RESPONSE TO INTERVENTION

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RESPONSE TO INTERVENTION

• Functional Behavioral Assessments and
• Behavioral Intervention Plans
• (FBA/BIP)
• LARRY SCOTT
• School Psychologist
• 
  Ken-Ton School District

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Punishment Suspension

• There is no evidence that suspension works- it
  has been ineffective in changing behavior, it
  often only worsens behavior
• Long-term suspension leads to negative attitudes
  toward school, poor attendance / work
  performance, and negative perception of teachers
• Suspension is associated with increased defiance,
  more severe problem behavior, school failure and
  drop out, and contact with the juvenile justice
  system

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Punishment Suspension

• Black and male students are historically
  overrepresented in suspensions and expulsions
• Males are at least twice as likely to be
  suspended and expelled
• Many studies show inequality in disciplinary
  responses and consequences Black and male
  students are more likely to be suspended and
  more harshly for similar offenses
• 66 of Black male students who received
  free/reduced lunch and were in special education
  were suspended at least once, only 2 of White
  females who paid for lunch and in regular ed.
  were suspended (Raffaele Mendez, 2003)
• We need to explore alternative approaches proven
  to work cognitive-behavioral and restorative
  justice

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Philosophy Purpose of FBA/BIP

• To better understand the function of a students
  behavior in a school/classroom environment.
• Environmental/situational factors create and
  maintain problem behavior.
• All behavior serves a function or purpose in an
  environment, setting, or situation.
• To establish systemic interventions to change how
  a student interacts with the environment and
  replace problem behavior with pro-social behavior
• The FBA BIP should be viewed as a single,
  continuous process.
• The FBA/BIP report is a living document which
  is not fixed and can be changed.
• Intervention should address the function of
  problem behavior.

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State Regulations

• An FBA/BIP must be considered for students with a
  disability or for students suspected of
  disability when
• The student displays persistent behavior that
  impedes his or her learning or that of others,
  despite consistently implemented general
  school-wide and classroom-wide interventions.
• Behavior places student or others at risk of harm
  or injury.
• More-restrictive placement as a result of
  behavior is being considered.
• Multiple days of suspension.
• If manifestation is found in a hearing.
• Parent consent must be obtained to conduct an
  FBA/BIP

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2006 State Amendments

• Baseline Data
• An FBA must include quantitative data that can be
  used to measure progress of behavior and
  effectiveness of interventions.
• Must include frequency, duration, intensity,
  and/or latency of behavior across activities,
  settings, people, and times of day.
• Progress Monitoring
• A BIP must include progress monitoring of the
  frequency, duration, and intensity of targeted
  behaviors and behavioral interventions at
  scheduled intervals.
• Results should be documented and reported to
  students parents and CSE.
• Student Involvement
• Student must be involved in the BIP process
  (Interview, Reinforcement Survey, Motivation
  Assessment, Interest Survey, Behavior Contract)

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Response to Intervention (RTI)

• State regulations on FBA/BIP encompass an RTI
  approach.
• Continuum of Behavioral Interventions

Individualized Systems for HIGH-Risk Behavior
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Specialized Group Systems for At-Risk Behavior
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School- / Classroom-wide Systems
80 of students
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Resistance to Intervention

• Previous approaches (i.e. formal assessment) to
  classifying students with emotional/behavioral
  needs have been found to be highly unreliable,
  invalid, and impractical for intervention
  (Gersham, 1992).
• A lack of change in target behaviors as a
  function of intervention. Given that the goal of
  all interventions is to produce a discrepancy
  between baseline and post-intervention levels of
  performance, the failure to produce such a
  discrepancy can be taken as partial evidence for
  classification (Gresham, 1992).

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Resistance to Intervention
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Resistance to Behavior Over Time
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Limitations to FBA/BIP

• Poor collaboration and follow through from home.
• Poor collaboration and follow through with
  community-based professionals.
• Severe mental illness that is untreated or
  mistreated.
• Substance abuse and illegal activity.
• The Human Factor

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FBA/BIP Flow Chart
Identify Target Behaviors
Collect Baseline Data
Determine Triggers and Consequences
Determine Function of Behavior
Develop Hypothesis
Develop and Implement Behavioral Interventions
Monitor Progress
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Target Behaviors

• Specifically identify two of the most problematic
  behaviors that you want to change.
• Must be well-defined, observable, and measurable.
• Be objective and avoid opinion statements and
  personal feelings.
• The stranger test
• Ex. Johnny is violent (vs.) Johnny punches,
  kicks, throws objects, bites, destroys objects,
  spits)

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Collecting Baseline Data

• Think of data as asking a how question How
  much, how often, how long, how many
• 2 Broad Types of Data Collection
• 1. Event Recording and Timed-Interval Recording
  -Tracking actual target behaviors through
  direct observation.
• Gives most detailed information on behavior.
• Requires time, staff, and resources.
• 2. Outcome Recording - Gathering data available
  through records (i.e. discipline referrals) and
  systematic interventions (i.e. classroom-wide
  behavioral programs).
• All behavior produces a response or an outcome.
  Relative frequency, duration, and severity of
  target behaviors can be obtained by gathering
  available data in our schools.

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Function of Behavior

• Escape/Avoidance
• Attention/Control

• Sensory/Perceptual
• Gain Desired Item, Activity, Area

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Behavior Intervention Plan
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Behavioral Intervention Plan (BIP)

• FBA and BIP should be viewed as a unit.
• FBA data assists the development and evaluation
  of BIP. They should be viewed as a single,
  continuous process rather than separate systems.
  
• Interventions should address the various factors
  that affect a student.

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Involving the Student Intervention

• Interview
• Interest Inventory
• Motivation Assessment
• Reinforcement Survey
• Behavior Contract
• Individualized Behavioral Modification System

• Daily/Weekly Report
• Incentives Earn Positive Social Experience
• Connections Program
• Sports Club
• Counseling Community Resources
• Activity Exercise

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Progress Monitoring

• Continue to collect data after implementing
  interventions to assess change in behavior and
  effectiveness of interventions.
• Carefully document interventions implemented.
• Rule of Thumb Document anything that you do
  more of or differently than with most
  students.
• A behavior modification system can be developed
  in a way that measures target behaviors.
• Establish evaluation schedule and team meeting
  time to assess/modify plan.
• Keep parents informed and involved.

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References

• Gresham, F. M. (1992). Conceptualizing behavior
  disorders in terms of resistance to intervention.
  School Psychology Review, 20, 23-37.
• Individuals with Disabilities Education
  Improvement Act Amendments to Rules of the
  Board of Regents and Regulations of the
  Commissioner of Education (NYS), Part 200.1 (r),
  June 23, 2006.
• Wright, J. (2006). www.jimwrightonline.com,
  www.interventioncentral.org