11/17/20 All TBSP training materials are informed by peer-reviewed research and our own field testing across the state. We make our training materials freely available to districts and schools on the following conditions: (1) the materials are Supporting RTI ² -B in used in a manner consistent with TBSP training and recommendations and (2) TBSP is cited appropriately. We Tennessee Schools: recommend the following citation for this training: Tennessee Behavior Support Project (2019). Tier III RTI 2 - Tier III Training – Virtual Session 4 B Training [PowerPoint Presentation] Vanderbilt University. 1 2 Welcome to RTI 2 -B Tier III Training! Virtual Session 4 1. Introduce yourself in the chat box 2. Type your school name next to your first and last name by clicking on This session “participants”, hover over name, click will be recorded. “rename” To share with 3. Make sure your audio and video work participants and inform trainers. 4. Download all training materials for this session and make yourself comfortable! Administ Ad stra rators: rs: If you need TASL credit, don’t forget to sign-in We meet with our partners quarterly to collaborate, and using the REDCap Link in the chat box the same training materials are used across the state. 3 4 1
11/17/20 Online Training Expectations Schedule for Today Expectation Behavior • Take care of your needs (water, food, restroom) Be • Answer polls and chat box promptly • Stay on topic Responsible • Use chat to ask for clarification and answer questions ABC Observation Data • Mute audio unless speaking Using the Function Matrix • Contribute where possible Be Respectful • Keep video on when possible • Use break out rooms for team discussions Session Wrap-Up • Ask for clarification when needed in chat feature Be Engaged • Share ideas and information with your team during work time • Fulfill responsibilities of your RTI 2 -B School Team role • Follow up and complete assigned tasks Be Prepared • Take notes and use action plan throughout training • Have materials ready *All chats, public or private will be printed in the final transcript of this session 5 6 Accessing Materials from the Website Training Materials www.tennesseebsp.org 1. Click “Team Login” 2. Click “Tier III” 3. Password is tbsp3 Presentation Handout Workbook Materials can also be found on Vanderbilt Box! 7 8 2
11/17/20 Basic FBA Outcomes Poll Quick Check ✔ Day Session Session Session • Get ready! 1 • Promptly answer 2&3 4&5 6 the poll to the best of your ability 🤔 9 10 Basic FBA Outcomes Basic FBA Outcomes Indirect Summarized Indirect Summarized Descriptive Descriptive Assessment FBA Assessment FBA Assessment Assessment Record Data Data Behavior Record Data Data Intervention Behavior Intervention Interviews Interviews Review Collection Analysis Pathway Review Collection Analysis Strategies Pathway Strategies 11 12 3
11/17/20 Basic FBA Process Step 1 Tier III Team Identify Students Step 2 Step 3 Action Team Step 4 Obtain Consent Descriptive Assessment ABC Data Step 5 Conduct FBA Step 6 Create BSP Step 7 Progress Monitor 13 14 The Basics of ABC Observations The Basics of ABC Observations Reasons for doing ABC An ABC observation: What What observation(s): Why Why • • Confirm summary statement from Involves observing student during Who Who interview identified routine(s) • Look for possible antecedents When When and consequences • Identified routines come from • Where Where Identify function of target behavior interview (FACTS) • Help guide development of BSP How How Portland State University. Basic FBA to BSP: Using FBA to Develop Function- Based Support for Students with Mild to Moderate Problem Behavior. Module 3: Seeing Behavior - FBA Observations. (Lohman & Borgmeier, 2010) 15 16 4
11/17/20 The Basics of ABC Observations The Basics of ABC Observations Person completing ABC observation is done during: What What observations: Why Why • Flexible role Who Who Activities identified from interview • Trained on behavioral observations (FACTS Part A) When When • Member of individual student’s Where support team Where How How MiBLSi’s Practical Functional Behavior Assessments (FBA) Training 17 18 Selecting Observation Times The Basics of ABC Observations What ABC observation completed in: Refer to Step 5 of FACTS Part A to identify ideal observation Why times/activities Who • Setting(s) identified from interview St Step 5: Target Routine for Behavior Su Support Select between 1 or 2 activities with ratings of 4, 5, or 6 from Step 4. Write the name of the activity and the • When most common problem behavior occurring during that time. Only combine activities when activities and Setting(s) which correspond to high- problem behavior(s) are the same. priority times identified (e.g., math is Activities Ac Problem Behaviors Pr a high-priority time; setting to Where Routine #1 Math – whole group lesson and independent work Refusing to work, not following directions, yelling, and walking out of observe in is math class) class Routine #2 Science – whole group lesson and independent Refusing to work, not following How work directions, yelling 19 20 5
11/17/20 The Basics of ABC Observations The Basics of ABC Observations What Number of observations: What Length of observation: Why Why • 5-10 occurrences of target behavior Who Who • 15-20 minutes • Enough to see a pattern (for When antecedents & consequences) and • When Identify pattern of behavior/see to verify summary statement from multiple occurrences of target interview behavior Where Where • Minimum of 2 observations How How 21 22 ABC Observation FAQs ABC Observation Form What if the behavior Schedule another time to observe during doesn’t occur while I’m that same routine there? Close enough to student that you can see or hear, but not so close that the student Where do I sit when I’m obviously knows you’re watching him/her. observing? Avoid interacting with students during the observation. What if the student(s) ask Tell them you are there to watch their class why I’m there? • Go back to the staff member to ask more clarifying questions • Interview another staff member What if I am not confident • Complete a parent and/or student in the FACTS summary interview statement? • Use ABC observations to help Portland State University. Basic FBA to BSP: Using FBA to Develop Function-Based Support for Students with Mild to Moderate Problem Behavior. Module 3: Seeing Behavior - FBA Observations. 23 24 6
11/17/20 Remember Shane? Defiance Step 1: Write name on “observer” line Step 2: Write setting of observation on “setting” line (i.e., classroom, music, cafeteria, etc.) During math, Shane is likely to refuse to work, not Step 3: Write student’s names or initials on “student” line follow directions, yell, or walk out of class when he Step 4: Write date and time of observation on “date” and is asked to do a math word problem, and he does “time” lines this to avoid math tasks. It is more likely to occur when homework is not completed. 25 26 ABC Recording Form Observer: Mrs. Barnes Student: Shane Setting: Math Class Date: 11/17/17 Time: 8:45 – 9:15 am Step 5: Write name of target behavior beside “Behavior” (Mr. Torborg) Step 6: Write description/definition of target behavior using information from FACTS-Part A Observer (Step 3) Student name or initials Note: Definition was already written in the FACTS Setting be specific Step 3: Problem Behaviors Date Mark the problem(s) you are seeing. Circle the one of the greatest concern. Time start & end time Tardy Self-Injury Unresponsive Fight/Physical Disruptive Theft Defiance Aggression Math Class chosen for observation based on Withdrawn Vandalism Work Not Done Inappropriate information from FACTS Language Non-compliance Verbally Verbal Harassment Inappropriate Other Describe the problem behavior: 27 28 7
11/17/20 ABC Recording Form Observer: Mrs. Barnes Student: Shane Setting: Math Class Date: 11/17/17 Time: 8:45 – 9:15 am (Mr. Torborg) Behavior Definition Behavior: Defiance – Putting head down, not looking at board, ignoring the teacher directives and instructions, talking back to teacher, doodling, refusing to follow directions, yelling “leave me alone” or “I don’t know”, walking out of class. Non-examples include doodling when work is completed, leaving the room with permission. Name of target behavior Definition of target behavior • Includes examples and/or non-examples • Measurable Step 3: Problem Behaviors Mark the problem(s) you are seeing. Circle the one of the greatest concern. Tardy Self-Injury Unresponsive Fight/Physical X Aggression Disruptive Theft Defiance Inappropriate Withdrawn Vandalism Work Not Done Language Non-compliance Verbally Verbal Harassment Inappropriate Other Describe the problem behavior: Putting head down, not looking at board, ignoring teacher directives and instructions, talking back to teacher, doodling, refusing to follow directions, yelling “leave me alone” or ”I don’t know”, walking out of class. Non- examples include doodling when work is completed, leaving the room with permission. 29 30 Step 7: Document time of first target behavior in “Time” box Time of first occurrence of target behavior 31 32 8
Recommend
More recommend
