Assessing Challenging behavior: Do you really need an FBA? - - PDF document

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Assessing Challenging behavior: Do you really need an FBA?

PRESENTED BY: JENNIFER BOSSOW, MA, BCBA ALBUQUERQUE PUBLIC SCHOOLS

Objectives

Identify which students should receive supports at each of the three tiers Describe how application of Tier 1 supports can reduce referrals Describe how application of Tier 1 supports can increase quality of instruction Identify steps in assessment and implementation of Tier 1 supports

All children exhibit unwanted (inappropriate) behavior at times

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Children also learn behavioral expectations vary among people, places and circumstances

https://www.today.com/parents/driving-was-so-peaceful-dad-triplets-has-genius-fix-backseat-t103582

As most children enter school, undesirable behavior is more or less controlled by traditional means:

Reminders to behave Infrequent reinforcement Reprimands Time outs Parent contacts

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What works for most doesn’t work for all

MOST CHILDREN NEED TO EXPERIENCE MINOR CONSEQUENCES ONCE IN AWHILE THROUGHOUT THEIR SCHOOL YEARS 10% -30% OF SCHOOL AGE CHILDREN MAY NOT RESPOND TO METHODS THAT WORK FOR OTHER CHILDREN Scheuermann and Hall, 2016

Schools must be prepared to address the full range of student behavior.

• Using a graduated system
• f positive interventions

(a.k.a. positive behavior supports)

• NM RTI process

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School-wide systems of support

Emphasizing multiple levels of prevention Primary prevention strategies (universal intervention) (90% of students)

• Enhancing protective factors in schools to prevent students from falling into risk
• Ensuring and maintaining the use of effective practices for all students
• Example – School and classroom wide interventions

Secondary prevention (targeted intervention) (7% -9% of students)

• Involves activities that provide support to students that are identified as at-risk to prevent the

development of patterns problematic responding or concerning behavior that may lead to more serious behavior patterns

• Example – Systematic instruction in social skills for students with poor or inappropriate interactions

Tertiary prevention (intensive intervention) (1% - 3% of students)

• Focuses on students requiring the most intensive, individualized supports through highly specialized

services orchestrated by a team Kerr and Nelson, 2006

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In oth ther words . . .

• Slide. from Maryann Trott

So what is a teacher to do?

Focus on the school-based factors that affect behavior

• Design of classroom management
• Instructional systems

Research supports that teachers’ actions in their classrooms are highly influential on student achievement (Scheuerman and Hall, 2016)

Plan classroom and individual behavior management systems Have clear rules and expectations Give more attention to expected (wanted) behavior rather than unwanted (inappropriate) behavior Unwanted (inappropriate) behavior is dealt with systematically, consistently, and equitably

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Classroom Organization and Management Inventory (COMI)

Modified from Janney, Bambara and Snell, 2015

Classroom Organization and Management Inventory

What - a self assessment tool of effective classroom management practices and use in the classroom Purpose – determine the effectiveness of classroom management practices with a particular group of students in the classroom When – concerning behaviors are observed

Why

Polls of teachers, parents, and the public consistently cite discipline as major concern Most teachers receive insufficient training in research-based behavioral strategies that inappropriate behaviors or that allow educators to respond to concerning behaviors using positive educational approaches In a 2007 survey of first-year teachers, only 34% of the respondents reported that their teacher training coursework covered positive behavioral interventions as a method for classroom management **the better managed the classroom, the more time teachers have to teach and the more students are likely to learn ***the most important component of any behavior management program is prevention Scheuermann and Hall, 2016

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Wait a minute! Is this another teacher evaluation?

“Directions: Use the rating scale to assess each evidence-based classroom organization and management practice. Individual teachers may use the inventory to self-assess, or team members may conduct observations of one

• another. Discuss strengths and areas of
• improvement. Target several weaker indicators

for improvement. Although some areas may not seem relevant, please rate them to consider and/ or discuss with your team.”

Using the COMI

Classroom based supports

• Aware of the concerning behavior
• Using the tool to determine if classroom

management techniques have an effect on the concerning behavior

Let’s do one together

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Develop interventions

Classroom Management Inventory Intervention Plan # Practice Current level of performance (observable, measurable description) Strategies/ Data Collection(Observable, Measurable, Action Steps) .

Q - If these strategies are already Tier 1 strategies why use this tool? Why do this? A – Yes, these are preventative strategies that should be used to prevent behavior problems. Once a teacher or instructional team identifies that there is a concerning behavior the COMI can be used prior to beginning FBA/BIP process to ensure that those strategies are being implemented before further restricting a student’s LRE. Q – I have all 3s on the COMI and still have problem behavior now what? A – The teacher and instructional team could strengthen/change/adjust strategies with that particular group of students. The teacher and team may also consider looking at the fidelity of implementation of classroom management. Q – How many strategies should I implement at one time? A – No more than 3.

Thank you!

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References

Bambara, L., Janney, R. & Snell, M. (2015) Behavior support, Third Edition; Teachers guides to inclusive practices. Baltimore, MD: Paul H Brookes Publishing. Kerr, M., & Nelson, C. (2006). Strategies for Addressing Behavior Problems in the classroom (Fifth edition ed.). New Jersey: Pearson Education. Scheuermann, B. K. and Hall, J. A. (2016). Positive behavioral supports for the classroom. Upper Saddle River, NJ: Pearson Merrill Prentice Hall.