Tier 3: Intensive Supprts Respnse t Interventin: Behavir Tier 3 is nly fr a FEW students wh need mre individualized, intensive supprt in additin t the schl-wide supprts! CRITICAL ELEMENTS OF TIER 3 I. Supprt Systems II. Functinal Behavir Assessment III. Psitive Behavir Interventin Plan IV. Prgress Mnitring and Evaluatin NOTE: In rder t prvide apprpriate Tier 3 supprts, RtI teams shuld refer t the manual, Addressing Student Behavir: A Psitive Apprach (Cnducting Functinal Behaviral Assessments and Develping Psitive Behavir Interventin Plans). Each schl shuld have at least tw individuals (schl FBA facilitatrs) wh have attended the FBA and PBIP training and received the manual.
I. SUPPORT SYSTEMS Team Frmatin Tier 3 supprt teams shuld be multi-disciplinary and include key persnnel wh can facilitate a specific student s team in cnducting a Functinal Behaviral Assessment (FBA) and develping a Psitive Behavir Interventin Plan (PBIP). The team shuld have a diverse representatin f members wh knw the student best and have a vested interest in psitive utcmes. Supprt teams shuld include: Peple wh have direct knwledge f the child s behavir and represent persnnel charged with implementing the plan (e.g., teachers, therapists, teacher assistants, cunselr, ther schl persnnel, etc.) The schl shuld make cnsiderable effrts t encurage family participatin in assessment, interventin develpment and implementatin, and prgress mnitring. Schl Psychlgist One persn wh has knwledge f and experience in applying behaviral principles, including functinal behavir assessments and behavir interventin plans. This rle culd be filled by the schl FBA facilitatr, interventin specialist, behavir analyst, exceptinal student educatin (ESE) specialist, guidance cunselr, scial wrker, r ther schl-based behaviral cnsultant. One team member has knwledge f the campus and classrm cntexts and has the capability f prviding resurces and making prcedural decisins (e.g., administratr). At least half f the team members have sufficient training t cnduct FBAs and implement Tier 3 supprts with fidelity. Each schl shuld have at least 2 schl-based FBA facilitatrs that have received training n FBAs, PBIPs, and Tier 3 prgress mnitring. Team Respnsibilities Gather infrmatin t cnduct a Functinal Behavir Assessment Identify individual behaviral issues thrugh data analysis Develp intensive individual interventins and supprts (PBIP) based n the FBA hypthesis Implement r supprt implementatin f the PBIP Mnitr the prgress f the PBIP Assess integrity and intensity f interventins Reviews the Tier 3 schl prcess and cnsiders mdificatins, as needed. Administratin is respnsible fr prviding all faculty and staff with rientatin t the Tier 3 supprt prcess. All staff shuld be aware f their rles in Tier 3 supprts. Cllabrative Mdel Tier 3: Intensive/Individual Supprts are mst effective when apprached as a cllabrative (rather than expert-driven) prcess. As with ther cllabrative effrts, building-level administrative supprt, parental invlvement, and student input (when apprpriate) are als essential t a successful utcme. Tier 3 interventins mst ften require change f behavir by the adults mre s than the students. That is, adults may need t change features f the envirnment r cntext triggering behavirs, teach new skills, and deliver reinfrcement differently. T vercme resistance in implementing specific intensive interventins, a cllabrative mdel is adpted that allws and hnrs teachers as the lcal expert abut the individual child and takes int cnsideratin the teacher s input, classrm cntext and skill capabilities when develping supprts.
II. FUNCTIONAL BEHAVIORAL ASSESSMENT * Refer t the FBA & PBIP manual fr mre specific infrmatin abut cnducting the FBA. The manual als includes reprducible FBA assessment frms. A Functinal Behaviral Assessment (FBA) (see Tier 3 Resurces) is a cmprehensive and individualized, prblem-slving prcess that addresses challenging behavir. It incrprates a variety f techniques and strategies t gather infrmatin as a means f understanding the specific reasns fr the student s prblem behavir and hw a student s behavir relates t r is affected by his/her envirnment. An FBA lks beynd the frm f the behavir (i.e., what the behavir lks r sunds like), and fcuses n identifying what causes and maintains the behavir (i.e., the functin). This type f assessment leads the bserver beynd the symptm (the behavir) t the student s underlying mtivatin (escape, avid, r gain smething). Step One Identify the Prblem Behavir What behavir d we want t change? Befre an FBA can be cnducted, the team must pinpint the behavir causing learning r discipline prblems. The team must identify the behavir that needs t change. Once the behavir f interest is identified, the team must create a behaviral definitin. A behaviral definitin is a statement that specifies exactly what behavir t bserve. The definitin shuld be in specific terms that are easy t cmmunicate and simple t measure and recrd. If the behaviral definitins are vague, it can be difficult t determine apprpriate interventins. Precise definitins lead t accurate data cllectin, reliable measurement, and cnfidence in educatinal decisin making. Enugh detail abut the behavir is prvided s that anyne bserving the student wuld recgnize its ccurrence. Step Tw Gather Surces f Infrmatin Functinal Infrmatin Members f the behaviral supprt team gather infrmatin thrugh a variety f surces including: Review f existing recrds; Interviews (schl persnnel, parent, student); Behaviral rating scales r questinnaires; Skill checklists; and, Functinal assessment bservatin f patterns, antecedents, cntexts, and cnsequences (A-B-C data r scatterplts). Baseline Data - At what level des the target behavir exist (e.g., frequency, duratin, etc.)? Baseline data is infrmatin gathered abut the target behavir befre a prgram begins. It is used later t prvide a cmparisn fr assessing the success and prgress f subsequent interventins. In additin t cllecting data n the targeted student, the FBA shuld als cllect cmparative data n ne r mre ther students. It is recmmended that the bserver start cllecting data as sn as the FBA prcess begins. That way, the team will have at least 3-5 days f data, r mre, t gather a baseline average. Data cllectin frm this pint frward must be a cntinuus, nging prcess. The data cllectin methd chsen fr baseline will als need t be used as an evaluatin tl in the PBIP t determine the effectiveness f the interventins. Refer t IV. Prgress Mnitring and Evaluatin fr mre infrmatin n prgress mnitring tls.
Required Surces Althugh multiple surces f infrmatin are recmmended, the fllwing surces are required when cmpleting an FBA: 1. Recrd Review 2. Structured interview with the parent r family member 3. Structured interview with a teacher, supprt prvider, r administratr. 4. Tw functinal assessment bservatins (ne bservatin must be frm smene utside f the classrm) 5. Baseline data Step Three Summarize Assessment Data What circumstances r events are likely t trigger r influence the behavir? The team summarizes the infrmatin gathered in Step 2 t determine relatinships between the student s behavir f cncern and aspects f the envirnment. The team identifies the fllwing: Student s strengths and skills Setting events (e.g., variables that appear t be affecting the persn s behavir) Antecedents (e.g., certain events r situatins that trigger the behavir; when, where, with whm the behavir is mst/least likely t ccur) Cnsequences (e.g., what happens fllwing the behavir? What d they get r avid?) Previus interventins Student preferences and reinfrcers Step Fur Frmulate Summary Statements What functin des the prblem behavir serve? Is the prblem behavir a perfrmance deficit r a skill deficit? What replacement behavir shuld be taught? Hypthesis Statement The hypthesis includes the antecedents r cntextual events predicting the ccurrence f the behavir, the definitin f the behavir, and the functin r purpse that it serves. Antecedents include bth immediate envirnmental triggers (e.g., demand t d a nnpreferred task) and setting events r triggers that are remved in time frm behavir ccurrence but act as a trigger. There are tw basic functins all behavirs serve. Students are either (a) trying t get attentin, sensry input, activities, tangibles r (b) they are trying t avid r get away frm attentin, sensry input, activities, tangibles, etc. When the teacher is prviding instructin, Hannah will yell ut during class in rder t gain peer attentin. WHAT IS FUNCTION? Functin refers t why the student is demnstrating the behavir. Replacement Behavir Once a hypthesis is determined, the team must determine the apprpriate behavir they want t teach the student and/r reinfrce. The replacement behavir is a mre acceptable behavir that replaces the inapprpriate behavir, yet serves the same functin (e.g., ways t gain peer apprval thrugh psitive scial initiatins; ways t seek teacher attentin thrugh nn-verbal signals). Rather than yell ut during class, I want Hannah t participate in grup instructin by raising her hand in rder t gain peer attentin apprpriately.
Wh shuld receive an FBA? Best practice suggests that an FBA be cnducted fr any student whenever behavir appears t be significantly interfering with the learning prcess and well befre behavirs reach crisis prprtins. Althugh used largely with ESE students, an FBA and PBIP can play a majr rle in explaining and redirecting the academic and scial behavirs f all students, including students with a 504 plan and general educatin students. Students with prblem behavirs that shw inadequate respnse t interventin at Tiers 1 r 2, r thse wh need immediate intensive interventins, typically warrant an FBA. When shuld an FBA be cmpleted? In general, an FBA and PBIP shuld be cmpleted when a student s behavir is sufficiently disruptive that it interferes with his r her learning r the learning f thers. It is a recmmended best practice t cmplete an FBA befre a behavir issue escalates t a pint where discipline prcedures such as suspensin r expulsin are used. Schl persnnel generally shuld intrduce ne r mre classrm and/r Tier 2 interventins befre seeking t initiate the mre cmplex, and ften time-cnsuming, prcess f an FBA. A frmal assessment usually is reserved fr serius, recurring prblems that d nt readily respnd t interventin strategies, r classrm management techniques and impede a student s learning, r are nging. Wh shuld cmplete an FBA? Persns respnsible fr cnducting the functinal behaviral assessment will vary frm schl t schl, depending upn the supprts available at the schl. T crdinate the effrt, each schl shuld have at least tw individuals t serve as schl-based FBA facilitatrs. The facilitatrs shuld have knwledge and experience cnducting an FBA. They will prvide assistance and supprt t the team members during the FBA prcess. Hwever, a facilitatr is n mre respnsible fr the evaluatin and implementatin than any ther team member. With training and supprt, many cmpnents f the assessment can be cnducted by individuals n the student s team. In additin, anyne wh knws the student r has direct knwledge f the situatin and/r is a direct cntributr t the situatin shuld participate in prviding infrmatin fr the FBA.
III. POSITIVE BEHAVIOR INTERVENTION PLAN * Refer t the FBA & PBIP manual fr mre specific infrmatin abut develping a PBIP. The manual als includes a Behavir Interventin Guide with examples f individualized interventins. A Psitive Behavir Interventin Plan (PBIP) (see Tier 3 Resurces) is a specific plan f actin that designs effective psitive behavir interventins t teach the student mre acceptable behavir(s) t replace the inapprpriate behavir. The purpse is t teach the student mre apprpriate behavirs that meet the same functin, r purpse, as the inapprpriate behavirs previusly exhibited. When a PBIP is implemented, prgress mnitring (data cllectin) ccurs t determine if there are reductins in the inapprpriate behavir and increases in the apprpriate behavir(s). In rder t develp a mre effective and efficient behavir interventin plan, the team members shuld determine interventins based n infrmatin gathered during the FBA. Interventin plans based n an understanding f why a student engages in prblem behavir are extremely useful in addressing a wide range f prblem behavirs. The PBIP includes a cmbinatin f multiple interventins based n the student, teacher, and envirnmental needs and linked t each element f the hypthesis statement (e.g., antecedents, behavir, functin). Levels f Tier 3 As a student mves alng the third Tier f interventin and supprt, schls will want t cntinue t use the guiding principle f matching services, time, and resurces t a student s demnstrated need. The Tier 3 apprach shuld include prcedures that allw a cntinuum f strategies t match the cmplexity f the student s needs, ranging frm simple, single-element interventins t cmplex, multi-cmpnent interventins. Students with severe behaviral r mental health issues may require a wraparund apprach that supprts a schl, family and cmmunity team cllabratin. This prcess includes persn-centered planning and ther appraches aimed at bradening the supprt prvided t students with mre cmplex needs. TIER 3 INTENSIVE SUPPORTS FBA, PBIP, remedial discipline plan, verlay cunselr, schl psychlgy services, crdinatin f utside services fr students, crisis interventins, restrative justice, behaviral cnsultatin, mentring, cunseling, etc. Step One Develp Interventins and Strategies Des the interventin match the hypthesis/functin f the targeted behavirs? Preventin Strategies What strategies can we implement t prevent the prblem behavir frm ccurring and t facilitate success? These strategies remve the trigger r mdify the envirnmental cntext t make prblem behavir irrelevant (e.g., change in envirnment/setting, instructin methds, and visual strategies).
Teaching Apprpriate Behavir Determine the replacement behavir - A behavir that is either incmpatible t the target behavir r will serve the same purpse (functin) as the target behavir, but in a mre apprpriate way. Determine any ther apprpriate skills that will be taught - These are behavirs that may nt necessarily serve the same functin as the inapprpriate behavir, but are critical fr facilitating success. Determine the strategies fr teaching the apprpriate behavirs - The team shuld determine types f teaching strategies (e.g., direct instructin, mdeling, pprtunities t practice, immediate feedback, etc.) t ensure the student learns the apprpriate behavirs chsen. Increasing Apprpriate Behavir Identify reinfrcers - A reinfrcer is smething that is given after the ccurrence f behavir that results in an increase in the behavir. The team must determine reinfrcers that can be used t mtivate the student t engage in the replacement behavir and ther apprpriate behavirs. Determine reinfrcement prcedures - Reinfrcers shuld nly be delivered cntingent upn the ccurrence f apprpriate behavir. They shuld never be used as a bribe t get the student t behave apprpriately. They are nly delivered if the student already exhibited an apprpriate behavir. There are many different methds t deliver reinfrcers. The team must decide what prcedures they will use t reinfrce the apprpriate behavirs. Decreasing Inapprpriate Behavir Determine prmpts/redirectins - Describe any verbal r visual prmpts and redirectins that will be given when the behavir ccurs. Determine prcedures fr changing the way thers respnd t prblem behavir s that it n lnger is effective in getting the desired utcmes (i.e., get r escape/avid). Determine pssible envirnmental arrangements - Describe any envirnmental strategies that may ccur in an effrt t decrease the behavir. Determine last resrt strategies If the prblem behavir persists despite least restrictive interventins, what interventins will ccur t eliminate the disruptin. Crisis Plan Tier 3: Intensive/Individual Supprts is a prcess that takes time t be effective. When severe episdes f prblem behavir ccur, it is imprtant t prvide a rapid respnse t ensure the safety f all invlved and prduce a rapid de-escalatin f the behavir. If the student s behavir is severe enugh t cause harm t themselves r thers, a crisis plan must be written in the PBIP t address a severe r dangerus situatin. The teams shuld spell ut the cnditins under which a crisis/emergency plan shuld be used. This plan shuld als include the exact prcedures that participating team members shuld use if these cnditins ccur. NOTE: When a student receives Tier 3 supprts, he r she will cntinue t utilize supprts that are ffered as part f Tiers 1 and 2. Hwever, schls may have t amend hw thse supprts are utilized based n the Tier 3 prblem-slving prcess and nging prgress mnitring infrmatin. Step Tw Determine Prgress Mnitring Prcedures Based n baseline data and infrmatin gathered during the FBA, the PBIP shuld include measurable gals t assess the rate f prgress. The gals shuld be reasnable, but still be indicative f significant imprvement. There shuld als be dcumentatin f the student s respnse t implemented interventins plus dcumentatin that the PBIP was cnsistently implemented as designed. Refer t sectin IV. Prgress Mnitring and Evaluatin fr mre infrmatin.
Step Three Implement and Supprt the Plan Is the Behavir Interventin Plan likely t be implemented with fidelity in the classrm? In rder fr the PBIP t be implemented as designed, an interventin plan shuld be develped t ensure all cmpnents f implementatin are addressed. Determine training needs - All participating members shuld be trained n the prcedures in the PBIP, including the interventins, strategies, and prgress mnitring prcedures. The intensity f training shuld depend n the level f knwledge f each participant. Determine material needs - The team may need t make materials befre certain interventins can begin, such as data cllectin sheets, reward systems, r visual strategies (e.g., schedules, prmpts, signs) befre the plan can begin. A list f materials and resurces shuld be made and team members shuld be assigned respnsibilities t prepare the materials. Determine any envirnmental arrangements - Specific changes t the envirnment may be necessary t prmte success, such as seating arrangements, remving distractins, decluttering the rm, mving furniture, etc. Determine hw the PBIP will be implemented Wh will implement? Hw ften? Lcatins? Step Fur Mnitr the Effectiveness f the Plan Once a PBIP is develped, the team shuld cntinue cllecting prgress mnitring data and summarize/graph the data. Prgress ntes must be cmpleted at the mid 9-week and end f 9-week mark each academic quarter. Based n data and prgress, the team determines if revisins are needed. Refer t sectin IV. Prgress Mnitring and Evaluatin fr mre infrmatin. Wh shuld receive a PBIP? All students can benefit frm the use f cnsistent psitive behavir interventins and supprts. Like the FBA, a PBIP is strngly recmmended fr any student whse behavir regularly interferes with their learning r the learning f thers and preferably be dne befre the behavir requires disciplinary actins. Psitive practive interventin plans that teach new ways f behaving will address bth the surce f the prblem and the prblem itself. When shuld we develp a PBIP? It shuld be develped nly if a current FBA exists n the target behavir and baseline data is cllected. If an FBA has nt been cnducted, the team must cnduct the FBA and then develp the PBIP using the infrmatin btained during the assessment. If an FBA already exists, the team must determine if the infrmatin is still accurate and valid fr the current behavir. It is a recmmended best practice t cmplete an FBA and PBIP befre a behavir issue escalates t a pint where discipline prcedures such as suspensin r expulsin are used. Wh shuld implement the PBIP? Persns respnsible fr implementing the PBIP will vary accrding t the student s needs and the supprts available at the schl. When develping the PBIP, the team will determine the persns respnsible fr implementing and mnitring the PBIP. Participants usually include the teacher(s), interventin specialist, and supprt staff that interacts with the student daily. Hwever, the team may want t cnsider training ther participants, such as the guidance cunselr, bus driver, cafeteria staff, parents, and administratr(s). The parent/guardian at hme shuld als be significantly invlved with the implementatin f the PBIP, as the cnnectin between schl interventins and hme supprt can help ensure the student s behaviral success. The individuals at the schl wh serve the rle f FBA Facilitatr shuld als prvide assistance and supprt t the team, as needed. Hwever, a facilitatr is n mre respnsible fr the implementatin f the plan than any ther team member.
IV. PROGRESS MONITORING & EVALUATION * Refer t the FBA & PBIP manual fr mre specific infrmatin abut data cllectin at Tier 3. The manual als includes a Data Cllectin Guide and reprducible data cllectin frms. Step One - Interventin Fidelity Prcedures At Tier 3, fidelity f interventin implementatin cntinues t be an imprtant cnsideratin fr the schl team. The schl team will need t assess whether interventins are being dne as ften as necessary and as cmpletely as necessary. Withut clear measures f fidelity at Tier 3, it is impssible t assess a student s respnse t interventin. If the student s behaviral data indicate n imprvement, we must be able t determine if the lack f prgress is due t insufficient interventins r t lack f interventin fidelity. This will help determine if interventins shuld be revised r if training and supprts need t increase. Examples f fidelity prcedures: Self-check r checklist t crrespnd with each cmpnent f an interventin Implementatin rating scales Walkthrughs r bservatins Written scripts r lists that detail the respnsibilities f each individual participating in implementing the plan Student reprts abut the strategies and interventins Review f interventin prducts (e.g., data cllectin sheets, cmpleted tken ecnmy sheets, reward charts, behaviral cntracts) Practive Strategies t Ensure Interventin Fidelity Be very specific when writing the interventins and strategies. Dcument the individuals respnsible fr implementing the interventins. Invlve the teacher in develping the interventins and ensure that he/she agrees that the plan matches the cntext f their classrm and can be implemented. Prvide training n the PBIP interventins t all persnnel implementing the PBIP. Prvide fllw-up technical assistance supprt t the teacher t help sustain interventin implementatin and als make available pprtunities t brainstrm and trublesht prblems. See Interventin Fidelity acrss the Tiers fr samples f Tier 2 Interventin Fidelity Frms. Step Tw Prgress Mnitring Prcedures In rder t evaluate the effectiveness f the interventin plan, the team must cllect behaviral data t accurately measure changes t the target and replacement behavirs. By cllecting and analyzing data n a systematic basis, the team will be able t clearly determine whether the prgram has prduced, r is prducing, the desired change in behavir. The use f data als prmtes cnsistent cmmunicatin t all parties invlved (e.g., schl and hme) n the prgress f the interventins, rather than relying n verbal reprts and subjective pinins. Only with data can the team accurately assess and dcument prgress with the PBIP and determine if the interventins shuld be mdified r if mre supprts are necessary. Type f Data Cllectin Methd The team must decide which methd f data cllectin will be used. The data cllectin methd and bservatin tls depend n the identified challenging behavir. The type f behavir, strength f behavir (e.g., intensity, frequency, duratin), and cntext f the behavir (e.g., when and where it ccurs) shuld be cnsidered when deciding n a data cllectin methd.
Refer t Chsing a Data Cllectin Methd Tl (in Tier 3 Resurces) fr assistance in determining the mst apprpriate methd. Data Methd Frequency/Rate Duratin Percent f Intervals % f Opprtunities r % Crrect Latency Time Sampling Permanent Prduct Rating Scales Descriptin Cunts the number f times a behavir ccurs in a specific time perid. Dcuments the length f a behavir by recrding the time the behavir begins and ends. Determines hw behavirs are distributed acrss an bservatin by dividing the bservatin perid int a number f smaller time perids r intervals, bserving the student thrughut each interval, and then recrding whether the behavir ccurred r nt in that interval. Determines hw ften the behavir ccurred when given the pprtunity t engage in the behavir. Dcuments hw lng a student takes t begin perfrming a particular behavir nce the pprtunity has been presented. Determines hw behavirs are distributed acrss an bservatin by determining small samples f time (30 secnds) within larger intervals (5 minutes), bserving the student during the small sample, and recrding whether the behavir ccurred r did nt ccur within the small sample f time. Selecting a prduct r result that indicates the ccurrence f the target r replacement behavir and recrding if the prduct is r is nt prduced. Assigning a value t each rating scale (1=0-3 incidents, 2=4-6 incidents, etc.) and prviding a rating during small intervals f time. Data Cllectin Prcedures Frequency f Data Cllectin: At this stage, mre intensive prgress mnitring techniques shuld be applied. T prvide valid and reliable infrmatin regarding a student s perfrmance, Tier 3 prgress mnitring must be dne with greater frequency (i.e., daily) and with mre detailed infrmatin gathered (e.g., specifics rather than teacher perceptins). If data is nt cllected accurately r reliably, the team may cnclude that a prcedure is wrking and cntinue it when in fact it is ineffective and shuld be mdified. On the ther hand, the team may als cnclude that a prcedure is nt wrking and terminate it when in fact it was effective and shuld have cntinued t prduce greater effects. Cmparisn Peer Data: Data shuld be cllected ccasinally (1-2 x week) n a cmparisn peer t prvide infrmatin abut hw the student cmpares t peers. The purpse f cmparisn peer data is t investigate whether a student s behavir is nticeably different frm ther students in their class. If many students are struggling academically and behavirally in a classrm, there are likely t be systems r classrm issues that need t be addressed befre mre intensive interventins are cnsidered. Feasibility f Data Cllectin: The intensive prgress mnitring requires additinal amunts f staff time than Tier 2 prgress mnitring methds; hwever, by this stage f the interventin prcess, the student s behaviral difficulties have been shwn t be persistent, and may als be intense, and the additinal time and resurces wuld be warranted. Hwever, the cmplexity f the prgress mnitring cannt surpass the ability f the classrm teacher t measure behavir f ne student while attending t the academic and behaviral needs f the entire class. The teacher r bserver shuld review his/her resurces and daily schedule t determine what data cllectin systems are feasible and can be implemented successfully.
Frequency Step Three Evaluate the Data Data Summary and Analysis Once the PBIP is implemented, behaviral data cllectin shuld be n-ging and cntinuus. Hwever, fr the data t be useful, the infrmatin gathered must be summarized and easily readable. Raw data frm a data sheet can be difficult t interpret, especially when mre than ne individual is sharing the infrmatin. It is recmmended t make time t summarize the data at least weekly. Hwever, it may be beneficial t take a few minutes at the end f each day t quickly summarize and review the daily data t identify anything that might need t be addressed the next day (e.g., What seemed t g particularly well and what can we draw frm that t make ther activities mre successful?). At least 10 days f data must be cllected befre cnsidering mdificatins r changes t the student s type f supprt. Graphing the Data Prvides an easy, systematic way f displaying infrmatin abut the target behavir. Displays the data in a frmat that is meaningful and teacher friendly. Allws the teacher and team t mnitr the prgress f the student and prvides necessary data t make decisins abut interventin effectiveness. Evaluates the data fr trends by fcusing n systematic and cnsistent increases r decreases in the data. Trends are defined as 3 r mre data pints in the same directin. Hitting Peers 30 25 20 Baseline Interventin 15 10 5 0 Date Graphing can ften be time cnsuming if the persn des nt have the ability r skills. Hwever, creating graphs can als be easy and quick, depending n the methd chsen. The fllwing are different methds fr graphing behaviral data. Graph by hand Graphing Paper Micrsft Excel http://www.uvm.edu/~cdci/tripscy/archivepdr/creating_excel_line_cht07.pdf http://bce.kennesaw.edu/7720/jimdata_presentatin.ppt Free n-line graphing websites Chart Dg: http://www.jimwrightnline.cm/php/chartdg_2_0/chartdg.php Create a Graph: http://nces.ed.gv/nceskids/createagraph/ ABC Graphs (Dwnlad r CD): http://www.abcgraphs.cm
Making Data-Based Decisins Once prgress is assessed, the team must determine if any changes need t ccur in the student s behaviral supprts. The team shuld nly make decisins that are guided by data and the level f prgress twards the desired gal. The fllwing are actins that can be taken by the team t better supprt the student and the PBIP. Cntinue Plan as Written Review FBA hypthesis Revise Current Interventin(s) Add Interventin(s) Remve Interventin(s) Fade Out Interventin(s) Discntinue Plan Imprtant Questins t Cnsider when Making Decisins Have there been gains in new skills t enable the student t meet his r her needs in a scially acceptable manner? If there has been little r n increase in new skills, what can be dne t enhance acquisitin? Have there been reductins in the student s prblem behavir? Are these reductins satisfactry? If there has been little r n decrease in prblem behavir, are there sufficient increases in new skills? What can be dne t better enable the student t decrease prblem behavir? If there has been little psitive develpment f new skills and/r decreases in prblem behavir, has the team: Implemented the supprt plan in a cnsistent manner? Reevaluated the FBA hyptheses and PBIP interventins and supprt strategies? Cmpleting Prgress Ntes The PBIP must be reviewed and frmally dcumented n the Psitive Behavir Interventin Plan Prgress Nte (see Tier 3 Resurces). The PBIP must be reviewed and dcumented at the mid 9-week and end f 9-week mark f each academic quarter t ensure that the strategies that are in place are apprpriate and that the student is making prgress. Hwever, data can be reviewed r the team can meet at any time t determine the student s prgress. The prgress nte requires the team t summarize weekly averages f the data cllected, determine prgress r lack f prgress with the target and replacement behavir, and determine an actin t take in rder t ensure cntinued success r t prmte behaviral success. These prgress ntes must be distributed t the teacher(s), student s cumulative flder, and the parent.