Day Day Day Day 1 2 3 Indirect 1 Summarized Descriptive - PowerPoint PPT Presentation

8/13/19 Welcome to RTI 2 -B Tier III Training! Supporting RTI ² -B in Tennessee Schools: Tier III Training Find your school sign and sit with your team Day 3 Sign-in using the sheet at your tables Administrators Only: If you need TASL credit, sign in on TASL sheet TBSP training materials have been field-tested across the state and are based on research. Please only use materials for the purpose and in the format that they were intended. If your district or school intend to use these materials for training or technical assistance purposes please contact Tennesseebsp@vanderbilt.edu . Basic FBA Outcomes Basic FBA Outcomes Day Day Day Day 1 2 3 Indirect 1 Summarized Descriptive Assessment FBA Assessment Record Data Data Behavior Intervention Interviews Review Collection Analysis Strategies Pathway 1

8/13/19 Basic FBA Outcomes Basic FBA Outcomes Indirect Indirect Summarized Summarized Descriptive Descriptive Assessment Assessment FBA FBA Assessment Assessment Record Data Data Record Data Data Behavior Intervention Behavior Intervention Interviews Interviews Review Collection Analysis Strategies Review Collection Analysis Strategies Pathway Pathway Training Materials Schedule for Today Review of Homework FBA Summary Sheet Competing Behavior Pathway Behavior Support Plan (BSP) Progress Monitoring and Maintenance Day 3 Day 3 Presentation Workbook Handout 2

8/13/19 Accessing Electronic Materials Accessing Electronic Materials Implementation Manual Our Website: • tennesseebsp.org • Click on “Team Login” - Tier III - Password: tbsp3 2019-2020 • Download materials Tiered Fidelity Inventory Support Plans 3.10 Hypothesis Statement FBA Summary Sheet 3

8/13/19 Functional Behavior Assessment Summary Sheet Conduct FBA Conduct FBA Step 1: Student Information Last name: First name: Gender: Age: Birthdate: Date: Grade: Click or tap Click or tap to enter a to enter a FBA Summary Sheet date. date. School: If SPED, list eligibility: ☐ Special Education ☐ General Education Step 2: Assessment tools used to determine function (complete and attach) Item Reviewed Staff Interview Family Interview Student Interview Date Completed Click or tap to enter a Click or tap to enter a Click or tap to enter a date. date. date. Student Information Step Record student’s name, gender, age, DOB, date, grade level, school, and if Step 3: Problem Behavior Definition: Write the problem behavior and definition 1 Problem Behavior: they receive special education services or are in general education. If receiving special education services, list eligibility. A place to summarize your indirect and descriptive assessments, as well as the competing behavior pathway, Step 4: FACTS Summary of Behavior which will lead to development of a behavior support plan. During insert target routine, insert student name is likely to insert problem behaviors, when s/he insert details of antecedent conditions that trigger behavior, and we believe that s/he does this to St Step 1: St Student Information insert details of consequence/function. It is more likely to occur when insert details of setting events. Last name: First Gender: Age: Birthdate: Date: Grade: name: Step 5: Summary of ABC Data: Attach ABC Observation Form as documentation School: Special Education If SPED, list eligibility: Activity Antecedent Behavior Consequence #1 #1 #1 General Education Ratio / Ratio / Ratio / Ratio / Does Summary of ABC Data match the FACTS Summary of Behavior? ☐ Yes ☐ No (if no collect more ABC data or revisit the FACTS) Step 6: Summary of Baseline Data: Attach baseline data as documentation Check the type of data collected ☐ Rate (freq/time) ☐ Time Sampling ☐ Average duration ☐ Direct Behavior Rating Enter at least 3 baseline data points into the table below and calculate the baseline average Data #1 Data #2 Data #3 Data #4 Data #5 Data #6 Average Conduct FBA Conduct FBA FBA Summary Sheet FBA Summary Sheet Student Information Step Record student’s name, gender, age, DOB, date, grade level, school, and if Assessment tools used to determine function 1 they receive special education services or are in general education. Step Document date staff, parent/guardian, and student interviews were If receiving special education services, list eligibility. 2 completed. Attach completed interviews to this form. St Step 2: Assessment tools used to determine function (complete and attach) Step 1: St St Student Information La Last na name: First na name: Ge Gender: Age: Ag Birthdate: Bi Da Date: Grade: Gr Item R Ite Reviewed Staff Interview Family Interview Student Interview Stevens Shane Male 13 11/26/04 11/22/17 8th Date Co Da Completed Sc School: Sp Special Education If S If SPED, l , list e t eligibility ty: X Bramble Middle School General Education Ge 4

8/13/19 Conduct FBA Conduct FBA FBA Summary Sheet FBA Summary Sheet Assessment tools used to determine function Step Document date staff, parent/guardian, and student interviews were 2 completed. Step Problem Behavior Definition Attach completed interviews to this form. 3 Copy and paste problem behavior from the FACTS Summary Statement St Step 2: Assessment tools used to determine function (complete and attach) Step 3: Problem Behavior Definition: Write the problem behavior and definition St Ite Item R Reviewed Staff Interview Family Interview Student Interview Problem Behavior: Date Co Da Completed 11/12/17 11/14/17 11/15/17 Conduct FBA Conduct FBA FBA Summary Sheet FBA Summary Sheet Step Problem Behavior Definition 3 Copy and paste problem behavior from the FACTS Summary Statement Step FACTS Summary of Behavior 4 Copy and paste FACTS Summary of Behavior statement Step 4: FACTS St S Su Summary of Behavior St Step 3: Problem Behavior Definition: Write the problem behavior and definition During <insert target routine>, <insert student name> is likely to <insert problem behavior(s), when Problem Behavior: s/he <insert details of antecedent conditions that trigger behavior>, and you believe that s/he does Defiance - putting head down, not looking at board, ignoring teacher directives and instructions, talking this to <insert details of consequence/function>. It is more likely to occur when <insert details of back to teacher, doodling, refusing to follow directions, yelling “leave me alone” or “I don’t know”, setting events>. walking out of class. Non-examples including doodling when work is completed, leaving the room with permission. 5

8/13/19 Conduct FBA Conduct FBA FBA Summary Sheet FBA Summary Sheet Step FACTS Summary of Behavior 4 Copy and paste FACTS Summary of Behavior statement Summary of ABC Data Step Calculate summary of data from ABC Data Collection Form. 5 Attach ABC Observation Form. Step 4: FACTS St S Su Summary of Behavior Step 5: Su St Summary of ABC Data: Attach ABC Observation Form as documentation During math, Shane is likely to become defiant (putting head down, not following directions, talking Activity Ac An Antecedent Be Behavior Co Consequence back to teacher, doodling, yelling, or walking out of class), when he is asked to do a math problem, and he does this to avoid math tasks. It is more likely to occur when homework is not completed. #1 #1 #1 Ratio ___/ ___ Ratio ___/ ___ Ratio ___/ ___ Ratio ___/ ___ Does Summary of ABC Data match the FACTS Summary of Behavior? YES NO (If no, collect more ABC data or revisit the FACTS Conduct FBA Conduct FBA FBA Summary Sheet FBA Summary Sheet Session 1 Session 1 Session 2 Session 2 6