(FBA / BIP): Evaluating and Refining BIPs

Transcription

Presented by :
Stacey Weber, EdS
Denise Hildebrand, PhD, BCaBA
FBA/BIP Training Series: Day 4
Learning Outcomes Day 4
• Understand how evaluating Behavior Intervention
Plans links to the Problem Solving Method.
• Share and review your case example BIP.
• Learn steps on how to facilitate evaluating and
refining a BIP within the teaming process.
• Learn decision making rules to determine level of
educational need (i.e., discrepancy), rates of
improvement and level of resources to support
intervention needs.
• Apply skills of evaluating and refining a BIP to a
district/program case
example.
Agenda
•
•
•
•
•
Review
Create a graph
Troubleshooting
BIG Ideas!
Next Steps...
Application Assignments
• Using your hypothesis and FBA data for your
case example develop a BIP:
– Set the Stage
– Educational
– Motivational
• Bring back information on the IEP document
form (or district/program based form).
– Be prepared to share with colleagues.
BIP Evaluation
Rubric
BEHAVIORAL INTERVENTION PLAN SELF ASSESSMENT
Rate the Behavioral Intervention Plan for the essential components using:

0=Not Met (component not evident)

.5=Partially Met (at least half of the component evident)

1= Met (ALL of component evident)
General Standards for Completing BIP Components:
Behavioral Intervention Plan (BIP)
 Environment
Instruction & Curriculum
Positive supports
 Motivators and Rewards
Summary of Previous Interventions Attempted– Describe any environmental changes
made, evaluations conducted, instructional strategy or curriculum changes made or
replacement behaviors taught.
 A list of previous interventions that includes the first and last documented
intervention dates (e.g., a sticker chart, log), the person(s) who implemented the
intervention, and data on the effectiveness of the intervention.
 The only interventions listed are those that have been used to address the target
behaviors.
 The intervention list includes specific descriptions of actions taken with the student
(e.g., role plays of hand raising, discussions of how to refuse something) in addition
to broad service labels (e.g., social work, counseling, problem solving).
Replacement Behaviors – Describe which new behaviors or skills will be taught to meet the
identified function of the target behavior (e.g. raise hand instead of calling out). Include
description of how these behaviors/skills will be taught.
 At least one clear replacement behavior is listed using understandable
terminology.
 Produce the SAME Function/Outcome as problem behavior
 Are socially appropriate within the context
 Are as (or more) efficient than problem behavior
 A step-by-step task analysis to teach each replacement behavior is included (i.e.,
who, what, when, where, how long, for different situations and settings).
Environment – How can the environment or circumstances that trigger the target behavior
be adjusted?
 A description of the practices that were identified as reinforcing or contributing to the
target behavior (e.g., management practices, academic materials, teacher approach
of the student, etc.) is included.
 At least one strategy is identified to minimize the likelihood that the problem behavior
will be reinforced.
 At least one strategy is identified to reinforce the use of the replacement behavior.
 The strategies are linked to FBA data.
 Recommendations for classroom set-up, staff behavior change, and/or different
materials are included.
 Describe any necessary teacher training and support to implement these strategies.
Instruction and/or Curriculum – What changes in instructional strategies or curriculum
would be helpful?
 Statements are included about 1) how the student is currently included and involved
in instruction, 2) how accurate the student is performing on materials, and 3) how
independent the student is with the current materials.
 Statements describing tactics to increase student involvement in lessons, increase
student accuracy on assigned materials (e.g., preview, differentiation), and increased
assistance or feedback for engagement are included.
Positive Supports – Describe all additional services or supports needed to address the
student’s identified needs that contribute to the target behavior.
 If academic skills have been determined to contribute to the occurrence of the target
behavior, a differentiation plan is included that describes how the format and
presentation materials will be changed.
 If social skills are determined to contribute to the occurrence of the target behavior, a
description of how and where these skills will be taught (i.e., a lesson outline) is
included.
Rating
Score
3
(1)
(1)
(1)
4
(1)
(1)
(1)
(1)
6
(1)
(1)
(1)
(1)
(1)
(1)
2
(1)
(1)
2
(1)
Partner Reflection
1.
2.
3.
4.
Pair up with your partner.
Exchange case example information.
Evaluate using the BIP Rubric.
Share with your colleague and review Set the
Stage, Teach, Motivational strategies and
discuss , if appropriate.
5. Be prepared to share with group.
Team
Agreements
Data-based
Action Plan
Evaluation
Implementation
Behavior Support Elements
* Hypothesis statement
* Alternative behaviors
* Competing behavior analysis
*Contextual fit
* Evidence-based interventions
Problem
Behavior
Functional
Assessment
Intervention
& Support
Plan
* Implementation support
* Data plan
* Continuous improvement
* Sustainability plan
Fidelity of
Implementation
• Team-based
• Behavior competence
Impact on
Behavior &
Lifestyle
Steps in Leading a Team
from FBA to a BIP
1. Summarize FBA Data
2. Clarify Core Features of the BIP
3. Facilitate Discussion to Identify Intervention Options
4. Select Options with a strong Contextual Fit.
5. Specify Details of how the BIP will be Implemented.
Step 5: Specify Details of
Implementation BIP
• Transform ideas into a formal implementation
plan
–
–
–
–
Identify who will do what, when, and how often
Schedule coaching support & monitoring integrity
Set goal and schedule for monitoring effectiveness
Communication with family, staff and students
1. Summarize
FBA
2. Clarify Core
Features of BIP
3. Identify
Intervention
Options
4. Select Option
with a
Contextual Fit
5. Specify BIP
Implementation
Details
Specifying the Implementation of BIP
• In only 37% of FBA/BIPs reviewed, the BIP was
specific, rather than a general list of options.
• That is, it included specific descriptions of how
to respond to misbehavior. E.g., “When the
student does_____, adults do _______.”
Van Acker, R. & Boreson, L.
Specifying BIP Example
• When Bobby fails to comply with a teacher
request within 20 seconds,
– (1) repeat the request;
– (2a) if he fails to comply and the task requires overt
motor action on his part, he is guided through the
requested action. This should be done calmly and
without speaking or otherwise attending to Bobby.
He then gets a mild reinforcer from the teacher.
When Bobby complies within 20 seconds, he gets
enthusiastic praise from the teacher.
FBA/BIP Aligned with the Problem Solving
Process
Problem Identification
Is there a problem? What is it?
Problem Analysis
Plan
Evaluation
Why is it happening?
Did the plan work?
Plan Development
What should be done about it?
INTERVENTION PLAN LOGISTICS
Intervention Plan Logistics
What?
When?
Where?
Who?
Start
Date?
Include strategies for Setting the Stage,
Teaching and Motivating
Consider frequency, duration, time of day.
Consider various locations (e.g., in class,
hallway, library)
Consider all resources in your building
(Think flexibly).
Consider time to prepare in order to
implement the plan.
The Who,
What, Where,
When of the
BIP
REMEMBER
When Implementing BIPs:
• Focus on one context and behavior at a time.
• Plan for frequent review in the beginning so that
the plan can be tweaked.
• Do develop a scaffolded plan of implementation.
• Select strategies that align with the context and
are more likely to be a part of the natural
environment.
COACHING SUPPORT AND
FIDELITY OF IMPLEMENTATION
Implementation Integrity Logistics
What?
Identify materials and resources (location, time)
needed to implement intervention.
How?
Identify materials needed to prepare for
implementation (e.g., training) and to evaluate
implementation (e.g., observation tool or checklist).
Identify person (e.g., data coach) to conduct
observations and support implementer.
Who?
How
Often?
Set a schedule for observation checks. More
frequent in the beginning and less frequent in the
later stages of implementation.
Implementation Plan:
Checklist for Coaching/Monitoring
Proactive strategies / Set the stage for success
Teach Skills
Motivate
 Hand Angela a visual when it is time to check her schedule
(picture of herself)
P
 Use a “first-then” visual before beginning an activity. Place a
schedule icon in the “first” position and place a picture of a
break activity of her choice in the “then” position. State and
gesture to the card, “First __________, then_________.”
P
 Staff body position should block from direct access to the door
and keep things out of her reach,

P Use a separate room or work area for goal work, after P.E.,
independent work.
 If you need to walk away from her, tell her when she is going to
P
wait and be specific about where you are going/when you’ll be
back – give her something to do (bright pics, digital pics). Also
try to get someone else to be with her.
P
 Reinforce the “break” sign during activities, before she uses her
behavior to say what she wants.
 Maintain close proximity to Angela, even when she is engaged in
a break-time activity.
P
 Provide the opportunity to take a walk within or after activities to
refocus
Ask for a break (“I
need a break”)
using picture
communication or
signs
 Provide frequent
reinforcement that is
visually represented during
activities (e.g., walks,
access to an item, etc.)
Ask for attention
(“Come talk to
me”)
Reactive strategies:
See attached strategies for
responses to falling to the
floor, hitting/kicking,
spitting, screaming, and
throwing / destroying /
knocking over objects.
See protocol for
teaching these
skills.
Sample Coaching/Fidelity Checklist
SEBASTIAN’S BATHROOM PROTOCOL CHECKLIST
Date of Incident: ___________
Date Reviewed: ___________
BATHROOM PLAN STEPS
Reviewed rules with Sebastian
Criteria
Yes
Partial
No
 Completed before going to the bathroom
 Used visual (e.g., social story) to review rules
 Sebastian stated the 6 steps
Staff inside bathroom
 Male staff present
 Door open
 Said, “Sebastian, you have 5 minutes to go to the bathroom. When the timer
Staff restated bathroom expectations
 Start timer for 5 minutes
 After 2-3 minutes, prompted Sebastian by saying, “Sebastian, you have ___
is up it is time to finish up. I will let you know when your time is up.”
minute(s) left before the timer goes off and it is time to finish up.”
 No verbal interaction with Sebastian except stating expectations
 Said, “Sebastian, your 5 minutes are up. It is time to finish up. You have 1
Staff indicated 5 minutes ended
Staff indicated 1 minute ended
Staff enter bathroom stall
Staff help Sebastian get dressed
Staff escort Sebastian to Quiet Room












minute to be washing your hands. If you are not washing your hands when
the timer goes off, staff will need to help.”
Start timer for 1 minute.
No verbal interaction with Sebastian except stating expectations
Said, “Sebastian, your 1 minute is up. If you are not outside the bathroom
stall washing your hands, staff will help you.”
Called for staff assistance.
No verbal interaction with Sebastian
Second staff member arrived
Staff enter bathroom stall
Lead staff said, “Wipe” and counts to five. After five, staff helps Sebastian
out of bathroom.
Follow quiet room procedures (2 quiet minutes, process, read bathroom
social story)
Staff who implemented plan: ________________________________________________________
Comments:____________________________________________________________________________________________________________________ _____________
__________________________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________ _____________
Task Analysis of Intervention
Discuss
Q&A
Verbal
Role-play
Observe
Feedback
Sample Coaching/Fidelity Checklist
PREVENT – Environmental Support
1. Mini schedule of group & center time available
2. Schedule reviewed prior to task
3. Schedule reviewed & items crossed off
TEACH – Replacement Behavior
1. Remind to use Dynamite prior to transition
2. Provided choice board and honored choice
REINFORCE –Replacement Behavior
1. Verbally or gesturally acknowledge ASAP
2. Allowed to cool off for 1-minute
TOTAL (# Yes/ # Total)
Fidelity Score ( .00 – 1.00)
Training
Review
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Team Time
Discuss these questions and plan for your case
example:
• How does training and coaching for
implementers occur?
• What tool is used to monitor integrity of BIP?
• How often is the integrity data reviewed to
guide training and coaching?
BEHAVIORAL INTERVENTION PLAN (AS APPROPRIATE)
ISBE IEP
Forms:
BIP
Behavioral Intervention Strategies and Supports
Environment – How can the environment or circumstances that trigger the target behavior be adjusted?
Instruction and/or Curriculum – What changes in instructional strategies or curriculum would be helpful?
Positive Supports – Describe all additional services or supports needed to address the student’s identified needs that
contribute to the target behavior.
Motivators and/or Rewards – Describe how the student will be reinforced to ensure that replacement behaviors are more motivating
than the target behavior.
Restrictive Disciplinary Measures – Describe any restrictive disciplinary measures that may be used with the student and any
conditions under which such measures may be used (include necessary documentation and timeline for evaluation.)
Crisis Plan – Describe how an emergency situation or behavior crisis will be handled.
Data Collection Procedures and Methods – Describe expected outcomes of the interventions, how data will be collected and
measured, timelines for and criteria to determine success or lack of success of the interventions.
Provisions For Coordination with Caregivers – Describe how the school will work with the caregivers to share information, provide
training to caregivers if needed, and how often this communication will take place.
2 of 2
GOAL SETTING AND
PROGRESS MONITORING
UP or Down?
• Increase a behavior?
• Decrease a behavior?
Fundamental Rule
“You should not propose to reduce a
problem behavior without also
identifying alternative, desired
behaviors person should perform
instead of problem behavior” (O’Neill et
al., 1997, p. 71).
Writing OBSERVABLE and
MEASUREABLE Goals
• Specify timeframe
• Specify desired behavior
• Specify measurement condition
• Specify criterion for success
• Check: Can you graph this goal?
Setting a Goal
• Define Success!
– Context specific
– Zero occurrences of behavior is unrealistic
• What features of misbehavior do you want to
change? Consider:
– Frequency of behavior
– Duration of behavior
– Context in which behavior occurs
• How much does the behavior need to decrease to
be acceptable?
Example: Kathy IEP Goal
• By May 2015, when presented with
independent math work, Kathy will complete
the work (independently or with an adult or
peer) without destroying materials, drawing
on materials, placing head on table or
engaging in off-topic conversations in 80% of
opportunities.
Using Data to Write a Goal
• Student: Joe, 5th grader
• Target Behavior: Tantrums – loud outbursts (above
conversational level) screaming or yelling, lasting more
than 3 seconds, that may or may not be paired with
crying and throwing materials.
• Hypothesis of Function: When given an independent
work tasks (worksheet, silent reading, workbook etc)
Joe exhibits tantrum behavior in order to escape the
work requirement.
• Replacement Behavior: request a break from
independent work tasks
Plan to Monitor Progress
and Evaluate BIP
• In only 33% of FBA/BIPs reviewed, there was a plan to
monitor and evaluate the BIP.
• If the target behavior has not been clearly and
operationally defined, it will be difficult to design a
plan to monitor progress.
• Many of the FBAs reviewed stated that “data will be
collected”, but there were no specifics on who would
collect what data when.
• Some plans focused on “weekly communication” with
parents, but did not specify how that would happen,
what would be reported, and who would collect the
Van Acker, R. & Boreson, L.
data.
Use BIP Rubric Data Collection Procedures
& Methods Section To Evaluate:
1. Student will carry a daily point sheet and
updated each trimester.
2. When student is given an individual direction,
he will comply within 2 mins by staying in his
work areas, and initiating the task for 95% of
his instructional time.
Data Collection Procedures and
Methods
• Describe expected outcomes of the
interventions;
• How data will be collected and measured;
and
• Timelines for and criteria to determine
success or lack of success of the
interventions.
Example
Expected behavior
change
Bobby will comply
(without prompts or
cues) with requests
made by his teachers
(within 20 seconds of
the request being
made) at least 80% of
the time.
Methods/criteria for
outcome measurement
Event recording –
reevaluate weekly and
increase criteria as his
average of compliance
increases.
Schedule
Daily sampling of
compliance – a
minimum of 3 10minute samples each
day. Evaluate at least
weekly – reestablish
criteria if average rate
of compliance improves
by at least 5%. Reports
on compliance to
accompany report
cards.
Progress Monitoring Logistics
How?
Define method of data collection.
What?
Identify materials needed to collect the
data.
Where?
Identify location of data collection.
When?
Determine frequency of data
collection (e.g., at least weekly) and
time of day.
Select a person who knows how to use
the progress monitoring tool.
Who?
Kathy Progress Monitoring Logistics
How?
Occurrence / non-occurrence data will be
collected
What?
Data sheet
Where?
Student record / grade book
When?
At least weekly
Who?
Math teacher or classroom assistant
Monitoring and Evaluating BIP Goal
and Data Collection
Evaluate:
Data Collection Procedures and Methods
• By May, when presented with independent math
work, Kathy will complete the work
(independently or with an adult or peer) without
destroying materials, drawing on materials,
placing head on table or engaging in off-topic
conversations in 80% of opportunities. Data will
be collected through daily point sheets by the
classroom teacher or teaching assistant. Data
will be reviewed daily within the first two weeks
of implementation and every 6 weeks during
classroom team meetings. Changes to BIP will
occur as needed and based on data progress.
Updating BIPs
WHEN SHOULD WE?
• the team changes
something that alters the
student’s educational
program
WHEN DO WE HAVE TO?
• at least yearly and/or if
disciplinary action is
expected/occurring
• the DATA tells you!
Guidelines in Scheduling
a Review of BIP
• Take Off: More frequently in
beginning (2-3 weeks)
– New implementer
– New environment (e.g., classroom)
– New behavior
• In Flight: Every 4-6 weeks once a
plan is being implemented
• Landing: Every 4-6 weeks for a
couple of rounds, then increase to
2-4 months (3-4 per year).
Team Time
Discuss and plan according to your case example:
• What is your goal? Consider long and shortterm goals.
• Define your progress monitoring logistics for
mentoring the goal.
• What are your decision making guidelines for
change?
COMMUNICATION WITH
PARENTS OR CAREGIVERS
Provisions For Coordination with
Caregivers
• A communication plan is included that
describes when (e.g., the approximate points
in the year; how often) the parents will be
updated on student progress and with what
communication method (e.g., email, phone).
• The communication must reflect a behavioral
(IEP) goal that focuses on the replacement
behaviors.
Kathy: Coordination with Caregivers
• A daily communication notebook will be sent home to
increase communication between home and school
and for parents to share information regarding Kathy's
sleeping habits. The notebook will be checked by
Kathy's homeroom teacher in the morning. Kathy's
daily point sheet will also be sent home in the
communication notebook by Kathy's homeroom
teacher at the end of the day. Parents will be sent
updated behavior graphs every two months, displaying
information related to Kathy's independent work and
appropriate behavior (IEP goal) as well as progress
reports when report cards are sent home.
BEHAVIORAL INTERVENTION PLAN (AS APPROPRIATE)
ISBE IEP
Forms:
BIP
Behavioral Intervention Strategies and Supports
Environment – How can the environment or circumstances that trigger the target behavior be adjusted?
Instruction and/or Curriculum – What changes in instructional strategies or curriculum would be helpful?
Positive Supports – Describe all additional services or supports needed to address the student’s identified needs that
contribute to the target behavior.
Motivators and/or Rewards – Describe how the student will be reinforced to ensure that replacement behaviors are more motivating
than the target behavior.
Restrictive Disciplinary Measures – Describe any restrictive disciplinary measures that may be used with the student and any
conditions under which such measures may be used (include necessary documentation and timeline for evaluation.)
Crisis Plan – Describe how an emergency situation or behavior crisis will be handled.
Data Collection Procedures and Methods – Describe expected outcomes of the interventions, how data will be collected and
measured, timelines for and criteria to determine success or lack of success of the interventions.
Provisions For Coordination with Caregivers – Describe how the school will work with the caregivers to share information, provide
training to caregivers if needed, and how often this communication will take place.
2 of 2
Team Time
• What method(s) will be used to communicate
data with parents?
• How often will communication occur?
• Who will communicate what information to
parents/caregivers?
Before Evaluating BIPs...
School-Based Teams must develop systems to:
Identify training and resource needs of those
who implement the plan
Plan for monitoring of student outcomes
Plan for monitoring implementation integrity
Schedule regularly progress reviews
Evaluating BIPS
Essential Components of BIP during
Plan Evaluation
• Progress monitoring of student behavior and
trends analyzed
• Implementation integrity monitored
• Intervention modified as needed
Problem
Identification
Plan
Evaluation
Problem
Analysis
Plan
Development
Key Questions
• Is the plan having any impact on the behavior
of the target person?
• Is the plan having any impact on the behavior
of the staff, family, and others in the target
setting?
Evaluating Effectiveness of BIPS
• Summarize and Graph data
• Evaluate Data based on Decision Making
Guidelines
• Assess for Contextual Fit
• Communicate with Caregivers/Providers
“No graph, no meeting.”
=
To evaluate the effectiveness of the
intervention, the progress monitoring data
should be displayed in graphic form.
Essential Components of a Graph
2.
Goal Statement
Graph Titles and
Labels
3.
4.
QL's Complying with Directions Chart
Baseline Data
Phase line(s)
5.
Aimline/Goal Line
6.
Trendline
Percentage of Compliance with Directions
1.
In 6 weeks QL will comply with directions without
any prompts within 2 minutes 75% of the time.
120
100
80
baseline
60
Comply with Directions
40
Goal
20
Linear (Comply with
Directions)
0
Week of
54
Create a Graph Using Joe’s Data
Week
1
2
3
4
5
6
7
8
9
10
Opportunities
Tantrums
6
10
4
6
5
6
8
5
5
10
5
8
4
3
4
3
3
2
1
2
Breaks
0
1
0
2
1
3
4
3
4
8
Evaluating Graphs
• Analysis of Level
• Analysis of Trend
• Analysis of Variability
Data Based Decision Making
Guidelines…
Compare Trend and Aim Lines:
– Trend steeper than
aimline
• Increase goal
– Aimline steeper than
trend
• Change intervention
3-Consecutive Data Points:
– 3 data points above the
aimline/criteria
• Increase goal
– 3 data points below the
aimline/criteria
• Change intervention
– Aimline consistent with
trend
– 3 data points consistent
with the aimline/criteria
• Maintain intervention
• Maintain intervention
A General Rule…
 The more data and the greater the stability
of those data, the more confidence to make
educational decision(s).
 Greater variability in data indicates the need
for additional data to make educational
decision(s).
• Multiple sources of data. Consider:
–
–
–
–
Number of data points
Variability of data
Level of performance
Direction and degree of trends in data
• Convergent data and professional judgment
• Based on resources available within the
environment
Keep in Mind....
• NO Integrity data AND Progress monitoring
data....no decision making!
• When ever you look at progress monitoring
graphs, integrity data should be viewed along
side in order to make a decision.
Increasing Active Engaged Time
60
Number of Intervals .
50
90%
88%
84%
40
82%
76% 78%
76%
70%
68%
30
20
10
0
Days
Total Engaged
FBA/BIP Training Series:Goal
Day 4
Actual Active
78%
Change in Plan
Change in Plan
Class average = 2
Type of progress monitoring data collected is
the same as baseline data collected?
Team Time
• Discuss your plan for graphing the data,
decision making rules and when the review
will occur.
• If you have a graph of data, review and
evaluate your effectiveness of BIP.
Assess Contextual Fit
• Determine to what extent to which the people
who are implementing a behavior support
plan find the elements of the plan:
– Consistent with their personal values
– Consistent with the professional skills
– Consistent with the resources available in the
setting
– Consistent with the available administrative
support
Assess Implementation of Communication
Plan with Caregivers/Provider
• Assess whether communication plan was
implemented as intended
– Did we communicate at certain points of year as
was predetermined? As often as was intended?
– Did we update parents on student progress? With
predetermined communication method (e.g.,
email, phone)?
• Did the communication reflect a behavioral
(IEP) goal that focuses on the replacement
behaviors?
Next Steps…
Pair-Plan
• Based on Your Target Case Example:
– Identify decision making guidelines
– Identify steps to train/coach BIP implementers
– Plan on how to collect integrity data
– Determine plan for graphing data
– Schedule a time to evaluate progress toward goal
and revise BIP

(FBA / BIP): Evaluating and Refining BIPs

Transcription

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