Training BSP Team Leaders
Objectives
• Describe skills needed to lead a BSP team
• Provide a measure for assessing if school
professionals have these skills
• Describe and show examples from the “From
‘Practical FBA’ to BSP” training series
– Training Overview
– Session Objectives & Examples Slides
• Describe Pilot outcomes and Next Steps
Team Leader Competencies:
Building Function-Based Plans
• To develop technically adequate BSPs,
Team Leaders need to understand:
– Basic behavioral theory
– The FBA process
– How to use FBA information to directly link
prevention, teaching and consequence
strategies to FUNCTION of problem behavior
What does Research
Demonstrate?
• Although many school professionals have
received training on team-based FBA and
importance of function-based support, FBA
information continues to be under-utilized in BSP
development (Blood & Neel, 2007; Scott & Kamps, 2007;
Scott, Liaupsin, Nelson, & McIntyre)
– Resulting in BSPs that:
(a) Are missing critical features: e.g., operational definitions,
strategies for teaching alternative behaviors (Cook et al., 2007)
(b) Include contraindicated strategies (Van Acker, Boreson,
Gable, & Potterton, 2005)
• How do we assess if Team Leaders have
the skills needed to link supports and
interventions to behavioral function?
BSP Knowledge Pretest
Team Leader Competencies:
Contextual Fit
• To build BSPs that are both technically
adequate and Contextually Relevant Team
Leaders also need to know:
– Specific steps and strategies for leading BSP
teams through the development process
– How to assess contextual fit of the teamdeveloped strategies and interventions
From “Practical FBA” to BSP
Training Series
• Four 1-hour trainings developed to teach behavior support
professionals to lead a team through the process of using FBA
information to build effective and efficient BSPs for students with
mild to moderate problem behaviors
• Designed to be delivered by district-level behavior support
professionals with extensive knowledge of developing and providing
function-based supports
• Intended for training school-based professionals who:
• Have an understanding of basic behavioral theory
• Have training related to and experience with the FBA process
• Have the role/responsibility of leading team-based behavior support planning
Format for Training Sessions
Each of the 4 training sessions includes the following
elements:
Objectives: Content and skills participants will learn during the
session
Review: A review of terms and concepts
Activities: Practice opportunities to better understand content and
develop skills
Checks for Understanding: Activities to check for understanding
or identify points that need to be discussed or practiced further
(*submitted to trainer at the end of each session)
Objectives for Session #1: Building
Competing Behavior Pathways
By the end of this training session Team Leaders will be able to:
1.
Explain the difference between ‘mild to moderate’ and
‘severe/complex’ problem behaviors
2.
Label the essential components of an FBA summary statement
3.
Describe the three essential characteristics of alternative behavior
4.
Identify examples and non-examples of appropriate alternative
behaviors given sample scenarios
5.
Construct an example summary statement including antecedents,
behavior, consequence, and function, and provide examples of
appropriate and inappropriate alternative behaviors
Example Slides
Practical BSP Methods are
designed to be used with
students who:
Practical BSP Methods are NOT
sufficient for use with students
who:
Exhibit high frequency problem
behaviors that are NOT
dangerous (e.g., talking out,
non-compliance, not
completing work)
Exhibit dangerous behaviors (e.g.,
hitting, throwing objects,
property destruction)
Exhibit problem behaviors in 1 to
2 school routines (e.g., specific
classroom activities, lunch,
recess)
Have received interventions that
did not improve problem
behavior
Exhibit problem behaviors during
3 or more school routines
From FBA to BSP: Begin with FBA
Summary Statement
• The summary statement must include:
– Operational definition of Problem Behavior
– Targeted Routine(s)
– Any identified Setting events / “Set-ups”
– Antecedents / “triggers” for problem behavior
– Consequences that follow the problem
behavior
– Primary Function of problem Behavior
• Multiple Functions = Multiple Summary Statements
Activity 1
Create a Summary Statement for Jason’s Behavior
When Jason is asked to work independently on multiplication
problems in math class, he often argues with her teacher and
tears up his paper which results in being sent to the office for
‘disrespect’. This behavior is more likely if Jason has an
altercation with a peer on the bus on the way to school.
Routine: Math Class
Setting event
Antecedent
Peer
altercation on
bus on the
way to school
Asked to
complete
multiplication
activity
Behavior
Arguing with
teacher, tears up
assignment
Consequence
Teacher sends her
to the office
Function:
ESCAPE TASK
Developing a Competing Behavior
Pathway
Summary Statement:
We already have this!!!
Desired
Behavior
Natural
Consequence
Problem
Behavior
Maintaining
Consequence
Targeted Routine
Setting
Event
Antecedent
Alternative
Behavior
Objectives for Session #2: Identifying
Function-Based Behavior Support Strategies
By the end of this training session Team Leaders will be able to:
1.
Describe the different types of behavior support
strategies/interventions that must be included as part of the BSP
2.
Discriminate between function-based and non-function-based
antecedent strategies
3.
Identify function-based strategies for rewarding alternative/desired
behavior AND minimizing the payoff for problem behavior
4.
Label missing and incorrect components, when provided with
sample behavior support plans
Example Slides
Function Based Strategies
• The team will consider the FUNCTION of the
problem behavior when identifying:
Setting Event
Strategies
Antecedent
Strategies
Teaching
Strategies
Consequence
Strategies
Eliminate/
neutralize
setting
events
Modify or remove
triggers to prevent
problem behavior
Teach
alternative
that is more
efficient
Add effective
reinforcers for
alternative and
desired behavior
Teach desired
skills
Minimize
reinforcement (“payoff”) for problem
behavior
Prompt alternative
and/or desired
behavior
Antecedent Strategies
Antecedent Strategies
Antecedent strategies are
designed to make problem
behavior irrelevant by:
1. Eliminating or
Modifying
antecedents that
“trigger” the behavior
Setting Event
Strategies
Eliminate or
Neutralize
Setting Events
Manipulate
Antecedent
Prevent/Modify
“Triggers”
Teach Behavior
Alter Consequences
Teach Alternate
Behavior
Reinforce Alt/Des
Behavior
Teach Desired
Behavior/
Academic/
Social Skills
Response to Problem
Behavior/
Corrective
Feedback
AND
2. Prompting
alternative/Desired
behavior (precorrection)
Prompts for
Alt/Des
Behavior
Selecting Antecedent Strategies:
Modifying Triggers
•
Triggering antecedents are modified so
the student no longer needs to use the
problem behavior
•
When identifying strategies for modifying
antecedents we need to consider:
#1. The Antecedent
#2. FUNCTION of the Problem Behavior
Identifying Antecedent Strategies
• When asked to read independently at his seat,
Ronnie makes inappropriate noises and makes faces
at peers. Based on the FBA data collected, the team
agreed that the function of Ronnie’s behavior is to
obtain peer attention.
Addresses:
1.Antecedent?
Function?
• Which is the best antecedent modifying strategy?
• Provide student with an easier reading assignment
• Remind student of expectations related to respectful
behavior
• Allow student to wear headphones during independent
reading
• Ask student to work quietly 1:1 with a ‘reading buddy’
• Have student check in with the teacher at the beginning
of class
Identifying Antecedent Strategies
• When Pam is asked to work on long-division
problems in math class, she argues, refuses to
work, and uses profanity to avoid/escape
the difficult task.
• Which is the best antecedent modifying strategy to
prevent problem behavior? Why or Why Not?
• Move student’s seat closer to the teacher
• Give student more time to complete the difficult tasks
• Give student an easier math assignment she can be
successful with
• Warn student she will be sent to office for using profanity
• Allow student to practice long-division on the computer
Consequence Strategies
Consequence
strategies help
make problem
behavior
ineffective by:
Setting Event
Strategies
Manipulate
Antecedent
Prevent problem &
prompt
alternate/desired
behavior
Eliminate or
Neutralize Setting
Events
Modify/Prevent
“Triggers”
Teach Behavior
Explicitly Teach
Alternative &
Desired Behaviors
Teach Alternate Behavior
Alter Consequences
Reinforce alternate &
desired behavior &
extinguish negative
behavior
Reinforce Alt/Des
Behavior
Reinforcing
appropriate
behaviors
AND…
Minimizing
reinforcement for
problem
behavior
Prompt Alt/Desired
Behavior
Teach Desired Behavior/
Academic/ Social
Skills
Response to Problem
Behavior
- Redirection
-Extinction
Reinforcing Alternative and
Desired Behavior
Consequences: Reinforcing the
Alternative Behavior
• It is extremely important that the alternative
behavior is reinforced:
– Immediately
– Consistently
and…
– Results in the same type of reinforcement as the
problem behavior
• This is necessary for the alternative behavior to
successfully compete with the problem behavior.
Consequences: Reinforcing
Desired Behavior
Start Small and Build on Success
• The goal is to ultimately have the student move from the
alternative behavior to the desired behavior.
• Start with reinforcing Reasonable approximations of the
desired behavior
• Considerations:
• What is the student currently doing?
• How does this compare to what we want?
• Will rewards be delivered often enough to strengthen
and maintain behavior?
Consequences: Reinforcing
Desired Behavior cont.
• Initially, use consequences for desired behavior that
match the FUNCTION of the problem behavior.
• If the function of behavior is to Gain Peer Attention, for
being on task and working quietly for 30 minutes the
reinforcer might be:
– 10 minutes of computer time with a preferred peer
• If the function of behavior is to Avoid Difficult Tasks, for
completing over 50% of a challenging assignment the
reinforcer could be:
– a “Free Pass” for a homework assignment
Identifying Consequence Strategies:
Reinforcing Alternative/Desired Behavior
• During independent seatwork, Ronnie makes inappropriate
noises and makes faces at peers. The function of
Ronnie’s behavior is to obtain peer attention.
Function?
Which are the best reinforcement strategies?
Reasonable
expectations?
• Student is allowed to sit by a preferred peer for 15 minutes, if he is quiet
and on task during seatwork every day for a week
• Student will receive a “free homework pass” if he has no problem
behavior during independent seatwork
• When student is on task with no problem behavior for 15 minutes,
he will be allowed to sit at back table and read with a peer
• Student receives frequent teacher praise for staying on task
• Student is allowed to work with a peer when asks appropriately
Identifying Consequence Strategies:
Reinforcing Alternative/Desired Behavior
• During independent reading time in language arts, Audrey
makes noises, talks out, and walks around the room.
The FBA has shown that this behavior is maintained by
adult attention.
Which are the best reinforcement strategies? Why or Why
Not?
• Student can play a game with the teacher if she works quietly
(no more than 2 talk-outs) during independent reading
• Student is allowed to work with a peer when she has been quiet for 15
minutes
• Student receives help from teacher if asks appropriately
• Student can eat lunch with the teacher if no talk-outs for one month
• Student earns a homework pass for on-task behavior
Responding to Problem
Behavior
Consequences: Responding to
Problem Behavior
• Responses to Problem Behavior
should focus on two things:
#1. Redirecting to the Alternative
Behavior
#2. Extinction of the Problem Behavior
Responding to Problem Behavior:
Redirection
• At the earliest signs of problem behavior, quickly
redirect to the alternative behavior
Example:
• During independent work, Annie often talks out
to get teacher attention. If ignored, Annie will
begin yelling and knocking materials off her
desk.
– When Annie first starts talking out, her teacher
will immediately remind her how to appropriately
get adult attention and will praise Annie’s use of
the alternative behavior.
Responding to Problem Behavior:
Extinction
• Do NOT allow the problem behavior to “work” or
“pay off” for the student.
•
Eliminate/minimize the amount of missed instructional
time or work provided to a student for engaging in
problem behavior
•
•
But… make sure student is capable of doing work… or provide
support/instruction so student can complete the work
Eliminate/minimize the amount of attention for engaging
in problem behavior
•
•
Limit verbal interactions/explanations
Create a signal to cue the student to use the alternative behavior
instead
Responding to Problem Behavior:
Extinction
** Note: extinction should ALWAYS be combined with
frequent reinforcers for alternative/desired behavior.
Example:
• Darci engages in problem behavior that results in peer
attention.
– Darci’s peers will receive “Panther Paws” for ignoring her
inappropriate behavior.
• Darci will also be learning how to interact (and provided
frequent opportunities to practice interacting) with peers
appropriately and will earn time with peers for
alternative/desired behavior.
Identifying Consequence Strategies:
Responding to Problem Behavior
• During independent reading time in language arts, Audrey
makes noises, talks out, and walks around the room.
The FBA has shown that this behavior is maintained by
adult attention.
Redirection to Alternative?
Minimizing Reward?
Which are the best strategies for responding to problem
behavior?
• When student begins to engage in problem behavior, she receives a
brief visual prompt to ask for teacher help/attention
• Peers receive “Beaver Bucks” for ignoring problem behavior
• Student goes to school psychologist’s office to discuss her behavior
• Teacher minimizes attention for problem behavior
• Student stays in from recess to finish assignment with teacher
Identifying Consequence Strategies:
Responding to Problem Behavior
• During independent seatwork, Ronnie makes inappropriate
noises and makes faces at peers. The function of
Ronnie’s behavior is to obtain peer attention.
Which are the best strategies for responding to problem behavior?
• The teacher speaks to the student in the hall and reminds him of the
classroom rules
• Peers explain to the student that he is being disrespectful
• The student is reminded that his parents will be called if he continues to
behave inappropriately
• Peers are taught to ignore the inappropriate behavior
• When the student begins to engage in the problem behavior, he is
immediately prompted to appropriately ask to work with a peer
Objectives for Session #3: Implementation
and Evaluation Planning
By the end of this training session Team Leaders will be able to:
1.
Explain the meaning and importance of “contextual fit”
2.
Describe the necessary components of an implementation plan
3.
Describe the essential components of an evaluation plan and
provide examples of appropriate short- and long-term goals and
data collection procedures when provided with a sample BSP
4.
Explain how data are reviewed and decisions are made based on
those data during BSP review meetings
Example Slides
Considerations to Help Ensure
Contextual Fit
• Are plan implementers involved in the design/selection?
• Are strategies consistent with the skills of the implementers?
– How much additional training would be needed? Who would
provide training?
• Are necessary resources available (staff, time, space)?
– Are there other interventions already being implemented in our
school that would fit this student’s particular needs?
• Do the selected strategies fit with the values of team members and
those who will be implementing the plan?
– Are they perceived as (a) likely to be effective, and (b) in the best
interest of the student?
• Will there be administrative support for the selected
interventions/strategies? Is the plan consistent with current schoolwide discipline procedures?
Building Behavior Support Plans
• Step 1: Develop Competing Behavior
Pathway
• Step 2: Identify and Select Behavior
Support Strategies
• Step 3: Develop Implementation Plan
• Step 4: Develop Evaluation Plan
Implementation Planning: Who will do
what, by when?
Consider:
• What specific activities will be involved?
• Developing materials (ex. reinforcement system)
• Designing and teaching curriculum
• Data collection design
• Who is responsible for implementing each
part of the intervention?
• When will each part of the plan be
implemented?
Evaluation Planning: How Will We Measure
Progress??
The team identifies:
- Short-term goal
EVALUATION PLAN
Behavioral Goal (Use specific, observable, measurable descriptions of goal)
What is the short-term behavioral goal?
- Long-term goal
- Specific evaluation
procedures
- Date to meet and
evaluate the
effectiveness of the
plan
_________ Expected date
What is the long-term behavioral goal?
_________ Expected date
Evaluation Procedures
Procedures for Data Collection
Data to be Collected
Person
Responsible
Timeline
Is Plan Being
Implemented?
Is Plan Making a
Difference?
Plan date for review meeting (suggested within 2 weeks) ________________
Objectives for Session #4: Leading a Team
through the Behavior Support Planning
Process
By the end of this training session Team Leaders will be able to:
1.
Describe the role of the team leader in guiding the BSP process
2.
Identify the specific activities that the team leader will engage in
prior to, during, and after the team-based development process
3.
Identify specific questions that the team leader will use to guide
the BSP development process
4.
Lead a “team” of professionals through the process of developing
a sample BSP
Example Slides
Role of the Team Leader
• Display necessary information for team members to
see/use throughout the process
• Ensure that preventive, teaching, and consequence
strategies are Function-Based
• Ensure that ALL team members participate in the
process and agree with outcomes (assess
contextual fit)
• Ensure that the BSP includes all necessary
components, including implementation and
evaluation plans
Before the Meeting
Team Leader:
• Read FBA results and determine if FBA contains
a COMPLETE summary statement, including:
•
•
•
•
Operational definition of problem behavior
Routine(s) in which problem behavior occurs
Antecedents (setting events & triggers)
Primary consequence / Function of the problem behavior
• Meeting place should provide access to a white
board/markers or a projector/LCD screen (or
other means of display)
The Team Meeting
First: FBA Summary Statement
Display (or provide written copies of) the summary
statement for team members to refer to when
building the BSP.
Before moving forward:
Ensure that all team members agree on:
1. The Problem Behavior and Context in
which it is most likely to occur
2. The Function of the problem behavior
Building the Competing Behavior
Pathway
• Draw/Display the CBP model template
• Guide the team in incorporating the summary
statement information into the template
• Help team members operationally define the
desired behavior
• Ensure that the team selects an alternative
behavior that is:
• Functionally equivalent to problem behavior
• Easier to do than problem behavior
• Socially acceptable
Identifying Strategies: Questions
for the Team
• How can we arrange the environment to
prevent the problem behavior?
• What skills can we teach to move toward the
desired behavior?
• How will we reward the alternative behavior?
• How can we exaggerate the pay-off for
approximations of the desired behavior?
• How can we minimize the “pay-off” for the
problem behavior?
Selecting Function-Based
Strategies
• It is the team leader’s role to ensure that the
strategies the team selects are FUNCTIONBASED
• IF team members suggest a strategy that is not
function-based or is contraindicated:
– Direct team members’ attention back to the
competing behavior pathway
– Remind team that:
1. We DO want to reward appropriate behavior with the same
or similar consequences as those currently maintaining the
problem behavior
2. We DO NOT want the student to access reinforcement
following problem behavior
Selecting Strategies with
Contextual Fit
• Once function-based strategies have been identified, the
Team Leader will ask members to rate each strategy
• Do implementers have the skills needed to use this strategy?
• Do we have the resources to implement this strategy?
• Is this strategy consistent with school-wide discipline
procedures? Will we have administrative support?
• Is this strategy likely to be effective? Is it in the best interest of
the student?
• If the answer to any of these questions is “maybe” or “no”:
• Are there ways that the strategy could be modified to make it
more contextually appropriate?
Pilot
• Training materials piloted with elementary
special education teacher
• Knowledge of basic behavioral theory
– Pretest score of 89%
• Job responsibilities included conducting FBA and
working with staff to develop BSPs
• Pretest Score = 64%
• Posttest Score = 90%
Next Steps
An Examination of the Efficacy of Training School Personnel to Build
Behavioral Interventions from Functional Assessment Information
• Purpose:
To determine if a four-part training workshop is sufficient to
allow individuals with basic behavioral training to guide a
school team through use of FBA information to build a
formal behavior support plan that is:
(a) likely to be implemented, and
(b) likely to benefit the student.
Methods by Phase
• Phase 1: From “Practical FBA” to BSP training series –
12 BSP Team Leaders
• Pretest of behavioral knowledge
• Pre- & Post-tests of BSP development knowledge
• Phase 2: Team leaders will lead behavior support teams
in development of BSP for 1 student
• BSPs assessed for technical adequacy and contextual fit
• Phase 3: Student BSPs implemented
• Direct observation data to assess:
– Impact on student behavior
– Fidelity of Implementation