8/5/2013
Speaker Profiles
Assessment Process for
Students with ASD in
Wisconsin
Daniel Parker
WI DPI, Autism and Family Engagement
Daniel Parker
As Autism and Family Engagement Consultant for the WI
Department of Public Instruction, Daniel provides autism related
professional development across the state of Wisconsin. He has a
unique blend of home based, general and special education
teaching and administrative background at the school,
teaching,
school district
district, and
statewide levels with a focus on data, applied behavior analysis,
social peer mediated interventions, and the use of technology in
teaching. Daniel works closely with WSPEI and other statewide
parent organizations to supports families and educators with efforts
to improve family engagement activities and outcomes for students
with disabilities.
Daniel received a Masters Degree in Human and Development and
Family Life and a Masters Degree in Special Education both from
the University of Kansas. He has a wife, Sarah, a cat, Lily, and the
cutest dog in the world, ZuZu.
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8/5/2013
Our Goals Today
Ensure you walk away with …
• Understanding Assessment for Identification
and Assessment for Program Development
• The Need to Assess and Plan for Social
Communication and Behavior Differences
• Functional Assessment Domains of Strengths /
Needs
• Overview of Functional Behavior Assessment
and Behavior Intervention Plan Frameworks
• Resources for Future Study
Terms Used Today
•
•
•
•
AIM = Autism Internet Modules
ASD = Autism Spectrum Disorders
EBP = Evidence Based Practice
IDEA = Individuals with Disabilities Education Act
• IEP = Individual Education Plan
• NPDC-ASD = National Professional Development Center
on Autism Spectrum Disorders
• PBIS = Positive Behavior Interventions and Supports
• RTI = Response to Intervention
• UDL = Universal Design for Learning
Terms Used in Workshop
• Reinforcement describes a relationship between learner
behavior and a consequence that follows the behavior.
This relationship is only considered reinforcement if the
consequence increases the probability that a given
behavior will occur in the future,, or at least be maintained.
• Positive reinforcement refers to the presentation of
a reinforcer after a learner uses a target behavior that
increases the likelihood the learner will use the target
behavior again.
• Negative Reinforcement: The removal of a stimulus
immediately following a behavior increases the likelihood
that the behavior will occur again under similar stimulus
conditions.
Terms Used Today
• ABC’s = The chain of events before (antecedent), during
(behavior) and after (consequences) an action or nonaction in a period of time.
• Antecedent = What Happens Before a Behavior
• Behavior = Any Action or Non-Action in a Period of Time
• BIP = Behavior Intervention Plan
• Consequence = What Happens After a Behavior
• Competing Pathways = A Model For Developing BIPs
• FBA = Functional Behavior Assessment
Assessment for Identification of an
Educational Impairment
• Autism Eligibility
Checklist
• Autism Eligibility
Guidelines
• Review of IDEA
• Relating Assessment to
Services, Supports, and
Accommodations
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8/5/2013
Special Education Process
•
•
•
•
•
Referral
Review of Existing Data
Evaluation (consent required)
Educational Eligibility Determination
Development of Individual Education Plan
(IEP)
Educational Eligibility
• For a Student to be Eligible for Special
Education Services Under the Category of
Autism, the IEP Team Must Determine if the
Student Meets BOTH of the Following Criteria:
– Student is eligible based on the eligibility criteria for
Autism
– Student requires specialized instruction
Note: Students that do not require specialized instruction
but may still require accommodations may qualify for a 504
Plan
Characteristics of Autism
WI Eligibility Criteria Excerpts
Characteristics of Autism
WI Eligibility Criteria
The Child Must Display
•
“The term does not apply if a child’s educational
performance is adversely affected primarily
because the child has an emotional disturbance,
as defined in sub.(7).”
Note: A child may have primary diagnosis of autism and
secondary diagnosis of EBP, but not vice versa.
1. “The
The child displays difficulties or
differences or both in interacting with
people and events. The child may be
unable to establish and maintain
reciprocal relationships with people. …”
AND . . .
From WDPI Autism Eligibility Criteria http://sped.dpi.wi.gov/files/forms/pdf/podelg-aut-001.pdf
Characteristics of Autism
WI Eligibility Criteria
2. “The child displays problems
which extend beyond speech
and language to other aspects of
social communication, both
receptively and expressively.”
From WDPI Autism Eligibility Criteria http://sped.dpi.wi.gov/files/forms/pdf/podelg-aut-001.pdf
Social Communication Assessment
Beware!
• Social Skill, Social Communication, and
Social Pragmatic Assessments May Not be
Sensitive to the Specific Skill Deficits of
Students who Struggle with Social Thinking
•
Knowing “What to Do” Given a Social Situation is
Not the Same as Knowing “How”, “When”, and
“Where” to Engage in Specific and Changing
Social Communication Settings
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8/5/2013
Social Communication Assessment
Social Communication Assessment
Beware!
• Traditional Social Communication
Assessments May Not be Designed to
Identify how and if Students “Read” Social
Cues and Adjust Social Communication
Accordingly
Excerpts from
Autism Evaluation Guide
• For verbal students . . .
— is communication initiated by student?
— does the student maintain topic of conversation initiated
by others?
— ask questions about other’s interests?
— understand figurative language?
— ability to repair communication breakdowns?
Autism Evaluation Guide can be found at:
http://sped.dpi.wi.gov/files/sped/pdf/elg-autism-guide.pdf
Excerpts from
Autism Evaluation Guide
Educational performance may include:
• Cognitive performance, including academic and preacademic skills.
skills
• Communication skills.
• Remember, the IEP team is able to utilize
classroom observations and interviews to
identify skill deficits and needs in present
levels which then can be used to develop
services, supports, and accommodations.
Excerpts from
Autism Evaluation Guide
• NOTE: In order to identify a student as
meeting the educational eligibility criteria for
autism, the IEP team must find the
impairment adversely affects the
student’s learning and educational
performance.
Autism Evaluation Guide can be found at: http://sped.dpi.wi.gov/files/sped/pdf/elg-autism-guide.pdf
Excerpts from
Autism Evaluation Guide
• While the student with autism may appear to
function in an expected way at school,
the student may experience significant challenges
later due to the effort required
q
to manage
g the
communication, social, academic and sensory
expectations of a typical school day.
• Personal/Social skills.
• Sensory processing and motor planning skills.
• Adaptive skills, including self-help skills and activities
of daily living.
For example, the student may not be able to
complete homework which will ultimately impact
academic performance.
Autism Evaluation Guide can be found at: http://sped.dpi.wi.gov/files/sped/pdf/elg-autism-guide.pdf
Autism Evaluation Guide can be found at: http://sped.dpi.wi.gov/files/sped/pdf/elg-autism-guide.pdf
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8/5/2013
Characteristics of Autism
WI Eligibility Criteria
And at Least One of the Following . . .
3. Delays, Arrests, Regressions in Motor, Sensory, Social, or
Learning Skills
4 Difficulties in Abstract Thinking, Generalizing, Possible
Perseveration
5 Unusual, Repetitive, Inconsistent Reactions to Sounds,
Sights, Smells, Tastes, Touch, and Movement
6 Distress Over changes, Insistence on Following Routines,
Difficulty Displaying a Range of Interests
Assessment Tools for
Educational Identification of Autism
A List of Assessment Tools can be Found
in the Autism Eligibility Guide on the
WDPI Autism Web Page
Autism Evaluation Guide can be found at:
http://sped.dpi.wi.gov/files/sped/pdf/elg-autism-guide.pdf
From WDPI Autism Eligibility Criteria http://sped.dpi.wi.gov/files/forms/pdf/podelg-aut-001.pdf
Changes in the DSM and
Educational Eligibility
Medical vs. Educational Eligibility
•
Medical Eligibility Utilizes the DSM IV / V
•
Educational Eligibility is Developed by
Individual States Based on Federal Defined
Di bilit A
Disability
Areas
•
Medical and Educational Eligibility Criteria are
Similar but Different
•
Medical Evaluations May be Used as
Information Provided by Parent to Assist in
Identifying Educational Impairment
•
The DSM (Diagnostic Statistical Manual) is
what Psychologists and Doctors use to Identify
of Autism
Medical Diagnosis
g
•
Educational Eligibility is Written into Wisconsin
State Administrative Code and is Not
Connected to the DSM
Changes in the DSM and
Educational Eligibility
•
Asperger’s is Being Removed from the DSM as a
Sub Category of Autism
•
All Students who Previouslyy had a Medical
Diagnosis of Asperger’s would now Receive an
Autism Diagnosis
•
One Possible Impact is More IEP Teams May
Consider Autism as the Most Appropriate
Placement over other Options Such as EBD,
OHE, SLD, for Students Previously Medically
Diagnosed with Asperger’s
Changes in the DSM and
Educational Eligibility
•
The Wisconsin Autism Eligibility Requirements
has Always Previously Included Students who
Fit the
Asperger’s
th Definition
D fi iti off A
’ as wellll as
Students with PDD-NOS and Other Sub-Types
of Autism within the Educational Definition of
Autism Eligibility
•
Thus the DSM Changes Should Not Change
How Educators Determine Educational
Eligibility
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8/5/2013
Educational Eligibility
• Evaluation by the IEP Team Must
IEP Development: Some Key Areas
•
– “… not use any single measure of assessment
as the sole criteria for determining whether a
child is a child with a disability or for
determining an appropriate program for the
child.”
– “Use a variety of assessment tools . . . including
information provided by the child’s parent . . . “
–
In Addition “. . .the (IEP) team shall consider
the ...”
– “strengths of the child,”
– “the
“
concerns off the child’s
’ parents . . .””
– “. . . and the academic, developmental, and
functional needs of the child.”
Note: This is not an exhaustive list of IEP Requirements. For more information
about IEP requirements go to: http://www.specialed.us/pl-07/pl07-index.html
IEP Development
Present Levels (Excerpts from IDEA)
•
“A statement of the child’s present levels of
academic and functional performance,”
•
“including how the child’s disability affects the
child’s involvement and progress in the general
curriculum …”
For more information about IEP requirements go to:
http://www.specialed.us/pl-07/pl07-index.html
IEP Development
Goals (Excerpts from IDEA)
Educational Eligibility
Best Practice for Students with ASD
• For Students with Autism it is Important to
Consider…
Statement of Present Levels of Performance
Measurable Annual Goals
Special Education and Related Services
Supplementary Aids and Services
Program Modifications and Supports
If Behavior Impedes Learning: Consider use of
Positive Behavior Interventions and Supports
Note: This is not an exhaustive list of IEP Requirements. For more
information about IEP requirements go to: http://www.specialed.us/pl07/pl07-index.html
Note: This is not an exhaustive list of Assessment Requirements. For more information
about IEP requirements go to: http://www.specialed.us/pl-07/pl07-index.html
IEP Development: Some Key Areas
•
IEPs Must Include the Following
–
–
–
–
–
–
Measurable Goals . . .
• “including academic and functional goals . . .”
– Functional skills in relation to social communication
and behavior
•
“. . . designed to meet the child’s needs that
result from the child’s disability . . .”
– Connecting functional skill deficits from present
levels to goals, services, supports, and
accommodations in the IEP
•
“… to enable the child to be involved in and
make progress in the general curriculum …”
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8/5/2013
IEP Development
Services, Modifications, & Supports
Must do All of the Following for the Child
•
“Advance appropriately toward attaining the annual
g
goals.”
•
“Be involved and make progress in the general
curriculum..”
– “… and participate in extracurricular and other nonacademic activities.”
•
“Be educated and participate with other children
with disabilities and nondisabled children …”
Development of IEP for
Students with ASD
Summary
If students are showing deficits in social
communication related to social communication or
functional behavior skills which affect educational
performance, then the IEP team should
• identify functional needs in the Present Levels of
Performance
• Develop goals in the IEP related to functional needs
IEP Development
Behavior Considerations
•
If Behavior Interferes with Learning then . . .
– IDEA Regulation: “consider use of positive
interventions and supports
supports.”
– Best Practice: Develop a Functional Behavior
Assessment (FBA) and Behavior Intervention
Plan (BIP)
Assessment for
Program Development
• Social
Communication,
Anxiety, and
Adaptive Skill
Assessments
• Basic Needs of
Students with ASD
• Identify any other services / accommodations
needed to support the needs / goals
Social Communication
Assessments
SCERTS
• Social Communication / Emotional Regulation /
Transactional Supports
• Treatment Model which Includes Extensive
Assessment and Planning Component
Social Communication
Assessments
Social Thinking Dynamic
Assessment Protocol ®
• Developed by Michelle Garcia Winner, Author
of Social Thinking ® Curriculum
• Thinking About You Thinking About Me: Teaching perspective
taking and social thinking to persons with social cognitive
learning challenges, Garcia Winner, M. (2007)
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8/5/2013
Adaptive Skill Assessments
Stress and Anxiety
Psycho-Educational Profile (PEP-3)
Groden Stress Survey
• Provides Developmental Ranges Between 6 months and 7 years
•
•
•
•
•
•
•
•
•
•
Cognitive Verbal/Preverbal
Expressive Language
Receptive Language
Fine Motor
Gross Motor
Visual-Motor Imitation
Affective Expression
Social Reciprocity
Characteristic Motor Behaviors
Characteristic Verbal Behaviors
• Survey of Common Stressors
• Ability to Rate Responses to Possible
Stressors from None to Mild, Moderate,
Severe
Students with ASD Basic Needs
Student with ASD Basic Needs
•
•
•
•
•
•
Ability to Protest
Access to Communication System(s)
Access to General Education Curriculum and Peers
Adults Attributions (impairment or behavior)
Adult Expectations (predestination vs. predetermination)
Break Cards
Thinking Functionally
•
•
•
•
•
•
Choices in Day
Consider Student’s Culture
C i l
Curriculum
iis M
Meaningful,
i f l M
Motivating
ti ti and
dE
Engaging
i
Relationships with Care Givers
Sensory and Movement Regulation
Visual Supports, Schedules, and Boundaries
(for day and specific activities)
Developing Positive Behavior
Interventions and Supports
• FBA = Functional
Behavior
Assessment
• FBA Interviews
• Functional
Assessment
Interview Domains
of Strength / Need
D fi
Define
Behavior(s) that
Interfere with
Learning
Match
Behavior(s) to
Domains of
Strengths and
Needs
M hD
Match
Domains
i
of Need to
Evidence Based
Practice(s)
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8/5/2013
What are Evidence-Based Practices?
The NCLB Act defines Evidence-Based
Practice (EBP) as “the use of practices,
interventions, and treatments which
have been proven,
proven through data based
research, to be effective in improving
outcomes for individuals when the
practice is implemented with fidelity.”
No Child Left Behind Act of 2001, Public Law 107-110
Why Use Evidence-based
Practice?
• Because scientific research supports the
efficacy of these treatment options,
methodologies and strategies – versus
anecdotal report!
• Evidence Based Practice is Required by Law
NPDC-ASD Criteria for ASD
NPDC-ASD
http://autismpdc.fpg.unc.edu/content/briefs
National
Professional
Development
Center on
Autism
Spectrum
Disorders
NPDC-ASD
Evidence-Based Practice Briefs
• All Briefs Contain:
– Evidence Base
– Overview
– Steps for Implementation
– Fidelity Implementation Checklist
http://autismpdc.fpg.unc.edu/content/briefs
•
•
•
•
•
•
•
•
•
•
•
Antecedent-based interventions
Computer-aided instruction
Differential reinforcement
Discrete trial training
Extinction
*Functional behavior assessment
Functional communication training
Naturalistic interventions
Parent-implemented intervention
Peer-mediated
instruction/intervention
Picture Exchange Communication
System
•
•
•
•
•
•
•
•
•
•
•
•
•
Pivotal response training
Prompting
Reinforcement
Response interruption/redirection
Self-management
Social narratives
Social skills training groups
Speech generating devices
Structured work systems
Task analysis
Time delay
*Video modeling
Visual supports
*These modules are not yet on AIM
Autism Internet Modules (AIM)
www.autisminternetmodules.org
• NPDC-ASD collaborated with Ohio Center
for Autism and Low Incidence (OCALI) to
house the EBP internet modules, in
addition to OCALI’s internet modules on
topics such as identification and
assessment, characteristics strategies,
transition, and employment.
• Currently 22 of the 24 NPDC-ASD EBPs
have modules developed.
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8/5/2013
Autism Internet Modules (AIM)
Navigating a Module
Autism Internet Modules (AIM)
www.autisminternetmodules.org
• Sign up for a Free Account
• Includes Both NPDC-ASD
NPDC ASD Modules and
other Modules
• Includes CEC Professional Standards
• Lists Upcoming Modules
Autism Internet Modules (AIM)
Reasons to Use AIM
• Professional development for
– Gen/sped teachers & therapists
– Paras
– Administrators
– Families
• Using Pre-Post assessments
• Creating/using intervention plans
Traditional Behavior Interventions
• Reasoning
• Verbal Reprimand
– Hurry Up!
– You Need to Get Ready To . . . !
– You know what to do!
• Time Out or Reduced Access
• Definitions
• Step by Step Instructions
• Implementation Checklist
•
•
•
•
Documents
Activities
Discussion Questions
Case Studies
Data, Data Collection, Analysis
• Data for Program Fidelity
– Ensures everyone is teaching the same way
– Ensures good
g
teaching
g over time
– Allow staff to monitor fidelity
• Data for Student Outcomes
– Focus on positive attributes learned vs. deficits
– Make data collection easy
– Teach self monitoring when possible
When We Are Faced with Behaviors
that Interfere with Learning
We have the choice to . . .
1)
2)
3)
4)
Ignore or Do Very Little
Use Traditional Behavior Interventions
Use PBIS and EBP
Use PBIS and EBP with Fidelity
• Suspension / Expulsion
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8/5/2013
Functional Assessment Interview
Domains of Strength / Needs
•
•
•
•
•
•
•
•
Basic Communication
Medical – Neurological – Sensory – Movement
Environment and Visual Supports
Routines, Schedules, Transitions, and Interests
Independence, Choice, and Self Monitoring
Self Determination and Self Efficacy
Social Relationships and Social Communication
Tolerance in the Teaching & Community Climate
Functional Assessment Interview
Basic Communication
•
•
Video Examples
Basic Communication
Expressive Ability to . . .
– Name people
people, places
places, objects
objects, emotions
emotions, and
actions
– Request objects and activities
– Say “all done”
– Ask for help
– Protest and reject
What are the Receptive AND Expressive Abilities
Functional Assessment Interview
Basic Communication
Functional Assessment Interview
•
Is there Access to a Communication System
– Verbal,
Sign or G
Gestures, Pi
Pictures, or D
Device
V b l Si
i
http://www.youtube.com/watch?v=Qm0OGJwoY
mg
http://www.youtube.com/watch?v=2FlIyJJRc0E
http://autismspeaks.player.abacast.com/asdvide
oglossary-0.1/player/autismspeaks
Functional Assessment Interview
Functional Assessment Interview
Medical – Neurological – Sensory – Movement
Medical – Neurological – Sensory – Movement
•
•
•
•
•
•
Hyper or Hypo – Sensitivity
Vestibular System (inner ear and balance)
Synesthesia
Needs for Movement and Getting “Stuck”
Sensory Differences
General Medical (glasses, dental needs)
•
IIs the
th Sensory
S
Diet
Di t D
Designed
i
d tto M
Meett th
the
Individual Movement Needs of the Student?
•
How Often are Sensory/Movement Needs
Evaluated?
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8/5/2013
Medical – Neurological – Sensory – Movement
Functional Assessment Interview
Temple’s Brain
Environment and Visual Supports
•
•
•
What is the Layout of the Classroom?
Access to Materials
Materials, Breaks,
Breaks and
Reinforcement?
Words vs. Pictures
– Written words into pictures
– Verbal directions into pictures
•
•
Do Visual Prompts Accompany Directions?
Are Visual Schedules Available?
http://www.tv.com/shows/60-minutes/watch/temple-grandins-unique-brain-1927170/
•
•
•
•
Functional Assessment Interview
Environment and Visual Supports
Functional Assessment Interview
Environment and Visual Supports
Functional Assessment Interview
Functional Assessment Interview
Routines, Schedules, Transitions, and
Interests
Routines, Schedules, Transitions, and
Interests
Is the Schedule Accessible at All Times?
When the Schedule Changes how is Change
Introduced?
What are the Pacing Needs? How Much Wait
Time?
Is Down Time (unstructured) Easy or Difficult?
• Does the Student Know . . .
–
–
–
–
What they are doing
How long they will be doing it
When the activity will end
What will come next after the activity
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8/5/2013
Functional Assessment Interview
Functional Assessment Interview
Routines, Schedules, Transitions, and
Interests
Independence, Choice, and Self Monitoring
• Is the Student Independent During . . .
–
–
–
–
–
–
–
1. List a time of dayy when the student has difficulty.
y
2. What support might you add to provide more
support during t his time of day.
– Adding something to environment
– Providing a schedule
– Providing a visual boundary
Functional Assessment Interview
Functional Assessment Interview
Independence, Choice, and Self
Monitoring
•
Choice is the Easiest Way to Foster
Independence
• How Many Choices in the Day for . . .
–
–
–
–
–
Activities
Materials (pencils, paper, books, etc…)
Breaks
Schedule
Peers
Self Determination and Self Efficacy
•
•
•
•
•
Functional Assessment Interview
Self Determination and Self Efficacy
Does Student Know their Strengths & Needs?
Does Student Know or have Opinions about
Successful Accommodations?
Does the Student Communicate Strengths and
Needs with Others?
Who Does Student Communicate Needs?
Are Accommodations Requested when
Needed?
Functional Assessment Interview
Social Relationships and Social
Communication
Example of Self Determination
Cartooning from AIM Web Site
http://www.autisminternetmodules.org/
Structured familiar activities
Structured unfamiliar activities
Unstructured group activities (recess, lunch)
Breaks
Transitions (activities and/or settings)
With peers vs. alone
Large class, small group, and one on one
•
•
•
•
Verbalization
Does N
Nott E
Equall C
Comprehension
V b li ti D
h
i
Does Student Make Accurate Attributions about
Self and Other’s Behavior?
Literal vs. Figurative Understanding
How Does Student Learn Hidden Curriculum?
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8/5/2013
Functional Assessment Interview
Social Relationships and Social
Communication
Adam
Example of Importance of Social
Communication and Teaching Hidden
Curriculum
http://collider.com/entertainment/news/article.a
sp/aid/10720/tcid/1
Functional Assessment Interview
Social Relationships and Social
Communication
• Does the Student have Reciprocal
p
Friendships?
•
Is Student Engage More Often with Adults or
Peers?
• How is Social Interaction Structured or
Taught?
Functional Assessment Interview
Tolerance in the Teaching & Community
Climate
• How does the Pattern of Behavior(s)
( ) that
Interfere with Learning Affect . . .
– Responses by educators, peers, and family?
– Student’s relationships with educators, peers,
and family?
– Relationships between educators and the
family?
Functional Assessment Interview
Tolerance in the Teaching & Community
Climate
• Ho
How are Ed
Educator’s
cator’s and Non
Non-Educators
Ed cators that
Interact with the Student Taught about the
Student’s Strengths and Needs?
• How are Peers Taught About the Student’s
Strengths and Needs?
Functional Assessment Interview
Functional Assessment Interview
Tolerance in the Teaching & Community
Climate
Tolerance in the Teaching & Community
Climate
• What is the Capacity to Change the
Student’s …
– Environment
– Schedule and Demands
g ((Real))
• Videos that Promote Understanding
–
–
–
–
–
How to be a Good Friend, Good Friends Inc
Wretches and Jabberers
Carly Fleischmann
Temple Grandin’s Brain Scans
60 Minutes Autism Clips (IPADS)
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8/5/2013
Functional Behavior Assessment
Structures
Functional Assessment Interview
Tolerance in the Teaching & Community
Climate
• Videos that Promote Understanding
g
(Portrayed)
–
–
–
–
The Temple Grandin Story
Adam
Parenthood (TV Show)
Big Bang Theory (TV Show)
Common FBA Qualities
•
Competing Pathways
Model
•
Legal Requirements
Functional Behavior Assessment
Common FBA Qualities
• FBA is a continuous process
(not a one-time event) for identifying,
(1) the purpose or function of the behavior,
(2) the variables that influence the
behavior, and
(3) components of an effective behavioral
intervention plan (BIP)
Most Functional Behavior Assessments are
Looking for Patterns
* From WI DPI Bulletin 07-01: http://sped.dpi.wi.gov/sped_bul07-01#q5
Common FBA Qualities
•
•
•
•
•
•
•
•
•
Goal of Many FBA’s is to
Seek Function in Terms of:
Attention
Access to Object or Activity
Escape / Avoidance
Automatic Reinforcement
Power or Control
Imitation (TV, peer pressure, etc)
Self Protection (feels threatened)
Self Esteem
•
•
•
•
•
Wh Does
When
D
th
the B
Behavior
h i O
Occur?
?
Who Does the Behavior Occur with?
For How Long does the Behavior Occur?
What Happens Before Behavior? (antecedent)
What Happens After Behavior? (consequence)
Example of Problem Solving
Step 1: Discuss and Define the Behavior
Step 2: Observe the Behavior in a Safe
Environment with Minimal Interference
Step 3: Discuss and Define the ABC’s
Step 4: What do we Know about the Student and
the Student’s Strengths and Needs?
Step 5: Based on the ABCs and What we Know
about the Student:
Determine the “Function” of the Behavior
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8/5/2013
Examples of FBA – ABC’s
Examples of FBA – ABC’s
When . . . A Peer Bumps into the Student
The Student . . . Says “He Pushed Me” loudly
and begins to argue with the peer and teacher
Which Leads to . . . The teacher giving attention
to both peer and student. The student takes
approximately 5 minutes to calm down.
When . . . The teacher pulls out the math book.
The Student . . . Puts head back and starts to cry.
Which Leads to . . . The teacher talking to the
student
assuring
This takes
d
i the
h student
d
iit iis ok.
k Thi
k 510 minutes. The student spends less time
completing math activity.
We Think the Behavior Occurs Because . . .
The student is attributing the contact from peer
as a threat to personal space and is upset that
the teacher and peer do not make the same
attribution.
We Think the Behavior Occurs Because . . .
The student is trying to escape from doing the
math homework and is reinforced in the behavior
by reduced time doing the math work.
Common FBA Qualities
In Addition, Many FBA’s Have Some Type of
Functional Assessment Interview Form
that Can be Completed by:
Competing Behavior Pathways
Model - FBA
• Type of Functional Behavior Assessment Tool
• Widely Used by Universities / School
Psychologists
• Educators
• Parent
• Student
• Requires Educators to Think about Immediate
and Long Term Outcomes
Competing Behavior Pathways Model
Desired
Behavior
Setting
Event(s)
Antecedent Behavior
Interferes
w/Learning
Alternative
(Taught)
Behavior
Ideal
Outcome
Current
Outcome
Key Ideas of Competing Behavior
Pathways Model
Replacement Behavior that will be
Taught MUST have the SAME
Function as Behavior that
Interferes with Learning
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8/5/2013
Competing Behavior Pathways
Model
Conscious choice to
ignore,
regulation
Desired
skill,
appropriate
Behavior
comment
Sleep
S tti
Setting
medicine
Event(s)
impairment
Peer
P
Antecedent
Comment
Behavior
Threats,
Threats
Interferes w/
loud voice
Learning
Completes
Ideal
all work in
Outcome
class
Work
Current
output
is
Outcome
reduced
Allowed
Goes
to to
leave
Taught to use
Replacement
to
independent
get a drink
regulation
skillof
(Taught)
reading
water
area and
when
in hallway
writes
in
the
in
hallway
journal
Behavior
for drink
Benefits of Competing Pathway Model
• When Looking at Competing Pathways, We
are Looking Beyond “What Intervention can
we Try”
• Instead we Focus on a Replacement
Behavior that is MORE Acceptable and
Meets the Same Function as the Behavior
Interfering with Learning
FBA Best Practice
• Consider when to Develop FBA
– Before a behavior interferes with learning
– Brief vs full FBA
– Think functionally and make specific
adjustments
Activity
In Groups
1. Define A Behavior That Interferes with Learning
2.
2 Identify Setting Events and Antecedents
3. Describe What Happens Immediately After
Behavior
4. Develop a Hypothesis of Why Behavior May be
Occurring
5. Identify a Replacement Behavior that Can be
Taught
Deficits of Competing Behavior
Pathways Model
• Suggests a Focus on a Single Competing
Pathway
• Complex Behavior will Require Multiple
Interventions
• Multiple Functions Require Multiple
Interventions
FBA Best Practice
• Examine Your FBA Forms
– Does it ask all the relevant questions?
– Is this FBA form appropriate based on what you
know about this student?
– How in depth do you need to go to find the
function?
– Can and should you go beyond the boxes /
lines that are on the form?
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8/5/2013
FBA Best Practice
• Consider if Behavior Requires Change
– Harmful and/or impedes learning or social
p
y appropriate
pp p
– Developmentally
• Define the “Behavior”
• Include Student and Family in Data
Collection
BIP Best Practice
• Balance Behavior Removed with Supports
and/or Behavior Added
• Program for Independence and Choice
• Include Student and Family in
Understanding Intervention
• See if Interventions can be Universal
Compliance and FBA / BIP
• Understand
Compliance and
Best Practice
BIP Best Practice
• Create a Timeline and Include Follow Up
• Develop a Behavior Intervention Plan with:
– Brainstorming ideas and input from whole team
– Clear plan on how to respond to behavior
– Multiple plans on how to “teach” socially
acceptable behaviors
BIP Questions to Ask
• How will we teach appropriate school
behaviors?
• Will the methods be evidence or research
based?
• Are we considering both our responses
(consequences) to behavior as well as
antecedents (what we will teach) to help the
student?
• How will the student and family be involved in
the process?
Is Conducting an FBA Part of an
Evaluation?
The IEP Team determines if the FBA is
necessary as part of the evaluation in order
to determine whether the child has a
disability or the extent of special education
and related services that are needed. If the
IEP Team determines the FBA is part of the
evaluation, parent consent must be obtained,
as is the case for all data collected in the
evaluation process.
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8/5/2013
Compliance Requirements for FBA
•
•
FBA is Required if Seclusion / Restraint is Used
Data for Evaluations (FBA required)
– When a disciplinary change of placement occurs and
behavior is a manifest of the disability
– Additional tests or evaluations are part of the FBA
– Determining eligibility or nature and extent of the
special education and related services
– Refer to DPI bulletin 07.01 http://sped.dpi.wi.gov/sped_bul07-01#q5
•
Requires Parent Consent
DPI Trainings
2013-14 DPI 2 Day Autism Trainings
Thank You and Questions
• Basic Needs of Students with ASD:
– Sept 24/25 WI Dells, Jan 28/29 Oconomowoc
Daniel Parker, WI DPI, Autism and Family Engagement
daniel.parker@dpi.wi.gov
(608) 266 – 5194
• Addressing Challenging Behaviors:
– Oct 29/30 WI Dells, Feb 25/26: Oconomowoc
• Instructional Strategies:
– Oct 8/9 Steven’s Point
•
• Graduate credits will be available for all trainings.
Kate McGinnity, Mary McMullen, and Judy Endow are the trainers.
•
Registration and schedule for above trainings on the WI DPI Autism web page:
http://sped.dpi.wi.gov/sped_autism
DPI Trainings
DPI Trainings
WI DPI Free Autism Webinar Training
Dates/Topics – Schedule Coming Soon
• Trainings are free and available to anyone who
requests
q
an invitation for registration.
g
CESA Trainings
• Workshops on FBA and Use of Evidence
Based Practices and Other Topics in CESAs
3,
8, 9
9, 10
10, 11
11, and 12
3 8
• The webinars are based on Evidence Based
Practices (EBP) identified by NPDC-ASD.
Presenters are Daniel Parker and variety of copresenters across WI.
• Schedule will be posted on WDPI autism
web site in early September
• Registration and schedule for above trainings on
the WI DPI Autism web page:
http://sped.dpi.wi.gov/sped_autism
• Registration and schedule for above trainings
on the WI DPI Autism web page:
http://sped.dpi.wi.gov/sped_autism
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8/5/2013
DPI Autism Resources
• Sign Up for Free WDPI Autism Updates
– Professional Development Opportunities
– Free
Resources
F
R
– Articles and Blogs
– Upcoming Events
Sign up at: http://sped.dpi.wi.gov/sped_autism
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