1 behavior plan practicum: developing and scoring high quality behavior plans diana browning wright,...

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Behavior Plan Practicum:Developing and Scoring High Quality

Behavior Plans

Diana Browning Wright, M.S, L.E.P, Behavior Analyst

Director-Ca. Dept. of Education-

Positive Environments, Network of Trainers

Education Consultant-LRP Legal Publications

www.pent.ca.gov

[email protected]

http://www.pent.ca.gov/

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Positive Environments, Network of Trainers

www.pent.ca.gov Your one stop shop!

http://www.pent.ca.gov/

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ObjectivesPractice using the BSP Quality Evaluation

Scoring Guide Be prepared to lead site teams

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“Humiliation Protection” Affects Coping Skills

The number one step in effective support of diverse learners, e.g., learning differences, cultural or subcultural differences, language learners and learning disorders

The student must feel entirely safe from humiliation and its lethal effects– excessive negative comments– conspicuous negative comments – policies that openly expose or stigmatize

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Why use “Humiliation Protection”?– Leads to Development of Resilience and Carl and Fred

Relationships

Why not just use fast, negative practices?– They result in serious complications

behavioral motivational affective

…AND THEY DON’T WORK!

Humiliation Protection Strategy

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Resilience

Thriving in life despite risk factors

40 Developmental Assets Model– See www.search-institute.org

Drugs in

home

Learning disabilities

Violence

exposure

Poor peer models

Absent parents

Disturbed parents

Poverty

Mental

retardation

http://www.search-institute.org/

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Behavior Support Plans

Why?It’s the law!It is best practiceIt improves outcomesIt increases staff morale

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Beginning with IDEA 1997…..

Behavior impeding learning of student or peers Strategies, including positive behavioral interventions,

strategies and support Public agency shall ensure that each teacher and provider

is informed of their specific responsibilities to accommodate, modify and support….

45 day placement: services to be sure behavior doesn’t reoccur

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Continuing with IDEA 2005; Regs 2006…..

Behavior impeding learning of student or peers Strategies, including positive behavioral interventions,

strategies and support (removed, but comments state it is ASSUMED we do

this-- Public agency shall ensure that each teacher and provider is informed of their specific responsibilities to accommodate, modify and support….

During any 45 day placement: services to be sure behavior doesn’t reoccur

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Behavior Support PlansFor whom? Ultimately, to remove barriers

to academic success: Any student who needs one!

Tier 1: positive techniques for all

Tier II: team-developed individualizedpositive techniques; add BSP if needed

Tier III: highly individualized, multiple services and well designed, continuous data

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Behavior Support Plans Who makes up the team?

Everyone relevant to the implementation Legal requirements for IEP and 504

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Not For Display - For Teacher/Staff Use Only

Behavior Support Plan For Behavior Interfering with Student’s Learning or the Learning of His/Her Peers

This BSP attaches to: IEP date: 504 plan date: Team meeting date:

Student Name Today’s Date Next Review Date 1. The behavior impeding learning is (describe what it looks like) 2. It impedes learning because 3. The need for a Behavior Support Plan early stage intervention moderate serious extreme 4. Frequency or intensity or duration of behavior

reported by and/or observed by

PREVENTION PART I: ENVIRONMENTAL FACTORS AND NECESSARY CHANGES

Observ

ation &

Analy

sis

What are the predictors for the behavior? (Situations in which the behavior is likely to occur: people, time, place, subject, etc.)

5.

What supports the student using the problem behavior? (What is missing in the environment/curriculum or what is in the environment curriculum that needs changing?) 6.

In

terv

ention

Remove student’s need to use the problem behavior

What environmental changes, structure and supports are needed to remove the student’s need to use this behavior? (Changes in Time/Space/Materials/Interactions to remove likelihood of behavior) 7.

Who will establish? Who will monitor? Frequency

ALTERNATIVES PART II: FUNCTIONAL FACTORS AND NEW BEHAVIORS TO TEACH AND SUPPORT

Observ

ation &

Analy

sis

Team believes the behavior occurs because: (Function of behavior in terms of getting, protest, or avoiding something)

8.

Accept a replacement behavior that meets same need

What team believes the student should do INSTEAD of the problem behavior? (How should the student escape/protest/avoid or get his/her need met in an acceptable way?) 9.

What teaching Strategies/Necessary Curriculum/Materials are needed? (List successive teaching steps for student to learn replacement behavior/s) 10.

Who will establish? Who will monitor? Frequency

Inte

rvention

What are reinforcement procedures to use for establishing, maintaining, and generalizing the replacement behavior(s)?

11.

Selection of reinforcer based on:

reinforcer for using replacement behavior reinforcer for general increase in positive behaviors

By whom? Frequency?

Note: Numbers correspond with the scoring system on the BSP Quality Evaluation Guide

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EFFECTIVE REACTION PART III: REACTIVE STRATEGIES

What strategies will be employed if the problem behavior occurs again? (Prompt student to switch to the replacement behavior, positive discussion with student after behavior ends, any necessary further classroom or school consequences) 12.

Personnel?

OUTCOME PART IV: BEHAVIORAL GOALS

Behavioral Goal(s) 13.

The above behavioral goal(s) are to: Increase use of replacement behavior and may also include:

Reduce frequency of problem behavior Develop new general skills that remove student’s need to use the problem behavior

Observation and analysis conclusion: Are curriculum accommodations or modifications also necessary? Where described: _ yes no Are environmental supports/changes necessary?........................................................................................................ yes no Is reinforcement of replacement behavior alone enough (no new teaching is necessary)? ......................................... yes no Are both teaching of new replacement behavior AND reinforcement needed? ............................................................ yes no This BSP to be coordinated with other agency’s service plans? .................................................................................. yes no Person responsible for contact between agencies

COMMUNICATION PART V: COMMUNICATION PROVISIONS

Manner and content of communication 14.

Between? Frequency?

PARTICIPATION PART VI: PARTICIPANTS IN PLAN DEVELOPMENT

Student

Parent/Guardian

Educator and Title

Educator and Title

Educator and Title

Administrator

Administrator

Other

Other

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Differences

Behavior “management”reactive

Behavior “support”– proactive

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Focus on…

SUPPORT

vs.

Management

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Focus on…

FUNCTION

vs.

Consequences

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Focus on…

ANTECEDENTS

vs.

Consequences

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Focus on…

TEACHING

vs.

Controlling

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QUALITY BSPs All effective plans address both the environment and

the function of the behavior– Change environments to eliminate the need to use

this behavior– Teach alternative, acceptable (replacement)

behaviors which allow student to get or reject something.

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Multiple Purposes for a Scoring Guide

Use to train staff on the key concepts of applied behavioral analysis

http://cires.colorado.edu/pictures/events.jpg

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Use to improve the quality of BSPs AS they are being written

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Use when a BSP has not been successful.

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Multiple Purposes of a Scoring Guide

Use to keep proper focus balance between positive behavioral interventions and potential future disciplinary considerations.

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Use to improve your ability to legally defend the team’s Behavior Plan.

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BSP QE: What is it?

Measures the extent to which the 6 consensus criteria components of effective positive behavior support are present in a behavior plan

Produces scores of Adequate (Good or Superior 24-17 points) or Inadequate (Underdeveloped to Weak 0-16 points)

Examines 12 areas for quality and internal consistency

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BSP-QE evaluates 6 Keys

1. Behavior serves a purpose

2. Behavior is related to environment

3. BSPs should address both purpose (through replacement behavior) and environment (remove need for problem behavior to attain the goal)

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BSP-QE evaluates 6 Keys

4. New behavior must be taught (or elicited) and reinforced5. Reactive strategies should be described (cue replacement

behavior taught, specify how to handle the problem behavior, debrief following the behavior, consequences [if required])

6. Communication should be two-way between team members and stakeholders, specifying manner, frequency and nature of the communication

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The “Behavior Support Plan

Quality Evaluation

Scoring Guide© - II”

A Scoring Rubric developed by

Diana Browning Wright,

G.Roy Mayer

Dru Saren

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The “Behavior Support Plan

Quality Evaluation

Scoring Guide© - Revised”

A Scoring Rubric

Developed following input from the PENT Cadre at the PENT SUMMITS, 2003

Further field-tested by 55 CSULA Graduate Students in Advanced Behavior Analysis

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What ISthe Positive Behavior

Support Process ? A data-driven team approach with built-in

accountability– Follows a carefully look at the context of the problem

behavior – Hypothesizes why the behavior is occurring. – Develops a plan to teach the student a replacement

behavior and new skills– Changes environments to match student needs– Involves people who really care about the student– Develops a written plan capturing the team’s decisions

and methods

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This team cannot develop effective BSPs.

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Positive Behavioral Support Principle:

Behavior serves a purpose for the

student. All behaviors, including problem

behavior, allow the student to get a need

met (i.e., behavior serves a function).

Although all functions are legitimate and

desirable, the method or form of the

behavior may require alteration.

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Key Concept:

This behavior has worked in the past,

or it is currently working to either:

1) get something the student desires or

2) avoid or protest something the student

wishes to remove.

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Why?

Review Function Chart in packet

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Requirement:

A behavior plan must identify the

function of the problem behavior.

This is necessary in order to develop a

plan that teaches an alternative

replacement behavior that serves the

same function.

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Method:

Observing the student in the problem

situation and interviewing others who

are frequently present when the

problem occurs is required.

Focusing on the student’s facial expression

and the response of others often yields

cues as to what the function of the

behavior may be.

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Examples of functions of behavior:

Billy

Billy throws his work on the floor

because it is hard work for him.

When he does this, his face

shows anger and frustration.

His actions are a protest.

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Dolores

Dolores giggles and disrupts peers around her because she enjoys the attention and reactions she gets and her face shows pleasure and excitement.

Her actions are to get social attention, even when that attention from peers is one of displeasure and disapproval.

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Bruce

Bruce uses swear words not related to what is going on around him. His face shows pleasure and excitement and he uses these words as a method of starting a conversation, e.g., his peers immediately tell him not to use these words and start conversing with him about the use of appropriate language.

His actions are to get social interactions started.

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Function of Behavior:

See supplementary handouts

Complete the activity in teams

1) get something the student desires or

2) avoid or protest something the student

wishes to remove.

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Behavior is related to the context/ environment in which it occurs.

Key Concept:

Something is either present in the environment, or NOT present in the environment which increases the like-lihood the problem behavior will occur.

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Requirement:

The behavior plan must identify what

environmental features support the

problem behavior. This is necessary in

order to know what environmental changes

will remove the student’s need to use the

problem behavior to achieve something he

or she desired.

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Method:

Observing the student in the problem

situation and interviewing others who are

frequently present when the problem

occurs is required. Focusing on everything

going on around the student, the nature of the

instruction, interactions with and around the

student, and the work output required by the

curriculum is necessary to understand why the

student uses this problem behavior in that

particular place, at that time.

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Examples of context/environment impact on problem behavior:

Billy

Billy has NOT YET received

support to complete difficult

work. He throws math

or reading worksheets that

appear long and hard to him

on the floor.

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Dolores

Dolores has NOT YET received direct instruction on how to appropriately make and keep friends. Her peers reinforce her behavior inadvertently by their strong responses. Her peers have neither learned how to reinforce her for appropriate behavior, nor learned how to change their loud expressions of disapproval in response to Dolores’ behavior.

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Bruce

Bruce has NOT YET received instruction on how to initiate social conversation without the use of his attention-getting swear words. His peers have not learned how to direct Bruce to use the alternative method of attention-seeking rather than giving him attention by correcting him for his attention-seeking behaviors. They will be important in shaping a new behavior.

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There are two strands to a complete behavior plan.

Key Concept:

Changing behavior requires addressing both the environmental features (removing the need for use of problem behavior to get needs met) AND developing a replacement behavior (teaching a functionally-equivalent behavior that student can use to get that same need met in an acceptable way).

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Requirement:

A complete behavior plan must address

both strands: make environmental changes

that support acceptable behavior, AND

specify how to teach or elicit functionally

equivalent acceptable behavior and new

skills.

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Method:

Writing an effective two strand plan requires a collaborative team that includes plan implementers and other important, supportive people in the student’s life such as family members, any agency personnel (e.g., social workers, mental health providers, probation officers) and of course the student if his/her participation is possible.

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Examples of two strand, complete approaches:

Billy

Billy’s team decided, and his teacher agreed, that she will alter his assignments so that hard work will not appear overwhelming to him (remove need to protest). Billy will be taught an acceptable protest for work that appears difficult, such as calling the teacher over and telling her the work appears long and hard (functionally-equivalent alternative behavior).

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Dolores

Dolores’ team, decided she will receive instruction on how to make and keep friends. Her peers will receive instruction in how to calmly redirect her to use appropriate interactions to achieve their brief expressions of approval (remove need to get social attention in maladaptive ways). Dolores will learn brief interactions during work periods that result in social approval from her peers, yet do not disrupt others (get social attention with functionally-equivalent alternative behavior).

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Bruce

Bruce’s teachers will provide collaborativelearning opportunities that allow Bruce to be in sustained social interactions with his peers (removes need to use swear words to start a social interaction). Bruce will be taught specific social interaction initiation techniques and his peers will be taught how to prompt him to use these techniques (functionally equivalent ways of starting a social dialogue).

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Requirement:

The behavior plan must specify reinforcement for the new functionally equivalent behavior.

The behavior plan may also wish to specify general reinforcement for positive behaviors as well. Often a general lack of reinforcement available for following class rules will increase a wide range of problem behaviors. When reinforcement is given to all students for a wide range of positive behaviors, dramatically decreases in problem behaviors occurs.

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New behavior must get a pay-off as big or bigger than the problem behavior.

Key Concept:

To achieve maintenance of a new behavior, it must be reinforced.

Reinforcement is actions we take, privileges or tangibles we give, that the student really wants to get, and therefore he/she does the behavior again and again to get that reinforcement.

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ShapeModelCue

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Shaping Defined

Reinforcing closer and closer approximations to an end goal

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Class wide Systems to Cue, Shape and Model Behavior: Strategies for Teachers

Stop & Think Stop! Think… Make a good choice? Make a bad choice? What are you going to do? Make a good choice! Pat on the back

STOPAND

THINK

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Reinforcement Considers:

Power Frequency Variety Immediacy

Reinforcer: evidence present that it will change behavior Reward: guessing it will change behavior

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Method:

Find out what the student typically seeks in the environment.

Ask the student and observe him/her in the situation or have the student complete a “reinforcement survey” of things s/he would want to earn. Does she like computer games? Adults to praise her work? Opportunities to be first in line? Make access to the reinforcer you discover contingent on performing the desired behavior. Parental reinforcement for progress should also be considered.

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Examples of Reinforcement of Replacement Behavior:

Billy

Billy’s teacher will praise his use of the new form of protest behavior his behavior plan suggests, i.e., calling her over to tell the teacher the work looks hard. (Efficacy evidence: Billy’s classroom and home behavior shows he is really pleased by any positive attention from adults.) She will also send home daily report cards describing his use of the new behavior and Billy’s parents will amply praise his new skill at home.

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Dolores

Dolores’ circle of friends will meet daily for 5 minutes at recess to praise Dolores for her quiet, quick checking in with them during a work period that does not disrupt work. Dolores and her friends will all receive points toward lunch with the teacher for their teamwork and support of each other. (Efficacy evidence: Dolores and her friends chose this reinforcer at the beginning of the intervention, telling the teacher how much they wanted the opportunity to be in the “lunch crew” they had observed other students earning).

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Bruce

Bruce’s friends will award him “friendly talking” points and a “high five” gestural acknowledgement each time he tries to start a conversation using the language scripts he has been taught. The teacher will allow Bruce to choose from a menu of tangible and activity reinforcers for every 10 points earned. (Efficacy evidence: Bruce loves the high fives from adults and peers and says he wants to earn the variety of reinforcers on the list).

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Implementers need to know how to handle problem behavior if it occurs again.

Key Concept:

The behavior plan must specify reactivestrategies across four stages:

1) Beginning stage: Prompting the alternative replacement behavior;

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Key Concept:

The behavior plan must specify reactive strategies across four stages:

2) Mid-behavior stage: The problem behavior is fully present and now requires staff to handle the behavior safely through an individualized, careful deescalating of the behavior. This might include specific techniques, calming words, presenting of choices, distraction, and redirection. Each technique will likely be unique to the student. What has worked in the past is important to discuss. Some staff deescalate the student better than others and this should be considered.

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Key Concept:

The behavior plan must specify reactive strategies across four stages:

3) Problem-solving/Debriefing stage: Debriefing with the student is to review what happened, practice the alternative behavior again, and plan what to do next.

4) Required consequences stage: Clearly written consequences or other team determined actions because of the behavior are important, e.g., school and district disciplinary required actions; calling parents; notifying probation department; attendance at special seminars, detention, and so forth.

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Requirement:

All implementers must be clear on specifically how to handle behavior to assure safety of all and that the intervention matches the stage of escalation.

Method:

The behavior team will need to discuss what has worked in the past to alter the problem behavior, and what interventions are required at all four stages of problem behavior.

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Example of reactive strategies:

Billy

Billy’s Behavior Support Plan includesthe four stages of reactive strategies as follows:

Howard Knoff, Stop & Think Social Skills Program, www.sopriswest.com

1. Beginning Behavior Stage: Use gestures Billy has been taught that are cues to Billy to use the alternative protest, i.e., call the teacher over to protest hard work. Follow the “Stop and Think” gestural system taught to teachers and students at this school.

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Billy

Billy’s Behavior Support Plan includes the four stages of reactive strategies as follows:

2. Mid-behavior Stage: Increase proximity to Billy, point to the work on the floor, get on eye level, use calm voice requiring work to be replaced on desk, wait patiently for compliance and praise in accordance with the teacher training on “4 step procedure-One Minute Skill Building (reinforcement sandwich).” If Billy is too agitated to work, invite him to take a “Time Away” in a specified classroom area. Praise his return when he is ready to work.

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Phase B: Correction Strategies

Time Away

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Time Away Differentiated from Time Out Time away: Student decides to leave

vs.

Time-out: Teacher forces students to leave

Time away: In the classroom

vs.

Time-out: Out of the classroom

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Time Away Differentiated from Time Out Time away: Gives freedom, builds

relationships

vs.

Time-out: Results in side effects of punishment: fight and flight

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Time Away Differentiated from Time Out

Time away: Teacher thanks student when he/she returns

vs.

Time-out: Teacher frequently reprimands hen he/she returns

Time away: Puts responsibility for behavior on student

vs.

Time-out: Puts responsibility for behavior on the teacher

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Australia

Go through customs

Declare baggage you are bringing

in

Log arrival and departure times

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5 Rules of Responding

1. Don't direct peer pressure to a misbehavior publicly when the matter can be handled gently in private.

2. Do move toward the student creating an aura of personal contact.

3. Develop nonverbal cues.

4. Identify the misbehavior after the reprimand and direct the student toward the desired activity.

5. Direct the sanction to a specific person.

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Ten Variables that Affect Compliance

1. Stop Using a Question Format.

2. Reduce Distance.

3. Achieve Eye Contact.

4. Limit to Two Requests.

5. Reduce Loudness of Request.

6. Give the Student Time.

7. Cue alternative.

8. Flat tone, words spaced

9. Describe minimal compliance to exit.

10. Reinforce.

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Correction Strategy

4 Step Procedure - Reinforcement Sandwich

Reinforce earlier behavior

State inappropriate behavior with calm voice (“Just now, you…”)

State appropriate behavior with a dangling sentence

– Require response– Require performance

Reinforce compliance

Bu

ildin

g In

structio

nal C

on

trol

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Billy


3. Debriefing Stage: Ask Billy why he chose the old form of protest rather than his new alternative. Have Billy help fill out the daily report card communicating the poor choice he made and what Billy and the teacher will do next time to help assure the new behavior to protest is selected.

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Billy’s Daily Report Card

DAILY REPORT CARD

NAME: Billy

DATE: 1/06/04

TEACHER: Mrs. Wright IMPORTANT BEHAVIORS: YES NO

COME TO CLASS ON TIME? x

BRING SUPPLIES? x

WORK WITHOUT DISRUPTING OTHERS IN CLASS?

X 2 reminders

ASK FOR ASSISTANCE WITHOUT DELAY? X 1 reminder SPEAK COURTEOUSLY? x

COMPLETE AN ADEQUATE AMOUNT OF WORK? x

QUALITY OF WORK PRODUCED WAS ADEQUATE? x

OTHER: steady progress made today using alternative behavior

TOTAL POINTS 5

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Billy


4. Consequences Stage: If the behavior escalates to loud swearing, Billy will be sent to the counselor to complete a written process, “My Inappropriate Behavior,” which may or may not result in a suspension or other school disciplinary procedures given by the Vice Principal for the disruptive behavior.

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The “flight attendant” approach

Maintain instructional controlMaintain stimulus controlBuild behavioral momentum

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Instructional Control

Following any direction given by a teacher.

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Stimulus Control

Doing what I should be doing in that setting (e.g., doing seatwork at my seat)

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Building Behavioral Momentum

First some irresistible tasks, then follow with less desired

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Behavior correction that minimally disrupts the “flow of instruction”

Maintains the relationshipAllows time for complianceDelivers precise commands

If you ask me what to do about a kid being ‘off task’, my first response is going to be, ‘What's the task?’"

(Alfie Kohn)

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Mentorship for Students with Difficulties

Unconditional positive regard and support– Goal: The mentored student feels, “He/she cares about you all

the time, not just when I behave acceptably” Coaching the student to:

– think through the situation – discuss better ways to handle the situation

Coaching may include:– practice for future situations– a paperwork process , role playing, or simple verbal dialogue

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Mentor’s Duties

Provide unconditional love and supportMeet with the student regularlyCheck on work, effort, attitude, gradesOffer friendship and guidanceAssist student in understanding the school’s

positionHelp school staff understand any of the student’s

extenuating circumstances

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Mentor’s Duties

Provide respite/”safe haven” Serve as an alternative to study hall or

independent study when appropriateUse praise/other reinforcers to recognize

achievement, growth or effortSupport successCare!

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Billy’s “My Inappropriate Behavior”

Student Billy Date 1/09/04 Assisting Staff Mrs. Wright

Thinking About My Inappropriate Behavior

1. When did my inappropriate behavior happen? Where was it and who was present at the time?

“Mrs. Wright’s 3rd period at my desk, everyone was there.”

2. What bad choice did I make? (Undesirable behavior)

I said, “I hate this class and I’m not going to do any work. Then I refused to talk to Mrs. Wright.”

3. What negative outcomes might occur (or did occur) if or when I use this unacceptable behavior?

“I won’t get any work done. I won’t learn the lesson. I won’t get a good grade and I won’t get my points.”

4. What could I have done instead? (put an X by the one(s) you might do next time if a similar situation occurs)

X 1. “I could have asked Mrs. Wright to help me.” 2. “I could have put my head down. 3. “I could have asked to see the counselor.”

5. What might happen that is positive if I choose an appropriate behavior to handle my problem?

“I could have finished my work, learned about multiplication and earn all my points.”

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On-going communication needs to be between all important stakeholders in the student’s life.

Key Concept:

The behavior plan must specify who communicates with whom, how frequently and in what manner. Two-way communication between message senders and recipients is important.

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Requirement:

The communication needs to be frequently enough to result in the continuous teaming necessary to achieve success.

Method:

Communication ideas: sent home in writing, through messages on email or voice mail, through posting on a teacher’s answering machine in school (if information can be communicated in codes to assure confidentiality) or face-to-face.

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Example of Communication between important stakeholders:

Billy

Billy’s team decided on the following communication provisions:

1. Communication between: parents, teacher, school counselor, therapist from Department of Mental Health, school principal

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2. Frequency:

a. Daily: Report card on use of replacement behavior will be sent home; parents report back on praise or other reinforcers for accomplishment they gave Billy each day.

b. Weekly: Teacher will send weekly summary of Billy’s behavior to principal, school counselor, parents and therapist through email

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2. Frequency:

c. Per Incident: Episodes of protest that include throwing furniture or loud swearing will be reported to the school counselor, who will debrief and send “My Inappropriate Behavior” analysis sheet to the principal, therapist, family, teacher. Therapist and parents will communicate any discussions with Billy about the incident which have yielded important insights about future interventions to counselor, who will inform others as needed.

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3. Manner:

a. Daily: written report hand carried by Billy to parents

b. Weekly: email summaries using a report chart

c. Per Incident: paper copy to principal, teacher. Email scanned copy to therapist, family

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What does the BSP QE measure?

Extent to which this plan reflects a team developed plan in alignment with principles of behavioral change from the field of applied behavior analysis

Those are the behavior

change principles we just

reviewed !

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What the QE does NOT measure

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What the QE does NOT measure

Whether the new behaviors, interventions, environmental changes, and reinforcers fit

the student Whether this plan is developmentally

appropriate

for this student

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Who is this student? Current developmental stage Skill mastery levels Personality, temperament, and

other unique characteristics Team members must know the student well to

develop an effective plan

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What the QE does NOT measure Whether the hypothesized function is correct

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What the QE does NOT measure Whether the plan was or will be implemented

consistently and skillfully

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The BSP QE Analysis Areas

_____ A. Problem Behavior

_____ B. Predictors of Behavior

_____ C. Analyzing What is Supporting Problem Behavior

_____ D. Environmental Changes

_____ E. Predictors Related to Function

_____ F. Function Related to Replacement Behaviors

_____ G. Teaching Strategies

_____ H. Reinforcement

_____ I. Reactive Strategies

_____ J. Goals and Objectives

_____ K. Team Coordination

_____ L. Communication

_____ Total Score (X /24)

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The BSP QE Analysis Results� Fewer than 12 points = Weak Plan

This plan may affect some change in problem behavior but the written plan only weakly expresses the principles of behavior change. This plan should be rewritten.

� 13 – 16 points = Underdeveloped Plan

This plan may affect some change in problem behavior but would require a number of alterations for the written plan to clearly embody best practice. Consider alterations.

� 17 – 21 points = Good Plan

This plan is likely to affect a change in problem behavior and elements of best practice are present.

� 22 – 24 points = Superior Plan

This plan is likely to affect a change in problem behavior and embodies best practice.

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Area Eval-uated

& BSPLine

A-L

Scoring Criteria

0-2

Actual Examples

Student who refuses to do

work

Key Concepts

Clarify scoring or extend your understanding

Layout of the Scoring Guide

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BEHAVIOR SUPPORT PLAN QUALITY EVALUATION SCORING GUIDE

By Diana Browning Wright, M.S., Dru Saren, Ph.D., G. Roy Mayer, Ed.D.,

with contributions from the Positive Environment, Network of Trainers Teams and the PENT Research Associate Team

Components to Evaluate Scoring Examples:

All examples below relate to the same student and same behavior

Key Concepts

A. PROBLEM BEHAVIOR (line 1)

Problem behavior in observable terms “Behavior impeding learning

is…”

2 = Problem behavior(s) are observable, measurable, and clearly defined

1 = Problem behavior(s) are not

observable, measurable or not clearly defined

0 = No problem behavior(s) or student

is described instead of the behavior

2 = “Defiance: ignores teacher requests to complete a written assignment and continues self-selected activity” (this includes observable/measurable examples)

1 = “Defiance” (but no further

description) 0 = “He is defiant and lazy”

Define the problem behavior clearly so you can measure progress.

If you use general umbrella terms like “defiance”, give examples of what the child does so everyone understands.

If you have multiple problem behaviors, either try to focus on one, or number each behavior to correlate with matched functions and matched interventions later in the plan.

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Scoring SuggestionsLook at the criteria for 2 first.

If it’s not met, look at 0. Figure a 1 from there.

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Key Concepts

B. PREDICTORS OF BEHAVIOR (line 5)

Predictors (Triggers) of problem behavior(s) present “What are the predictors for

the behavior?”

2 = Predictors described with at least one detail, e.g., time, place, people present or absent, task difficulty, specific curricula, etc.

1 = Predictors described with no

details, e.g., time, place, people present or absent, task difficulty, specific curricula, etc.

0 = No specific predictors of problem

behavior, or only predictors from other environments

2 = “Requested to do work: after recess, by himself, when there is a substitute teacher, for any seatwork that is longer than 10 minutes.”

1 = “Requested to do work.” 0 = “Anytime,” or “His parents won’t

take him to counseling,” or “He doesn’t get along with his brothers.”

When can you most expect the behavior to occur? Be as specific as possible.

By identifying predictors, you have clues necessary to find why the behavior is occurring.

Sometimes the predictors will be obvious to casual observations and interviews; other times data collection will be necessary.

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Key Concepts

C. ANALYSIS OF WHAT SUPPORTS THE PROBLEM BEHAVIOR IS LOGICALLY RELATED TO PREDICTORS (line 6 links to 5)

Identified antecedent environmental variables influencing behavior “What supports the student

using the problem behavior, i.e., What is in or missing in the environment and/or the instruction” AND “Any current predictors for behavior?”

2 = The features of the environment (line 6) are logically related to the identified predictors (line 5)

1 = Features of the environment,

whose absence or presence affect the behavior, are identified (line 6) BUT are not logically related to the identified predictors (line 5)

0 = What is described as supporting

problem behavior (line 6) is not a feature of the environment described as predictors (line 5)

2 = Missing in Environment: “The classroom has not yet been

structured to provide peer buddy during seatwork.” (line 6) is logically related to predictor listed, e.g., “whenever he is required to work alone, without peer support.” (line 5)

Present in Instruction: “He expresses the desire to work

on his own”(line 6) matched with “an adult closely monitors each seatwork task” (line 5)

1 = Missing in Environment: “The classroom has not yet been

structured to provide peer buddy during seatwork.” (line 6) is not logically related to predictor listed, e.g., “after he has been with his non-custodial parent on the weekend.” (line 5)

0 = “His older brother supports his

acting tough at home,” or, “Nothing, he should take responsibility for his work like everybody else.”

It is not enough to describe the situation or predictors of problem behavior. (line 5) The team must analyze what it is about that situation that results in the likelihood of problem behavior. Example: “He acts out every math class” is not enough. (line 5) “He acts out during math class because math is hard for him and accommodations have not yet been implemented” established the logical link. (line 6) Line 6 is the summative statement that drives development of interventions to address environmental conditions. The purpose of environmental changes are to remove the need for the student to use this problem behavior.

137

Scoring Problems When there is lots of extraneous information, such

as curriculum adaptations not relevant to the problem behavior

IGNORE IT!!

138

Scoring Problems “Logically related” means that you can grasp the

connection between the items.

DON’T OVERANALYZE!

139

Scoring Suggestions Score leniently if you have reason to believe that

the principles and key concepts are there.

140

Scoring Problem Writing a “gold standard” goal and objective in the era

of accountability 6 Key Components for Scoring A Complete Goal or

Objective

1.) by when

2) who

3) will do what

4) under what conditions

5.) at what level of proficiency

6.) as measured by whom, and how?

141

6 format for increase and decrease

By whenWhoWill do whatUnder what conditionsAt what level of proficiencyas measured by whom and how

142

Expanded: 9 format for FERB

By when Instead of x behavior For the purpose of y Who Will do what (new behavior) For the purpose of y Under what conditions At what level of proficiency As measured by whom and how

143

Example Goals: adequate/inadequate?

Why?See bsp-qe p. 19

Decrease type: 1. Mike will stop fighting on the playground– STOP—WAIT FOR INSTRUCTIONS FROM

DIANA

Increase type: 2. By 1.04.07 Mike will use appropriate behaviors on the playground- STOP—WAIT FOR INSTRUCTIONS FROM DIANA

144

Example Goals: adequate/inadequate? Why?

See bsp-qe p. 19

Functionally equivalent type?: By 1.04.07 Mike will substitute appropriate behaviors (seeking help, walking away or verbally problem-solving as taught by the counselor) in lieu of physical aggression as measured by counselor observations and recording on an IEP team designed record sheet for 90% of yard observations.

145

Hint

Write all goals using a chart format

See bsp-qe p. 19

See behavior goal manual (www.pent.ca.gov)

146

Activity-See Handouts

Scoring “Mario’s” BSP

• gang affiliation• threatened peer• expulsion consideredbut didn’t “pass” manifestation determination• placement changed

148

Scoring activity rules Minimum: 3 person team—maximum 6 person team Assign yourselves roles

– ALL: Review “components to evaluate” column– ALL review “key concepts” column

A. Restates, in own words for group– ALL review “scoring” column

B. Restates, in own words, for the group- ALL read Mario’s line statements- ALL read “examples” column- C. Lead discussion as to why it scores X rather than Y

- D. Records team reasoning and score

149

What’s the research?

PENT 2003-2006 Develop a quantifiable approach for

comparison of plansDetermine best teaching methods

150

Training Improves Plan Quality

Underdeveloped28%

Weak30%

Superior6%

Good36%

Weak16%

Superior18%

Good47%

SUMMITPre-Summit

PlansPost-Summit

Plans

χ2 = 15.64***

These changes are statistically significant!

Underdeveloped19%2002 2003

151

3028

36

6

1619

47

18

0

5

10

15

20

25

30

35

40

45

50

Weak Underdeveloped Good Superior

BSP QE Plan Categories

Per

cen

tag

e o

f P

lan

s

Before

After

Effects of Training on Quality of Plans

152

Percentage Change in Plan Quality

Weak -47%

Underdeveloped-32%

Good 31%

Superior200%

-100%

-50%

0%

50%

100%

150%

200%

250%

BSP QE Plan Quality

Percen

tag

e C

ha

ng

e

Weak

Underdeveloped

Good

Superior

153

Relationship Between Component Scores and Plan Quality

100

0

78

22 21

71

0

20

40

60

80

100

Perc

en

tag

e o

f P

lan

s

Score of 2 Score of 1 Score of 0

Plan Rating on Behavioral Goal

Crosstabulation Between Behavioral Goal Scores and Plan Adequacy

Adequate

Inadequate

Chi Square = 54.22***

154

Relationship Between Component Scores and Plan Quality

Chi Square = 39.22***

81

1932

68

0

100

0

20

40

60

80

100

Perc

en

tag

e o

f P

lan

s

Score of 2 Score of 1 Score of 0

Plan Rating on Environmental Changes

Crosstabulation Between Enviromental Changes Score and Plan Adequacy

Adequate

Inadequate

155

GOOD NEWS: Additional Improvement in the Quality of Positive Behavior Support Plans with Additional Training!!

Underdeveloped17%

Weak7%

Superior34%

Good41%

Second Round of BSP-QE Training

Plans Turned in forForm 2006

χ2 = 15.64***

These changes are statistically significant!

Plans Turned in forForum 2005

Weak16%

Superior18%

Good47%

Underdeveloped19%

Changes in Plan Quality Following Second Round of BSP-QE

156

Percentage Change in Plan Quality PENT 2005-2006

Weak -51%

Underdeveloped-8%

Good -13%

Superior89%

-100%

-50%

0%

50%

100%

BSP QE Plan Quality

Percen

tag

e C

ha

ng

e

Weak

Underdeveloped

Good

Superior

157

Comparison of plan quality with no training, Six key concepts training, Round one training on BSP-QE,

and Round two training on BSP-QE

11% Adequate

89%

Inadequate

No Training6 Concepts

Training

42% Adequate

58% Inadequate

35% Inadequate

65% Adequate

BSP-QE TrainingRound 1

25% Inadequate

75% Adequate

BSP-QE TrainingRound 2

158

Implications: What have we learned?

Additional Forum training using the BSP-QE was associated with significant improvements in the quality of positive behavior support plans.– The mean plan score was 18.57, indicating that, on average,

PENT Cadre members developed plans in the Adequate range.

The greatest amount of change was seen in the increase of plans into the “Superior” category.– 34% of the plans were rated as “Superior” compared to only

18% a year earlier.

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Comparison of Component Scores

Plan Component Mean

Beh. Definition 1.78

Predictors 1.80

Environ. Support 1.49

Environ. Changes 1.64

Function 1.61

Replacement Beh 1.46

Teaching Strat. 1.46

Reinforcement 1.49

Reactive Strat. 1.25

Beh. Goal/Objs .89

Team Coord. 1.54

Communication 1.05

Plan Component Mean

Beh. Definition 1.87

Predictors 1.85

Environ. Support 1.57

Environ. Changes 1.79

Function 1.57

Replacement Beh 1.48

Teaching Strat. 1.55

Reinforcement 1.53

Reactive Strat. 1.49

Beh. Goal/Objs 1.12

Team Coord. 1.52

Communication 1.19

PENT Cadre

Forum 2005 Plans,

PENT Cadre

Forum 2006 Plans,

***Improvement across all but three of the plan components.

160

PBS Plan Quality

PBS Plan Implementati

onFidelity

Student Outcomes

Current Research: Exploring the connection between PBS plan quality, plan implementation fidelity, and student outcomes.

161

Consultant Report: Relationship Between PBS Plan Quality and

Student Outcomes Three ways of looking at this:

1. Decrease in problem behaviors Correlation = .43*

– The better the plan, the more likely the student’s problem behaviors will decrease.2. Increase in general positive behaviors

Correlation = .32*– The higher quality the plan, the greater chance the student will increase his/her

general positive behaviors.3. Increase in student using a FERB

Correlation = .24*– The higher quality the plan, the more likely the team will witness an increase in

FERBs.

162

Follow-up Analysis

Consultant report correlated to implementer report of student outcomes and plan implementation fidelity.– Do they agree?

Consultant characteristics that relate to PBS plan quality, implementation fidelity, and student outcomes.– Preliminary results suggest that “number of ABA courses” is

positively correlated with PBS plan quality and “years in education” is negatively correlated with PBS plan quality (i.e., the more years in education the poorer the PBS plan).

163

Relationship Between Plan Quality and Plan Fidelity

Preliminary results suggest that the better the plan, the more likely the plan is to be implemented with integrity (i.e., implemented as written [r = .56]).

In process: to determine whether integrity significantly predicts student outcomes.– Step 1: Develop a high quality plan– Step 2: Implement the plan with high integrity (as written)– Step 3: Improved student outcomes

164

Autism Outcomes

Autism Study:– Pre- and post-training PBS plans were collected from

Autism Specialist Teachers.– Results suggested that following training on the BSP-

QE, Autism Teachers as a group significantly improved in their ability to develop high quality PBS plans.

165

Change in Plan Categories Following BSP-QE Training

9.1

22.7

68

004.5

40.9

54.5

0

10

20

30

40

50

60

70

80

Weak Underdeveloped Good Superior

BSP Q E Plan Categories

Per

cent

age

of P

lans

Pre-training

post-training

166

Peer-Reviewed Research PublicationsCook, C.R., Crews, S.D., Browning-Wright, D., Mayer, G.R.,

Gale, B., Gresham, F.M., & Kraemer, B. (in press). Establishing and evaluating the substantive adequacy of positive behavior supports plans. Journal of Behavioral Education.

Browning-Wright, D., Mayer, G.R., Gale, B., Cook, C.R., & Crews, S.D. (in press). Effects of training on the use of the Behavior Support Plan Quality Evaluation Guide © (BSP-QE) to improve positive behavioral support plans. Education and Treatment of Children.

167

Research PublicationsEffects of Training Autism Teachers to Develop

Evidence-Based Positive Behavior Support Plans

The Relationship Between Educator Characteristics and Positive Behavior Support Plan Quality

Exploring the Relationship between PBS Plan Quality and Student Outcomes: The Mediating Role of Treatment Integrity

168

Recent Research (Cook & Browning Wright)

Assessed further improvements in PBS plan quality (BSP-QE II), especially in the area of progress monitoring of behavioral change in:

problem behavior reduction positive behavior increase functionally equivalent replacement behavior (FERB) use.

Determined the higher the score, the more likely behavior change occurred, and the great the likelihood the plan was implemented with fidelity

169

Elements of Progress Monitoring of Intervention Effectiveness

Goal Monitoring and AttainmentOngoing CommunicationProgram Implementation (treatment integrity)Program Evaluation/Problem-solving

170

Academic SystemsBehavioral Systems

1-5% 1-5%

5-10% 5-10%

80-90%

80-90%

Intensive, Individual Interventions• Individual Students• Assessment-based• High Intensity

Intensive, Individual Interventions• Individual Students• Assessment-based• Intense, durable procedures

Selected Group Interventions• Some students (at-risk)• High efficiency• Rapid response

Selected Group Interventions• Some students (at-risk)• High efficiency• Rapid response• May inckude individual bsp

Universal Interventions• All students• Preventive, proactive

Universal Interventions• All settings, all students• Preventive, proactive

Designing School-Wide Systems for Student Success

1 behavior plan practicum: developing and scoring high quality behavior plans diana browning wright,...

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