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Applying the Function-Based BehaviorProblem Solving Process with Studentswith Repeated Behavior Problems
1
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2
To Encourage aProductive Session:
Ask questions anytime
Refrain from conversations while the
presentation is occurring
Make constructive comments
Transition back from activities & breakswhen given the cue
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NJ Positive BehaviorSupport in Schools
PBSIS is a collaboration between the New JerseyDepartment of Education, Office of Special Educationand the Boggs Center at UMDNJ to support a PBSISstate team for training and technical assistance to
targeted districts.
State Training Team:
3
Sharon Lohrmann, Ph.D Bill Davis, M.Ed Scott McMahon, MSW
Kate Handville, Ed.S Paula Raigoza, M.Ed Blair Rosenthal, Ph.D
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4
All resources and tools can be obtained at:
www.njpbs.org Click on the resources tab
Select individual student planning at the top ofthe page
Scroll down all tools, samples, and resourcesare posted
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Topic Outline for the First Half
What is function-based problem solving &intervention selection?1. Initial considerations for determining the level of
need.
a) From teacher consultations to FBAs: the scopeand sequence of function-based problem solving
b) Introduction to the implementation manual andguided checklist
2. Mapping out behavior patternsa) The parts of a behavior patternb) Strategies and process for working with staff to
map out a behavior patterns.c) Video sample: working with a teacher to map out
a behavior pattern
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Topic Outline for the Second Half
Gathering information to determine function
1. Point of view information: tools & strategiesa) Function-Based Information Tool for staff,
parents, & students
2. Observation & baseline: Considerations,tools & strategies
3. Video practice: documenting observations
4. Summarizing & interpreting function
a) Summary template
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Pls put
me onsilent
Put your
cell phoneson silent orturn them
off
Thanks!
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Introduction toPositive Behavior Support and
the Function-BasedProblem Solving (FBPS)
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Term Clarification and Context
Positive Behavior SupportThe universe of practices that guide assessment and
intervention planning across the age span
School-Wide Positive Behavior SupportThe application of Positive Behavior Support in schools using
the three tiered intervention model
Function-Based Problem SolvingInformation gathering and intervention design practices that
apply across a continuum of student needs
and planning levels 9
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10
Universal
Secondary
Individualized
Con
sistentSchoolWideExpectatio
ns,
Recognition,andProcedures Individual and small group
interventions
Individualized assessmentand intervention
Source: Walker, Horner, Sugai, Bullis, Sprague, & Bricker (1996)
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Key Resources I Will Refer to:
Implementation Manual
The explanatory guide of what to do
Differentiating Function-Based ProblemSolving for Students with RepeatedBehavior Problems
Big picture guidance document
The FBA process checklist
Specific task directed document 11
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Considerationsfor Beginning theFunction-Based
BehavioralProblem Solving
Process
FBPS h I di id li d Ti
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FBPS at the Individualized Tier
Determining the Planning Level
Teacher
Consultation
Gen. Ed.
Screening
FBA
Proactive forAll Students:
Get goingbefore theproblem
escalates
Proactive for AllStudents:
Circumvent :disciplinary
action & referralto spec. educ. orprogram change
Proactivefor
ClassifiedStudents:
BestPractice
Reactive forClassified
Students:
LegallyRequired
FBA
FBPS h I di id li d Ti
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FBPS at the Individualized Tier:
Determining the Planning Level
Teacher ConsultGeneral & SpecialEducation Intervention
Screening(Pre-Referral)
General & Special
Education Intervention
IEP (FBA)For students who are classified orbeing evaluated for
Special Education
Most informal level
of interventionplanning
Typically with asingle teacher butcould also be with ateaching team (e.g.,grade level orhouse)
Typically follows a
teacher request forassistance or ideas
Informal process but
has an establishedstructure forcarrying out thescreening
Typically occurringwithin the I &RSprocess
Referral could comefrom teacher(s),
administrators orparents
Formal process
involving proceduralsafeguards
Occurring within thecontext of an initial
or re-evaluation; anadditionalassessment; orfollowing amanifestation
determination
FBPS t th I di id li d Ti
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FBPS at the Individualized Tier:Determining the Planning Level
When determining the best level of planning forreported behavior problems consider:
Intended purpose of collecting information Potential environmental explanations Potential program design/implementation
issues
The scope and severity of behavior issues
Typically, there will be a concomitantneed forprofessional development for staff and individual
strategy planning for the student to occur
FBPS h I di id li d Ti
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FBPS at the Individualized Tier
Intended PurposeTeacher Consult
General & Special
Education Intervention
Screening
(Pre-Referral)General & Special
Education Intervention
IEP (FBA)For students who are classified or
being evaluated for
Special Education
Determine the
function of behavior
Develop function-based strategies andsupports for the
targeted situation
Determine the
function of behavior
Develop function-based strategies &supports for target
situations orsystematicapplication acrossthe students school
day
Determine the
function of behavior Determine function-
based strategies &supports forsystemic application
across the studentsprogram
Determineeligibility forspecial education
Determine changesto IEP
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Environmental Considerations
Is the behavior perceived problematic becauseof a mismatch between cultural understandings?
Is the behavior perceived problematic becauseof a misunderstanding or lack of understandingabout the basics of behavior patterns and theuse of positive interventions (as opposed toreliance on punitive consequences).
Are environments where behaviors occurringeffectively managed with clear routines,expectations, and consistent follow through?
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Classroom Environment Checklist
Checklist with key indicators of arespectful and responsive classroom
environment
Can help identify classroom triggers for
problem behavior
Completed by teacher or other
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Class Climate IndicatorsClass and Activity Start UpIn Place To Work
On
Classroom Indicators
Students are welcomed to class
At the start of class and activities (e.g., transition to group or independent work) a
review of behavior expectations and how to access help is provided including
examples and nonexamples of what to do
Rules/expectations are positively stated and action oriented
Rules/expectations are posted and easy to see for all students
Consistent signals are used to gain student attention prior to activity directions
Instructions are delivered in an organized format easily followed
Follow up to group delivered instructions is provided for students who need
personalized instructions
Instructions for multi step tasks/projects are provided in a layered format and in
writing
Students have personal space to place belongings
Materials in the classroom are easily accessed by all students
TransitionsIn Place To Work
On
Classroom Indicators
Consistent signals are used to gain student attention prior to transition directions
Transition time and sequence are well organized and minimize movement and use
of time
Clear instructions/Precorrection are used to circumvent anticipated problems
Routines to guide transitions and class activities are clearly defined and
consistently used
Organization of the room allows for easy student movement
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Environmental Considerations
Problems related to environmentalconsiderations typically suggest a need toaddress professional development either prior to
or in conjunction with individual studentplanning:
Skill & knowledge acquisition Reflection on practices Coaching & problem solving
P I l t ti
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Program Implementation
Considerations
Are needed accommodations and supportspresent in environments where behavior isoccurring?
Are the current behavior intervention strategiesor plan being implemented & working whenimplemented?
Are currently defined accommodations andbehavior interventions strategies sufficient andthe most advantageous to meet the students
needs?
P I l t ti
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Program Implementation
Considerations
Problems related to program implementationconsiderations typically suggest a need toaddress professional development either prior to
or in conjunction with individual studentplanning:
Skill & knowledge acquisition Implementation checklist
Progress monitoring meetings
Reflection on practices
Coaching & problem solving
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Severity of Behavior Considerations
Is the behavior persistent over time and acrossenvironments or routines?
Has the behavior resulted in a suspension?
Has an increase in the frequency or intensity ofbehavior been observed? Consider the extent
to which the behavior interferes with thestudent's or other's learning or places thestudent or others at risk of harm.
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Severity of Behavior Considerations
Does the behavior place the student at risk for aprogram change including movement to aresource room, self-contained classroom or out
of district placement?
Would the student have more opportunities toparticipate in general education programs if
behavior issues were resolved?
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Severity of Behavior Considerations
When severity of behavior is an issue or thestudent is at risk of increasingly restrictive
placements/disciplinary action an FBA would beappropriate to address program planning needs
Professional development for environmental andprogram implementation issues may beoccurring simultaneous to individual studentplanning
G Di i f E i t l
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Group Discussion - for Environmental,Program, and Severity considerations
To what extent do you see students either(a) being identified as a behavior problemor (b) actually having behavior issuesbecause of environmental or programconsiderations?
What practices or options are in place nowto address professional developmentissues related to environment or programimplementation considerations?
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Applying theFunction-
Based ProblemSolving (FBPS)Process
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Applying the FBPS Process
Outline of what we will cover:
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Foundationtopic
Dissecting behavior patternsQuestions to ask and information to gather
Process topic Pre-meeting preparation (gathering preliminaryinformation through records reviews, interviews, &surveys)
Process topic Conducting observations and documentingbaseline
Process topic Pulling together all the information gathered
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Understanding Behavior
1. Behavior is a symptom not the problem
2. Most students behavior results in two outcomes:
a) Get something they want (access) Such as: attention, objects, sensory regulation
b) Get out of / away from something (escape) Such as: tasks, embarrassment, people
3. The motivation for why students act out isgrounded in an unmet need
Lets Foreshadow to the End
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Let s Foreshadow to the EndBehavior Summary Map
Behavior Definition for Tommy (9th Grade)
Confrontational interactions with adultsin response to rule violationcorrections: walks away from teacher,
argues when told to do something, ignoresdirections, rolls eyes, shakes head,doesnt take materials out, does not starthis work.
30
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Tommy 9th Grade Student
Baseline
During the course of the week (20 classperiods where data were recorded):
16 occurrences of rule violations
12 occurrences of not following a rule violationcorrection
4 occurrences of following a rule violationcorrection
4 periods with no rule violations
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Setting Events Problematic Adult & Peers
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g
Antecedents Conditions Responses
Difficulty with memory recall,
organization of tasks and
materials, auditory processing,
task management
Social status - sensitivity to
maintaining a public image in
front of peers (e.g. ,being put on
the spot in front of peers, )
Resiliency to stick with
challenging tasks or overcome
social pressures is vulnerable
Power struggles - reacts
defensively when adults point
him on the spot with directives or
commands. Has betterrelationships with adults who
approach interactions in with a
laid back friendly style & adults
who establish relationships first
Planning and Organization often
arrives without needed materials or
assignments incomplete Asked where work or materials are Managing multiple steps or materials
Work Engagement often loses focus
or attention, seems to get confused
about what is expected Prompts to get started working
Tasks that are challenging either in
terms of content or endurance
When he is not sure what to do
Social Relations and Interactions
When he is called out in front of othersfor a rule violation (arriving late, hat,
cell phone)
Directives or commands (particularly
when given by a teacher he has had
previous conflict with)
Receiving criticism
Adult responses Non verbal cues (e.g.,
look)
Verbal redirection
Provide a reminder of whatis an isn't appropriate in
class
Try to explain and discuss
the issue
Help get on task
Student-teacher
conference
Move or re-assign seat
Send to administrator
Have take a break
Student Responses Laugh or egg him on Ignore him
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Function: Gain the upper hand in social situations with adults &repair situations where he perceives his social status is at risk
When in situations where Tommy is confronted with (a) ultimatums or commands for rule violations(e.g.,, cell phone, and dress code), particularly in front of peers, Or (b) directives about academic work(e.g., getting started, question where materials are, asked why not paying attention, etc.) he respondsconfrontationally by looking away, walking away, rolling eyes, ignoring directions, arguing his point withthe teacher , etc.
These confrontations typically result in (a) teacher dropping the issue to avoid further confrontation or(b) continuing to confront him which often results in referral to the office (8 of 13 office conduct referralswere for rule violations, open defiance, or disruptive behaviors).
Information gathered suggests that Tommy s defensive response is an attempt to gain the upper hand
in social situations with adults when he is confronted to follow a direction, especially in situations wherehe is put on the spot in front of peers or perceives that teachers are inconsistent from day to day or
across teachers (e.g., some address rule violations like dress code and some do not) and thus are justpicking on him
The nature of relationship and approach to interaction is key to whether adults achieve a cooperativeresponse of failure to comply with requests. Tommy wants to feel important/valued and tends torespond better with teachers that have a history of using less confrontational approaches to redirectingbehavior. The adult response to rule violations is an important variable in Tommys perception of
relationship with the teacher, trust with the teacher, and their fairness. 33
Question1:
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34
Question1:
What are the students strengths?
What does the student dowell?
What does the student liketo talk about?
In what learning or socialconditions does the studentexcel?
What strategies seem towork well?
Strengths Preferences Learning
Style
Friendly
Helpful
Athletic
Football
NASCAR
geography
Classoutline
Bulleteddirections
Always begin a meeting by having teammembers describe the student in positiveand respectful ways
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35
Video
Sample of aTeacher
Consult
Question 2A:
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36
Question 2A:
What are the behaviors?
Make sure behaviors are discussed andrecorded in observable and measurableterms: Verbs (hits) versus adjectives (aggressive)
Unhappy Cries during class
Aggressive Hits classmates with objects
Disrespectful Walks away when teacher istalking to her
Disruptive Runs around the classroom
Behavior Definition for
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Behavior Definition forKevin 7th grade student
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BehaviorsRelated to Arrival:
Enters class yelling across the room to students (e.g.,Yo! Whats up?), bumping into students/studentsdesks & materials as he walks past them to his seat;makes fun of other students.
Behaviors Relatedto Start up/FollowingDirections/Listening DuringInstruction
does not respond to directions provided to the class;will argue with the teacher over directions orcorrections; talks to other students when he shouldbe working; pulls out or fiddles with unrelatedmaterials; is noisy with objects (e.g.,. tapping pencil,kicking desk in front of him, flipping binder cover ondesk); has work in front of him but not does notengage in the task; gets out of seat and walks around
the classroom (e.g., stops at other students desks,
sharpens pencil, looks out window, etc.)
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38
Video
Sample of aTeacher
Consult
Question 2:
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Question 2:What is the escalation sequence?
Cooperativeand Calm
(accommodateand reinforce)
What does the student do and say he/she iscooperative and calm?
PrecursorSignals
(prevent)
What changes in affect, disposition or body languagesuggest the student is having difficulty?
InitialOccurrence
(escalating)
What does an initial, redirectable occurrence ofbehavior look like what does the student say and do?
PersistentOccurrences
(peak)
What is the student saying and doing that is theconsidered the most intense the behavior gets?
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Phases of Escalation Considerations
Pace of escalation:
Slow escalation (stewing over time)
Rapid escalation ( explosive response)
Pace of Recovery
Slow recovery (ready to reignite)
Rapid recovery (like it never happened)
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41
Video
Sample of aTeacher
Consult
Question 3:
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42
Question 3:What setting events are influential?
Setting events are the catalyst forrepeated behavior patterns
They impact our behavior by:
Altering reinforcement value
Predisposing us to act in atypical ways
Reducing our ability to tolerate non preferred
conditions
Increasing our anxiety
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What Setting Events Are Influential?
The inquiry process needs to askquestions specifically focused onuncovering problematic setting events
44
S Q
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Setting Event Questions to Ask:
Are there underlying medical orphysiological conditions that might becontributing to behavior patterns?
Are there social pressures or emotionalstressors that may reduce the students
ability to cope in a particular situation?
45
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Setting Event Questions to Ask:
Has a negative relationship history beenestablished with a particular environment,setting or routine?
What is the social rapport between the student andteachers?
Is the behavior perceived problematic because of amismatch between cultural understandings?
Is the behavior perceived problematic because of alack of understanding about the basics of behaviorpatterns and the use of positive interventions (asopposed to reliance on punitive consequences).
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Setting Event Questions to Ask:
Are environments where behaviors occurringeffectively managed with clear routines,
expectations, and consistent follow through?
How well organized are routines and expectations?
How consistent are routines and expectations?
How much structure does the setting provide? How effective are strategies to manage the
environment?
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Group Discussion
Reflecting on the setting event questionsposed: To what extent does your existing process
take into account setting event issues?
What setting event issues tend to be most
prevalent at your school?
To what extent does your process result ininterventions that address setting event
issues?
Question 4:
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Question 4:What antecedents trigger behavior?
Events or triggers in the environment thatimmediatelyprecede the problem behavior
May be inconsistent
May be unique to a situation
May build upon one another
An antecedent always precedes a behavior,but sometimes antecedents are hard toidentify
C A t d t T i
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Common Antecedent Triggers
Types Examples of Common Triggers
PromptingMethods
Ambiguous request, distracting stimuli, too much information, re-prompt to quickly, too many steps required, unfamiliar request
Task Related
Problems
Too complex, too much information, too long, requires independent
initiation, too many directions, expectations not clear, too manymaterials to organize
InstructionalConditions
Oral directions, lecture, pacing too fast/slow, disorganized, boring,or confusing concept presentation, abstract discussion
Transition
Problems
Preference transition, teacher/staff transitions, procedure/routine
transitions, activity transitions, physical transitions
Environmental
DiscomfortsNoise level, temperature, structure, physical arrangement,stimulation level, lighting
SocialConditions
Few opportunities for choice/decision making, too much personalassistance, poor quality social interactions, periods of nointeraction
D fi i A t d t
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Defining Antecedents
Help team members recognize antecedents bypicking through scenarios.
Use flip chart to map out scenarios and help teammembers recall potential antecedents
Have team members recount moment by momentwhat happened
Use pivotal questions such as:
If you had to guarantee that the behavior did or didnt
occur, what would you do?
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VideoSample of a
TeacherConsult
Question 5:
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Question 5:What responses follow behaviors?
Consequences are anything that happens inresponse to the behavior What do people say and do?
What is the chronological order of how people respond?
Define consequences like any other behavior: Objective & operational
Sequence and intensity
Consider the potential reinforcement thestudent derives from the consequence Does the student get something?
Does the student get out of something?
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Video
Sample of aTeacher
Consult
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FBPS ProcessPre-MeetingPreparation
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Pre-Meeting Preparation
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Pre Meeting Preparation(Refer to the Process Checklist)
Purpose of the Pre Meeting Preparation: To improve theefficiency and focus of team meeting discussions by gathering keyinformation and developing a user friendly summary of that informationin preparation for the initial meeting.
Products:
A concise summary of the students records including academics,
social-emotional issues, medical/related services, and relateddisciplinary infractions.
A summary of the information reported by staff on the Function-Based Information Tool
A summary of the information provided by the parent/guardian
A preliminary behavior map that organizes the typical behaviorpattern for the student
56
Pre-Meeting Preparation
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Pre Meeting Preparation(Refer to the Process Checklist)
Summary of the checklist steps: Conduct a records review
Have staff members complete the Function-Based InformationTool for Staff(F-BIT)
Conduct an interview with the parent/guardian using the Function-Based Information Tool for Parents
If appropriate, interview the student (The two recommendedoptions available are: Function-Based Information Tool forStudents OR have the student complete the Student Social
Support Survey)
Develop a facilitation strategy for the first meeting by familiarizingyourself with the information collected thus far
Develop an agenda to guide the meeting
57
Re ie E isting Information
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5858
Review Existing Information
Existing data from current reports, evaluations,and office discipline referrals, suspensions
Look for possible explanations or connectionsbetween the instructional environment andoccurrences of problem behavior
Look for and document prior interventions used
FBPS at the Individualized Tier:
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FBPS at the Individualized Tier:Review of Records
Teacher ConsultGeneral & Special
Education Intervention
Screening
(Pre-Referral)General & Special
Education Intervention
IEP-CST (FBA)For students who are classified or
being evaluated for
Special Education
Situation
dependent (e.g.grades,attendance,product
samples)
Relevant records
reviewed/reference(e.g., OfficeConduct Referral,grades,
attendance)
Complete review
of all currentrecords
Group Activity Reviewing Records
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Group Activity- Reviewing Records
Review the social & educational background, thesummary of OCRs, and the list of instructional conditionsthat work really well for Kevin.
For the educational tests where Kevin score borderline tobelow average consider the day to day implications thatwould make learning difficult for Kevin and that mightsubsequently function as a setting event or antecedenttrigger
e.g., if Kevin has low working memory
what doesthat mean in terms of classroom performance, what
would be difficult for him?
Based on all of this information begin to fill in the setting
event-antecedent- consequence chart for the categoriessetting events and antecedents.
NJPBSIS Records Review
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61 61
1.Summary of key information from the students records to consider in the function-based
problem solving process:
Academic Information:
Specific Learning Disability (SLD) in math and reading, classified in the 5th grade
ADHD: displays hyperactivity, impulsivity, restlessness, difficulty maintaining self-control, andchallenges sustaining attention in school.
Low to below average scores for: perceptual reasoning, working memory, processing speed,comprehension and decoding, spelling, numerical operations, and mathematical reasoning
Social Emotional Information:
Struggles with low self-confidence / esteem and tends to overcompensate through his socialmannerisms (e.g., is loud, aggressive tone, seeks out being center of attention).
Has an average size peer network, but most have similar social/academic issues.
Experiences very strained relationships with most of his teachers.
Related Services/Medical Information:
Ritalin 2x daily
Note Taking Form
NJPBSIS Records Review Note
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3. Attendance and Grades :
5 excused absences, at risk of failing Language Arts and History.
NJPBSIS Records Review NoteTaking Form (cont)
Date Infraction Period / Location Administrative Decision
10/11 Fighting 2nd to 3rdHallway
2 days OSS
10/26 Insubordination(Classroom Disruption)
7th Saturday detention
11/16 Insubordination(Classroom Disruption)
5th Saturday detention
11/22 Insubordination(Classroom Disruption)
7th Friday detention
12/13 Fighting Arrival 3 days1/12 Insubordination
(Classroom Disruption)2nd Friday detention
1/21 Insubordination(Classroom Disruption)
1st Friday detention
2/11 Physical aggression 5th to 6th Hallway 2 days OSS
2/16 Physical aggression 4th 1 day ISS2/21 Insubordination
(Classroom Disruption)
1st Saturday detention
2/25 Insubordination(Classroom Disruption)
3rd Friday detention
2.Summary of Office Conduct Referrals (OCR) and Suspensions
Total Number ofReferrals Total Number of OSSAssignments Total Number of Daysof OSS Total Number of ISSAssignments Total Number of Daysof ISS
11 3 7 1 1
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CollectingSurvey andInterview
Information
Surveys Checklists & Interviews
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Surveys, Checklists, & Interviews
Gather information from about thecircumstances most common to behavior
incidents
Include all relevant people be sure to includethe student, the parents, related services and
related arts staff Distribute and summarize prior to meeting
Use information reported as a starting point fordiscussions
Function-Based
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Function BasedInformation Tool (F-BIT)
Focus is on gathering information about:strengths & preferences, events andcircumstances related to behavior, & how
people respond when behavior occurs
The blanks are in your packet
Staff version: Checklist format
Parent version: Interview format
Student: Interview format65
F-BIT Graph from Survey Monkey
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An Additional
Student Tool
Student SocialSupport Survey
PBSIS Student QuestionnairePut an X or check in the box that reflectsyour agreement with the statement: I
StronglyAgree
Agree Disagree StronglyDisagree
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your agreement with the statement: Ihave at least one adult in my life who
Agree Disagree
offers to help with schoolwork X
says something nice when I do somethinggood
X
pays attention to what is going on in my life Xgets on my case if I mess up or make amistake
X
helps me when I feel threatened or scared Xhelps when there is an emergency X
takes my problems or concerns seriously X
gives advice about personal problems Xcomforts me when I am really upset or mad(angry)
X
connects with me and my interests Xunderstands my point of view X
Put an X or a check next to the items that most reflect your response to thestatement: I would describe myself as someone who..
makes decisions easily X has a hard time making decisions
Xhas lots of talents has a hard time identifying something
I am really good at
is able to do my schoolwork X struggles with schoolwork
is able to stick with a goal regardlessof what gets in my way X
gives up on a goal when faced withobstacles
is comfortable with change or newsituations
X has a hard time dealing with changeor new situations
is optimistic about the future andgrowing up X worries about the future and growinguptakes action when I decide to dosomething
X spends more time thinking aboutsomething than taking steps to dosomething about it
X is comfortable accepting help oradvice
is uncomfortable accepting help oradvice
X has lots of friends would like to have more friends
X is comfortable talking about how I feel is uncomfortable talking about how Ifeel
trusts people easily X has a hard time trusting people
X Does what I think is right, even if myfriends make fun of me Would rather go along with my friendsto avoid being made fun of then tostand up for what I think is right
Put an X or a check in the box that most reflects howyou would respond to the statement: When I am facedwith a problem I am most likely to
MostLikely
Likely NotLikely
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with a problem I am most likely toGo over in my mind what I will say or do XCome up with a couple of different solutions to theproblem
X
Act without thinking it through first XTalk to someone to get advice X
Try to see things from the other persons point of view x
Try to get more information or all the facts before I react XGo on as if nothing is happening XTry to get someone else to solve the problem XWait to see what will happen before doing anything XAvoid the situation or person XConfront the person or situation head on XSeek out adults who can help me XAsk my friends to help me X
How do you like to spend your out-of-school time? (check all that apply)
Hanging out with friends: What do you do? Hang out at the mall_______________ Playing on a sports team: What type of sports? __________________________ Reading ____ magazines ____ novels/storiesWatching TV or movies Staying at home Listening to music Playing an instrument: What instrument do you play? ______________________ Skateboarding/bike riding: ____ at the skate/bike park ____ around my
neighborhood Dancing Going to parties Volunteering/helping others Shopping/going to the mall Creating art: What type of art do you like to do? __________________________ Photography Studying/learning something new Exercising Video games Other: ____________________________________________________________ Other: ____________________________________________________________
FBPS at the Individualized Tier
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Survey & Interview InformationTeacher Consult
General & SpecialEducation Intervention
Screening (I & RS)General & Special
Education Intervention
IEP (FBA)For students who are
classified or being evaluatedfor classification
Face to facediscussion
Consider use of theFunction-BasedInformation Tool orequivalent tool tostructure discussionand recall ofinformation
Completion of theFunction-Based
Information Tool (orequivalent tool) by teacherswhere behavior is known tooccur
Face to face discussion Consider the Parent
Function-Based InterviewTool (or equivalent tool)
Consider the StudentFunction-Based InterviewTool and the SocialSupport Survey (orequivalent tools)
Completion of the Function-Based Interview Tool (or
equivalent tool) by all staffworking with the student
Parent Function-BasedInterview Tool (orequivalent tool) completed
Student Function-BasedInterview Tool and theSocial Support Survey (orequivalent tools)
Group Activity Using Information
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p y gfrom the F-BIT
Review the F-BIT summaries for Kevin.
Identify those variables that emerge asprominent or typical
Continue to fill out the S-A-B-C chart withthe new information learned from theparents, teachers and Kevin.
Lets Recap Where We are
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pin the FBPS Process
So far we have:
Obtained parent consent (as dictated by state
procedural requirements) Reviewed Records
Collected survey and interview information
from staff, parents, and student
The Next Steps are to Prepare for and
Hold the Initial Meeting72
The Initial Meeting Will Cover
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g(Refer to the Process Checklist)
Have the IEP team discuss students strengths andpreferences
Have the IEP team come to consensus on anoperationalized definition of behavior(s)
Have IEP team members walk through one or twoscenarios, mapping out the discussion on flip chart usingthe S-A-B-C framework
Review the summary of records and F-BIT information
reflecting on the mapped out scenarios just discussedask clarifying questions as needed
Develop a plan for baseline data collection (teachertallies) and observations (CST)
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Develop a Meeting
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p gFacilitation Strategy
Preparing ahead of the meeting will increase the youproductivity, efficiency , & focus of the discussion:
Increases efficiency of the meeting
Helps you anticipate potential conflicts
Helps you to be familiar with the information collected thus far
Enables you to prepare visuals and handouts that will help with
discussion Leads you to a clear plan of what information needs to be
discussed
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Meeting Facilitation Strategy
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g gy(Refer to the Checklist)
Develop a facilitation strategy for the first meeting byfamiliarizing yourself with the information collected thusfar and developing visuals & handouts for the meetingincluding:
An agenda to guide the meeting Summary of information learned through surveys or interviews
and the review of records
A calendar to plan observations and baseline documentation(consider having a take away calendar for each teacher
indicating the days and times they will be collecting their tallies) List of the students strengths and preferences to display
If needed you might also consider considering the use ofproactive teaming strategies to promote a positive teamenvironment (e.g., develop three agreed upon meeting norms) 75
F-BIT Graph from Survey Monkey
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ConductingObservations and
Documenting
Baseline
Guidelines for
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Documenting a Baseline
Baseline: a quantified summary ofbehavior that reflects the average patternof occurrence.
1. To make objective and factual decisionsabout the function of behavior
2. To develop reasonable incremental criteriafor improvement
3. To make decisions about interventions andintervention schedules
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Guidelines for
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Documenting a Baseline
Third party (e.g., CST) observationsshould be detailed and documented using
the Se-A-B-C format either throughanecdotal recording or frequencyrecording
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Guidelines for
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Documenting a Baseline
Vary data collection across routines,activities, locations, time of day, and days
of the week Behavior is context related so different settings may
have different sets of variables
Behavior can vary day to day
Time of day may be an influential factor
A brief snapshot may be misleading and guide theteam to make inaccurate decisions
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Guidelines for
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Documenting a Baseline
Use peer and setting comparisons
Settings where behavior most/least typically
occurs
How similar or disparate is behavior from
peers in the same setting
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Guidelines for
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Documenting a Baseline
When using multiple observers calibraterecording procedures to ensure accuracy
Develop a definition list of variables andbehaviors being observed
Provide training
Have a practice and compare setting
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SAMPLE: Data Collection DefinitionsAntecedents
ork task direction Belinda is asked to begin some type of academic related task
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dult direction Belinda is asked to follow an adult direction unrelated to work tasks
ansition to leave
rea
Transitions that involve going from one location to another
ansition within area Transitions that involve moving her seat within a location
hange in schedule Some part of the typical routine is different (e.g., teacher is absent)
o attention - peers Peers in area, but not interacting with her
o attention - adults Adults in the area but not interacting with her
cial crowding Multiple peers or adults hovering around her and providing multiple verbal prompts
nclear expectations Social or instructional situations where Lea may be unsure of what is expected of
her
Behaviorsisruptive during
sson
Grabbing items, calling out
fusal to follow a
irection
Sits or lays on floor, says no, walks away, turns away
ysical Contact Hitting, kicking, spitting, pulling hair while frustrated or upset
uching peers Hugging that turns into a bear hug, touches peer (e.g., on arm, swirls hair) during
instructional situations
aves area Leaves instructional situations to use the bathroom
Consequenceserbal redirection Any type of verbal interaction used to redirect, prompt, correct, or stop behavior
this could include showing her the picture schedule
er involvement Any involvement of peers to redirect, prompt, or stop behavior
dapted or removed
quest
Any time a request is change, adapted or removed
minder or
inforcer
Any verbal or visual prompt to remind Lea that if she behaves she will receive a
reinforcer
eak Any type of break (e.g., OT break) that occurs in response to behavior
ifferent adults Anytime more than adult is involved in responding to behavior
ovided access to a
esired item
Anytime Belinda is provided with a preferred item or event as a result
noring Following behavior, no eye contact, verbal or gestural prompting ignoring only
occurs when no other response is provided
Functionelayed Engagement in the task or direction is delayed for any period of time because of
behaviorBelinda eventually engages in the request
cape Ultimately Belinda does not engage in the request or direction
er attention Anytime a peer responds to an occurrence of problem behavioreither because
an adults prompts them to or on their own
dult attention Attention unrelated to task directions or requests
Using
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Using
Frequency /Event Recordingto Document a
Baseline ofBehavior
84
Suggestions for Teacher & StaffF T lli
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8585
Frequency Tallies
Pre-determine with the staff person the days/times fortaking tallies of behavior occurrence
Give the staff person a form with the dates/times listedwhere they can document their tally
Have the staff person email the tally at the end of classor day
Easy strategies for tracking frequency tallies duringclass:
Move paperclips from pocket to pocket Rubber (or silly) bands from one wrist to another
Tally on a post it note or pad of paper
Stick a post it on the desk for each occurrence
Frequency Count Form
Individual: Mary Alice Date: 10/20-10/24
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Individual: ____Mary Alice______________ Date: ___10/20 10/24____
Behavior Definition: Refusal: saying no, walking away, sitting with arms crossed
Activity /
Routine
Monday Tuesday Wednesday Thursday Friday
Getting off thebus for school
/////// ////// //// //
Total Number ofIncidents
7 6 4 2 0
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Scatterplot Form
Excellent Tool for
Organizing TallyData Across Staff
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Scatterplot Forms
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Scatterplot Forms
An at a glance organizer of data acrossdays and times
Very helpful to organize data acrossmultiple staff
In the example tally data was provided by
teaching staff. The case manager insertedthe tally data into the scatterplot form toorganize the big picture
Scatterplot Data for One Week(*R -Removed from class)
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8989
( )
Period 3/21 3/22 3/23 3/24 3/25
1 Physical Ed./
Language Arts///
History////
Math//
Language Arts////
2 Math//
Math///
Environmental Science/
Language Arts///
Math////
3 Language Arts///*R World Language//// Language Arts/// World Language/// Environmental Science04 Environmental Science
//Physical Ed.
//Health
///History////*R
Physical Ed./
5 Lunch0
Lunch0
Lunch0
Lunch0
Lunch0
6 History////*R
Environmental Science//
Math///
Environmental Science/
History////
7 Computers//
Resource Center/
Art/
Physical Ed.0
Resource Center//
8 Resource Center//
History////
Resource Center///
Resource Center///
Art//
Totals 16 20 18 16 17
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9090
AnecdotalRecording
Anecdotal Data Recording
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Anecdotal Data Recording
Best used for third party observations
Observation should be recorded using theSe-A-B-C format
Ensure that the language used todocument is objective, operationalized,
and action oriented use accompanying
Anecdotal Recording Form
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Behavior Observation Note Taking Form
Student: Kevin Date: 3/29
Circumstances OccurringPrior to Behavior
What Kevin did How people responded Considerations forPlanning
History of conflict with Mrs.P over rule following.Strained relationshipbetween them
Students were settling in
their seats. The bell hadrung and Mrs. P was givingdirections to take out bookand notebook.
Kevin arrived just after thebell rang.
He was wearing a hatAs he entered class heyelled Yo! Whats up? to
another student
Kevin did not acknowledgeMrs. P, he kept walking.When he arrived at hisseat, he dropped his bag onthe floor and leaned over
and said something to thegirl next to him.
Kevin made a noise, rolledhis eyes, and shook hishead
Kevin left
The student smiled andnodded anacknowledgement to Kevin
Mrs. P asked Kevin why hewas late and told him to
take off his hat and put inon her desk
Mrs. P walked over and toldKevin to give her his hat
Mrs. P told him to get hisstuff and go down to Mr. Ksoffice
Strategies to get Kevin toclass on time
Have teacher saysomething positive when hearrives
Addressing issues privately,Kevin seems to draw off ofthe other students watchingwhat he will do
FBPS at the Individualized Tier:Ob ti & B li
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9393
Observations & BaselineTeacher Consult
General & Special
Education Intervention
Screening
(Pre-Referral)General & Special Education
Intervention
IEP (FBA)For students who are classified or
being evaluated for
Special Education
Consider
teacher kepttally over thecourse of aweek
Considerobservation bythe consultingstaff
Teacher kept
tally in classeswherebehavior isoccurring
Considerobservation byan I&RSmember
Teacher kepttally in classeswhere behavioris known tooccur
Observation of
the student by aCST member ordesignatedpersonnel
Group Activity
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G oup ct ty
Review the data provided for Kevin:
Scatterplot and graph
Observation data
Incident description
Indicate on the behavior summary mapany new information you learn
Indicate if there is any conflict ininformation
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Summarize &
Interpret the DataCollected
Statement &Explanation of
Function
Figuring out the Function
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g g
All behavior serves a function that explainsthe reason or purpose for why the studentis engaging in problem behavior.
In order to understand the function youneed to understand how broad information
about the students life and specificinformation about behavior incidents worktogether
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Figuring out the Function
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g g
Juan tosses hishistory book on thewindow ledge andusing inappropriatelanguage refuses toget started. Theteacher sends him to
the disciplinarian.
What is Juansmotivation?
Get out of class?
Get attention fromadults?
Look cool in front ofpeers?
What Motivates Juan?
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Juan, 16 reads at a2nd grade level. Hefeels embarrassedwhen asked to readout loud and to saveface tosses his bookand refuses so that
he is sent out of theroom.
Which is morepainful?
Getting a detention orsuspension?
Or
Being embarrassed infront of his peers?
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Antecedent
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(TaskDemand)
StudentBehavior
(Disruption)
AdultResponds
(VerbalRedirectionSent to the
Office)
TheBehavior
Disappears
Student andAdult getreinforced
(Whew! Imoutta here
Whew! I canteach now)
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FBPS at the Individualized Tier:Summary of Information
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Teacher Consult
General & SpecialEducation Intervention
Screening
(Pre-Referral)General & Special Education
Intervention
IEP (FBA)
For students who are classified orbeing evaluated for
Special Education
Informal
summary on theBehavior PatternsMap*
Informal summary
on the BehaviorPatterns Map*
Formal report of the
FBA that includesthe BehaviorPatterns Map*
Summary of Information
Summarize the Assessment Data
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To determine the function of behavior:
Organize the data into the Se-A-B-C patternand look for themes or similarities across
situations For example, lets look at the data for Cassie.
What patterns do you observe looking at thefollowing descriptions?
Summarize the Assessment DataInterpretation Logic
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Interpretation Logic
1. What are the macro issues that create acontext for behavior (i.e., setting events)?
2. What is the function (i.e., Is the student trying toget or get out of something)?
3. What are the specific reasons or circumstancesin the immediate environment that trigger abehavior scenario (antecedents andconsequences)?
Consider the Deeper UnderlyingReasons Why Behavior is Occurring
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Reasons Why Behavior is Occurring
Build a stronger social network or betterrelationships?
Develop social and communication skills
to handle situations that trigger behavior? Receive supports to experience academic
achievement and better sense of
competence? Increase the students sense of self or
improved well-being
Information Obtained Through FBPS isTurned into a Usable Summary
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Turned into a Usable Summary
Operational definition of behavior
A list of:
Relevant setting events
Most common antecedent triggers
How adults and peers respond
A narrative interpretation that explains the
function of behavior
Kevin engages in a number of behaviors that all seem to serve the same function but look slightly different depending on the context:Behaviors Related to Arrival: Enters class yelling across the room to students (e.g., Yo! Whats up?), bumping into students/students
desks & materials as he walks past them to his seat; makes fun of other students
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Behaviors Related to Start up/ Following Directions/listening during instruction: does not respond to directions provided to the
class; will argue with the teacher over directions or corrections; talks to other students when he should be working; pulls out or fiddles
with unrelated materials; is noisy with objects (e.g.,. tapping pencil, kicking desk in front of him, flipping binder cover on desk); has work in
front of him but not does not engage in the task; gets out of seat and walks around the classroom (e.g., stops at other stud ents desks,sharpens pencil, looks out window, etc.)
Setting Events Antecedent Events Typical Staff and Peer
Responses
ADHD which manifests as
attentional, persistence, and
hyperactivity issues
History of academic difficulty
and struggle: SLD in reading
pervades across all subject
areas
Difficulty with executive
functioning skills (e.g.,
processing, reasoning,
memory recall and
organization) History of conflict with
teachers which has result in
strained relationships and
regular confrontation Poor self concept that seems
to cause Kevin a great deal
of insecurity about his social
status.
Academic Situations: Not having necessary class materials (e.g., book,
assignments, pen) when prompted to start work Work he does not know how to do or is challenging for him
(e.g., reading, multi-step tasks, quizzes, tests) Working on task independently for more than 5-8 minutes Quizzes and tests Lecture where he has to take notesSocial Situations When given redirection or correction about his behavior Tolerating mild teasing Directives to do or not do something particularly those that
are made in front of the class, use ultimatums, or
compliance language When another student is the center of attention
particularly for doing something positive
Environment and Structure Transition times, particularly at the start of class
Any situation that involves less structure (e.g., cooperative
learning group)
Staff Responses Most often verbal
redirections, corrections or
demands to comply Sometimes just ignore him Personalized assistance to
start work, stick with an
assignment Sent to office (has resulted in
detentions and suspensions)Peer Responses Peers snicker His friends will give thumbs
up, smiles, etc. Later in the day he gets an
audience to retell the story A good deal of peer social
attention and seemingly
validationWork Implications
Overall explanation: The information collected suggests that behaviors serve two different but related functions. One commonscenario is that challenging academic situations will trigger a problem scenario that results in avoidance of the work as well as social
attention from peers. A second common scenario is that social circumstances, either with a peer or a teacher, will trigger a problem
scenario that results in social attention from peers, social control over the situation, and also has the effect of delaying time to work.
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The following provides an explanation of the typical circumstances associated with behavior patterns.
Setting events: Data collected suggests a number of setting events that may contribute to difficulty Kevin has in the classroom
setting: (a) the presence of ADHD which manifests as attentional, persistence, and hyperactivity issues; (b) a history of academic
difficulty in reading which pervades across all subject areas; (c) use of executive functioning skills (e.g., processing, reasoning,
memory recall and organization) which also pervades across all subject areas; (d) history of conflict with teachers which has result
in strained relationships and regular confrontation; and (e) an apparent poor self concept that seems to cause Kevin a great deal of
insecurity about his social status. These setting events seem to undermine Kevins tolerance for handling situations that are
frustrating or involve public social conflict, are a perceived risk to his social status.
What sets the pattern in motion: The information gathered suggests that Kevin has difficulty with a number of typical classroom
conditions: Academic triggers typically include, not having necessary class materials (e.g., book, assignments, pen) when
prompted to start tasks, work he does not know how to do or is challenging for him (e.g., reading, multi-step tasks, quizzes and
tests), sustaining attention on tasks independently for more than 5-8 minutes, lecture, especially when he has to take notes.Social triggers typically include, when Kevin is entering class, when others students are the center of attention, peers are mildly
teasing him, or he has been put on the spot in front of the class. environmental triggers typically include transitions and less
structured activities.
What Kevin does in response to triggers: The typical pattern that seems to occur is that when in these academic, social, or
environmental situations Kevin responds by: not following directions provided to the class; arguing with the teacher over directions
or corrections; yelling across the room, talking with students when he should be working; pulling out or fiddling with unrelated
materials; is noisy with objects (e.g.,. tapping pencil, kicking desk in front of him, flipping binder cover on desk); has work in front of
him but not does not engage in the task; getting out of seat and walking around the classroom (e.g., stops at other students desks,sharpens pencil, looks out window, etc.).How do staff respond: In response to behaviors, staff typically provide Kevin with redirections, corrections, ultimatums to comply.
Approaching Kevin privately, with choices, and a relaxed tone tend to get a better response from him. Directives or ultimatums tend
to result in an escalation of behaviors.How do peers respond: When a situation occurs, peers who are friendly with Kevin tend to encourage him by snickering, giving a
thumbs up, smiling at him etc. At times later in the day Kevin has been observed retelling the story to a group of peers in the hall
or cafeteria suggesting that he continues to get social attention at other points in the day.
Reflection Questions to Consider Abouta Usable Summary
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a Usable Summary
Does the summary give you a clear pictureof what is happening with this student?
Does the summary help you relate to thestudents issues?
Just looking at this summary are you able
to immediately generate three things youwould recommend for this student?
Another way to think about it.
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How can we reduce the difficultyassociated with academic material andtasks?
How can we help Kevin to develop hissense of confidence and socialadjustment?
How can we create environments that areless likely to trigger confrontational
res onses?
Main Points from Today
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1. A continuum for applying the FBPSprocess across differentiated levels ofneed
2. Use a mapping out frame to guidediscussions about behavior and remainsolution-focused
Main PointsHallmarks of FBPS
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Hallmarks of FBPS
3. Apply the data collection process with thedeliberate intent of collecting informationthat illuminates the behavior pattern and
provides the information needed tounderstand function
4. Use a collaborative teaming process
Next Time: Intervention Planning
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Setting Events Antecedent
Triggers
Target
Behavior
Consequences
How willaddress theunderlying
reasonswhybehavior isoccurring?
How will youmodify oreliminate
antecedenttriggerstoprevent a
What skillswill you teach
to replace
behavior andenable thestudent to be
How will youincrease
motivation?
How will youdefuse precursor
or initialoccurrences of
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