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Applying Implementation Science to FBA/BSP and Individual Student Behavior Support in Schools

Applying Implementation Science to FBA/BSP and Individual Student Behavior Support in Schools . Chris Borgmeier, PhD chrisb@pbisnetwork.org Portland State University & NorthWest PBIS Network. Schools adopting SWPBIS by year. 14,325 Schools Adopting School-wide PBIS.

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Applying Implementation Science to FBA/BSP and Individual Student Behavior Support in Schools

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  1. Applying Implementation Science to FBA/BSP and Individual StudentBehavior Support in Schools Chris Borgmeier, PhD chrisb@pbisnetwork.org Portland State University & NorthWest PBIS Network

  2. Schools adopting SWPBIS by year 14,325 Schools Adopting School-wide PBIS

  3. Schools use SWPBIS (Feb, 2011) 11 states with over 500 schools 3 states with over 1000 schools

  4. SW-PBIS Implementation Blueprint www.pbis.org All about implementation (District+ Level)

  5. SW-PBIS District Planning

  6. How do we improve support for students with challenging behavior in schools? The Challenge of Implementation

  7. Solution Effective interventionpractices and programs + Effectiveimplementationpractices Good outcomes for students No other combinationof factors reliably produces desired outcomes

  8. Implementation Lens • Start with the Intervention • What is “IT” for students with challenging behavior

  9. Evidence Based Practices • Early Identification & Intervention • Screening & Identification • Match student to appropriate, research based interventions • Function-Based Support (FBA/BSP) • Positive Behavior Support • Prevention oriented interventions • Teaching basic skills • Reinforce desired behavior • Discontinue reinforcement of problem behavior • Data Based Decision Making • Progress monitoring

  10. What is “IT”? • Team Based Process • Team represents: • Behavioral Expertise • Knowledge of the Student • Knowledge of the Context • Conduct an Assessment (FBA) to identify: • Function of problem behavior • Environmental variables that predict occurrence & non-occurrence of problem behavior

  11. What is “IT”? • Develop & Implement a Function-Based Intervention based on assessment information • Monitor progress & revise (ongoing, as needed) • Student outcomes & • Implementation

  12. Implications for Behavior Support *Team *Specialist Problem Behavior *Hypothesis statement *Competing Behavior Analysis *Contextual Fit Functional Assessment *Implementation Plan Content of Support Plan Fidelity of Implementation *Technical Adequacy *Person-centered planning * Wraparound Impact on Behavior and Lifestyle

  13. Challenge = Implementation • Limited resources • Time, money, expertise, etc. • Limited focus on Implementation • Need to define the systems to support sustained, accurate implementation of Tier 3 Behavior Supports • Starts with strategic, long-term district planning

  14. Problem Statement “We give schools strategies & systems for improving practice & outcomes, but implementation is not accurate, consistent, or durable, & desired outcomes aren’t realized. School personnel & teams need more than exposure, practice, & enthusiasm.”

  15. Wexelblatt’s Scheduling Algorithm CHEAP FAST GOOD When implementing an innovation, you may pick any two.

  16. Applying the Science of Implementation to SW-PBS Individual Student Systems District-level Planning

  17. Improved Outcomes for . . . Program/Initiative (set of practices) Performance Assessment (Fidelity) Coaching Systems Intervention Training Facilitative Administration Organization Drivers Competency Drivers Integrated & Compensatory Selection Decision Support Data System Leadership © Fixsen & Blase, 2008 Adaptive Technical

  18. Improved Outcomes for . . . Why: What: Program/Initiative (set of practices) Core Implementation Components Context for PD(Coordination, Vision, Funding, Commitment, Tools) Professional Development Institutional capacity to support staff in implementing practices with fidelity Organization Drivers Competency Drivers How: Leadership Capacity to provide direction/vision of process © Fixsen & Blase, 2008

  19. Implementation: Competency Drivers Tier 3 Behavior Support Systems

  20. Improved Outcomes for . . . Program/Initiative (set of practices) Performance Assessment (Fidelity) Coaching Systems Intervention Training Facilitative Administration Organization Drivers CompetencyDrivers Integrated & Compensatory Selection Decision Support Data System Leadership © Fixsen & Blase, 2008 Adaptive Technical

  21. Competency Drivers • Selection/ Training / Coaching / Performance Assessment • Need to Apply this to: • District level Behavior Specialist(s) & • Building level roles • Behavior Specialist • Administrator • BSP Implementer (teachers & staff)

  22. Selection • Selection becomes Increasingly important as complexity of skills required of the job increase • Tier 3 (individual student support) require more specific knowledge and skills than Tier 1 support • Start w/ job description that clearly outlines responsibilities & roles required • Be clear on skills & expertise required in role • Use an interactive interview process w/ behavioral vignettes & rehearsals that provide specific opportunity to evaluate: • Skills required for position • How candidate responds to feedback

  23. District Level Behavior Specialist • Must have expertise in behavior analysis & advanced function-based support • Ability to conduct complex FBAs & Develop function-based intervention plans • Lead implementation plan development and evaluation plan • Develop evaluation plans to monitor student progress and plan implementation • Strong consultation and political skills to navigate the challenges of supporting students with behavioral challenges in inclusive settings • Integrate wraparound with family and community supports as necessary

  24. District Level Behavior Specialist • Clear job description outlining responsibilities & skills required • Provide support to teams for complex behavior cases • Conduct complex FBAs and develop Behavior Support Plans including Implementation & Evaluation plans • Train and follow-up with implementers to ensure accuracy and fidelity with plan implementation • Develop, train staff to implement and monitor safety plans • Provide support to school teams that build systems and team capacity to provide function-based behavior support • Support schools with implementation and development of tier 2 systems & progress monitoring teams • Monitor school and district data systems to evaluate school use and effectiveness of tier 2 and 3 behavioral support systems x school & district

  25. District Level Behavior Specialist • Selecting for expertise in behavior analysis & advanced function-based support • Use an interactive interview process w/ behavioral vignettes & rehearsals • Submit examples of previously completed FBA/BSP w/ data • Have interviewee complete a brief FBA interview • Provide FBA Summary Statements & ask to develop interventions suggestions for a BSP (check technical adequacy of interventions identified)

  26. Which Buildings to start with? & How many? Suggest piloting w/ more complex interventions v. district-wide Building level Tier 3 Building principal invested in supporting students with challenging behavior Job descriptions with clear roles and assigned responsibilities related to tier 2 & tier 3 pbis implementation Building Behavior Specialist Fluency and training in function-based intervention, implementation & evaluation Tier 2 intervention manager(s) Strong data management skills Selection – Building Level

  27. Training Assuming Tier 1 & 2 Foundations in place Assuming effective universal systems • Tier 2 Interventions • CICO (check fidelity of implementation) • Add’l interventions & using data to select appropriate interventions • Elem v. Secondary • IPBS Teaming Process • Data systems & Data Based Decision Making

  28. Problem Statement “We give schools strategies & systems for improving practice & outcomes, but implementation is not accurate, consistent, or durable, & desired outcomes aren’t realized. School personnel & teams need more than exposure, practice, & enthusiasm.” -George Sugai

  29. Training/ Coaching/ Performance Assessment • Tier 3 Behavior Support requires a comprehensive professional development plan linking (a) training, (b) coaching & (c) performance assessment

  30. Training – Building Level • Skill based training • Functional Behavioral Assessment • Team Process • Identifying Function-Based interventions • Implementation Planning & Supports • Evaluation Planning & Data Systems

  31. Planning Training Activities • Training should be linked to clear, measurable outcomes related to performance (assessment) • Skills-based & knowledge-based training should include: • Behavioral rehearsal of target skills • pre/post test assessment • When identifying trainers ask how they will build beh’l rehearsal & pre/post test assessment into this training

  32. District Behavior Specialist On-site Coaching Support • Initially, serve as Systems coach for implementation of: • Tier 2 Interventions • IPBS team process • Data collection, analysis and decision making • Coach Building behavior specialists and team members to effectively perform required tasks of IPBS process • Once teams are implementing Tier 2 & IPBS effectively, then: • Provide more intensive support to develop FBA/BSP skills in schools • Provide direct support for students requiring most intensive behavior support (in school intervention & community supports)

  33. Performance Assessments • Identify performance assessments • Outcomes measures • Decreased referrals, suspensions, expulsions • Decreasing # of students in more restrictive placements • Decreasing # of students referred for SpEd (EBD) • Implementation measures • Benchmark of Advanced Tiers • BSP Critical Features Checklist • Let building & district level behavior specialists see this during selection • Outline performance assessment use in job description and responsibilities of • District Behavior Specialist & • Building Behavior Specialist & Administrator

  34. Performance Assessment • An effective Data System is necessary • e.g. CICO SWIS & ISIS SWIS • Assessing Building Level Implementation • Monitor: • Tier 2 • Students referred to Tier 2 • Data collection for Tier 2 progress monitoring • Decision making/intervention changes for Tier 2 • Tier 3 • Students referred for Tier 3 supports based on data • Efficacy of FBA/BSP (BSP Crit’l Features Checklist) • Data collection for Tier 3 progress monitoring • Monitoring team data collection & data based decision making • Are all students in need of support being identified and provided support in a timely manner? • Are students responding to interventions? • Are the interventions (Tier 2) working for majority of students being referred? Are they worth the investment? • Are the interventions (Tier 2) being implemented with fidelity? • Regularly complete fidelity measures (CISS, etc.)

  35. Performance Assessment • Tier 3 - Performance assessment will focus on individual student plans (FBA/BSP) • Effective FBA • Do Behavioral Interventions match function of behavior? • Data collected consistently? • Data measuring correct behavior? • Is intervention being implemented accurately? • Is the plan being reviewed and appropriate decisions being made?

  36. Performance Assessment • BSP Critical Features Checklist data Could be used to: • Monitor progress of Tier 3 systems implementation • Inform professional development needs (by individual & collectively in the district) • Training topics • Coaching needs

  37. Performance Assessment • Monitoring Performance of the District Behavior Specialist • Use district aggregated results of BSP Crit’l Features Checklist to assess performance • Effectiveness in collecting, monitoring & using data related to school performance assessment measures • Increasing completion of Tier 3 interventions with efficacy & student outcomes

  38. Performance Assessment • District Administrator should set up periodic (monthly?) meetings to review data w/ district Behavior Specialist • Make sure District Behavior Specialist is focusing on systems implementation priorities • District Behavior Specialist hold regular meetings with all Building Behavior Specialists and/or IPBS team leaders • To review data, address challenges, share successes, identify training & resource needs, etc. District Admin & Ldrsp Team District Behavior Specialist School Behavior Specialist & IPBS team

  39. Implementation: Organization Drivers Tier 3 Behavior Support Systems

  40. Improved Outcomes for . . . Program/Initiative (set of practices) Performance Assessment (Fidelity) Coaching Systems Intervention Training Facilitative Administration OrganizationDrivers Competency Drivers Integrated & Compensatory Selection Decision Support Data System Leadership © Fixsen & Blase, 2008 Adaptive Technical

  41. Systems Interventions • Planning for Personnel & Resources • Behavior Specialists – FTE • District & Building • Clearly define roles, responsibilities & expectations • FTE for Tier 2 Interventions (CICO, etc.) • Link RTI system w/ Placement Coordination • Training/ Coaching/ Performance Assessment sequence to build intervention systems • Strategic, Progressive Implementation • Tier 2 interventions & IPBS team • Tier 3 FBA/BSP skills

  42. District Behavior Specialist Redefine responsibilities How many schools per behavior specialist? Building Person(s) with FTE & skills to carry out responsibilities of IPBS team Flexibility in schedule for meeting times & data collection Organized w/ data skills Behavioral expertise & skills Flexibility for data collection, coaching & implementation fidelity checks Structuring positions

  43. District Behavior Specialist Responsibilities • Coaching • On-site team support for implementing intervention and teaming process • Evaluation • Monitor team implementation of IPBS • Team meeting process • Fidelity of data entry, decision making • Fidelity of intervention implementation (Tier 2 & 3; in due time) • Complete fidelity measures and action planning with school teams related to systems implementation • CISS • Coordination • Communication of progress & needs b/w school & district leadership team • Plan training, coaching, assessment schedules • Identify systems & resource needs

  44. Systems Interventions Systemic links to formalize: • Special Ed placement coordination & resource allocation – RTI model (example in next slides) • District data systems • Formally define (through job descriptions, hiring practices, performance review) the roles and responsibilities of: • Building administrators/ School psychologists/ Counselors • Special educators/ Gen Ed teachers & staff

  45. Facilitative Administration • Remove Barriers • Overcome history of moving students to more restrictive placements w/ little use of data to evaluate student response to interventions • Not my responsibility to teach “those” students • Philosophical differences – problem in student, not environment • Lack of effective interventions; no continuum • Intervention not implemented with fidelity • Limited & decreasing resources to carry out interventions & teaming processes • Existing team process and routines limit use of data & interventions • Resistance to changing responsibilities of Behavior Specialists • Limited Data systems

  46. Strategically Selecting Schools • School readiness • Strong implementation of: • SW-PBS Universal System for 2+ years (e.g. 80%+ on SET) • Tier 2 interventions (CICO & progress monitoring team) • Strong administrative support and commitment • You want early implementers to have a very high likelihood of success – choose wisely • They become local demonstrations/exemplars

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