Basic FBA/BSP Part III Building District Capacity to Deliver Basic FBA-BSP

Transcription

1 Multi-Tiered Behavior Support in Schools Basic FBA/BSP Part III Building District Capacity to Deliver Basic FBA-BSP The logic behind the adoption of multi-tiered supports is to support the RANGE of students Yet in practice, we often use our most effective tools only after challenging behaviors have become severe and/or dangerous (Scott et al., 2010) Kathleen Strickland-Cohen, Sheldon Loman, & Laura Swanlund A Continuum of Function- Based Support Many of problem behaviors that teams encounter do not require comprehensive FBA-BSP Using simplified FBA-BSP procedures that match the level and intensity of problem behavior Provide FBS at the first signs of persistent problem behavior Sustained Implementation LESSONS LEARNED Basic FBA: Complex FBA: Behaviors and Maintaining Functions are Easily Defined and Identified Behaviors and Maintaining Functions Vary, and are not Easily Defined and/or Identified Typical School Personnel Developing and Implementing Basic Behavior Support Plans (Strickland-Cohen & Horner, 2015) Phase 1: From Practical FBA to BSP training series 13 school psychologists, counselors, special education teachers basic behavioral knowledge Previous training in FBA, high scores and self-report of basic knowledge Assess change in knowledge Phase 2: Six team leaders guided behavior support teams in development of BSP for 1 student BSPs assessed for technical adequacy (3 outside experts) Contextual fit (school-based team members) Phase 3: Student BSPs implemented Direct observation data to assess: Impact on student behavior Fidelity of Implementation (experimental) Pre/Post-Test Results: Assessment of BSP Knowledge Pre Test Percent Change Post Test Participant 1 63% (A) 96% (B) +33% 2 67% (A) 84% (B) +17% 3 69% (A) 94% (B) +25% 4 65% (A) 86% (B) +21% 5 60% (A) 88% (B) +28% 6 63% (A) 90% (B) +27% 7 43% (A) 82% (B) +39% 8 61% (B) 92% (A) +31% 9 63% (B) 82% (A) +19% 10 45% (B) 80% (A) +35% 11 67% (B) 90% (A) +23% 12 61% (B) 86% (A) +25% 13 80% (B) 94% (A) +14% Mean 62% 88% +26% 1

2 One Year Follow-up Can you guess how many of our participants from the previous year still worked for the district? Of the remaining participants, can you guess how many had continued to utilize Basic FBA/BSP methods? How much additional training/coaching do you think that participants reported receiving after the removal of support from researchers? Building District Capacity Establishing a Context to Deliver Individualized Behavior Support IT IS GOING TO TAKE MORE THAN TRAINING This will require re-examining how we organize behavioral support at the district level (Strickland-Cohen, Loman, & Horner, in press) Identify and train personnel at Each School who can lead the Basic FBA/BSP process Train all school personnel a Function-Based approach to understanding, preventing, and addressing challenging behavior Train and coach PBIS at all three tiers Redesigning the Role of the District Behavior Support Specialist Support Teams building behavior support plans from Assessment information Train 1-2 people per school to conduct basic FBA/BSP Effective & Efficient Materials BASIC FBA to BSP Training Series Module 1- Defining & Understanding Behavior* Module 2- FBA: Practice Interviewing Module 3- FBA: Practice Observing Module 4- Critical Features of BSP* Module 5- Building BSP from FBA Module 6- Implementation & Evaluation Module 7- Leading a BSP Team *Designed as training for all school staff 2

3 Basic FBA to BSP Training Materials Establishing the Context Trainer s Manual Training Slides Participant Guide Pre-Posttest Assessments of FBA & BSP Knowledge Basic FBA/BSP tools Improving behavior support systems must be one of the top three priorities Improving behavior support systems must be one of the top three priorities Implementing SWPBIS Tiers 1 and 2 Team-based decision making is occurring Data are used to make decisions Maximizing Your Session Participation Work with your team Consider first question: Where are we in our implementation? Establishing the Context Improving behavior support systems must be one of the top three priorities Improving behavior support systems must be one of the top three priorities Implementing SWPBIS Tiers 1 and 2 Team-based decision making is occurring Data are used to make decisions Developing Capacity Personnel with expertise in FBA and behavior support planning is allocated to support schools at the district level Efficient & effective resources exist for training school personnel to conduct basic FBA/BSP At least 2 personnel with flexibility in their schedule are trained to conduct basic FBA/BSP All staff (or as many as possible) are trained on overall function-based thinking Effective and efficient resources for conducting basic FBA/BSP are available for trained staff Experiencing Valued Outcomes Frequently evaluate outcomes for: Increased student achievement Decrease in referrals for intensive FBA/BSP Decreased time in delivery of behavior supports to students that require them Decreased student office discipline referrals and suspensions Decreased referrals of students to more restrictive educational placements 3

4 Experiencing Valued Outcomes Assessment & Intervention Frequently evaluate outcomes for: Increased teacher morale and success Increased student achievement Decrease in referrals for intensive FBA/BSP Decreased time in delivery of behavior supports to students that require them Decreased student office discipline referrals and suspensions Student Referral Data (ODRs) Refer to Tier 3 team: Basic FBA Non-Responder Preliminary FBA Borderline Initial CICO Data Intensive Targeted Universal School-Wide Assessment School-Wide Prevention Systems Individualized Behavior Support Plan Modified CICO Matched to Function Tweak / Small change to CICO Basic CICO Supporting Staff Behavior Supporting Social Competence & Academic Achievement OUTCOMES PRACTICES Supporting Student Behavior Supporting Decision Making Implementing Basic FBA to BSP: Systems to Support Staff Clear referral process 2 people at school to conduct Basic FBA & provide coaching support to teachers implementing Basic BSPs Train all staff on Function-Based Thinking (Modules 1 & 4) Tier 2/3 Team meets monthly to review new and current students receiving Basic BSPs Implementing Basic FBA to BSP: Data to Support Decision-Making Fidelity Data: Pre/Post data to determine if staff are trained Basic FBA/BSP documents are reviewed regularly by district-level coach School-level coach ensures plans are being implemented by using fidelity checklist Laura Swanlund, Ph.D., NCSP PBIS Coordinator, Palatine District 15 IMPLEMENTING BASIC FBA/BSP Student Outcomes Data: Daily point cards or similar data are reviewed Data system like ISIS-SWIS is used for Tier 2/3 team to analyze efficiently. 4

5 Northwest Suburbs of IL Focus Stage Description Should we do it Exploration / Adaptation Decision regarding commitment to adopting the practices and supporting successful implementation 20 Buildings: 14 Elementary, 4 Jr. High, 1 early childhood / alternative Approximately 12,000 Students 40% Low Income 20% LEP Getting it right Making it better Installation Initial Implementation Elaboration Continuous Improvement / Regeneration Set up infrastructure so that successful implementation can take place and be supported. Establish a team, data systems, and develop a plan Try out the practices, work out details, learn and improve before expanding to other contexts Expand the practices to other locations and individuals Make it easier, more efficient. Embed within current practices Fixen & Blaise, 2011 SHOULD WE DO IT Cohort of 4 buildings in 2008 for PBIS tier 1, added 3 more cohorts through 2012 By Spring 2012 all buildings have at least Tier 1 implementation District-level administrative position that was responsible for leading systematic implementation of PBIS across the district Setting up Infrastructure Use the PBIS model of simple and complex FBA/BIP using the Competing Behavior Pathway Added a Tier 3 District Coach (.4) for school year Changes to the district protocol for ED eligibility starting in 2012 Made the competing behavior pathway available for schools along with data tools Initial Implementation All clinicians and 1 administrator from each building received FBA- BIP training with the Competing Behavior Pathway, Fall 2012 FBA-BIP technical assistance calls to review existing plans Cohort of buildings received in-district training and coaching for FBA-BIP Based on successful implementation of tier 1 and 2 Each school-based team was trained independently with the tier 3 coach Common language and tools were provided for each building Making it better Continued the cohort training for FBA-BIP with District Tier 2/3 coach (.6) Changing role of the clinicians training District-wide standard protocol for FBA-BIP: Detailed decision rules System for determining adequate peer comparison and documenting response to intervention Training provided on multiple sources of data: Systems Response Tool; SIMEO; Office Discipline Referrals; Attendance; Daily Progress Reports Individual goals and decision rules for each tier 3 intervention 5

6 Continuous Improvement PBIS Tier 2/3 coach (.6) coordinator split with psychologist coordinator (.4) All buildings received tier 3 training by the end of FBA-BIP Timeline School Year District / System FBA-BIP Implement PBIS Tier 1 / 2 Cohort of schools introduced to Competing g Behavior Pathway (CBP) Tier 3 coach Cohort training for tier 3 MTSS process for ED Eligibility District-wide training of CBP. TA calls with IL PBIS Start integration of Simple FBA-BIP Improve training integrating SEL and academic needs within the FBA/BIP through the RIOT / ICEL and Problem-Solving process Coaching for clinicians on changing role and integration of FAB/BIP Enhance data system for FBA/BIP with general education and special education students and programs Program evaluation of district outcomes and use of FBA-BIP More time allocated for Tier 2/3 district coach Continue Cohort trainings Continue ED Eligibility trainings Define and train on role change of clinicians District Tier 2/3 administrative position Continued coaching for schools and clinicians Continued TA calls for FBA-BIP Add data management system for FBA- BIP Added CBP within special education paperwork as the FBA-BIP Targeted training for special education programs Update MTSS to integrate social, emotional, and behavior needs with academic supports Continue coaching FBA-BIP Decision Rules for FBA/BIP CCSD 15 PROCESS AND DATA EXAMPLES Data entry for Tier 2 and Tier 3 Daily Progress Report (DPR) in Excel Data from Individualized DPR using Excel Average points by behavior Followed Teacher Directions Has all materials Is ready for class 6

7 Individualized Daily Progress Report to track replacement behaviors via Survey Monkey Output of Survey Monkey Data Activity Compare CCSD15 plan to what you have planned (or have done). 1.What are similarities? 2.What are differences? 3.Are any of the different features, processes, or steps something that might be useful for your district? Questions/Discussion Thank you! Thank You for Attending! Slides and materials may be found at: More information please 7