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Technical Assistance for Challenging Behavior

Technical Assistance for Challenging Behavior. December 11 th , 2009 Lindsay Stangeland Applied Behavior Analyst Consultant for Challenging Behavior Learning Supports Team. “That there could be a science of behavior, of what we do, of who we are? How could you resist that?” Donald Baer.

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Technical Assistance for Challenging Behavior

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  1. Technical Assistance for Challenging Behavior December 11th, 2009 Lindsay Stangeland Applied Behavior Analyst Consultant for Challenging Behavior Learning Supports Team

  2. “That there could be a science of behavior, of what we do, of who we are? How could you resist that?” Donald Baer

  3. What Should You Know? • Objectives and Outcomes • Activities and Projects • Types of Support Provided • Referral Process • Ongoing and Future Work Department of Education and all AEAs Grant Wood AEA

  4. Objectives and Outcomes • At the end of 2009-2010, AEAs will have the capacity to deliver intensive supports (technical assistance and professional development) • Each AEA will have a protocol in place to support school districts in the development and implementation of intensive behavioral supports • Each AEA will have one individual (lead TAC) complete the training designed by the DE by the end of the 09-10 school year and an additional support TAC by the end of the 2010-2011 school year Iowa Department of Education

  5. Activities and Projects Partnership with the Consultation Service for Children with Challenging Behavior (Center for Disabilities and Development) • Collaboration with challenging behavior consultant to provide intense support and training to school teams through: • On-site visits to schools to assist school teams evaluate student behavior • Visits to the training clinic at the CDD for additional assessment and professional development 1

  6. Activities and Projects Partnership with the Consultation Service for Children with Challenging Behavior (Center for Disabilities and Development) Case Example 1

  7. Activities and Projects Partnership with the Consultation Service for Children with Challenging Behavior (Center for Disabilities and Development) Sample Objectives from Clinic • #1: To increase skills for collecting data on targeted problem behaviors and appropriate behaviors • #2: To increase skills related to evaluating antecedents and consequences to problem behavior via an experimental analysis • #3: To increase understanding of procedures in a functional analysis • #4: To demonstrate the ability to conduct a functional analysis with coaching from clinic staff 1

  8. Activities and Projects 2 ICN Trainings Sean Casey, DE Consultant for Challenging Behaviors • Two hours each month • Content pertaining to functional behavior assessment (FBA) • Introduction to FBA and ethics • History of FBA • ABC assessments, descriptive analyses, preference assessments, and reinforcer assessments • Functional analysis, structural analysis, data collection • Concurrent operants assessments, scatterplots, data display • Function-based treatments for BIP development • Peer review opportunities and networking

  9. Activities and Projects 3 ABLLS and Verbal Behavior Dr. James Partingon and Behavior Analysts, Inc. “Two staff and the lead TAC from each AEA will pair with two LEA teachers and work to create a model classroom using ABA teaching strategies.” • Viola Gibson Elementary in Cedar Rapids • Six days of professional development • On-site visits to classrooms Assessment of Basic Language and Learning Skills

  10. Current Types of Support Provided • Agency wide professional development • Informal Consultation • Email or phone call • Assistance with problem identification, data collection, intervention planning, trouble-shooting, response to intervention, etc. • On-Site Support • 1-3 visits to assist AEA team members • Requires referral

  11. Future Directions for Support Provided GOALS: Decrease amount of on-site support (“putting out fires”) Increase levels of professional development and informal consultation to assist AEA staff supporting these school teams Increase amount of on-site time available to support teams struggling with the MOST challenging behaviors BUILDING CAPACITY

  12. Referral Process • AEA team involvement • Referral must come from AEA team member • Referral paperwork includes: • 1 page referral form • Supporting documents (e.g., FBA, BIP, etc.) if they exist • Behavior Services Rubric when appropriate • Commitment to collaborate

  13. Referral Process Great reasons to make a referral: • Assistance with development of FBA/BIP • Multiple behaviors or suspected functions • Problem analysis and data collection • Interpretation of data • Intervention matched to identified function • Progress monitoring and data collection • Further or more specific assessment is needed

  14. Referral Process Great reasons to make a referral: • Current intervention is not working • Team has tried several things • Behavior is not changing • Behavior is getting worse • Conducting an evaluation of intervention implementation When not to make a referral…

  15. Ongoing and Future Work • Evaluate progress (data?) • Refine referral process • Refine types of support offered • Continue to participate in DE projects • CDD; include additional AEA staff • ICNs; include additional staff • ABLLS/VB model classroom

  16. Ongoing and Future Work • Develop more agency-wide PD • Begin region-based informal consultation and professional development • Begin using FBA rubric

  17. Questions?

  18. Ideas?

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