daily • Compare with typical peers (Campbell & Anderson, 2008)

  12. Data-Based Decision Rules • Establish general rules for determining whether or not to change an intervention plan • Rules should be flexible

  13. Baseline = 50%

  14. Allowed Brian special peer time for reward

  15. Allowed Brian special peer time for reward

  16. Combining Academic and Behavior Supports An example: Combining reading with behavior support for escape maintained behavior

  17. The Competing Pathways chart for our friend Eddie Desired Alternative Typical Consequence Told “good job” Get good grades Do work w/o complaints. Setting Events Triggering Antecedents Problem Behavior Maintaining Consequences Function Extended structured activity (Reading) Do difficult reading task (grade level material) Threatens, Uses profanity Remove from class. Avoid task Acceptable Alternative Ask for break, ask for help.

  18. Possible Interventions for Eddie Setting Event Strategies Antecedent Strategies Behavior Teaching Strategies Consequence Strategies Prompt task completion Make task less difficult Do first activity together Provide different tasks Present “forced” choice of which reading assignment to do first Provide reward within 1 min. of starting task (3 min., 5 min., 10 minutes) Give break & help when requested Minimize rewards for problem behavior (don’t remove to a nicer area) Reward expectations Teach alternatives to problem behavior: 1. Ask for break 2. Ask for help Teach reading fluency development Teach problem-solving skills Provide Reading curriculum at appropriate level Additional instruction in reading (fluency) 1:1 instruction in Reading

  19. Eddie’s Evaluation Procedures Short term goal: Ask for “break” or assistance when frustrated Long term goal: Reading fluently at 154 word correct per minute on grade level material

  20. Eddie’s Evaluation Procedures Short term goal: Ask for “break” or assistance when frustrated Long term goal: Reading fluently at 154 word correct per minute on grade level material

  21. Daily Report Card + silent reading in study hall Daily Report Card with choice of incentives from “treasure chest” Fictional Data

  22. Eddie: Progress monitoring on Oral Reading Fluency extra silent reading practice 15 minutes during study hall #1 Fictional Data

  23. Daily Report Card + silent reading in study hall Daily Report Card with choice of incentives from “treasure chest” + Read Naturally Fictional Data

  24. Eddie: Progress monitoring on Oral Reading Fluency extra silent reading practice 15 minutes during study hall #1 #2 Read Naturally in reading lab for 30 minutes during study hall Fictional Data

  25. Problem-Solving

  26. Problem Solving

  27. Problem Solving

  28. Problem Solving

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