USING A THREE-TIERED FBA MODEL TO SUPPORT STUDENTS, TEACHERS, AND - - PowerPoint PPT Presentation

USING A THREE-TIERED FBA MODEL TO SUPPORT STUDENTS, TEACHERS, AND FAMILIES

April 23rd, 2018

Michelle Massar and Charisse Elliott Salem-Keizer Public Schools (SKPS)

AGENDA

• To describe the purpose of conducting a functional

behavior assessment (FBA)

• To identify the purpose of using a three-tiered FBA

model

• To discuss the Tier I, II, and III FBA system used in

Salem-Keizer Public Schools

DISTRICT OVERVIEW: SALEM-KEIZER PUBLIC SCHOOLS (SKPS)

Students and Staff

• Students
• Over 40,000 students
• Close to 60 different languages
• 61% students living in poverty
• Staff
• Over 4,800 staff

Schools/T eams

• 2nd Largest district
• 65 Schools
• 42 Elementary
• 11 Middle Schools
• 6 High Schools
• 2 Alternative High School Programs
• 4 Charter Schools
• Transportation T

eam

Oregon State University: 30,592 Students and 5,209 Staff

WHAT IS AN FBA? WHY DO WE USE THEM?

A systematic problem solving process for developing statements about factors that:

• Contribute to the occurrence

and maintenance of problem behavior, and

• More importantly, serve as basis

for developing proactive and comprehensive behavior intervention plans (BIP)

INDIVIDUALS WITH DISABILITIES EDUCATION ACT

• Schools are federally mandated (by IDEA) to complete FBA’s for

students receiving special education services who are about to exceed 10 days suspension and/or reconsidering LRE

• However, IDEA does not tell schools the best way to conduct an

FBA

• Nor does it tell schools to build support based on the FBA

SO, DOES IT MATTER

• FBAs are difficult and time consuming
• Does it really make a difference if we complete

and FBA before developing a BIP?

• What if we use evidence-based practices in our

BIP instead of taking the time to complete an FBA?

INGRAM, LEWIS-PALMER & SUGAI (2005)

• Identified three general education middle schools students who

were having significant behavior challenges

• Developed two BIP’s. One that was indicated/matched the FBA

and one that was contra-indicated/didn’t match the FBA

• Had experts rate the quality and match of the BIP’s
• Both were rated equally high quality for evidenc-based practices
• Indicated plans high match, contra-indicated plans low match to the

FBA (i.e., function of the behavior)

INGRAM, LEWIS-PALMER & SUGAI (2005)

10 20 30 40 50 60 70 80 90 100 1 3 5 7 9 11 13 15 17 19 21 23 25 27 % Intervals w/ Problem Behavior Sessions

% Intervals w/ Problem Behavior for Carter

Baseline Indicated Indicated Indicated Modified Contra-Indicated Contra-Indicated

WHY USE FBAS ACROSS ALL THREE TIERS?

GUIDING PRINCIPLES

• Functional Perspective: Behavior is considered within an

environmental context

• Behavioral Competence: School-based individual who has expertise
• Systems Foundation: Team-based approach to problem solving and

efficient request assistance with function-based support

• Multiple Levels: Establish multiple tiers and prevention and support to

match all students’ needs intervene early

LOGIC: EFFICIENT AND EFFECTIVE SUPPORTS ALONG A CONTINUUM OF NEED

TIER I FBA: GUESS AND CHECK

GUESS AND CHECK

• What: Brief, staff-completed reflection
• Who: Staff-initiated (e.g., teachers, IAs, bus drivers)
• When: Staff want to problem solve around low intensity

behavior(s) of concern that may develop into more serious problem behaviors if ignored

• Why: To promote a function-based perspective early in the

prevention/intervention process

• How: Action planning with grade-alike/professional learning team

and/or mentor

• *Can be used for a Tier II request for assistance (RFA)

TIER I FBA SUPPORT

• Training on Guess and Check during Tier I and Tier II trainings
• All-staff PDs delivered by request
• On-site coaching
• Tier I online resources
• Javontae (Tier I example)
• Paige (Tier I  Tier II example)
• Jose (Tier I  Tier II  Tier III example)

TIER II FBA: BRIEF FBA

BRIEF FBA

• What: Short teacher interview building on information from the Guess

and Check

• Who: Initiated by referring staff or Advanced Tiers Team
• When: Individual staff member has student who is not responding to

Tier I interventions or Advanced Tiers Team is considering Tier II supports

• Why: To ensure that the Tier II intervention matches the function of the

student’s problem behavior

• How: 15-min interview with a member of the Advanced Tiers Team
• *If Guess and Check has been completed, we recommend using the

information when conducting the Tier II interview (i.e., dig deeper rather than repeat)

TIER II FBA SUPPORT

• Training on Brief FBA during Tier II trainings
• On-site coaching
• Tier II online resources
• Paige (Tier I  Tier II example)
• Jose (Tier I  Tier II  Tier III example)

TIER III FBA: FULL FBA AND BEHAVIOR INTERVENTION PLAN (BIP)

FULL FBA

• What: Interviews, observations, and archival review
• Who: Members of the Tier III/Individual Student Support team
• When: Student is not responding to Tier II supports and/or the

student’s behavior is unsafe and intensive

• Why: To determine the function of the student’s problem

behavior and to inform a comprehensive, individualized behavior intervention plan (BIP)

• How: (see next slide)
• *If behavior is a safety concern, develop a safety plan and use the

results of the FBA to make any changes necessary

STEPS IN A TIER III FBA

• Full

T eacher Interview – entire process or moves forward from Tier II FBA (45 minutes)

• Parent Interview (45 minutes)
• Student Interview (45 minutes)
• Archival review – academics, ELA, MH, health, …..
• Observe the classroom environment (10 minutes)
• Observe the student multiple times, days and locations (7-15
• bservations)
• Develop a comprehensive, intensive and individualized BIP using the

Action Plan and Implementation Plan

DEVELOP HYPOTHESIS STATEMENT

• Testable hypothesis (“objective or best guess”)
• Write in observable terms
• If not confirmable, collect more information & restate
• Developed from multiple sources of data (e.g. interviews, academics,

health concerns, etc.)

• Composed of (a) problem behavior, (b) triggering antecedent, (c)

maintaining consequences, & (d) setting events

HYPOTHESIS STATEMENT

HYPOTHESIS STATEMENT

HYPOTHESIS STATEMENT

HYPOTHESIS STATEMENT

DATA COLLECTION: BRIEF CLASSROOM INTERACTION OBSERVATION (BCIO)

DATA COLLECTION: 10-SEC INTERVAL RECORDING

TIER III FBA SUPPORT

• Training during Tier III trainings
• On-site PD:
• Three-hour, two-part follow up with focus on data collection
• Drop-in coaching:
• FBA and BIP support
• Tier III online resources
• Tamesha (Tier III with safety plan)
• Jose (Tier I  Tier II  Tier III example)

REFLECT AND DISCUSS

• What FBA process does your school/district

currently use?

• Are there any FBA supports in Tier I and Tier II?
• What are the pros to using a three-tiered FBA

model in your school/district?

• What are the challenges?

QUESTIONS?

For additional questions and/or materials, please email us at:

pbis@salkeiz.k12.or.us