FUNCTIONAL ASSESSMENT FOR EARLY INTERVENTION Module 4 1 - - PowerPoint PPT Presentation

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FUNCTIONAL ASSESSMENT FOR EARLY INTERVENTION Module 4 1 - - PowerPoint PPT Presentation

Aug 28, 2023 233 likes •541 views

FUNCTIONAL ASSESSMENT FOR EARLY INTERVENTION Module 4 1 INTRODUCTIONS Who am I? Who are you? Expectations Syllabus Change- Module 4 quiz due 2/10/13 2 CLASS FORMAT Best Practices in Instruction Data Based Decision

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Module 4

1

FUNCTIONAL ASSESSMENT FOR EARLY INTERVENTION

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Who am I? Who are you? Expectations Syllabus Change- Module 4 quiz due 2/10/13

2

INTRODUCTIONS

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Best Practices in Instruction Data Based Decision Making

3

CLASS FORMAT

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http://www.educatorshandbook.com/pro ducts/game/ Game Options Game Rules Game Data Rewards

4

GREAT BEHAVIOR GAME

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Group #1

  • Emma
  • Lyndsie
  • Stephanie
  • Lisa

Group #2

  • Sarah H.
  • Kathryn
  • Emily
  • Margaret

Group #3

  • Kelly
  • Rachel
  • Andrea
  • Anthony

Group #4

  • Colleen
  • Kimberly
  • Sarah L.
  • Dave

5

TIME TO BREAK INTO GROUPS

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http://www.surveymonkey.com/MySurvey _Responses.aspx?sm=jySKtkU9j7yI74SYP %2fj6F5ATyFabIUvCjLbipZn6qvQ%3d Data Analysis Different ways to group based off of data

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DATA BASED DECISION MAKING: GUIDING TODAY’S INSTRUCTION

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1st

st time around- Write a comment or question on

the corresponding chart paper for Modules 1-3

  • State a key point of the module
  • Question remaining from the module
  • An “ah ha” moment
  • Something you want to see in practice
  • Something you want to do in practice

2nd

nd time around- Respond to questions or

comments already written

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COURSE REVIEW: ACTIVITY

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This week- Focus on the different types of

data collection, advantages and disadvantages of each, and practice using them

During the week- Observe in the classrooms Next week- Connecting the data to assist in

determining the function of the behavior and intervention design

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PLANS FOR MODULE 4

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At the end of this module, you will be able to (a) plan and apply functional assessments for improving learning environments for young children; (b) describe key framework of problem solving language and social behavior as early intervention targets; and (c) describe key steps in creating professional roles with families.

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MODULE 4.1 FUNCTIONAL ASSESSMENT FOR EARLY INTERVENTION: OBJECTIVES

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Social Validity for Early Interventions Parents, teachers, agency agree on:

  • Goals
  • Methods
  • Outcomes

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SOCIAL VALIDITY REVIEW FROM ABA

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Problem behavior occurs for a reason

  • Review functions of behavior
  • Methods used to hypothesize

function Many children referred for consultation have more than one concerning behavior

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FUNCTIONAL BEHAVIORAL ASSESSMENT IN EARLY CHILDHOOD SETTINGS

(NIELSEN & MCEVOY, 2004)

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Child doesn’t have skills? Child isn’t motivated? Behavior is related to acquiring attention? Behavior is related to acquiring objects? Behavior is related to escaping a situation?  Self-stimulatory: : The behavior serves the purpose of providing the child with sensory input, such as repetitive movements

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REVIEW OF HYPOTHESES AND FUNCTIONS OF CHALLENGING BEHAVIOR

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 Selected variables from research

  • Child development
  • Curriculum
  • Prevention
  • Keystone variable examples: compliance, functional communication,

practice opportunities

 Functional behavioral assessment (FBA) )

  • Identifying the events in the environment that consistently precede

and follow challenging behavior

  • Functions and multiple functions
  • Functional analysis for more severe challenges

 Selected functional assessment techniques

  • Waking day interviews & scatter plot
  • Narrative real time observations and ABC recording

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WHAT & HOW TO ASSESS?

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KEYSTONE VARIABLES

(BARNETT, BAUER, EHRHARDT, LENTZ & STOLLAR, 1996)

Narrow target with widespread positive consequences

  • Functional

Language

  • Early Literacy
  • Social behaviors
  • Self-regulation
  • Empirically based

& individually determined

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Problem Solving Interview:

Problem Identification Problem Analysis Plan Development Plan Implementation Plan Evaluation

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FUNCTIONAL ASSESSMENT FOR EARLY INTERVENTION: PROBLEM SOLVING INTERVIEW

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A Sample Problem Solving Interview (there are many variations)  1. The purpose of this interview is….?  2. Your greatest areas of difficulty are…?  4. Which bothers you the most?  5. How serious a problem is this?  5. How often? How long? Increasing? Decreasing? Episodic?  6. Exactly what does _____ do when acting this way? What would you like to see?  7. What triggers the activity? Intensifies it? Alleviates it?  8. Perceptions of origins? Effects on teaching (or parenting)?  9. What have you tried?  10. What are your goals and expectations?  11. What could be most easily managed or where would you like to start?  12. Summary of next steps (e.g., measuring, planning interventions, other)

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PROBLEM SOLVING INTERVIEW

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To identify a child’s typical day and planned activities Parent interview Teacher interview

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WAKING DAY (AND SLEEP) INTERVIEW

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Within your group review the interview questions What type of information would you gain from an interview like this? Advantages? Disadvantages? Any questions about how this may look in the preschool setting?

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INTERVIEW PRACTICE

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How to use a scatter plot As a group discuss advantages and disadvantages to using this method

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SCATTER PLOT

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SCATTER PLOT EXAMPLE

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To help determine what to measure Can use early in consultations with confidence How to do NRT Switch to specific code as variables are clarified and defined

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NARRATIVE REAL TIME (NRT)

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NARRATIVE REAL TIME EXAMPLE

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http://www.youtube.com/watch?v=Ftmy2- feEvw Practice writing or typing an NRT observation

  • f the teacher.

Within your group discuss what was captured through this observation. What did you like about this method? What didn’t you like about this method?

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PRACTICE NRT OBSERVATION

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How to do an ABC analysis

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THE ABC ANALYSIS: ANTECEDENTS-BEHAVIOR- CONSEQUENCES

A B C

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A B C

8am Entering classroom None

  • bserved

(possible home or transportatio n setting event) Aggression towards teacher and peer Positive teacher attention 8:15 Transition to group circle time Teacher quietly suggests to children to come to circle Target child tries to run from class;

  • ther children

do not transition to group Positive teacher attention (verbal & physical) in gently preventing child from running

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THE ABC ANALYSIS EXAMPLE

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http://www.youtube.com/watch?v=wxFszrJqLJo

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PRACTICE

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 Group #1 and Group #2- Observe using the ABC or NRT (1/2 each)  Group #3 and Group #4- Work on Professional Role Activity  Then we will switch!

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GROUP ACTIVITY AND PRACTICE OBSERVATIONS

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Culturally Diverse Families: Enhancing Home- School Relationships (Jones, 2010) Characteristics of Responsive Environments Key Strategies to Enhance Collaboration

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PROFESSIONAL ROLES WITH CULTURALLY DIVERSE FAMILIES- ACTIVITY

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This is way to gather data by having something to show for it:

  • Writing letters
  • Check list of tasks
  • Sticker chart
  • Gluing patterns
  • Teacher collected
  • Can you think of other preschool examples?

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PERMANENT PRODUCTS

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Thoughts on classroom management

  • How can it be modified for the preschool

setting? Post-Test

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REFLECTION