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Regional Support for Challenging Behavior - Professional Development Project

This project aims to enhance skills in behavior assessment and intervention planning for educational personnel. Target audience includes agency staff from various regions. The outcomes include developing foundational knowledge and skills in functional behavior assessment, creating quality FBAs and BIPs, and understanding factors affecting intervention utilization. Methods include workshops, case studies, coaching, and self-assessment. Participants are expected to collaborate, identify students for FBA/BIP, engage in professional development activities, and attend coaching meetings.

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Regional Support for Challenging Behavior - Professional Development Project

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  1. Regional Support for Challenging Behavior Lindsay Stangeland, M.A., BCBA Behavior Analyst Challenging Behavior Consultant L&L Meeting October 22, 2010

  2. PURPOSE The primary purpose of this project is to provide a variety of meaningful professional development opportunities in the areas of functional behavior assessment and behavior intervention planning in order to increase our capacity to deliver quality behavioral consultation to school districts supported by Grant Wood AEA.

  3. RATIONALE • Preliminary data suggest that the majority of FBAs completed by school teams consisting of Grant Wood AEA and LEA staff members do not meet minimal acceptability requirements as defined by best practice in the area of functional behavior assessment. • As of April 2010, IMS records indicated that 951 students in local school districts are eligible for special education services in the area of behavior and have IEP goals related to behavior. • The number of referrals for support with students who engage in challenging behavior is increasing.

  4. RATIONALE, cont. • Involvement with the referring teams has suggested that there is a need for a) basic foundational knowledge about behavior, b) skills in the area of conducting functional behavior assessments, and c) appropriate intervention planning. • Quality behavioral assessment and interventions can lead to increased behavioral and social proficiency; students with appropriate behavioral and social skills have more access to the general education curriculum.

  5. RATIONALE, cont. • The DE Learning Supports team has identified increasing skills and knowledge of FBA/BIP for all educational personnel in the state as a goal in the area of challenging behavior. • Analysis of disproportionality data indicates that behavior is a common concern listed on referrals for special education evaluations.

  6. WHO The intended target audience is agency staff from each region who are involved in supporting students engaging in challenging behavior for whom intervention planning should be based on quality functional behavioral assessments. It is not necessary for staff to have extensive prior knowledge or skills in the area of challenging behavior. Rather, an interest in learning, collaborating, and developing skills is desired.

  7. OUTCOMES • Understand basic principles of behavior; develop foundational knowledge of functional behavior assessment and behavior intervention planning, including: • Problem definition • Data collection procedures • Assessment procedures • Problem analysis (e.g., antecedents, consequences, function) • Interventions matched to student needs and assessment results

  8. OUTCOMES, cont. • Develop quality FBAs and BIPs in collaboration with school team members • Understand factors linked to teachers’ and consultants’ utilization (or lack thereof) of behavioral interventions

  9. HOW • Some learning via “sit and get” PD • Group learning via case studies drawn from staff who participate • Practical guidance of application of skills • On-site collaboration, instructional coaching, and feedback

  10. MEASURES • Pre and post self-assessments of skills and knowledge • Pre and post self-assessments using task analysis of various skills or outcomes (e.g., FBA development, preference assessment, data collection) • Permanent products (e.g., FBAs and BIPs scored as meeting best practice requirements, etc.) • Consultant Rating Profile (CRP)

  11. EXPECTATIONS • Commitment to collaborate for remainder of 10-11 school year • Identify one or more students in need of an FBA and BIP to follow • Complete measures described above and/or others as designed and described by participants • Participation in onsite visits to collaborate, apply knowledge, practice skills, etc.

  12. EXPECTATIONS • Attend professional development opportunities, including: • CBE Social Behavior • Dates TBD • Data Tools for Behavior Goals • Laura Riffel on March 31st (???) • Other? • Monthly coaching meetings with other participants to: • Access PD specifically designed to meet participant needs and goals • Learn and collaborate via case studies and informal consultation

  13. DETAILS • Each region identify 1-4 staff members who are interested in participating by December 1st • Participants attend informational meeting to learn more (sometime in December if possible) • Possible that a North group and a South group are formed for convenience of this and future meetings • Stay tuned for more details and talking points…

  14. Questions?

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