Intensive Behavior Support Presented by Susan Mack

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Intensive Behavior Support Presented by Susan
Mack Steven Vitto Module 4.0 Implementation
Fidelity, Ongoing Monitoring, and Decision Making
Page 35
November, 2010
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Team-Based Behavior Support Process
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Can you. . .?

• Understand the different roles and
  responsibilities involved with implementing the
  behavior support plan with fidelity, ongoing
  monitoring, and decision making?
• Work with the intensive support team to ensure
  that behavior support plans are being implemented
  with fidelity?
• Support plan implementation by ensuring that the
  intensive support team and ad-hoc support teams
  have adequate resources available to them?
• Work with the intensive support team to ensure
  that behavior support plans are being monitored
  to support regular decision making?
• Monitor the effectiveness of the behavior support
  process as a whole to support regular decision
  making at the schoolwide level?

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Partner Share
Page 33

• Once a behavior support plan has been developed,
  can/should we assume that the plan is being
  implemented as designed?

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Fidelity of Implementation
Page 33

• Fidelity of implementation is NOT an evaluation
  of an individual teacher or staff member
• It is an evaluation of the systems
• If fidelity is low, it is typically related to a
  problem with the systems, not the individual
  staff member

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How can we increase the likelihood that a plan
will be implemented with fidelity?
Page 33

• Collaboration throughout development of the plan.
• Opportunities for feedback on the feasibility of
  implementing the plan.
• Ensure that the plan is well documented.
• Ensure that staff have the necessary skills to be
  able to implement the plan.

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Intensive Support Team Agenda (Second Meeting)
Page 33

• Date _______
• Student ______ (Initials only)
• Ad-hoc Team reports data from simple FBA or Full
  FBA-- 15 minutes
• Develop testable hypotheses-- 10 minutes
• Determine if further FBA or functional analysis
  is required-- 2 minutes
• __________________________________________________
  ___________
• If further assessment is not required, design
  BSP-- 20 minutes
• Design plan for implementation of BSP-- 5 - 10
  minutes
• Determine method of data collection for
  evaluation of behavior support plan-- 5 - 10
  minutes
• Schedule follow-up meeting-- 1 minute

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Roles and Responsibilities
Page 34
Responsibility School Staff School Leadership Team Ad-hoc Behavior Team Intensive Support Team
Implement the behavior support plan as intended. X
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You will need. . .

• Follow-up Activities Worksheet

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Page 35
Team Time

• Documenting the Process
• Return to your flowchart/description of the
  behavior support process.
• Add what happens related to ensuring the plan is
  implemented with fidelity.
• Be clear about who is responsible for each step
  (school staff, leadership team, intensive support
  team, ad-hoc support team, etc.)

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Evaluation Process for Individual Students
Page 36

• Document data decision rules.
• Indicators that a student is responding.
• Indicators that a student is not responding.
• Review data weekly.
• Make decisions based on data.
• Stay the course.
• Intensify/modify support.
• Fade.
• Ensure that changes and updates are
  well-documented and shared will everyone involved
  with providing support.

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Individual Student Process Data
Page 36

• Assess the fidelity of implementation at least
  bi-weekly
• Self-monitoring checklist
• Direct observation
• Review of permanent products (point cards
  completed, etc)

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Individual Student Outcomes
Page 36

• Assess the effectiveness of the behavior support
  plan at least bi-weekly
• Collect data daily
• Points earned on a card
• Teacher ratings
• Office Discipline Referrals

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Evaluating Tier 3 Support
Page 36

• The leadership team should monitor the
  effectiveness of intensive behavior support
  systems
• Record of the Numbers of Students involved in the
  Intensive Support Process
• Process Data
• Outcome Data

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Tier 3 Process Data
Page 36

• Benchmarks for Advanced Tiers
• Checklist for Individual Student Systems
• Self-Assessment Survey
• Individual Student Systems Evaluation Tool
  (I-SSET)

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Outcome Data Tier 2/3 Tracking Form
Page 37
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Access to Tier 3
of students with Intensive needs who are
receiving intensive supports
Students with 6 major referrals
Students with Tier 3 Interventions
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Response to Tier 3 Interventions
of students on function based support plans who
are responding
of students on on function based support plans
who are responding
of students participating in function based
support plans
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You will need. . .

• Tier 2/3 Tracking Tool any existing data
• Follow-up Activities Worksheet

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Page 40
Team Time

• Monitoring Fidelity and Effectiveness
• Discuss how you are currently using the Tier 2/3
  Tracking Tool.
• If you have existing data, what is it telling
  you?
• Create a plan for using this tool to review
  students access to Tier 3 supports and the
  effectiveness of function based support plans.
• Who will gather the data?
• How often?

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Monitoring Discussion
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Intensive Behavior Support Team Agenda (Third
Meeting)

• Date _______
• Student ______ (Initials only)
• Action Team reports on implementation and
  impact-- 5 - 10 minutes
• Determine if BSP goals were achieved-- 2 minutes
• Determine if BSP modification is necessary-- 2
  minutes
• Modify BSP and evaluation plan as necessary-- 10
  - 15 minutes
• Schedule follow-up plan as necessary-- 1 minute

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Roles and Responsibilities
Responsibility School Staff School Leadership Team Ad-hoc Behavior Team Intensive Support Team
Evaluate the effectiveness of intensive behavior support as a whole through evaluation of systems/process (BAT) and outcome data (Tier 2/3 Tracking Form). X (X)
Evaluate the effectiveness of individual support plans through monitoring of implementation fidelity and student outcome data. X X
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You will need. . .

• Follow-up Activities Worksheet
• BAT Scoring Guide
• BAT Score Summary

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Team Time

• Documenting the Process
• Return to your flowchart/description of the
  behavior support process.
• Add what happens related to ongoing monitoring
  and decision-making.
• Be clear about who is responsible for each step
  (school staff, leadership team, intensive support
  team, ad-hoc support team, etc.)

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Team Time

• Benchmarks for Advanced Tiers
• Complete items 54-56 on the BAT.
• If there are items that you do not know the
  answers to, circle We dont know.
• Make a plan for sharing and getting clarification
  from the intensive support team.

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I can . . .
Page 2

• Understand the different roles and
  responsibilities involved with implementing the
  behavior support plan with fidelity, ongoing
  monitoring, and decision making.
• Work with the intensive support team to ensure
  that behavior support plans are being implemented
  with fidelity.
• Support plan implementation by ensuring that the
  intensive support team and ad-hoc support teams
  have adequate resources available to them.
• Work with the intensive support team to ensure
  that behavior support plans are being monitored
  to support regular decision making.
• Monitor the effectiveness of the behavior support
  process as a whole to support regular decision
  making at the schoolwide level.