basic fba to bsp using fba to develop function- based support for students with mild to moderate...
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Basic FBA to BSPUsing FBA to Develop Function-Based Support for Students with Mild to Moderate Problem Behavior
Module 7: Evaluation
1. Define the Problem Behavior
2. Conduct assessment for behavior support planning a. Functional Behavioral Assessment
• Defining behavior in observable & measureable terms • Ask staff and student about where, when, & why behavior occurs
• See the behavior during specified routines• Hypothesize a final summary of where, when, & why behavior occurs
3. Design an individualized behavior support plan (BSP) • Ensure technical adequacy • Ensure contextual fit
4. Ensure Fidelity of Implementation
5. Monitor Plan Impact on Student Behavior
Adapt BSP and implementation as needed
based on on-going monitoring
The Basic FBA to BSP Process
Adapted from Horner, Albin, Todd, Newton & Sprague, 2011
Basic FBA to BSP Training Series
• Module 1- Teaching Basic Principles• Module 2- FBA: Practice Interviewing• Module 3- FBA: Practice Observing• Module 4- Critical Features of BSP• Module 5- Building BSP from FBA • Module 6- Implementation & Evaluation• Module 7- Evaluation
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Basic Complex
For: Students with mild to moderate problem behaviors (behaviors that are NOT dangerous or occurring in many settings)
Students with moderate to severe behavioral problems; may be dangerous and/or occurring in many settings
What: Relatively Simple and Efficient process for behavior support planning based on “practical” FBA data
Time-intensive process that involves emergency planning, family-centered planning, and collaboration with outside agencies
Developed by whom:
Team of school-based professionals (e.g., PBS team members whose job responsibilities include FBA and behavior support planning)
School-based team including professionals trained to develop and implement intensive interventions for students with severe problem behaviors (e.g., behavior specialist)
Basic vs. Complex FBA/BSPFocus of this training series
Objectives
By the end of this module you will be able to:
1. Define the necessary components of evaluation plans and provide examples of appropriate short- and long-term goals
2. Describe data collection procedures that would be used to track implementation fidelity and student progress when provided with a sample BSP
3. Describe the process for conducting and products that should result from a Plan Review Meeting
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Review #1
• The Basic FBA to BSP training series is designed to teach school staff to conduct assessment and develop supports for students with what type of behavior?
– Mild to Moderate, NON-DANGEROUS Behaviors
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Review #2
• What are the 4 steps of the Basic FBA Process (Hint: D.A.S.H)?
#1: Define behavior in observable, measureable terms
#2: Ask staff about When, Where, & Why the behavior occurs
#3: See the behavior (direct observation)
#4: Hypothesize a final summary of when, where and why behavior occurs
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Review #3
• Please list the 4 critical components of Behavior Support Plans:
#1: Competing Behavior Pathway
#2: Prevention, Teaching, and Consequence Strategies
#3: Implementation Plan
#4: Evaluation Plan
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Leading a BSP Team
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Evaluation Planning
• The team leader will ensure that the BSP includes an evaluation plan with:– A short-term goal that is reasonable based on current
performance• Focused on decreasing problem behavior and increasing
Replacement behavior
– A long-term goal focused on increasing desired behavior– Specific activities/procedures that will be used to evaluate
progress– A specific date when the team will next meet to review
progress
EVALUATION PLAN Behavioral Goal (Use specific, observable, measurable descriptions of goal)
What is the short-term behavioral goal?
_________ Expected date What is the long-term behavioral goal?
_________ Expected date
Evaluation Procedures
Data to be CollectedProcedures for Data Collection Person
ResponsibleTimeline
Is Plan Being Implemented?
Is Plan Making a Difference?
Plan date for review meeting (suggested within 2 weeks) ________________
The team identifies: - Short-term goal - Long-term goal - Specific
evaluation procedures
- Date to meet and evaluate the effectiveness of the plan
Evaluation Planning: How Will We Measure Progress??
Use Competing Behavior Pathway to Identify Goals
Typical Consequence
Maintaining Consequence
Desired Behavior
Problem Behavior
Alternate Behavior
AntecedentSetting Event
Routine:
Long-term goal
Short-term goal
Evaluation Planning: Short- and Long-term Goals
• Short-term goal– Focus on reducing problem behavior and increasing
student’s use of the identified Replacement behavior &• Use baseline data to develop a REASONABLE initial goal that
student will be able to achieve• Short term goal will CONTINUOUSLY be revised as student moves
closer to achieving the long-term goal
• Long-term goal– Focus on desired behavior & sustained reductions in
problem behavior• Begin by reinforcing approximations of desired behavior
Developing Goals
• Goals should include the following components:– Condition– Student– Behavior– Criterion– Measurement Plan
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Developing Goals
• Both short and long-term goals should:
A. Be written in observable, measureable terms• What specific behaviors will you increase/decrease?
– Increase use of Replacement Behavior– Reduce Problem Behavior– Increase APPROXIMATIONS of the desired behavior
B. Include specific mastery criteria• How will you know when the student has met the goal?
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Developing Goals
Short-term Goal• During Reading, when asked to complete independent writing
tasks, (Condition) Jonas (Student) will work in his seat quietly OR appropriately request a break (Behavior) at least 70% of the time (Criterion) as measured by ratings on a daily point card (Measurement).
• Notice that the goal is stated positively (what to do) rather than negatively… reductions of problem behavior can be measured by monitoring the expected behavior
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Measuring Reduced Problem Behavior
via increased Positive Behavior
Sample Short-Term Goal for Dexter
• Short-term: Dexter will: a) stay on task without leaving his seat or talking to peers about unrelated topics for at least 75% of independent work time, ORb) appropriately ask to work with a peer (or work
independently) in Writing,
c) complete at least 25% of his daily writing assignments
for 4 out of 5 days across 2 consecutive weeks.
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Increase use of Replacement Behavior
Decrease Problem Behavior
Increase Approximations of Desired Behavior
Mastery Criteria
Example Goals for Leroy
Behavioral Goals ( Always include mastery criteria )
What is the short-term behavioral goal?
During Writing, Leroy will ask appropriately for an easier task or for a “break” from difficult tasks without throwing materials or cursing at least 75% of the time as measured by a daily point card for 2 consecutive weeks.
What is the long-term behavioral goal? Leroy will complete at least 80% of his assigned work in his
math class with no more than 3 incidences of problem behavior (throwing materials, cursing) for 3 consecutive weeks.
__5/1____ Expected date
• During Writing class, Leroy is currently engaging in problem behavior (throwing materials and cursing) to escape difficult tasks in Math approximately 4 days per week. On average, he is completing only 25-30% of his work in class.
Short-term goalIncrease Alt. Behavior & Reduce Problem Behavior
+ Approximation toward Desired Behavior
Long-term goalIncrease Desired Behavior & Reduce Problem Behavior
How will we measure student progress?
Is the Plan Making a Difference?
FAQ: I see the student every day, why do I need to collect data?
• Answer: Data help us to • Document what has occurred and the variables
responsible• Predict future performance• Be accountable for our own behavior • Determine when program modifications are needed
Balancing Accuracy and Feasibility
The “quality” of the measurement system is irrelevant if no one uses it.
– How often will data need to be collected? How often does the behavior occur?
– How much time, effort will data collection methods require? Does this “fit” the context/setting?
– Are there forms that staff are already using (ex. point cards) that can be modified/used?
– Are implementers included when finalizing the measures to ensure feasibility?
Measures for Tracking Student Behavior
• Considerations:
– Does the measure capture the specific tasks/target behaviors of interest?
• Was it a “good” or “bad” day? vs. How many talk-outs occurred during Spanish class today?
– Is the measure sensitive enough to change? • Are we tracking specific student behaviors?
Developing Data Forms
Estimates vs. Real-Time Recording• Consider using Scales or Ratings rather than
Frequency Counts/Duration Measures• Ex. 0, 1-3, 4-5, 5+ incidents/minutes (circle one)
Example Goals for Leroy
Behavioral Goals ( Always include mastery criteria )
What is the short-term behavioral goal?
During Writing, Leroy will ask appropriately for an easier task or for a “break” from difficult tasks without throwing materials or cursing at least 75% of the time as measured by a daily point card for 2 consecutive weeks.
What is the long-term behavioral goal? Leroy will complete at least 80% of his assigned work in his
math class with no more than 3 incidences of problem behavior (throwing materials, cursing) for 3 consecutive weeks.
__5/1____ Expected date
• During Writing class, Leroy is currently engaging in problem behavior (throwing materials and cursing) to escape difficult tasks in Math approximately 4 days per week. On average, he is completing only 25-30% of his work in class.
Short-term goalIncrease Alt. Behavior & Reduce Problem Behavior
+ Approximation toward Desired Behavior
Long-term goalIncrease Desired Behavior & Reduce Problem Behavior
Ask teacher for break / easier task
Use Respectful Language
Use materials appropriately
LeRoy Feb. 4th
Measure Decrease
in Problem Behavior through focus on
increasing Expected Behaviors
Measuring the Short-term Goal During Science, LeRoy will ask appropriately for an easier task or for
a “break” from difficult tasks without making inappropriate comments or throwing materials at least 75% of the time as
measured by a daily point card.
Example: Rating Feasibility
During Science class, LeRoy often makes inappropriate comments, pushes materials off his desk and refuses to do his work to escape difficult tasks.
– To evaluate the effectiveness of Leroy’s BSP, the team members have suggested that his teacher:
Indicate at the end of each class period if LeRoy had ( 0, 1-3, or 4 or more ) instances of problem behavior
Date StaffStaff provided modified tasks & pretaught to ask for “break” or easy task
Problem behavior (inappropriate comments, throwing materials)
Replacement Behavior (Student asked for break or easier task)
yes no 0 1-3 4-6 7+ 0 1-3 4-6 7+
yes no 0 1-3 4-6 7+ 0 1-3 4-6 7+
yes no 0 1-3 4-6 7+ 0 1-3 4-6 7+
yes no 0 1-3 4-6 7+ 0 1-3 4-6 7+
yes no 0 1-3 4-6 7+ 0 1-3 4-6 7+
yes no 0 1-3 4-6 7+ 0 1-3 4-6 7+
yes no 0 1-3 4-6 7+ 0 1-3 4-6 7+
yes no 0 1-3 4-6 7+ 0 1-3 4-6 7+
yes no 0 1-3 4-6 7+ 0 1-3 4-6 7+
yes no 0 1-3 4-6 7+ 0 1-3 4-6 7+
Please complete at the end of each Science block
During Science, LeRoy will ask appropriately for an easier task or for a “break” from difficult tasks without making inappropriate comments or throwing materials at least 75% of the time as measured by a daily point card.
LeRoy’s Weekly Data Chart
Leroy will ask appropriately for an easier task or for a “break” from difficult tasks without throwing materials or cursing at least 75% of the time as measured by a daily point card for 2 consecutive weeks.
Leroy will ask appropriately for an easier task or for a “break” no more than 3 times during Math block with no more than 2 problem behavior incidents for 4 consecutive days .
Leroy will ask appropriately to cross off up to 60% of difficult math problems and will have no more than 3 problem behavior incidents for 2 consecutive weeks.
Leroy’s Short-Term Goal
Leroy’s Long-Term Goal
Leroy will complete at least 80% of his assigned work in his math class with no more than 3 incidences of problem behavior (throwing materials, cursing) for one month.
Intermediate Goals: Approximations
• Over time focus shifts to Long Term goal• Focus will shift to work completion
– Calculate percentage of problems completed on class work daily & graph
• Monday = 15/20• Tuesday = 11/12• Wednesday = 14/15• Thursday = 25/25• Friday = 11/14
Date StaffStaff used visual cue (1st, then or schedule)
Problem behavior (yell, destroy materials, flop)
Replacement Behavior (Student used PECS book to communicate)
yes no 0 1-3 4-6 7+ 0 1-3 4-6 7+
yes no 0 1-3 4-6 7+ 0 1-3 4-6 7+
yes no 0 1-3 4-6 7+ 0 1-3 4-6 7+
yes no 0 1-3 4-6 7+ 0 1-3 4-6 7+
yes no 0 1-3 4-6 7+ 0 1-3 4-6 7+
yes no 0 1-3 4-6 7+ 0 1-3 4-6 7+
yes no 0 1-3 4-6 7+ 0 1-3 4-6 7+
yes no 0 1-3 4-6 7+ 0 1-3 4-6 7+
yes no 0 1-3 4-6 7+ 0 1-3 4-6 7+
yes no 0 1-3 4-6 7+ 0 1-3 4-6 7+
Please complete at the end of each 20 min 1:1 work time block
When one of Grant’s teachers asks him to complete a folder task at his work station, Grant will often yell, tear up materials, and flop on the floor to avoid completing the task.
Grant’s team has decided that during desk work, they will teach him how to use pictures to ask for a break or for an easier task. He will also have a visual reminder placed on his desk during this time.
Grant’s Weekly Data Chart
Activity #2 (page 89)
• When asked to read aloud or answer questions during small group reading lessons, Charlie makes inappropriate comments (e.g., “This is so stupid”), puts her head down on the desk and refuses to comply with any of the teachers directions. The FBA shows that this problem behavior is maintained by adult attention, and the team has decided to teach Charlie to raise her hand and ask appropriately for teacher help/attention.
• Develop: a) a short-term goal, b) an intermediate goal, and c) a long-term goal for Charlie.
• Make sure that you include:– observable, measureable descriptions of behavior – mastery criteria
• In addition to long- and short-term goals, the evaluation plan includes the specific data that will be collected to assess:
Is the plan making an impact on student behavior?
Evaluation Planning: How Will We MEASURE Progress?
Evaluating the BSP: Role of Plan Implementers
• Plan Implementers– Collect fidelity of implementation data at least
1 x per week• Report any difficulties in implementing the plan to the
team leader
– Collect data on student behavior at least 3 x per week to assess progress
• If problem behavior increases or escalates contact team leader immediately
Is the Plan Being Implemented?
• Considerations When Developing Measures of Fidelity:
• Does the measure capture the specific tasks/target behaviors of interest?– Is the plan being implemented?
• Did I implement the plan? vs. Did I check in with student and provide specific praise when she entered class?
Consequence/FunctionTeacher reprimands, teacher takes to time-out
Access Teacher / Adult Attention
Antecedent Teacher teaching to whole class or praising another student
Setting Event
None Identified
Replacement BehvRaise hand for adult attention or to answer a question
Problem BehaviorMaking noises with mouth or hands, leaning on or grabbing others or materials, out of seat
Consequence Feeling of success, adult praise for appropriate behavior
Routine: Circle Time on Carpet
Setting Events Manipulate Antecedent Teach Behavior Alter Consequences
Eliminate/Neutralize Setting Events
N/A
Eliminate/Modify Antecedents
- Sheldon will sit in front of teacher / tape outline on carpet marking his spot- Weighted vest - Frequent adult attention/
stickers for appropriate behavior (at least 1 x per min)
Prompt Alt/Des Behavior
- Pre-teach on the way to circle time (model raising hand, “safe body”)
Teach Replacement Behavior
Teach Sheldon to raise hand for attention
Teach what it means to have a “listening ears”
Teach Desired Behavior/Skills
Teach appropriate sitting on carpet (use examples/non-examples; teach outside of circle time routine)
RewardsSheldon will earn stickers and teacher praise for sitting appropriately (5 stickers will = teacher recognition in front of class)
Teacher will quickly respond to and praise hand raising
Response to Problem At first sign of problem behavior, remind Sheldon to raise his hand using visual cue only (minimize adult attention to problem behavior)
Time out (no longer than 3 min), praise and bring back after several seconds of approp behv
Desired Behavior Sitting appropriately and responding with group during circle time
Example: Sheldon
Questions
Yes(every
day thisweek)
Kind of(2-3
days thisweek)
No (0 days
Thisweek)
Notables *
1. Was the tape outline on the carpet marking Sheldon’s spot?
2. Was Sheldon given a weighted vest at the beginning of circle time?
3. Did I remind Sheldon what appropriate sitting/raising hand looks like at the beginning of circle time?
4. Did I provide stickers for hand raising, and staying in seat?
5. Did I minimize attention to problem behavior?
6. Did I provide frequent attention for appropriate behavior?
7. If Sheldon had to go to time-out, did I allow him to rejoin the group within 2 minutes?
TOTALS
Example: Implementer Checklist
Consequence/FunctionStudent is told to go complete her work in the office
Avoids working with peers
AntecedentAsked to complete a project with a group (2-3 peers)
Setting EventStudent gets to school late and misses breakfast
Replacement BehaviorAsk appropriately if she may work on the assignment alone
Problem BehaviorWhining and refusing to do work
Consequence Success, sense of accomplishment, peer attention
Routine: Social Studies
Setting Events Manipulate Antecedent Teach Behavior Alter Consequences
Provide a.m. snack on days when Maizey arrives late and misses breakfast.
When passing out assignments provide student with a choice of working with a group or completing the assignment alone
Place a “reminder” card on student’s desk stating that she may ask to work alone at any point during the group task
Explicitly teach Maizey: a) when it is okay to appropriately ask for a break, and b) what “appropriately asking to work alone” looks like using examples and non-examples
Provide social skills training focused on how to work cooperatively with peers 3 x per week
RewardsStudent will be allowed to work alone when asks appropriately
When Maizey works with peers for 15 min, she will be given the option to work alone
Response to Problem At first sign of problem behavior, remind Maizey that she can ask to work alone.
Student is told that she may work alone after she either a) asks appropriately, or b) completes one part of the task with peers
Desired Behavior Work with peers to complete group assignment
Evaluation Procedures for MaizeyData to be Collected Procedures for Data
CollectionPerson Responsible
Timeline(Implement as of 2/27)
Is plan being implemented?-Verbal and visual prompts used- Pre-teaching “appropriate asking”-Rewards for app. behavior-Response to prob. behavior - Social Skills Training
Miss Posey (school psych) to observe in classroom
Collect daily-task checklists
Check in with Miss Posey for progress in social groups
Miss Posey
Mrs. Ryan
Mrs. Foster
1 x per week
Collect 3 x per week
1 x per week
Is plan making a difference?
-# of instances of work refusal per week in social studies
-Student use of hand-raising to request working alone
- % group assignments completed
Teacher notes # of occurrences per week in math
Teacher notes daily on behavior report card
Teacher grade book / permanent products
Mrs. Ryan
Mrs. Ryan
Mrs. Foster
Check in 3 x per week
Daily for 2 weeks
Weekly
Plan Review Date 3/14/05
Activity #3 (page 91)
Using the summary statement and strategies provided for Kelly on pages 91-92 in your guide, work with a partner to determine/describe:
What SPECIFIC student behaviors will you collect data on?
Consequence/FunctionPeers talk back / laugh or tell him to leave them alone
Obtain Peer Attention
AntecedentAsked to complete desk work independently
Setting EventAltercation/ reprimand on the bus on way to school
Replacement BehaviorRaise hand and ask to work with peer
Problem BehaviorTalks out, makes noises, talks to/makes faces at peers, out of seat/walks around
ConsequenceTeacher acknowledgement Routine: Math, Writing
Setting Events Manipulate Antecedent Teach Behavior Alter Consequences
Eliminate / Neutralize
On days when an altercation on bus has occurred, Kelly will be given a job/task to do with peer before beginning work (ex. carrying books down to office)
Eliminate / Modify Antecedents
Provide modified assignments that are broken down into steps
Give specific praise often in front of peers
Have Kelly sit in front of teacher / away from distracting peers
Prompt Replacement/Desired Behv
At beginning of independent work, remind Kelly that she can earn time with peers for being on task (point sheet on desk)
Teach Replacement Behavior
Teach Kelly how and when to raise hand and ask to work with peer (use examples and non-examples)
Teach Desired Behavior / Skills
Explicitly teach what on-task behavior looks like
(Teach whole class how to ignore problem behavior)
RewardsKelly will be allowed to work with a peer if she raises her hand and asks appropriately
She will earn points for staying on task that can be exchanged to earn free-time with peers
Response to Problem At first sign of problem behavior, redirect to alternative behavior
Remind peers to ignore problem behavior and ask Kelly to work away from the group
Desired Behavior Stay in seat, sit quietly, complete assignments
Kelly
Meeting to Review the Plan
Meeting to Review the Plan
• The plan is a WORKING DOCUMENT!
• Team members meet regularly to:
a) Monitor progressb) Modify the plan as needed to:
• Make the plan more effectiveor
• Change mastery criteria and increase student independence
Review Meeting: Role of the Team Leader
Guide team in reviewing DATA for each component of the plan to document:
1. Is each strategy being implemented as designed? 2. Is the plan resulting in change in student
behavior? 3. Do data indicate that the plan needs to be
modified and how?4. What is the date of the next Review Meeting?
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The Implementation Plan is used to record:
: 3/21/111. The extent to which the plan is being implemented
and…
2. Team evaluation decisions made, based on the data presented at the meeting
Add more multi-digit problems
Monitor
Completed/ Discontinue
Monitor
Insert data graph – example of data for student outcomes
Barriers to Implementation
• Questions to ask if plan is not being implemented: – Do implementers understand how and when to
use strategies?– Have implementers been provided with a way to
measure implementation? – Are strategies feasible in the natural setting?– Are there ways that plan can be modified to make
implementation more likely?
*Note: If the plan is not being implemented with fidelity, we can not assess if the plan is working.
Barriers to Plan Effectiveness
• Questions to ask if progress is not being made: – Is plan being implemented regularly and
accurately?• prevention, teaching & reinforcement strategies?
– Is student Consistently being rewarded for alt/des behavior? How often?
– Are reinforcers for alt/des behavior “powerful” enough? Are reinforcers functionally equivalent?
– Is the Problem Behavior still being Reinforced? • Remember: we must minimize pay-off for problem
behavior for new appropriate behavior to “compete”
The Plan is Working! Now What??
• The student is making progress, but has not yet met the short term goal.– Continue plan and progress monitoring
• The student has met the short-term goal!!– Create a new short-term goal that more closely
approximates the desired behavior and ASK: • Can we expand the plan/implement in more contexts? • Can we being fading antecedent prompts and modifications?• Should we start fading and/or modifying rewards?• Are there strategies that we can use to increase the student’s
monitoring of his or her own behavior?
Key Points
• An EVALUATION PLAN for determiningA) if the plan is being implementedB) if the plan is making a difference in student behavior C) when team members will meet again to discuss progress
• Both the Team Leader and Team Implementers collect Fidelity and Effectiveness data regularly.
• The Behavior Support Plan is a Work in Progress!!!
• Team members meet every to weeks to determine: – Is the BSP being implemented as agreed on by the team?– Is the student making progress? – Do we need to modify the plan to:
• Improve effectiveness• Increase student independence?
– When is the date of our next meeting?
Check #3
• When developing a BSP evaluation plan, short-term goals should focus on increasing the student’s use of:
The Replacement Behavior
• The long-term goal focuses on increasing:Desired Behavior/Skills
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• Edgar’s team has met to review his progress since implementing the BSP.
• The data show that Edgar’s problem behavior has not decreased in the past 2 weeks.
What is the first question that Edgar’s team should ask?
Is the plan being implemented??
Check #2
Check #3
• Go to page 105 in your guidebook.• In teams of 3, please select a sample scenario
and use the forms provided in your guidebook (pages 106-108) to build a complete student BSP.
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• At the end of “free-choice” time, when asked to transition back to her desk, Charlie verbally refuses, cries, and falls to the floor to avoid transitioning to a less preferred activity. This is most likely to occur on days when Charlie does not take her medicine before school. Charlie’s “tantrums” occur 3-4 times per week and can last up to 10 minutes.
Example #1: Charlie
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• During large-group instruction in Math, when students are asked to attend to the materials being projected on the screen at the front of the class. Garrett often turns around in his chair, gets out of his seat and walks around the room, and makes comments to or faces at peers. FBA data show that his behavior is mostly likely maintained by peer attention. Garrett is currently off-task approximately 85% of the time during large-group and he is turning in less than 50% of his math assignments.
Example #2: Garret
Task
• Over the next two weeks…Please meet with team members at your school to develop a
student plan based on FBA results.
Your role as Team Leader will be to guide the team through the questions on pages 101 and 102 in your workbook and to ensure that the plan is: – Complete (don’t forget about implementation and evaluation plans!)– Function-Based– Contextually Relevant
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Comments/Questionsabout Module 7
• At the bottom of page 109 please write any comments/questions you may have pertaining to this module.
• Thank you for your time & attention!
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