FUNCTIONAL ASSESSMENT FOR EARLY INTERVENTION Module 4 1 - PowerPoint PPT Presentation

FUNCTIONAL ASSESSMENT FOR EARLY INTERVENTION Module 4 1

INTRODUCTIONS  Who am I?  Who are you?  Expectations  Syllabus Change- Module 4 quiz due 2/10/13 2

CLASS FORMAT  Best Practices in Instruction  Data Based Decision Making 3

GREAT BEHAVIOR GAME  http://www.educatorshandbook.com/pro ducts/game/  Game Options  Game Rules  Game Data  Rewards 4

TIME TO BREAK INTO GROUPS  Group #1  Group #3  Emma  Kelly  Lyndsie  Rachel  Stephanie  Andrea  Lisa  Anthony  Group #2  Group #4  Sarah H.  Colleen  Kathryn  Kimberly  Emily  Sarah L.  Margaret  Dave 5

DATA BASED DECISION MAKING: GUIDING TODAY’S INSTRUCTION  http://www.surveymonkey.com/MySurvey _Responses.aspx?sm=jySKtkU9j7yI74SYP %2fj6F5ATyFabIUvCjLbipZn6qvQ%3d  Data Analysis  Different ways to group based off of data 6

COURSE REVIEW: ACTIVITY  1 st st time around- Write a comment or question on the corresponding chart paper for Modules 1-3  State a key point of the module  Question remaining from the module  An “ah ha” moment  Something you want to see in practice  Something you want to do in practice  2 nd nd time around- Respond to questions or comments already written 7

PLANS FOR MODULE 4  This week- Focus on the different types of data collection, advantages and disadvantages of each, and practice using them  During the week- Observe in the classrooms  Next week- Connecting the data to assist in determining the function of the behavior and intervention design 8

MODULE 4.1 FUNCTIONAL ASSESSMENT FOR EARLY INTERVENTION: OBJECTIVES At the end of this module, you will be able to (a) plan and apply functional assessments for improving learning environments for young children; (b) describe key framework of problem solving language and social behavior as early intervention targets; and (c) describe key steps in creating professional roles with families . 9

SOCIAL VALIDITY REVIEW FROM ABA  Social Validity for Early Interventions  Parents, teachers, agency agree on:  Goals  Methods  Outcomes 10

FUNCTIONAL BEHAVIORAL ASSESSMENT IN EARLY CHILDHOOD SETTINGS (NIELSEN & MCEVOY, 2004)  Problem behavior occurs for a reason  Review functions of behavior  Methods used to hypothesize function  Many children referred for consultation have more than one concerning behavior 11

REVIEW OF HYPOTHESES AND FUNCTIONS OF CHALLENGING BEHAVIOR  Child doesn’t have skills?  Child isn’t motivated?  Behavior is related to acquiring attention?  Behavior is related to acquiring objects?  Behavior is related to escaping a situation?  Self-stimulatory: : The behavior serves the purpose of providing the child with sensory input, such as repetitive movements 12

WHAT & HOW TO ASSESS?  Selected variables from research  Child development  Curriculum  Prevention  Keystone variable examples: compliance, functional communication, practice opportunities  Functional behavioral assessment (FBA) )  Identifying the events in the environment that consistently precede and follow challenging behavior  Functions and multiple functions  Functional analysis for more severe challenges  Selected functional assessment techniques  Waking day interviews & scatter plot  Narrative real time observations and ABC recording 13

KEYSTONE VARIABLES (BARNETT, BAUER, EHRHARDT, LENTZ & STOLLAR, 1996) Narrow target with widespread positive consequences • Functional Language Early Literacy • Social behaviors • Self-regulation • • Empirically based & individually determined 14

FUNCTIONAL ASSESSMENT FOR EARLY INTERVENTION: PROBLEM SOLVING INTERVIEW Problem Solving Interview:  Problem Identification  Problem Analysis  Plan Development  Plan Implementation  Plan Evaluation 15

PROBLEM SOLVING INTERVIEW A Sample Problem Solving Interview (there are many variations)  1. The purpose of this interview is….?  2. Your greatest areas of difficulty are…?  4. Which bothers you the most?  5. How serious a problem is this?  5. How often? How long? Increasing? Decreasing? Episodic?  6. Exactly what does _____ do when acting this way? What would you like to see?  7. What triggers the activity? Intensifies it? Alleviates it?  8. Perceptions of origins? Effects on teaching (or parenting)?  9. What have you tried?  10. What are your goals and expectations?  11. What could be most easily managed or where would you like to start?  12. Summary of next steps (e.g., measuring, planning interventions, other) 16

WAKING DAY (AND SLEEP) INTERVIEW  To identify a child’s typical day and planned activities  Parent interview  Teacher interview 17

INTERVIEW PRACTICE  Within your group review the interview questions  What type of information would you gain from an interview like this?  Advantages? Disadvantages?  Any questions about how this may look in the preschool setting? 18

SCATTER PLOT  How to use a scatter plot  As a group discuss advantages and disadvantages to using this method 19

SCATTER PLOT EXAMPLE 20

NARRATIVE REAL TIME (NRT)  To help determine what to measure  Can use early in consultations with confidence  How to do NRT  Switch to specific code as variables are clarified and defined 21

NARRATIVE REAL TIME EXAMPLE 22

PRACTICE NRT OBSERVATION  http://www.youtube.com/watch?v=Ftmy2- feEvw  Practice writing or typing an NRT observation of the teacher.  Within your group discuss what was captured through this observation.  What did you like about this method?  What didn’t you like about this method? 23

THE ABC ANALYSIS: ANTECEDENTS-BEHAVIOR- CONSEQUENCES  How to do an ABC analysis A B C 24

THE ABC ANALYSIS EXAMPLE A B C 8am None Aggression Positive observed towards teacher Entering (possible teacher and attention classroom home or peer transportatio n setting event) 8:15 Teacher Target child Positive quietly tries to run teacher Transition to suggests to from class; attention group circle children to other children (verbal & time come to do not physical) in circle transition to gently group preventing child from 25 running

PRACTICE http://www.youtube.com/watch?v=wxFszrJqLJo 26

GROUP ACTIVITY AND PRACTICE OBSERVATIONS  Group #1 and Group #2- Observe using the ABC or NRT (1/2 each)  Group #3 and Group #4- Work on Professional Role Activity  Then we will switch! 27

PROFESSIONAL ROLES WITH CULTURALLY DIVERSE FAMILIES- ACTIVITY Culturally Diverse Families: Enhancing Home- School Relationships (Jones, 2010)  Characteristics of Responsive Environments  Key Strategies to Enhance Collaboration 28

PERMANENT PRODUCTS  This is way to gather data by having something to show for it:  Writing letters  Check list of tasks  Sticker chart  Gluing patterns  Teacher collected  Can you think of other preschool examples? 29

REFLECTION  Thoughts on classroom management  How can it be modified for the preschool setting?  Post-Test 30