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�� Building Capacity for Function-Based Support and Tier 3 Systems

Chris Borgmeier, PhD

Portland State University

Chris.Borgmeier@pdx.edu

www.BasicFBA.com @BasicFBA

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Session Description

Many schools are struggling to support students with challenging behavior and lack personnel trained to lead effective behavior support. This session introduces the Basic FBA to BIP e-learning modules, a free training resource, and provides guidance for schools and districts to implement systems and coaching to promote effective, sustained implementation.

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Introductions

Who is here today?

Special Education Teachers?
Administrators?
Paraprofessionals?
District Behavior Specialists/BCBAs?
Outside consultants?

Responsible for conducting FBA and building BSPs?

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Oregon Education Association� Crisis of Disrupted Learning (OEA, 2019)

What is Disrupted Learning?

Student behavior that has increasingly made it challenging to provide safe, welcoming and inclusive learning environments conducive to high-quality instruction.
Educators spoke of an atmosphere of “violence” that was “palpable,” of “attacks” that came regularly, and of the “trauma” students experience in that environment – both students exhibiting the behavior and students witnessing the behavior.

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Oregon� Crisis of Disrupted Learning (OEA, 2019)

Impacts of Disrupted Learning?

Students exhibiting extreme behavior are not getting the supports they need.

When students are removed from class they miss out academically.
They can also experience social isolation and emotional trauma as a result of how peers treat them in the aftermath of disruptive events, which affects student achievement.
Some students have even been hurt physically as a result of their behavior

Educators feel discouraged that often the only intervention available is for students is to be removed from class and “babysat” in an office, rather than addressing their unmet needs or receiving tools to learn to manage their behavior.
Schools often only react to disruptive events rather than put proactive strategies into place due to reduced resources and staff supports. Many educators lamented the lack

Historically, students with disabilities, students of color, and historically underserved students have been disproportionately impacted by these events.

They face higher suspension and expulsion rates, have lower graduation rates, and are restrained more frequently

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Oregon� Crisis of Disrupted Learning (OEA, 2019)

Impacts of Disrupted Learning?

On Peers

Loss of valuable instructional time.
In a survey by the Education Advisory Board (EAB), teachers estimated they lose an average of 144 minutes of instructional time per week (14.5 school days per year) due to behavioral disruptions in the classroom.
Students are unable to learn when there are regular and dramatic interruptions in the school day, when they have to leave their classrooms, and when they do not feel safe.
Students are witnessing and experiencing chaotic, sometimes violent situations as a result of these disruptions.
Some students have been physically injured.
Many respondents expressed deep concerns about how students were traumatized by exposure to repeated disruptions and how behavioral outbursts were being normalized.

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Oregon� Crisis of Disrupted Learning (OEA, 2019)

Impacts of Disrupted Learning?

Educators are negatively affected by disruptions and extremely distressed about their capacity to handle them. They describe the repeated loss of instructional time, the urgency of protecting all children, the psychological toll of experiencing student verbal and physical abuse, often repeatedly, and frustration with a perceived lack of support for addressing and changing student behavior and supporting student needs. Educators expressed feelings of futility and defeat, saying, “I wish we knew what to do.”

The toll of this secondary traumatic stress (often referred to as compassion fatigue) educators experience is causing some to consider leaving the profession at a time when Oregon already faces a shortage of experienced educators.
Other educators have been seriously injured and have had to take short or long-term medical leaves.
Others have sought mental health support, or have resorted to wearing protective gear such as bite sleeves or Kevlar equipment to prevent injury.

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Oregon School Employees Association (OSEA) � Work Shouldn’t Hurt

Work Shouldn't Hurt legal campaign addressed the toll on classified staff from difficult and sometimes dangerous student behavior.
Culminated in a new law and OSHA rules that were implemented in 2018.

With the current education staffing crisis and the stress of the pandemic on both students and staff, this law is as relevant as ever.

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Oregon� Bill passed and took effect July 1, 2018

The bill calls for districts to:

Conduct a functional behavioral assessment for students with an individualized education program (IEP) or 504 Plan who have had behaviors that put themselves, other students or staff at imminent risk of serious bodily injury within 45 school days upon receipt of parental consent
Develop, review or revise a BIP following an incident exhibiting these behaviors
Allow relevant service providers to provide meaningful input into the development, review or revision of the BIP, as well as require them to be notified of relevant changes and training opportunities.

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Oregon� Crisis of Disrupted Learning (OEA, 2019)

Key Actions:

Utilize school-based student intervention teams based on best practices that include appropriate school personnel to work proactively to reduce extreme behavior.

Best Practices for Tier 3 Behavior Support = Functional Behavior Assessment & Positive Behavior Support Plans
Federal Special Education Law

FBA/BIP – first mandated in 1997 in the disciplinary provisions of the IDEA amendments & again in the 2004 re-authorization of IDEA
Federal legislation requiring FBA/BIP under certain circumstances for students with IEP whose behavior impedes learning to maintain access to FAPE

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…and then the Pandemic

Public school leaders have seen a marked impact of the pandemic on their students’ socio-emotional and behavioral development.
84% of public schools agreed or strongly agreed that students’ behavioral development has been negatively impacted. (IES, 2022)
The following student behaviors were most frequently reported as having increased during the 2021–22 school year (compared to a typical school year before the start of the COVID-19 pandemic) in part due to the COVID-19 pandemic and its lingering effects:

Classroom disruptions from student misconduct (56 percent)
Acts of disrespect towards teachers and staff (48 percent)
Rowdiness outside of the classroom (49 percent)

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… and increasing SPED Teacher Shortages

Advocate!!!

Action alerts from CEC - email/letter templates
Send an email now to your local representatives at the Federal Level

Adapt the template and send to your state representatives

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Resources

www.BasicFBA.com

PBIS.org

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Functional Behavioral Assessment (FBA)

An empirically supported practice that has been demonstrated to improve both the effectiveness & efficiency of behavioral interventions in schools

(Blair, Umbreit, & Bos, 1999; Carr et al., 1999; Epstein, Atkins, Cullinan, Kutash, & Weaver, 2008; Ingram, Lewis-Palmer, & Sugai, 2005; Lee, Sugai, & Horner, 1999; Loman & Horner, 2014; Newcomer & Lewis, 2004, Strickland-Cohen & Horner, 2015; Strickland-Cohen, Vatland, Spear, & Romer, in prep)

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FBA/BSP in Schools: How are we doing?

Growing body of research showing that FBS can be effectively designed and implemented by typical school personnel

(Crone, Hawken, & Bergstrom, 2007; Dukes, Rosenberg, & Brady, 2007; Loman & Horner, 2014; Maag & Larson, 2004; Renshaw et al., 2008; Scott, Nelson, & Zabala, 2003; Strickland-Cohen & Horner, 2015)

However…

FBA continues to be underutilized
Schools continue to struggle to utilize FBA information to build and implement individualized supports

(Blood & Neel, 2007; Cook et al., 2007, 2012; Scott & Kamps, 2007; Scott, Liaupsin, Nelson, & McIntyre, 2005; Van Acker, Boreson, Gable, & Potterton, 2005)

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Pair & Share (3 minutes)

Discuss with a partner next to you:

What are the biggest challenges you face with Behavior Support Planning and Implementation?

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The “Hero” Model of Behavior Support

As a result:

FBA/BIP is often limited to use under extreme, dangerous, or emergency situations

only people with “specialized training” are to conduct FBA/BIP (e.g. District Specialists, School Psychologists, BCBAs)

Complex FBA :

Behaviors and Maintaining Functions Vary, and are not Easily Defined and/or Identified

Functional Analysis

District Behavior Specialist or BCBA

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FBA/BIP 🡪 Typical Practice… How are we doing?

We often use our most effective tools only after challenging behaviors have become severe and/or dangerous (Scott et al., 2010)

Driven by the Law, rather than used as a more proactive support
Behavior Support needs to be implemented before teachers and staff members have reached the limits of their frustration

🡪 An extremely challenging entry point to support

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Why Does FBA Continue to Be Underutilized In Schools?

Common barriers…

Lack of personnel with sufficient training in FBA/BSP can lead to providing support in a “triage” manner

Behavior Specialist = Fire Fighter/Emergency Personnel
Opportunity is lost to utilize FBA for less severe persistent problem behavior

Plans built by “specialist” with minimal input from implementers

Plans lacking contextual fit
Lack of follow-up support, feedback, coaching

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What is your District’s Investment? � Capacity for Behavior Support

What’s your Math?

# of students in your district

X .01 (1% of students)

# students requiring Intensive Behavior Support

# of students/# of District Behavior Specialists

One District example:

40,000 students

X .01 (1% of students)

400 students requiring Intensive Behavior Support

400 students/ 4 District Beh. Specialists =

100 students/ District Behavior Specialist

Most Complex FBAs (1%)

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Overcoming Barriers: A Proactive Approach to Behavior Support Planning

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

Basic FBA/BSP:

Non-Dangerous Behaviors and Maintaining Functions are Easily Defined and Identified

Complex FBA or Functional Analysis:

Behaviors and Maintaining Functions Vary, and are not Easily Defined and/or Identified

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As schools adopt Tier 2 and Tier 3 PBIS supports, the behavior specialists in the district are often overwhelmed with requests to conduct functional behavioral assessments and building behavior support plans.

Basic Message:

Capacity Building

Any time you feel overwhelmed the answer is likely to include investing in the training of others.

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The Basic FBA to BIP Training Series��www.BasicFBA.com

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	Basic	Complex
For:	Students with mild to moderate problem behaviors (behaviors that are NOT dangerous or occurring in many settings)	Students with moderate to severe behavioral problems; may be dangerous and/or occurring in many settings
What:	Relatively Simple and Efficient process for behavior support planning based on “practical” FBA data	Time-intensive process that involves emergency planning, family-centered planning, and collaboration with outside agencies
Developed by whom:	Team of school-based professionals (e.g., PBS team members whose job responsibilities include FBA and behavior support planning)	School-based team including professionals trained to develop and implement intensive interventions for students with severe problem behaviors (e.g., behavior specialist)

Basic vs. Complex FBA/BSP

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Empirical Support for Basic FBA to BIP

Loman & Horner (2014)

Strickland-Cohen & Horner (2015)

Pinkelman, & Horner (2017)

Borgmeier, Loman, Hara, & Rodriguez (2014)

Strickland-Cohen et al. (2016)

Dr. Sheldon Loman

Dr. Kathleen Strickland-Cohen

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www.BasicFBA.com

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Eddie Croissant

Lead Instructional Designer

Tyler Collier

Web Developer

Basic FBA to BIP

e-Learning Modules

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Video Overview to Basic FBA to BIP �e-learning modules

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Training Modules: Big Ideas

Skills taught in manageable chunks

60-90 minute modules
Intended delivery: 1 module every 1-2 weeks

Interactive Training Activities – Learn through demonstration & practice application activities

Built-in Assessment Activities – included at end of each module

Homework Tasks with each module for real-world practice that culminate in implementation of a BSP developed from an FBA

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Online Module Features

Pre and Post Assessment for Each Module
Participant Guide and Materials to Follow Along and Practice Using Forms/Tools
Interactive Activities with built in Checks for Understanding
Embedded video to model interviewing
Embedded video for practicing observations
Links to data collection and graphing resources specific to Basic FBA to BSP
Email follow-up with Homework Reminders
Free!

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Basic FBA to BIP Training Series�New interactive on-line e-modules ��

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ABC Tracker�Teacher completes in Classroom

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Module 2 – FBA Interviews

Step by Step Training w/ video model and practice activities

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Module 3 – FBA Observations

Step by Step Training w/ video model and practice activities

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Modules 4 & 5 – � Function–Based Intervention

Training to Identify Function-Based Interventions using information from the FBA

Develop a Competing Behavior Pathway w/ a Replacement Behavior
Identify interventions to Prevent, Teach, Reinforce & Correct Behavior
Identify Successive Approximations to support the student to progress from the Replacement Behavior to the Desired Behavior

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Module 4: Function-Based Intervention

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Behavior Intervention Plan

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Module 5: Behavior Intervention Strategies

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Successive Approximations Worksheet

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Homework Task: Complete the Behavior Intervention Plan form

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Module 6 – Implementation Plan

Implementation Planning

How to facilitate an Implementation Planning meeting
Contextual Fit
Supporting Implementation

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Implementation Plan form

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Basic FBA to BIP Table Tent

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(Pinkelman & Horner, 2017)

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Daily Point Card Template

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Module 7 – Evaluation Plan & BIP Review Meeting

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Daily Point Card w/ Implementation Checks

Research suggests Daily Self-Monitoring by the implementer is an effective and feasible strategy for supporting implementation & collecting implementation data to inform feedback

Front

Back

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Data-Based Decision Making

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Evaluation Plan

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BIP Review Meeting Form

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Users, Feedback & Data

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Completers who filled out the Google Survey Evaluation

Behavior Specialist

Mod 1 – 4573
Mod 2 - 3430
Mod 3 – 2778
Mod 4 – 3308
Mod 5 – 4658
Mod 6 – 435 *(no data since 3/19/20)
Mod 7 – 373 *(no data since 2/4/20)

School Wide Training

Mod 1 – 4316
Mod 4 - 2670

Data as of March 2^nd 2023

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Basic FBA to BIP e-Learning Module 1 User Evaluation Data

Data as of Nov. 4^th 2022

Data as of Mar. 2^nd 2023

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Pair & Share (3 minutes)

Initial thoughts about the modules
How might you be able to use the modules to build capacity for FBA/BSP and Tier 3 systems?

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How are School Districts & Schools using the Modules?

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Behavior Specialist Training: � Module 2 (FBA Interviews)

Of the 1027 respondents who completed the Behavior Specialist Training as required by professional development for their employer

73% of respondents reported they were required to provide evidence of module completion
36% of respondents identified that they were being required to complete the homework.
65% reported that a coach was available to answer questions they had about the module or homework
48% reported receiving feedback on homework tasks they completed

Data as of Mar. 2^nd 2023

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School-wide Training: � Module 1

Out of 3253 Completers of the School-wide Training, who completed the module as part of their Professional Development at work:

76% were required to provide evidence of module completion
19% were required to complete and turn in the homework.
54% identified that there was a coach available to answer questions they had about the module content or homework task
29% reported the opportunity to receive feedback following completion of the homework task.

Data as of

Mar. 2^nd 2023

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Basic FBA to BIP:�Planning to Maximize Implementation

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Planning for Effective Use

School-wide Plan

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Basic FBA to BIP

District Planning and Implementation Guide

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Professional Development in Schools

Training efforts should result in both:

Changes in educator behavior that lead to improved student outcomes
Changes in organizational or systems-level practices

(Reinke et al., 2014)

It’s going to take more than training…

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NOT JUST TRAINING 🡪 A Comprehensive Plan of Professional Development

During the training or modules – expert guidance and support to answer questions
Homework Completion with Feedback and Support is critical
Once is not Enough! -- Repeated Practice completing FBA/BIP is necessary to build Fluency & experience a range of examples

Who can provide this support?

Need a District Plan for Ongoing Coaching & Technical Support

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A Comprehensive PD Plan

Commitment: Tier 3 Behavior Support is more than Practices, it’s a Commitment to supporting students with the most significant behavioral needs that is grounded in Equity

Administrator Buy-in, Commitment and Participation are Essential at the School and District Levels

District Plan for Coaching Support from Behavior Specialists

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Planning to Maximize Basic FBA to BIP� Establishing the District Context

STEP 1: Establish a District Level Leadership Team focusing on Systems of Tier 2 & Tier 3 Behavior Support
STEP 2: Evaluate your current capacity and personnel to implement Tier 3 Behavior Support
STEP 3: Develop a 3 year Action Plan & PD Plan for Implementing Function-Based Support

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Planning to Maximize Basic FBA to BIP� Establishing the District Context

STEP 4: District-level Behavior Specialist with FTE dedicated to building school capacity & Redefining Job Description
STEP 5: Develop Skills and Experience of District Behavior Specialists with Basic FBA to BIP training and processes
STEP 6: Identify School Teams and Plan for PD that includes Basic FBA to BIP training and ongoing coaching support

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District Behavior Support Specialist

Coach and Support Teams building behavior support plans from Assessment information

Train 3-4 people per school to conduct “Basic” FBA/BIP

Support School Teams with Complex FBA/BIP cases

Facilitate District Leadership Team focusing on Systems of Tier 2 & Tier 3 Behavior Support

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七転び八起き �Nana korobi, ya oki

“Fall down seven times, stand up eight.” (Japanese Proverb)
FBA/BIP and Tier 3 Behavior Support is among the most challenging and humbling work that we do in schools.
Each challenge and disappointment needs to be embraced as an opportunity for learning and growth.
Behavior Specialists must stubbornly maintain the steadfast belief that the failure does not lie within the student and that they can support the student to be successful though the appropriate environmental and instructional supports.
Individualized, function-based support gives many of our students and staff members their best hope for success in our school

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Increasing Capacity in Schools

School-Level Behavior Specialists

Train at least 3-4 personnel with flexibility in their schedule to conduct basic FBA/BIP

Only train people who will have the capacity to carry out the responsibilities of FBA/BIP
Make the administrator participates in training

Staff-wide Training (create a common language)

All staff are trained in Basics of Understanding Behavior and Function-based Intervention

Modules 1 & 4 (now available online)

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Basic FBA to BIP Draft Training Timeline

Shared Google Drive for Training

and turning in & reviewing homework

Training & Content Bold, underlined dates = scheduled training days	Homework Tasks Task/form (suggested due date)
April 6th - FBA/BIP Training -- Introduction Module 1 - Basics of Behavior Module 2 - FBA Interview	Complete Basic FBA Module 1 (4/6) Complete Basic FBA Module 2 (4/6) ID Student and get consent (4/17) Records Review (4/19) FBA Interview form for Teachers/Staff (4/19)
April 13th - No meeting
April 20th - FBA/BIP Training Coaching/ Feedback on FBA Interview Module 3 - FBA Observation	Complete Basic FBA Module 3 (4/20) FBA Observation: ABC Recording form (4/26) FBA Summary form (4/26)
April 27th - FBA/BIP Training (Chris @ NWPBIS Conference) Team Discussions & Planning Module 4; Behavior Intervention Planning	Complete Basic FBA Module 4 (4/27) Behavior Intervention Plan form (5/3)
May 4th - FBA/BIP Training -- Coaching/Feedback on FBA & BIP form Module 5; Behavior Intervention Planning, Successive Approximations & Daily Point Card	Complete Basic FBA Module 5 (5/4) Continue revising developing BIP form from Module 4 (5/10) Daily Point Card (front side; student goals; 5/10) Successive Approximations wkst (5/10)
May 11th - FBA/BIP Training Coaching/ Feedback on FBA, BIP & Point Card Module 6; Implementation Planning	Complete Basic FBA Module 6 (5/11) Schedule & hold BIP meeting w/ BIP team Implementation Plan (5/17) Daily Point Card (back side; fidelity checks; 5/17) After meeting, begin implementing plan & data collection (5/18)
May 18th - FBA/BIP Training Coaching/ Feedback on FBA, BIP & Point Card Module 7 --Evaluation Planning	Complete Basic FBA Module 7 (5/18) Evaluation Plan (5/18) Excel Graphing template (5/18 -)
May 25th - FBA/BIP Training Coaching/ Feedback on BIP, Supporting Implementation & Data Review	Continue to collect & graph data (ongoing) Schedule & hold BIP Review meeting w/ BIP team (6/8) BIP Review meeting form (6/8)
June 1, 8, 15 - FBA/BIP Training Case Review	Continue to collect & graph data (ongoing) Schedule & hold BIP Review meeting w/ BIP team (6/8) BIP Review meeting form (6/8)

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Basic FBA to BIP Draft Training Timeline

Shared Google Drive for Training

and turning in & reviewing homework

Training & Content Bold, underlined dates = scheduled training days	Homework Tasks Task/form (suggested due date)
May 11th - FBA/BIP Training Coaching/ Feedback on FBA, BIP & Point Card Module 6; Implementation Planning	Complete Basic FBA Module 6 (5/11) Schedule & hold BIP meeting w/ BIP team Implementation Plan (5/17) Daily Point Card (back side; fidelity checks; 5/17) After meeting, begin implementing plan & data collection (5/18)
May 18th - FBA/BIP Training Coaching/ Feedback on FBA, BIP & Point Card Module 7 --Evaluation Planning	Complete Basic FBA Module 7 (5/18) Evaluation Plan (5/18) Excel Graphing template (5/18 -)
May 25th - FBA/BIP Training Coaching/ Feedback on BIP, Supporting Implementation & Data Review	Continue to collect & graph data (ongoing) Schedule & hold BIP Review meeting w/ BIP team (6/8) BIP Review meeting form (6/8)
June 1, 8, 15 - FBA/BIP Training Case Review	Continue to collect & graph data (ongoing) Schedule & hold BIP Review meeting w/ BIP team (6/8) BIP Review meeting form (6/8)

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Basic FBA to BIP�Coaching Checklist

District Behavior Specialist Providing Feedback
Review Basic FBA to BIP documents for each module & provide feedback to develop skills of School-Level Behavior Specialists

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Pair & Share (3 minutes)

Developing a Professional Development Plan

How might you be able to use the modules to build capacity for FBA/BSP and Tier 3 systems?

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Basic FBA to BIP School-wide Training

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Pair & Share

Discuss with a partner next to you:

What advantages can you see to training all staff in the Basics of Behavior and Function-Based Behavioral Intervention?

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www.BasicFBA.com

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Doing the smallest things that make the biggest impact… for students with persistent challenging behavior�

Supporting Students with Persistent Challenging Behavior requires applying Function-Based Intervention across all 3 Tiers

Tier 1 – Basic training in function-based thinking & intervention….. & reviewing school-wide policies & practices
Tier 2 – Using function to match students to intervention
Tier 3 – FBA/BIP - Matching intervention to individualized student needs

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A Continuum of Function-Based Assessment & Intervention

Expanding our use of function-based intervention across tiers

Basic FBA/BSP:

Complex FBA or Functional Analysis

Tier 2: Preliminary FBA to Match Intervention:

ABC Tracker & Teacher Plan

Function Friendly Classroom & School

Function-Based Thinking

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What is a Function-Friendly School?� “Have you ever seen….”�

“Lantana, you skipped 2 school days, so we’re going to suspend you for 2 more.”
“Phoebe, I’m taking your book away because you obviously aren’t ready to learn.”
“You want my attention?! I’ll show you attention,…let’s take a walk down to the office & have a little chat with the Principal.”

What’s the problem with each of these responses to student behavior?

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What is a Function-Friendly School?�

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What is a Function-Friendly Classroom?

Setting up classroom focused on:

Positive, predictable classroom
Function-Based Thinking & Intervention
limit consequences reinforcing problem behavior
Class-wide self-advocacy training (e.g. how to ask for help, a break, an alt. task)

Basic FBA/BSP:

Complex FBA or Functional Analysis

Tier 2: Preliminary FBA to Match Intervention:

ABC Tracker & Teacher Plan

Function Friendly Classroom & School

Function-Based Thinking

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Establishing a Social Culture

Common Vision/Values

Common Experience

Common Language

Function-Based Thinking
Antecedent/Trigger
Behavior (observable definitions)
Consequence
Function/ Possible Motivation
Setting Event
Replacement Behavior

Common Language

MEMBERSHIP

for Supporting Students w/ Challenging Behavior

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Benefits of Common Training in Understanding the Basics of Behavior & Behavioral Intervention

Staff have more tools to understand behavior & implement effective interventions in their classroom prior to referral
Staff can collect data prior to intervention on function of behavior
Staff can more effectively complete discipline referral forms
Increase efficiency & accuracy of FBA interviews with staff
Increased understanding of behavioral interventions (increase buy-in to plan & reduce resistance)

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Function-Based Thinking…. � On the Fly��Sometimes the function of behavior is crystal clear…�� through training we can support staff to identify the obvious functions?

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Function-Based Thinking� …..On the Fly Application

I’ve seen this behavior 4 times in the last week… let me think about this for a moment:

Can I identify any patterns in the triggers and consequences for the problem behavior? A🡪B🡪C
What do I think is the Function of Behavior?
Should I collect more data? – the ABC Tracker?
What are implications for how I should be responding?... Or providing support?

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Use Results of ABC Tracker ��

Summary of Behavior

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Function of Behavior = � Possible Motivation on Referral

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SWIS & Possible Motivation

In 2016-17 school year

5,290,881 ODRs written in SWIS

Almost 33% listed “Unknown” as the perceived motivation

That’s about 1.7 million “Unknown” Possible Motivations

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Records Review - Preliminary ABC

Assessment

B

A

C

A

B

C

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A

B

C

B

Inappropriate Language

C

Classroom

Noon-1:15

A

CICO

Obtain Adult Attn

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ABC Tracker�Impact on Team Discourse

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Deficit Ideology, Deficit Thinking & Deficit Talk

Deficit thinking – at it’s core – is an endogenous theory – positing that the student who fails in school does so because of internal deficits or deficiencies (manifests allegedly in limited intellectual abilities, linguistic shortcomings, lack of motivation to learn and immoral behavior. (Valencia, 2010)

Blaming the Victim & Admiring the Problem

Blame the Student
Blame the Family
Blame the Community/Culture

Weiner (2006) argues that associating student and family deficits to achievement is “seductive” as it “locates responsibility outside of their classroom” (p. 45).

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Jeremy is just not making progress. He is really defiant and refuses to follow direction.

He often seems really angry when he gets to school; do you think that plays into it?

Yes, I do. He has mentioned that his stepdad is really mean and that his parents fight a lot. I bet that is really bothering him.

I bet it is too, he has a high ACES score. Also, doesn’t’ his older sister have ADHD? Maybe he does too.

He lives in the rough part of town. So he needs to be tough.

I am in my happy place…

He is a handful. . He has ADHD so that’s why he acts out too.

Maybe, he makes excuses for his behavior. I don’t think his family really pushes him or values education.

You know, Jeremy is in my afternoon class and he is really difficult there too. Do you know what he did last week….

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Significant reduction in total number of deficit statements (descriptive deficit + problem deficit) across interviews (F(1.309,20.945) = 15.400; p = .000).

4.88 (Interview 1) → 1.59 (Interview 2) → .88 (Interview 3)

w/ ABC Tracker

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Homework �Task��ABC �Tracker

Summary of Behavior

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Not a significant difference, but increase in Generative statements following collection of ABC Tracker data

w/ ABC Tracker

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Pair & Share

Discuss with a partner next to you:

What are the takeaways from this workshop?
What are next steps in you school/district?

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Thank You!

All Basic FBA to BIP materials can be found at:
www.BasicFBA.com

For more information please email:

chris.borgmeier@pdx.edu

@BasicFBA