USING A THREE-TIERED FBA MODEL TO SUPPORT STUDENTS, TEACHERS, AND FAMILIES April 23 rd , 2018 Michelle Massar and Charisse Elliott Salem-Keizer Public Schools (SKPS)
AGENDA • To describe the purpose of conducting a functional behavior assessment (FBA) • To identify the purpose of using a three-tiered FBA model • To discuss the Tier I, II, and III FBA system used in Salem-Keizer Public Schools
DISTRICT OVERVIEW: SALEM-KEIZER PUBLIC SCHOOLS (SKPS) Students and Staff Schools/T eams • Students • 2nd Largest district • 65 Schools • Over 40,000 students • Close to 60 different languages • 42 Elementary • 61% students living in poverty • 11 Middle Schools • 6 High Schools • Staff • 2 Alternative High School Programs • Over 4,800 staff • 4 Charter Schools • Transportation T eam Oregon State University: 30,592 Students and 5,209 Staff
A systematic problem solving process for developing statements about factors that : WHAT IS AN FBA? WHY DO WE USE THEM? • Contribute to the occurrence and maintenance of problem behavior, and • More importantly, serve as basis for developing proactive and comprehensive behavior intervention plans (BIP)
INDIVIDUALS WITH DISABILITIES EDUCATION ACT • Schools are federally mandated (by IDEA) to complete FBA’s for students receiving special education services who are about to exceed 10 days suspension and/or reconsidering LRE • However, IDEA does not tell schools the best way to conduct an FBA • Nor does it tell schools to build support based on the FBA
SO, DOES IT MATTER • FBAs are difficult and time consuming • Does it really make a difference if we complete and FBA before developing a BIP? • What if we use evidence-based practices in our BIP instead of taking the time to complete an FBA?
INGRAM, LEWIS-PALMER & SUGAI (2005) • Identified three general education middle schools students who were having significant behavior challenges • Developed two BIP’s. One that was indicated/matched the FBA and one that was contra-indicated/didn’t match the FBA • Had experts rate the quality and match of the BIP’s • Both were rated equally high quality for evidenc-based practices • Indicated plans high match, contra-indicated plans low match to the FBA (i.e., function of the behavior)
INGRAM, LEWIS-PALMER & SUGAI (2005) % Intervals w/ Problem Behavior for Carter 100 Indicated Contra-Indicated Indicated Baseline Contra-Indicated Indicated Modified 90 80 % Intervals w/ Problem Behavior 70 60 50 40 30 20 10 0 1 3 5 7 9 11 13 15 17 19 21 23 25 27 Sessions
WHY USE FBA S ACROSS ALL THREE TIERS?
GUIDING PRINCIPLES • Functional Perspective : Behavior is considered within an environmental context • Behavioral Competence : School-based individual who has expertise • Systems Foundation : Team-based approach to problem solving and efficient request assistance with function-based support • Multiple Levels : Establish multiple tiers and prevention and support to match all students’ needs intervene early
LOGIC : EFFICIENT AND EFFECTIVE SUPPORTS ALONG A CONTINUUM OF NEED
TIER I FBA: GUESS AND CHECK
GUESS AND CHECK • What: Brief, staff-completed reflection • Who: Staff-initiated (e.g., teachers, IAs, bus drivers) • When: Staff want to problem solve around low intensity behavior(s) of concern that may develop into more serious problem behaviors if ignored • Why: To promote a function-based perspective early in the prevention/intervention process • How: Action planning with grade-alike/professional learning team and/or mentor • *Can be used for a Tier II request for assistance (RFA)
TIER I FBA SUPPORT • Training on Guess and Check during Tier I and Tier II trainings • All-staff PDs delivered by request • On-site coaching • Tier I online resources • Javontae (Tier I example) • Paige (Tier I Tier II example) • Jose (Tier I Tier II Tier III example)
TIER II FBA: BRIEF FBA
BRIEF FBA • What: Short teacher interview building on information from the Guess and Check • Who: Initiated by referring staff or Advanced Tiers Team • When: Individual staff member has student who is not responding to Tier I interventions or Advanced Tiers Team is considering Tier II supports • Why: To ensure that the Tier II intervention matches the function of the student’s problem behavior • How: 15-min interview with a member of the Advanced Tiers Team • *If Guess and Check has been completed, we recommend using the information when conducting the Tier II interview (i.e., dig deeper rather than repeat)
TIER II FBA SUPPORT • Training on Brief FBA during Tier II trainings • On-site coaching • Tier II online resources • Paige (Tier I Tier II example) • Jose (Tier I Tier II Tier III example)
TIER III FBA: FULL FBA AND BEHAVIOR INTERVENTION PLAN (BIP)
FULL FBA • What: Interviews, observations, and archival review • Who: Members of the Tier III/Individual Student Support team • When: Student is not responding to Tier II supports and/or the student’s behavior is unsafe and intensive • Why: To determine the function of the student’s problem behavior and to inform a comprehensive, individualized behavior intervention plan (BIP) • How: (see next slide) • *If behavior is a safety concern, develop a safety plan and use the results of the FBA to make any changes necessary
STEPS IN A TIER III FBA • Full T eacher Interview – entire process or moves forward from Tier II FBA (45 minutes) • Parent Interview (45 minutes) • Student Interview (45 minutes) • Archival review – academics, ELA, MH, health, ….. • Observe the classroom environment (10 minutes) • Observe the student multiple times, days and locations (7-15 observations) • Develop a comprehensive, intensive and individualized BIP using the Action Plan and Implementation Plan
DEVELOP HYPOTHESIS STATEMENT • Testable hypothesis (“objective or best guess”) • Write in observable terms • If not confirmable, collect more information & restate • Developed from multiple sources of data (e.g. interviews, academics, health concerns, etc.) • Composed of (a) problem behavior, (b) triggering antecedent, (c) maintaining consequences, & (d) setting events
HYPOTHESIS STATEMENT
HYPOTHESIS STATEMENT
HYPOTHESIS STATEMENT
HYPOTHESIS STATEMENT
DATA COLLECTION: BRIEF CLASSROOM INTERACTION OBSERVATION (BCIO)
DATA COLLECTION: 10-SEC INTERVAL RECORDING
TIER III FBA SUPPORT • Training during Tier III trainings • On-site PD: • Three-hour, two-part follow up with focus on data collection • Drop-in coaching: • FBA and BIP support • Tier III online resources • Tamesha (Tier III with safety plan) • Jose (Tier I Tier II Tier III example)
REFLECT AND DISCUSS • What FBA process does your school/district currently use? • Are there any FBA supports in Tier I and Tier II? • What are the pros to using a three-tiered FBA model in your school/district? • What are the challenges?
QUESTIONS? For additional questions and/or materials, please email us at: pbis@salkeiz.k12.or.us
Recommend
More recommend
