Teaming for Tier 3 Systems of School-Wide Positive Behavior Support

Chris Borgmeier, PhD

Portland State University

Chris.Borgmeier@pdx.edu

www.basicfba.com

@BasicFBA

Session Description

• Supporting students with challenging behavior is complicated and requires a school-wide effort. Schools and students benefit when all staff are trained in the basics of understanding behavior and behavioral intervention. Training all staff creates a common language and skill set across administrators, teachers and staff for supporting students with challenging behavior. Schools also need personnel with more intensive training in behavioral intervention to support students with challenging behavior. This session will present a training model and free training resources, including e-learning modules to help build the knowledge and skills of your staff to support students with challenging behavior.

Tier 3 Systems of Behavior Support

• Tier 3 Support focuses on Individualizing interventions to address individual student needs
• Most often based on Functional Behavior Assessment (FBA)

Basic FBA/BSP:

Complex FBA & Wraparound Support

TIER 3 Support

FBA/BSP in Schools: How are we doing?

• Growing body of research showing that FBS can be effectively designed and implemented by appropriately trained 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)

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• 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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Why is FBA Underutilized In Schools?

• We often use our most effective tools only after challenging behaviors have become severe and/or dangerous (Scott et al., 2010)
• FBA/BIP only seen as a legal requirement to be used under most severe circumstances
• Use of FBA is Driven by the Law, rather than used as a more proactive support

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

ABC Tracker�Teacher completes in Classroom

ABC Tracker�Impact on Team Discourse

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)

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• Blaming the Victim & Admiring the Problem
• Blame the Student
• Blame the Family
• Blame the Community/Culture

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

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….

• 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)

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w/ ABC Tracker

Homework �Task��ABC �Tracker

Summary of Behavior

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

w/ ABC Tracker

The “Hero” Model of Behavior Support

• As a result:
• FBA/BIP is often limited to use under extreme, dangerous, or emergency situations

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• 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

Waiting for an Expert or Hero

• Challenges of the “Expert” or “Hero” model:
• Hero can quickly be overwhelmed with requests triggering a “triage” approach to behavior support
• This often results in taking short-cuts in the FBA/BIP process
• Common shortcuts can include:
• FBA/BIP by template which often turns FBA/BIP in to more of a compliance activity than a behavior support process
• The expert consultant model of gathering FBA information, writing up the plan and deliver it to the assigned implementers

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• What’s the problem with these approaches?
• They bypass team processes we know are critical to successful implementation

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Importance of Teaming in Function-Based Support (Benazzi, Horner & Good, 2006)

• Participants
• School-based teams
• Behavior specialists with knowledge of behavior theory
• Participants developed behavior support plans (BSPs) based on description of students
• Teams without a behavior specialist
• Behavior specialist without the team
• Teams and the behavior specialist together
• All BSPs were evaluated for technical adequacy and contextual fit

Results

• BSPs developed by behavior specialists alone, rated low on Contextual Fit
• BSPs developed by teams alone, rated low on Technical Adequacy
• Only BSPs developed by the team working with a behavior specialist rated high on both technical adequacy and contextual fit.

What is Contextual Fit? � Why is It Important?

• Contextual fit refers to the extent to which interventions & supports “fit” with:
• The skills and values of the implementers
• The available resources & supports

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• In other words… How FEASIBLE are the strategies?
• Strategies with good “contextual fit” are more likely to be implemented with fidelity!!

What types of Knowledge do we need represented on Tier 3 Intervention teams?

Knowledge of the Student

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Teachers & Staff who work closely w/ student, Parent/ Guardians & Student (as appropriate)

Behavioral Expertise

& Facilitation Skills

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Behavior Specialist

Knowledge of the Context

& Implementer Preferences

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Implementing Teachers & Staff

Administrator

Knowledge &

Capacity

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Principal/ Administrator

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FBA Team members

Student & Context Specific

FBA/BIP� Hero and Host

• Challenge: Without a Host environment to effectively support the guidance of the Behavior Specialist/ BCBA, plans often fail to be implemented effectively
• Sometimes they fail because:
• the “Hero” doesn’t know/understand the context, politics and personalities in the building
• the implementers have not been actively involved in the selection of interventions they are being asked to implement
• the hero is not available to provide timely encouragement, support and feedback to implementers in the building, because they are not there everyday
• the hero is not readily available to support the adaptive needs of a teacher who is already “Done” with a student we’re trying to support

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What can help? Creating Host Environments that can maximize the expertise and participation of outside specialists

• Train a School-Based Team in Basic FBA to BIP to Build Capacity within the Building
• Opportunity for “Hero” to build from existing plans and knowledge of the student

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• Develop the Routines and Practices that support Function-Based Support (e.g. teaming processes & implementation supports)

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Basic FBA/BSP:

(School Based team)

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

Complex FBA:

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

Functional Analysis

District Behavior Specialist or BCBA

Building Level Capacity for Function-Based Support� A Proactive Approach to Behavior Support Planning

• Many of the problem behaviors that teams encounter do not require complex FBA-BSP

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• Identify students early & provide support early, prior to Teacher “Burn Out” with the student
• Using simplified FBA-BSP procedures that “match” the level and intensity of problem behavior

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Basic FBA/BSP:

(School Based team)

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

Complex FBA

TIER 3 Support

www.BasicFBA.com

Also available at http://moodle.tasnatbs.org

FBA & Teaming

Preparing for an Effective Teaming Process

FBA & Teaming

• FBA involved data collection through interviews, file review & observation to identify the A-B-Cs of Behavior and to determine the Function of Behavior
• The Behavior Specialist must collaborate with the following team members to collect FBA information:
• Primary/Referring Teacher & Staff members
• Potentially
• Student
• Parent/Guardians

Knowledge of the Student

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Teachers & Staff who work closely w/ student, Parent/ Guardians & Student (as appropriate)

Module 2 – FBA Interviews

• Step by Step Training w/ video model and practice activities

Module 3 – FBA Observations

• Step by Step Training w/ video model and practice activities

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

Behavior Intervention Plan

BIP Team & Implementation Planning

Before the Meeting� Be Prepared!

A completed Competing Behavior Pathway/BIP form will be used to guide the meeting

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Bring a copy of this form for each participant

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More intervention options are better (2-3 per section) so implementers have choices

Before the Meeting

Team Leader:

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• Schedule the BSP meeting & make sure the right people are in attendance

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• Use the Competing Behavior Pathway form to identify who should attend the meeting

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Basic BSP Team Members

Meeting Facilitator

Ensure Technical Adequacy, Monitor Progress

Implementer(s) w/ Knowledge of Student & Context/ Routine

***For more challenging cases, make sure to involve Behavior Specialist

Behavioral Expertise/

Case Manager & Facilitator

Rate Contextual Fit

Team Members

a. Administrator,

b. Teachers & Staff who work w/ student

in Prioritized routine (Gen Ed,

SpEd, & staff as appropriate), &

c. Parent/Guardian

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Basic FBA to BSP Team Leader

Staff member with training in Basic FBA to BSP

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Basic BSP Team Members

1. Behavior Specialist
2. Administrator
3. Staff members
• Identify staff who work with student in prioritized routine
• Other support/ implementing staff specific to plan
4. Parent/Guardian

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SPED Teacher?

Math Teacher

Use the Competing Behavior Pathway form to ID who should be on the team

Role of the Behavior Specialist/ Team Leader

• Primary role of the Team Leader is to actively Guide team members in development of a technically sound Function-based plan with strong Contextual Fit

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• Specific tasks:
• Guide team in selecting Function-Based preventive, teaching, and consequence strategies
• Ensure that ALL team members participate in the process and agree with outcomes (assess Contextual Fit of the plan)

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* The meeting usually takes about 45 minutes to 1 hour.

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During the Meeting

First: Set the Meeting Context

• Briefly set Goals, Norms & Expectations
• Establish a Culture of Humility
• Stay Intervention Focused
• No admiring the problem, blaming the student, focusing on things out of our control
• Focus on what’s Best for the Student
• Recognize we won’t likely get things Right the First time
• Raise implementation concerns
• Be open to feedback & suggestions

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Next, present FBA information collected, using the Competing Behavior Pathway

• Provide team members with copies of the Competing Behavior Pathway form with potential interventions.

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What you Need:�Completed Competing Pathway & Potential Intervention Strategies

Your Roadmap for Intervention Planning

Pot’l Interventions to facilitate Planning

REMEMBER 🡪 More intervention options are better so implementers have choices

The Team Meeting

Before moving forward:

Summarize the FBA Information using the Competing Behavior Pathway:

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• Briefly describe the FBA process and how the data was collected
• Present the Target Routine and the Summary of Behavior (A🡪B🡪C)

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Summarizing the �Competing Behavior Pathway

1. Start by reviewing the FBA process & assessment information

“Based on the FBA, which included assessments (interview, observation, etc.) with who? … we found the following information about Harrison’s problem behavior.”

During Routine, when Antecedent Harrison is most likely to Problem Behavior because he is Consequence, as a result he gets to Function.

Agreeing on a Replacement Behavior

• Next, present the suggested Replacement Behavior & Desired Behavior:
• It’s important to provide an explanation & rationale for why the Replacement Behavior is important & necessary
• Emphasize the Replacement Behavior as the temporary, short-term behavior, as we support the student to achieve the Desired Behavior (long-term goal)

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• Work with the team members to agree on a Replacement behavior that:

a) Serves same Function as problem behavior, b) is easier to do than problem behavior & is c) Socially acceptable

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Summarizing the �Competing Behavior Pathway

2.Present & Explain the Replacement Behavior & Desired Behavior…then Check Acceptability with Implementers (Contextual Fit)

“I’ve suggested two potential Replacement Behaviors; Ask for a break or an easier task… This is the short term goal while we build up H’s math skills. The replacement behavior must provide the same outcome as the problem behavior,”

Will this work for you? Other ideas?

This is the long-term goal

This is the short-term goal

Implementation Plan

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Implementation Planning form �

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Implementation Planning�Finalizing a Plan

• IMPORTANT!!!
• Actively involve implementers in determining final interventions for Implementation

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• Specifically identify if the interventions work for the implementers (Contextual Fit)
• If they DON’T… the intervention will NOT be implemented

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Implementation Planning

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What Who When

The strategies identified above will help guide the process of finalizing interventions for Implementation

This page will become the ‘contract’, the final plan, what we are committing to implement

Implementation Planning�Finalizing a Plan�

• What specific interventions/ activities will be involved?
• Requires input from the implementer to ensure Contextual Fit

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• Who is responsible for implementing each part of the intervention?

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• When will each part of the plan be implemented?

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While finalizing BSP interventions;

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Tell team members you will meet again in 2 weeks to review the plan & fidelity of implementation for each intervention

Monitor; increase consistency

Maintain & Monitor

Monitor; increase consistency

Maintain & Monitor

Monitor; increase consistency

Maintain & Monitor

Implementation Planning

• For each intervention being considered the Team Leader should assess the following questions for the implementer:
• Do you believe this intervention will be effective for the student?
• Is this intervention consistent with your values as an educator?
• Is this intervention feasible for you to implement?
• Do you have the skills needed?
• Are the necessary resources (time, space, staff, administrative support) available?
• If the answer to any of these questions is “maybe” or “no”:
• Are there ways that the strategy could be modified to make it a better “fit”?

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Selecting Contextually Appropriate

Strategies

Basic FBA to BIP Table Tent� Contextual Fit

Implementation Planning

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What Who When

1. Review each suggested interventions. Provide rationale & clearly define intervention

2. Assess with the pot’l implementer:

1. Do you think this would work?
2. Does it fit your values?
3. Is this feasible?
4. Are you clear about how to do this?

Should we do this?

What support would you need?

3. If not, do you have suggestions for revisions or alternative interventions?

Considering Contextual Fit

• Revise interventions if there are staff concerns; but make sure it is function-based.

Function = Escape Task

Staff Concern:

Staff feel that this reward will be too disruptive to the rest of the class

Staff Concern:

Staff agree that this is function-based but is not feasible

CONSIDER: Do the interventions match the function? & have good contextual fit?

• IF team members suggest a strategy that is not function-based:

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• Direct team members’ attention back to the competing behavior pathway

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• Use the pathway to Remind team:

1. We DO want to reward the Replacement Behavior with the same or similar consequences as those currently maintaining the problem behavior

2. We DO NOT want the student to access reinforcement following problem behavior

3. We also don’t want to add many ‘neutral’ strategies that aren’t directly related to the function 🡪 remember feasibility

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Selecting Function-Based Strategies

Daily Point Card Template

Data-Based Decision Making

BIP Review Meeting Form

www.basicfba.com

Basic FBA to BSP Training Series �Loman, Strickland-Cohen, Borgmeier, & Horner (2014) �In-Person Modules �

• Module 1- Defining & Understanding Behavior*
• Module 2- FBA: Interviewing Stakeholders
• Module 3- FBA: Observing Behavior
• Module 4- BSP: Critical Features of Function-based Interventions*
• Module 5- Selecting Function-based Interventions
• Module 6- Planning for Implementation
• Module 7- Evaluation Planning

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*Designed as training for all school staff

Establishing a Social Culture

Common Vision/Values

Common Experience

Common Language

• Antecedent/Trigger
• Behavior (observable definitions)
• Consequence
• Function/ Possible Motivation
• Setting Event
• Replacement Behavior
• Desired Behavior

Common Language

MEMBERSHIP

for Supporting Students w/ Challenging Behavior

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 student 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)

ABC Tracker�Teacher completes in Classroom

Homework �Task��ABC �Tracker

Summary of Behavior

Incorporate A-B-C & Function into Student Request for Assistance & Intervention Planning

• Have Staff turn in an A-B-C Tracker as part of Student Request for Assistance

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• Review Office Discipline Referrals for trends in:
• A – Location/Time/People Involved
• B – Behavior
• C – Administrative Decision/ Possible Motivation

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• Use trends in A-B-C & Function to inform intervention planning

Any Questions?

• Chris.Borgmeier@pdx.edu

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• www.basicfba.com
• @BasicFBA
• @ChrisBorgmeier