8G PPT - Missouri Schoolwide Positive Behavior Support

Behavior Intervention Plans:
Monitoring Student Progress
MU Center for SW-PBS
College of Education
University of Missouri
Handouts
•
•
•
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Behavior Intervention Plan Template
FBA/BIP Evaluation Rubric
BIP Implementation Fidelity Review Form
BIP Social Validity Survey for Teachers
MO SW-PBS
Elements of a BIP
• Teaching Strategies
• Setting Event Strategies
• Antecedent Strategies
• Consequence Strategies
• Safety Strategies
• Implementation Plan
• Monitoring Strategies
• Generalization & Maintenance Strategies
*Behavior Intervention Plan Template
MO SW-PBS
High Quality FBA & BIP
How will your team insure that you develop
high quality behavior intervention plans with
fidelity?
FBA/BIP Evaluation Rubric
*FBA/BIP Evaluation Rubric
MO SW-PBS
Monitoring the BIP
• Student Outcomes
– Student response to behavior intervention
• Fidelity of Implementation
– Determine how effectively each part of the plan
was put into place
• Social Validity
– Student, family and staff value the outcomes of
the plan
MO SW-PBS
Monitoring Strategies: Student Outcomes
• Develop specific, observable and measurable
goals for each behavior.
• Identify how we will monitor each goal
• Develop a schedule to review and report the
student’s progress.
MO SW-PBS
Developing Observable and
Measurable Goals
Write the objective using a standard format to . . .
1) Identify the specific behavior being taught.
2) Determine the conditions under which the
behavior is desired.
3) Determine the best method to measure the
behavior.
4) Measure the student’s current level of
functioning
5) Determine criteria for terminal performance.
Scott, Anderson & Alter, 2012
MO SW-PBS
Developing Observable and
Measurable Goals
Objective
Component
Example
Condition
Given an independent work task
Learner
Student Name
Specific Behavior
Appropriately seek assistance to initiate or complete
work
Criteria
80% of tasks presented by the end of the semester.
MO SW-PBS
Activity: Developing Observable
and Measurable Goals
Use the following Competing Behavior Pathway to
create an observable and measurable goal:
Setting Event
Peers or
family make
fun of her
that day
Triggering
Antecedent
Peers talk to
her during
free time
activities
Desired
Behavior
Use
appropriate
language
Maintaining
Consequence
Competence
with same
age peers
Problem
Behavior
Jo whistles
and looks
away
Maintaining
Consequence
Peers walk
away from
her
Alternative
Behavior
Use 1 or 2
phrases, then
walk on
MO SW-PBS
Function
Avoid peer
interaction
Activity: Developing Observable
and Measurable Goals
Use the following Competing Behavior Pathway to
create an observable and measurable goal:
Setting Event
Failure on
that kind of
work the
previous day
Triggering
Antecedent
Directed to
do math
assignments
Desired
Behavior
Strategies to
complete
work
Maintaining
Consequence
Competence
with math
tasks
Problem
Behavior
Glen shoves
book & rips
paper
Maintaining
Consequence
Removal to
time-out area
Alternative
Behavior
Use take a
break card
MO SW-PBS
Function
Avoid math
assignments
Teaching Strategies
• Practice the new behavior when the student is
calm, relaxed, and at times when problems do
not occur.
• Provide multiple opportunities for the student
to role play and practice using the new behavior
• Teach the student when to use the replacement
behavior.
• Use role play and practice with feedback in the
natural environment.
MO SW-PBS
Teaching Strategies
• Teach the student to recognize the specific
situational and internal cues (e.g., a student feels her
heart pounding just before it is her turn to read
aloud) that naturally happen before the behavior
should occur. Minimize the use of teacher-related
cues because they foster dependency on the teacher.
• Anticipate when the student is about to make a
mistake (or about to experience difficulty when
initially learning a new coping skill) and provide
support to ensure success.
MO SW-PBS
Monitoring Strategies: Student Outcomes
• Collect and organize completed work or track
assignment scores recorded in each class
• Daily Progress Report
• Office Discipline Referrals
• Track Classroom Minor Behavior Referrals
• Develop observation schedule
• Self-Monitoring
MO SW-PBS
Activity: Selecting Monitoring
Strategies
Select an appropriate strategy to monitor the
goals you created for Jo and Glen.
• Collect and organize completed work or track
assignment scores recorded in each class
• Daily Progress Report
• Office Discipline Referrals
• Track Classroom Minor Behavior Referrals
• Develop observation schedule
• Self-Monitoring
MO SW-PBS
Monitoring Strategies: Student Outcomes
• Graph results daily
• Review at least weekly
• Report results on a regular basis to Action
Team members
• Celebrate successes!
• Adjust plan as needed
MO SW-PBS
Monitoring Progress
Using Graphs …
• Student Level of Performance
• Desired Level of Performance
• Trend Line-Actual Rate of Improvement
• Time to Goal
MO SW-PBS
Monitoring Progress
• Positive Response
• Gap between trend line and goal line is closing at
an acceptable rate
• Poor Response
• Gap between trend line and goal line continues to
widen with no change in rate.
MO SW-PBS
MO SW-PBS
Date
3/29/10
3/22/10
3/15/10
3/8/10
3/1/10
2/22/10
2/15/10
2/8/10
2/1/10
Percent Total Points
Positive Response
A
100
90
80
70
60
50
40
30
20
10
0
Decision Rules
Positive Response to the Intervention
• Continue intervention with current goal
• Continue intervention with goal increased
• Only if the goal was lower than 80%
• Fade intervention to determine if the
student has acquired functional
independence
MO SW-PBS
Monitoring Progress
• Positive Response
– Gap between trend line and goal line is closing
at an acceptable rate
• Poor Response
– Gap between trend line and goal line continues
to widen with no change in rate.
MO SW-PBS
MO SW-PBS
Date
3/29/10
3/22/10
3/15/10
3/8/10
3/1/10
2/22/10
2/15/10
2/8/10
2/1/10
Percent Total Points
Poor Response to Intervention
C
100
90
80
70
60
50
40
30
20
10
0
Monitoring Strategies
• If your plan is not working, ask the following
questions:
– Is the plan being implemented with fidelity?
– Did we identify the correct function?
– Do the interventions match the function?
• If your plan is not working, what you will do next?
–
–
–
–
Check fidelity of implementation
Interview student and teachers to get more information
Observe
Revise BIP
MO SW-PBS
Monitoring Strategies: Fidelity of
Implementation
• Review the implementation plan to assess
whether goals and objectives are being
accomplished
– Develop a way to measure whether the plan is
being implemented
– Create a checklist to correspond with each
Implementation Plan component.
• Interviews with teachers
• Observations in classroom
MO SW-PBS
Monitoring Strategies: Fidelity of
Implementation
• Fidelity of implementation is NOT an
evaluation of an individual teacher or staff
member
• It is an evaluation of the systems
• If fidelity is low, it is typically related to a
problem with the systems, not the individual
staff member
MO SW-PBS
Monitoring Strategies: Social Validity
Definition
• Social validity focuses on whether the goals
and the achieved outcomes are acceptable,
socially relevant, and useful to the individual
and to those who care about the individual.
(Carr, Austin, Britton, Kellum, & Bailey, 1999)
MO SW-PBS
Monitoring Strategies: Social Validity
Why assess social validity?
• “It matters very little whether or not the
intervention achieves the intended behavior
change if those members of society who will
maintain the behavior change do not value
the change or the way that the change was
achieved.”
(Schwartz & Baer, 1991)
MO SW-PBS
Monitoring Strategies: Social Validity
Ask the consumer (teacher, family member, student)
to what extent did you . .
• USE the intervention
• Find the intervention EFFICIENT
• Find the intervention EFFECTIVE
MO SW-PBS
Monitoring the BIP
• Student Outcomes
– Student response to behavior intervention
• Fidelity of Implementation
– Determine how effectively each part of the plan
was put into place
• Social Validity
– Student, family and staff value the outcomes of
the plan
MO SW-PBS