A presentation on performing functional assessments and writing behavior intervention plans using the Meeting Mechanics Process for Reeths Puffer Schools- McMillan Elementary

2. Addressing Student Behavior Get ready to dispel the myths and solve the mysteries about how to address student behavior. Let’s navigate The Behavior Triangle . Mcmillan Elementary School

3. Your Presenter is… This presentation will equip you with a plan and a map for addressing student behavior. All Aboard! Steven Vitto, M.A.,CCII., CTCI., BTC, MAISD

4. The Bermuda Triangle Puerto Rico Florida Bermuda Phew! Glad I made it to the New World!

6. The Behavior Triangle What? When? Why?

7. Identify the MYTHS 1. Problem behavior is a matter of control. 2. Punishment changes behavior. 3. Consequences are negative. 4. A student knows why he or she misbehaves. 5. The only motivations for any behavior are to get, or avoid something 6. Consequences are the most effective way of Correcting behavior 7. It is the adults whose behaviors have to change in a behavior plan . Uh, oh! Answer: The first five are myths. The last two areTRUE.

13. First, to successfully navigate through the process of addressing student behavior, you need… a PLAN and a MAP

14. The Right Direction School-wide Positive Behavior Supports (PBS) Behavioral Intervention Plan (BIP) Functional Behavioral Assessment (FBA)

20. A functional assessment doesn’t leave treatment selection to chance Ms. Jones gambles Jenny’s Education on a hunch Let’s see what I can do to get Jenny to behave!!

21. FBA There’s PAPER involved? BIP

22. ALL behavior— positive and negative— is the manifestation of some underlying need, such as to seek something pleasant, or to avoid something unpleasant. KEY POINTS Hmm. Seek chocolate or avoid fat? #1

23. The motives are the cause and the behavior is the result . Behavior is observable, but the motives behind it are not. To change the behavior ( result ), the cause must be identified and addressed . KEY POINTS I bought a treadmill. Why don’t I use it? #2

24. Rather than attempting to control or suppress behavior, replace or modify the motivation for continuing the behavior or supply an alternate , acceptable behavior that meets the same need. KEY POINTS Maybe I should join that group that works out on Saturday mornings. #3

26. What is the function??? Scott Danny Eddie Eric

28. Johhny goes to the store.

30. Two-Minute Question Break

31. Why an FBA and a BIP? We’d better take a close look at what’s going on here.

32. FBA unctional ehavioral ssessment

42. How About Mike? Teacher : “Mike doesn’t listen. He’s a dreamer. He often looks sleepy. He seldom finishes class work, unless it is about a subject he likes. If Mike doesn’t want to do something, he simply won’t.”

47. The A - B - C’ s of Functional Assessment (ANTECEDENT) Conditions under which problem behavior is likely to occur (BEHAVIOR) Problem behavior (CONSEQUENCE) Event that maintains the occurrence of problem behavior (reinforcement) A B C

54. What is the Antecedent? What is the Behavior? What is the Consequence?

55. When Sequoia misses her 12:30 medication & teachers make multiple task demands, she makes negative self-statements & writes profane language on her assignments. Teaching staff typically send her to the office with a discipline referral for being disrespectful. Setting event Antecedent Response Consequence Misses 12:30 medication Teachers make multiple task demands Sequoia makes negative self- statements & writes profane language Teacher sends Sequoia to office for being disrespectful What function? Avoid difficult tasks

56. Setting event Antecedent Response Consequence Caesar is teased several times about his hair by his friends before class His teacher stares at his hair in class Caesar asks his teacher what she’s staring at His teacher sends him to in-school detention Caesar has dyed his hair three colors & is teased several times by his friends before class. When he enters the class, his teacher stares at his hair. Caesar immediately says “what are you staring at?” His teacher immediately sends him to in-school detention. What function? Escape adult & peer attention

57. Setting event Antecedent Response Consequence The football game is coming on in 2 minutes. Your significant other asks you to wash the dishes. You happily oblige. After one minute, you have broken two glasses and one dish. Your significant other pushes you out of the way and says, “ Just let me do them.” You sigh and go watch the game . You know if you pretend you can’t do something she will do it for you The football game is coming on and your spouse asks you to wash dishes You break two dishes and a glass Your spouse takes over and washes the dishes herself What function? Avoid activity

69. A Skill Deficit? Oh, I hope she doesn’t call on me to answer. I CAN’T.

70. A Performance Deficit? Why should I have to read this stuff? Well, I WON’T.

71. Take the FBA Challenge

74. Use the FBA /BIP form to put it all together. 1. Sources 2. Identification of Problem 3. Antecedents 4. Consequences 5. Prior Strategies (+/-) 6. Presumed Function; Type of Deficit

75. Determine and record the team’s recommendation for the next steps. Make sure everyone who was involved in conducting the FBA signs and dates the FBA form. Last, but NOT Least…

76. The Behavior Triangle Mystery Solved by FBA!

77. Elements of a Positive BIP

78. … to teach the student more acceptable ways to get what he or she wants Include Strategies. . . … to decrease future occurrences of the problem behavior … to address repeated episodes of the behavior

79. teach recognition of trigger” situations Five Things You Can Do manipulate antecedents manipulate consequences modify curriculum/instruction reinforce appropriate behavior

80. Top 10 Behavior Problem Areas Minor (but taxing) Diversions Inappropriate or Abusive Language Physical Aggression Defiance & Disrespect

81. Harassment, Teasing, Taunting Disruption Tardiness Skipping Class, Truancy Property Damage Storytelling, Lying, Cheating

82. Perhaps you didn’t watch out for the common pitfalls… Why Didn’t Our Plan Work?!

83. So, from all the possibilities, how do we decide which interventions to implement? Selecting Interventions

89. Circa 1996

95. Finding All Students Strenghths

98. Meeting Mechanics & MIBLSI (Integration) Presented by Steven Vitto Behavior Functional Asessment and Behavior Intervention Plans

102. Assess Plan Implement Evaluate Effective Behavior Support Process Collaborative Approach

105. Developing the TEAM Roles / Responsibilities THE TEAM: Caseload Teacher; Support Staff; Other Relevant Participants **Ensure appropriate information has been recorded **Produce the written document and action plan **Assure that team members get copies of the completed / updated documents as well as action plan items after each meeting. Recorder **Run the meeting; “Run the Board”: Use white board to capture information **Manage team members’ behavior Facilitator **Schedule meeting; Reserve meeting room; Arrange for food and beverages, if needed, etc. **Ensure a white board, markers, and erasers are available for the meeting Meeting Coordinator (LOGISTICS)

106. Developing the TEAM Roles / Responsibilities Collaborative Team Development **Coordinate observations and staff support to assure strategies are implemented with integrity **Conduct action plan follow-through check ups (be the positive nag) Implementation Coordinator **Coordinate data collection procedures **Train appropriate staff to collect data **Analyze and summarize data prior to meetings to assist team in making decisions. Data Specialist **Assist facilitator with time management Time Keeper

113. Process for Solving Problems MEETING MECHANICS Problem Identification Problem Specification Brainstorm Cluster/ Prioritize Implementation Variables Assign Responsibilities Adapted in part from Allen, S.J. & Graden, J.L. (1997). ( FBA Process- clear definition of problem behavior, being clear about which problem behavior targeted for intervention)

115. Sarah

117. Process for Solving Problems MEETING MECHANICS Problem Identification Problem Specification Brainstorm Cluster/ Prioritize Implementation Variables Assign Responsibilities Adapted in part from Allen, S.J. & Graden, J.L. (1997). (FBA Process)= data, who, where, when… antecents, triggers including when behavior least likely and most likely to occur)

119. Problem Specification

121. Competing Pathways Tattles, pushes, whines, cries Gains attention from teacher Requests teacher help to solve peer conflict without engaging in pushing, whining, crying Setting Events Strategies Increase communication between home and school Increase communication between bus and school Antecedent Strategies Define expectations Precorrect Increase number of supplies available Seat next to competent peer Pair with peer who is a good model Behavior Teaching Strategies Teach expectations Teach to request help Teach to problem solve with peers Teach to take students using materials Consequence Strategies Reward expectations Give positive attention for working appropriately Reward system to earn rewards for entire group Positive teacher attention, Positive peer attention Shares materials appropriately, Works cooperatively with classmates Conflict that occurs on bus to school or at home before school Large-group setting with peers, classmate tries to share materials Behavior Support Planning Attention Student: Vera

122. Competing Pathways Fighting, pushing Escape negative peer comment because peers are subdued Request break from group activity, Request to work with other peers Setting Events Strategies Physically separate from peers with whom he has the most negative interactions Assess academic skills Individualize/modify curriculum to match skills Antecedent Strategies Define expectations Reduce number of group activities expected Allow choice of group or individual projects Increase monitoring/ supervision Check-in system Pair with peer who provides good role model Behavior Teaching Strategies Teach expectations Teach Ronald to request a break or change in partners Teach to problem-solving skills Consequence Strategies Reward expectations Emphasize connections between actions and grades Reward Ronald for appropriate behavior Improvement on grades for group task Work cooperatively and productively during structured group activity Negative interactions with peers, Academic difficulties Academic groups, activity with low supervision Behavior Support Planning Escape Student: Ronald

123. Process for Solving Problems MEETING MECHANICS Problem Identification Problem Specification Brainstorm Cluster/ Prioritize Implementation Variables Assign Responsibilities Adapted in part from Allen, S.J. & Graden, J.L. (1997).

124. >All Ideas are good ideas >Don’t explain, defend , or convince >Professional Role Elimination >Focus on Developing the Best Idea in the Room (6-8 minutes)

128. If you’ve told a child a thousand times and she/he still doesn’t understand, then it is not the CHILD who is the slow learner! Anonymous

132. MEETING MECHANICS: Implementation Variables Problem Identification Problem Specification Brainstorm Cluster/ Prioritize Implementation Variables Assign Responsibilities Adapted in part from Allen, S.J. & Graden, J.L. (1997).

134. Behavior Mantra : “ It is easier to prevent a behavior from occurring than to deal with it after it has happened.”

135. MEETING MECHANICS: Action Plan Problem Identification Problem Specification Brainstorm Cluster/ Prioritize Implementation Variables Assign Responsibilities Adapted in part from Allen, S.J. & Graden, J.L. (1997). Behavior Intervention Plan