Identifying Function Based Interventions. A Special Project. Completed to Fulfill Requirements for the

Size: px
Start display at page:

Download "Identifying Function Based Interventions. A Special Project. Completed to Fulfill Requirements for the"

Transcription

1 1 Identifying Function Based Interventions A Special Project Completed to Fulfill Requirements for the Degree of Masters of Science, Special Education Timothy Mills & Angie O Reilly Faculty Advisor, Chris Borgmeier, Ph. D. Graduate School of Education Spring 2011

2 2 Table of Contents Abstract...3 Introduction & Literature Review.4 Methods..8 Results...12 Discussion...13 References...17 Appendices Appendix A: Research Proposal 21 Appendix B: Consent Page 26 Appendix C: Demographics Table...27 Appendix D: Pre-Test Scenarios 1 & Appendix E: Post-Test Scenarios 1 &

3 3 Abstract With the introduction of IDEA 97, schools have had the federally mandated responsibility to develop Functional Behavior Assessments and function based interventions for student with disabilities when these students have significant behavior problems which interfere with their learning. Despite this federal mandate, research shows that school professionals struggle to develop interventions based on the FBA hypothesized function of behavior. Some researchers suggest that school personnel must be trained service or one day trainings can provide a sufficient level of training support. The purpose of this present study is to determine what effect a fifty-five minute function based intervention training will have on the ability of school personnel to identify technically sound functioned based interventions that prevent and respond effectively to challenging behavior.

4 4 Part I: Introduction and Literature Review Introduction With the introduction of IDEA 97, schools have had the federally mandated responsibility to develop Functional Behavior Assessments (FBAs) and function based interventions for students with disabilities when these students have significant behavior problems which interfere with their learning (Lane, et al., 2007; Killu, 2008; Van Acker, et al., 2005). Since the introduction of IDEA legislation, the use of FBAs and function based interventions has steadily expanded and is now advocated as best practice for addressing the needs all students who have significant behavior challenges with or without disability (Scott, et al., 2005). The purpose of the FBA process is to develop effective behavior interventions which address the student s function of behavior. The information gained from conducting the FBA should result in a nuanced, individualized, and functionally specific Behavior Support Plan (BSP) (Van Acker, et al. 2005). The FBA-BSP should be viewed as a continuous process which leads to appropriate function based interventions that produce positive outcomes for students (Jolivette, et al., 2000; Scott, & Kamps, et al., 2000). If school professionals fail to make strong connections between the FBA hypothesized function of behavior and the development of function based interventions, the FBA analysis will have little positive impact on student outcomes (Etscheidt, 2006; Heckaman et al., 2000; McIntyre et al., 2005; Scott, & Kamps, et al., 2007). Literature Review When performed with fidelity, research has shown that function-based support is both effective and beneficial for students in school contexts. Function based interventions have been shown by Lane and colleagues to be more effective in reducing student problem behavior and promoting pro-social behavior then their non-function based intervention counterparts (Lane et al., 1999; Lane, et al., 2007). Ingram,

5 5 Lewis-Palmer, and Sugai (2005) concluded similarly that function based interventions were more effective than non-function based interventions. Other studies have had similar findings supporting the effectiveness of function based-interventions within classroom contexts (Scott & Kamps, 2007). The effectiveness of the FBA/function-based intervention process has led many researchers to advocate for wider use of function based interventions within school settings. Lane and colleagues would like to see classroom teachers using functional assessment data in the development of function based interventions (Lane, et al., 2007). Scott and colleagues would like to create a simpler more user-friendly FBA-function based intervention process which could be used as a preventive intervention for students exhibiting problem behaviors (Scott, et al., 2005). As Scott and colleagues write, If FBA technology can respond to the majority of problem behaviors observed by teachers on a daily basis, it will serve this larger middle ground of students as the first line of prevention. This requires an FBA format that combines effectiveness and efficiency, reducing the number of students that ultimately receive more intensive FBA and intervention. (Scott, et al., 2005) Yet the goal of creating an effective and efficient function based intervention process which could be used widely by school personal is not without its challenges. Despite the legal and professional mandates encouraging wider use of FBA and function based interventions to address student problem behavior, the FBA-BSP process still poses many significant problems for both school professionals and educational researchers. For whatever reason, schools have thus far been unable to consistently develop behavioral interventions which are informed by the hypothesized function of behavior (Etscheidt, 2006). In their review of 71 FBA-BIPs from the state of Wisconsin, Van Acker and colleagues found that the majority of the FBA-BIPs contained serious flaws which would inhibit effective function based interventions (Van Acker, et al., 2005). Many of the FBAs they examined did not take the function of behavior into consideration when developing the BIP (Van Acker, et al., 2005). They found that only 25 of the 71 FBA-BIPs developed behavioral interventions based off of the stated hypothesized function of behavior. Even worse, they

6 6 found that BIPs were often missing from IEP students who were exhibiting challenging behavior and that in some cases the behavioral interventions chosen by a school team seemed to serve the same function as the undesired target behavior (Van Acker, et al., 2005). They concluded that in most cases, there was a general disregard for the FBA function of behavior when school teams developed behavioral interventions and that from their research, they found, no compelling evidence supporting the ability of school-based personnel to use the outcome s of the FBA to develop effective interventions (Van Acker, et al., 2005). Sugai, Lewis-Palmer, and Hagan s (1998) findings suggest that even after being presented with training on the FBA process, school teams were more likely than not to ignore a student s function of behavior when they developed behavior interventions. Scott and colleagues ( 2005), seeking to replicate the above findings of Sugai, Lewis-Palmer, and Hagan (1998), designed a 6-hour training course which included three video-based case studies focusing on the function based interventions. School teams partook in the trainings then submitted their real life FBAs for evaluation by a group of experts who read the FBAs and then identified function based interventions. Out of the submitted FBAs, many contained behavioral interventions that had no discernible connection to the hypothesized function of behavior and often they focused more on exclusionary practices when compared to expert selected interventions. Scott and colleagues (2005) concluded there was no discernible evidence that school-based teams could develop proactive function based intervention plans apart from the coaching of a behavioral expert. These and similar findings create uncertainty as to whether school teams have the ability to consistently develop function based interventions which are informed by an FBAs hypothesized function of behavior (Blood, & Neel, 2007). The inability of schools to consistently develop proactive function based behavioral interventions based on the FBA is a serious legal, practical, and ethical challenge. Schools have a legal obligation to develop appropriate BIPs based on recent and meaningful assessment for students with disabilities. The failure of schools to develop behavior plans which are clearly linked to FBA data for students with

7 7 disabilities opens schools up to the possibility of litigation (Etscheidt, 2006). Without proactive function based behavior plans schools might be more tempted to use intervention strategies such as exclusion, reduced school day, or parent-centered discipline, which in light of previous case rulings, have been regarded as unsatisfactory (Etscheidt, 2006). Practically, the inability of schools to consistently develop proactive function based behavioral interventions based off of the FBA hypothesized function of behavior, results in the development of ineffective interventions which waste time and resources and result in continued student problem behavior. Ethically and legally, schools have a charge to do all they can to produce good outcomes for students in the least restrictive environment. When behavioral interventions for students are not function based, they do not produce lasting behavioral change nor do they give students the skills they need in order to replace problem behavior with pro-social behavior (Dunlap, 1993; Lane, et al., 2007). For these legal, practical, and ethical reasons schools must become fluent in forming interventions that are based off of the hypothesized function of behavior. Yet how are we to bridge the gap between the FBA assessment and the use of that information to inform the formation of function based behavioral interventions? What type of training will equip school practitioners to be able to identify function based interventions? Research has shown that function based interventions can be successfully implemented in school settings by school teams with training and coaching, yet there is no consensus concerning how much or how little training is needed (Lane, et al., 2007; Van Acker, et al., 2005). Some researchers suggest that school personnel must be trained extensively in behavioral analysis if the FBA-BSP process is to be completed with fidelity (Scott, et. al., 2005). Others argue that in-service or one day trainings can provide a sufficient level of training support (Lane et.al., 2007) For these reasons, there is a continuing need to examine the relationship between the training of school personal and their ability to develop FBAs and function based interventions with fidelity (Blood and Neil, 2007; Scott, & Kamps, 2007). A key part of the FBA-BSP process is to identify the function of behavior and in turn to develop function based interventions. The focus of this study is to assess the effectiveness of training specifically targeting the skill of identifying function-based interventions given a FBA summary statement.

8 8 Part II: Methods Present Study The purpose of this present study is to determine what effect a fifty-five minute function based intervention training will have on the ability of school personnel to identify technically sound functioned based interventions that prevent and respond effectively to challenging behavior. Setting & Participants Forty school professionals participated in the training at the Northwest Regional Positive Behavior Intervention Support (PBIS) Conference. Participants were asked to fill out a demographics page where they were able to identify whether they were a classroom teacher, school or district administrator, instructional assistant, behavioral specialist, special education teacher, school psychologist or a consultant. Eleven participants recorded that they were classroom teachers, six school counselors, four behavior specialists, four school psychologists, four special education teachers, two district administrators, one consultant, one school administrator, and seven others which recorded their job as other (see figure 2.1). Out of these forty participants, thirteen participants recorded that they had attended a previous training on the FBA-BSP process. Eight recorded that they had attended a previous conference on the FBA-BSP process. Six recorded that they attended a university course on the FBA-BPS process. Five recorded that they had conduced trainings on the FBA-BSP process and eight recorded that they had no previous experience in the FBA-BSP process (see figure 2.2). Out of these forty participants, eighteen participants recorded that they had been a member of a team that had conducted an FBA-BSP. Six recorded that they implemented an FBA-BSP, four recorded that they had developed a BSP, three recorded that they had conducted an FBA-BSP, three recorded that they that they had conducted an FBA, and six recorded that they had no experience in the FBA-BSP process (see figure 2.3).

9 9 Research Design A single group pre-test post-test design was used to determine whether a 55 minute training on function based interventions enabled participants to more accurately identify functioned based interventions when given an FBA summary of the function of behavior. A pre-test was given during the first ten minutes of the 75 minute training session and an alternate form post-test were given to participants during the last ten minutes of the session. In the first section of each test scenario, a student, his grade level, the problem routine and a summary of the antecedent, behavior, consequence of the student s hypothesized function of behavior were identified. For both pretest and post tests two hypothesized functions of behavior were given. Both the pre and post tests contained one hypothesized function of behavior that was attention seeking behavior and one hypothesized function that was work avoidance or escape behavior. Independent Variable All participants attended the 55 minute training on FBA function based interventions. The training was designed to help participants to define function based intervention and to provide examples and non-examples of function based interventions off of FBA summaries of behavior. Dependent Variable Participants were tested before and after the training on their ability to identify function based interventions and function based replacement behaviors when given a summary of the function based intervention. Measures The measure were developed by Chris Borgmeier to assess the respondent ability to select an appropriate function-based intervention based on a Functional Behavioral Assessment summary statement consisting of a targeted routine, antecedent, problem behavior and consequence. Based on the summary

10 10 of behavior, participants are asked to select the most appropriate response(s) from five available choices for each of four interventions (selecting an alternate behavior, antecedent intervention, teaching intervention, reinforcement intervention and response to problem behavior). The reinforcement intervention and response to problem behavior categories each request two responses, which coincide to reinforcing the alternate behavior & desired behavior or responding to problem behavior by prompting the alternate behavior or extinction. In section two, participants were presented with five possible alternative behaviors and were asked to identify the most appropriate alternative behavior based on the function of behavior above. One of the alternative behaviors matched the function of behavior while the other four did not. In section three, participants were presented with five possible interventions for manipulating the antecedent, teaching behavior, and altering positive and negative consequences. Participants were asked to select one intervention that best matched the function of behavior summery in the categories of manipulate antecedent and teach behavior. They were then asked to select two interventions that best matched the function of behavior summery for both the positive consequence and negative consequence categories. For the first two categories, manipulate antecedent and teach behavior, only one of the interventions clearly correlated with the hypothesized function of behavior while others did not. For the last two categories, positive and negative consequences, two of the interventions for each clearly correlated with the hypothesized summary of the function of behavior while the other three did not. The two post-test scenarios were identical to the two pre-test scenarios (see the pre-test and post-test in appendix D).

11 11 Demographic Data Figure 2.1 Job Position Demographics Job Position Amount Other 7 Classroom Teacher 11 Special Education Teacher 4 School Psychologist 4 School Counselor 6 Instructional Assistant 0 School Administrator 1 Behavior Specialist 4 District Administrator 2 Consultant 1 Figure 2.2 Training Demographics Previous Training in the FBA-BSP Process Amoun t No Previous Training in the FBA-BSP Process 8 Attended Conference on the FBA-BSP Process 8 Attended In-service Training on the FBA-BPS Process 13 Attended University Course on the FBA-BSP Process 6 Conducted Trainings on the FBA-BSP Process 5 Taught University Course on the FBA-BSP Process 0 Figure 2.3 Experience Demographics Experience in the FBA-BSP Amount Process No Experience in FBA-BSP 6 Process Team Member in FBA-BSP 18 Process Has Conducted a FBA 3 Has Developed a BSP 4 Has Implemented an FBA-BSP 6 Has Conducted an FBA-BSP 3

12 12 Part III: Results & Discussion Overall Summary of Results First, when given a summary of a function of behavior along with a set of correct/incorrect function based intervention for the antecedent, behavior, consequence, and alternative behavior pathway of a BSP, participants significantly increased in their ability to choose correct functioned based interventions when given training on BSPs. On average, participants picked the most appropriate function based intervention for both pre-test scenarios 54% of the time. Participants picked the most appropriate function based intervention for both post-test scenarios 80.6% of the time. Participants improved in their ability to pick most appropriate function based intervention by 26.6% after they had participated in the FBA-BSP training (see figure 3.1 & 3.2). Participants picked the most appropriate function based interventions for the attention seeking pre-test scenario 56.71% of the time. Participants picked the most appropriate function based intervention on the attention seeking post-test scenario 81% of the time. This is 24.29% increase in correct responses from the attention seeking pre-test scenario to post-test scenario (see figure 3.1). Participants picked the most appropriate function based interventions for the task avoidance behavior pre-test scenario 61.28%. Participants picked the most appropriate function based interventions on the work avoidance behavior post-test scenario 81 % of the time. This is a 19.72% increase in correct responses from the task avoidance pre-test scenario to the post-test scenario (see Figure 3.2). Second, participants who recorded that they had previous experience in developing or implementing BSP s or training in the FBA-BSP process scored relatively better when identifying appropriate function based intervention then those with less experience and training. Those who had previous experience in developing BSP s identified the correct interventions 74% of the time (figure 3.4). Participants who recorded that they had either attended a university course on the FBA-BSP process or had conducted trainings on the FBA-BSP process answered largest percentage of the pre-test questions correct with 55% and 53% correct responses respectively (see figure 3.5).

13 13 Finally, pre-test results showed that participants struggled to identify antecedent and teaching interventions but were better able to identify appropriate consequent interventions once a problem behavior had occurred. Participants picked appropriate function based consequent interventions for the escape task pre-test scenario on average 78.50% and 67.25% average for the attention seeking pre-test scenario. Participants picked the appropriate antecedent intervention and alternate and desired behaviors only 38.33% for the escape task pre-test scenario and 42.66% for the attention seeking pre-test scenario (see Figure 3.3). Discussion Significance of Results This study reaffirms the findings of previous studies which find that school personnel need continued explicit instruction in the formation of function based interventions if they are to form effective function based interventions. Most of the participants in the current study struggled on the pre-test to identify function based interventions even when they had previously attended trainings or been involved in forming behavior support plans. Yet this study also adds to the evidence which concludes that school personnel can be trained to identify appropriate function based interventions. Though most participants initially struggled to identify proper function based interventions, they were able after the training, to identify functioned based interventions with significantly more accuracy. This study also suggests school professionals have a harder time developing function based preventive interventions in contrast to the reactive consequent interventions. This final result suggests that FBA-BSP coaches need to develop better tools and training which might help school personnel to develop proactive function based interventions to problem behavior. Limitations There are some limitations to this current study. First, the assessment pre and post tests, which were utilized in this study, are pilot assessments which have yet to be proven valid by experts in the field.

14 14 Some of the test items or cases may be more difficult than others. Second, there were some environmental factors which might have limited the effectiveness of the training. Some of the participants near the back complained that they could not see the slides nor hear the training adequately. Third, Many participants arrived late to the training and some left early. Future Research To extend and confirm the initial results of this study, the test validity of the assessment tools needs to be established. We also need to find out if educators can move beyond selecting pre-determined function based interventions to generating own interventions. Finally we need to assess under what conditions does function based training translate into success in forming appropriate function based intervention for real student cases.

15 Percentage of participants who correctly identified function based intervention Percentage of participants who correctly identified function based intervention Identifying Function Based Interventions 15 Figure 3.1 Attention Seeking Pre-Test/Post-Test Senario Correct Identification Percentages of Approprate Fuction Based Intervention Per Intervention Area Alt Antec Teach PosReinf PosAlt NegExt NegAlt Attn PRE POST Figure 3.2 Task Avoidance Pre-Test/Post-Test Correct Identification Percentages of Approprate Fuction Based Intervention Per Intervention Area Alt Antec Teach PosReinf PosAlt NegExt NegAlt Escape PRE POST

16 Percent Correct Pre and Post Test Percentage of participants who correctly identified function based intervention Alt Antec Teach PosReinf PosAlt NegExt NegAlt Alt Antec Teach PosReinf PosAlt NegExt NegAlt Identifying Function Based Interventions 16 Figure 3.3 Summary of Pre-Test Percentage of Correct Responses % Average Escape 78.50% Average 42.66% Average Attn 67.25% Average Escape Alt Escape Antec Escape Teach Escape PosReinf Escape PosAlt Escape NegExt Escape NegAlt Attn Alt Attn Antec Attn Teach Attn PosReinf Attn PosAlt Attn NegExt Attn NegAlt Figure 3.4 Correct Responses per Level of Previous Experience Number of Participants Percentage correct Pretest Percentage Correct Post Test Level of Experience

17 Percentage Correct Pre and Post Test Identifying Function Based Interventions 17 Figure 3.5 Correct Responses per Level of Training Number of participants Percent Correct Pretest Percent Correct Post Test Level of Training

18 18 References Blood, E., & Neel, R. S. (2007). From FBA to Implementation: A Look at What Is Actually Being Delivered. Education and Treatment of Children, 30(4), Retrieved from EBSCOhost. Etscheidt, S. (2006). Behavioral Intervention Plans: Pedagogical and Legal Analysis of Issues. Behavioral Disorders, 31(2), Retrieved from EBSCOhost. Lane, K., Barton-Arwood, S. M., Spencer, J., & Kalberg, J. (2007). Teaching Elementary School Educators to Design, Implement, and Evaluate Functional Assessment-Based Interventions: Successes and Challenges. Preventing School Failure, 51(4), Retrieved from EBSCOhost. Lane, K., Rogers, L. A., Parks, R. J., Weisenbach, J. L., Mau, A. C., Merwin, M. T., & Bergman, W. A. (2007). Function-Based Interventions for Students Who Are Nonresponsive to Primary and Secondary Prevention Efforts: Illustrations at the Elementary and Middle School Levels. Journal of Emotional and Behavioral Disorders, 15(3), Retrieved from EBSCOhost. Jolivette, K., Scott, T. M., Nelson, C., & ERIC Clearinghouse on Disabilities and Gifted Education, R. A. (2000). The Link between Functional Behavioral Assessments (FBAs) and Behavioral Intervention Plans (BIPs). ERIC Digest E592. Retrieved from EBSCOhost. Killu, K. (2008). Developing Effective Behavior Intervention Plans: Suggestions for School Personnel. Intervention in School and Clinic, 43(3), Retrieved from EBSCOhost. Scott, T. M., Alter, P. J., & McQuillan, K. (2010). Functional Behavior Assessment in Classroom Settings: Scaling Down to Scale Up. Intervention in School and Clinic, 46(2), Retrieved from EBSCOhost. Scott, T. M., & Kamps, D. M. (2007). The Future of Functional Behavioral Assessment in School Settings. Behavioral Disorders, 32(3), Retrieved from EBSCOhost. Scott, T. M., McIntyre, J., Liaupsin, C., Nelson, C., Conroy, M., & Payne, L. (2005). An Examination of the Relation between Functional Behavior Assessment and Selected Intervention Strategies with School-Based Teams. Journal of Positive Behavior Interventions, 7(4), Retrieved from EBSCOhost.

19 19 Van Acker, R., Boreson, L., Gable, R. A., & Potterton, T. (2005). Are We on the Right Course? Lessons Learned about Current FBA/BIP Practices in Schools. Journal of Behavioral Education, 14(1), Retrieved from EBSCOhost.

20 20 Appendices

21 21 Proposal I. Project Title and Prospectus Appendix A Title: Evaluating the impact of varying lengths of training to identify function-based behavioral interventions. Prospectus: With the intention of providing a quality education for every student, recent litigation emphasizes inclusion of students with disabilities in the mainstream classroom. However, the challenging behavior that sometimes accompanies this population presents serious difficulties for schools and school districts. Despite passage of law requiring the use of function-based behavioral interventions in schools (IDEA; P.L ), a practice well-supported by research, common experience and research both suggest that effective implementation of this method is limited. One critical step in this process is translating Functional Behavioral Assessment (FBA) information for an individual student into technically sound, function-based interventions. Several researchers in the field have suggested that personnel in schools continue to struggle to connect results from FBA to interventions that are based on the function of behavior (Scott & Kamps, 2007; Van Acker et al., 2005). This study will use a pre-test/post-test design to determine the effectiveness of training to increase participants effectiveness in identifying technically sound/function-based interventions using a summary statement from a functional behavioral assessment. With financial challenges common in schools, a second important consideration in schools is time and resources dedicated to training and professional development. This training will evaluate training outcomes resulting from different lengths of training including a 60-minute training and a 3 hour training. The primary research questions are: 1. Can educators be trained to identify an alternate behavior consistent with the function of student behavior and identify effective function-based interventions for preventing, teaching and responding effectively to problem behaviors? a. In a 60 minute training? b. In a 3 hour training? 2. Which elements of behavior support plan development do educators have more or less success completing following a 60 minute or 3 hour training? a. alternate behavior b. interventions for prevention c. interventions for teaching behaviors d. interventions for responding to behavior (desired and non-desired) 3. Can educators generalize trained skills to real Behavior Supports Plans using students assessed at school sites? 4. Are there identifiable trends in the types of behavioral interventions selected on the Behavior Support Planning assessment tool based on individuals varying roles, training or experience developing behavior support plans?

22 22 II. Exemption Claim for Waiver of Review This project qualifies for a waiver of review under the first criterion: Research conducted in established or commonly accepted educational settings, involving normal educational practices, such as (i) research on regular and special education instructional strategies, or (ii) research on the effectiveness of or the comparison among instructional techniques, curricula, or classroom management methods. This project will take place in an educational conference setting with school personnel. The study will ask educators participating in a training workshop to complete a pre-test and post-test. The content of the training workshop focuses on functional behavioral assessment and behavior support planning, which are common occurrences in schools and required by federal law under certain circumstances. The vignettes used for the pre and post assessments will not be based on real students. For participants completing the generalization portion of the study based on functional behavioral assessments conducted at the school site, all student and staff identifying information will be removed prior to data collection and analysis by the researchers. III. Volunteer Recruitment Participants will be attendees at the 9 th annual Northwest PBIS Conference in Eugene, OR. Conference participants are primarily educators from schools and school districts across Oregon. This session is likely to draw teachers and specialists who work with students with challenging behavior. Participants will selfselect to attend the training and/or voluntarily complete the assessment at a booth at the conference. Recruitment of participants at conference will occur in two ways (1) participants can choose to visit a booth at the conference to take the assessment or (2) participants may choose to attend the conference session. The session description will resemble the following depending on what conference organizers include in the description based on the proposal: Title: In 1 hour can we train you to identify effective behavioral interventions for challenging students? The trainers will see if in a one hour training they can successfully train participants to select effective behavioral interventions for students with challenging behavior based on using a brief pre-test/ post-test measure. In addition to conference participants the researchers will likely solicit expert colleagues (e.g. professors and researchers published in the area of Behavior Support Planning) to complete the Behavior Support Planning Assessment tool to ensure a sufficient range of expertise for determining the efficacy of the tool. Pre and post-tests will be stored in Dr. Borgmeier s locked office in the Department of Special Education.

23 23 IV. Informed Consent Individual educators will choose whether they will participate. As participants arrive at the booth or the training they will be provided the opportunity to complete the Behavior Support Planning Assessment tool. The following brief statement will be written on the cover page regarding consent for participation: By completing and turning in this assessment I am providing my consent to use my results for research purposes. I understand that the results will be confidential. If I choose to provide my address to receive feedback on my results, I understand that my personal information will not be included in any publication or presentation. By providing my contact information I am also agreeing to a follow-up contact regarding potential participation in part 2 of this study. I know that I am free to withdraw from the study at any time. I also understand that participating in this study will in no way impact my job or personnel evaluation. address (not required only include if you would like to receive feedback on your assessment results, you are also agreeing to a follow-up contact for potential participation in part 2 of this study) Within the training session participants will have the option to decline participation or to complete the pre and post tests anonymously. The researchers will provide a brief handout with contact information if participants later decide to rescind their participation in the study. They will be asked to sign a consent form indicating their understanding of the study and the voluntary nature of their participation before beginning the pre-test. Participants will be informed that they can withdraw from participation at any time. No names will be reported in the results. All pre-test and posttest results will be stored in Dr. Borgmeier s locked office in the Department of Special Education at PSU. V. First-Person Perspective Session Participant Perspective I read the description for the session titled, In 1 hour can we train you to identify effective behavioral interventions for challenging students? and decided to attend the session. At the start of the session I was handed a pre-test that included a consent statement and a brief section for demographic information. I was told that I was free to participate in the pre-test or not, but I was free to attend the session either way. I decided to participate so I completed the consent and the pre-test, which took me about 10 minutes. After collecting the pre-test, the training began. At the end of the training I was provided with a post-test. I completed the post-test and turned it in before I left. On the post-test I had the option of including my address if I wanted them to inform me of the results of my pre-test and post-test. I included my address because I was interested in knowing my results for the assessment, and in potentially participating in the follow-up portion of the study. I was also provided a sheet with the researchers contact information in the event I later chose to withdraw my participation from the study.

24 24 Three days later I received an summarizing my results on the assessment with an option to participate in part 2 of the study. For part 2 of the study I was asked to send a copy of a completed Functional Behavior Assessment and Behavior Support Plan I ve completed on a student since attending the training. I was asked to remove all identifying information from the assessment and behavior support plan documents including both student and staff names. Booth Participant Perspective While attending the conference I noticed a booth with the option to take the Behavior support Planning Assessment to measure my competence in identifying function-based interventions. When I approached the booth, I was handed a pre-test that included a consent statement and a brief section for demographic information. I was told that I was free to complete the assessment or not. I was told that if I wanted to learn more about this I could attend the session titled:, In 1 hour can we train you to identify effective behavioral interventions for challenging students?. I decided to participate so I completed the consent and the assessment, which took me about 10 minutes. On the assessment I had the option of including my address if I wanted them to inform me of the results of my assessment. I chose not to attend the session suggested above. Expert Participant Perspective I was contacted by one of the researchers and asked to take the Behavior Support Planning Assessment tool. I decided to participate so I completed the assessment on-line through survey monkey. I reviewed the consent statement and completed the assessment, which took me about 10 minutes. On the assessment I had the option of including my address if I wanted them to inform me of the results of my assessment. VI. Potential Risks and Safeguards Potential Risks Participants will not experience any physical, psychological, social, economic, or legal risks beyond what might ordinarily be encountered at an educational conference or in ordinary daily activities as they struggle with what interventions to select for students with challenging behavior that they are working with. Participants might experience mild disappointment that a portion of the 75 minute or 3 hour session will consist of a pretest and post-test, but that should be presented to them in advance in the session description. Protection against Risk To minimize potential risks of any type, participants will be assured of their right to immediately terminate their participation at any time, for any reason, without penalty. In the event that a participant wishes to rescind their participation after the training, they will be provided with a form with the researchers contact information to request that their information be rescinded from the study results. Steps will be taken to ensure all information is kept confidential. This includes keeping all materials secure in a lockable file cabinet in a locked office.

25 25 VII. Potential Benefits Associated risks are minimal in relation to the benefits that may result from the study. Teachers will receive training identifying effective behavioral interventions for students. This training should benefit students and staff through increased identification of technically sound, function-based interventions in the process of behavior support planning for students with challenging behavior. Greater outcomes for the field will be an increased understanding of the effectiveness and efficiency with which we can provide professional development related to identifying function-based behavioral interventions. This training will also provide information related to training content and the aspects of behavior intervention planning that may require more or less training to achieve accuracy and fluency. VIII. Records & Distribution To minimize the risk of loss of confidentiality, the following precautions will be taken: Standard practices for maintaining participant confidentiality will be employed. Code numbers will be assigned by the research investigators and these code numbers will be used instead of names in record keeping, computerized spreadsheet, during analysis, and in reporting the results. Access to subject data will be restricted to investigators or their assistants responsible for data entry. Names of individual participants will remain confidential, and name/code sheets will be maintained separately from data with code numbers only; all code sheets, and data will be stored in a lockable filing cabinet in a locked office and will be destroyed when no longer needed, at the latest within 5 years of completion of the project.

26 26 Appendix B Behavior Support Planning Study ID # CONSENT By completing and turning in this assessment I am providing my consent to use my results for research purposes. I understand that the results will be confidential. If I choose to provide my address to receive feedback on my results, I understand that my personal information will not be included in any publication or presentation. By providing my contact information I am also agreeing to a follow-up contact regarding potential participation in part 2 of this study. I know that I am free to withdraw from the study at any time. I also understand that participating in this study will in no way impact my job or personnel evaluation. address (not required) *only include if you would like to receive feedback on your assessment results, you are also agreeing to a follow-up contact for potential participation in part 2 of this study) DEMOGRAPHIC QUESTIONS Identify your current position/job title: Classroom teacher SPED teacher School Psych School Counselor Paraprofessional Other School Administrator PBIS Coach Behavior Specialist District Administrator Parent Consultant Identify your previous training in Functional Behavioral Assessment and Behavior Support Planning (FBA/BSP) no previous training attended previous conference trainings training through inservice professional development training through university course o If yes how many courses? conducted trainings/presentations on how to conduct FBA/BSP taught a university course on how to conduct FBA/BSP Identify your previous experience participating in Functional Behavioral Assessment and Behavior Support Planning (FBA/BSP) never participated in FBA/BSP participated as a team member only estimated # of cases conducted an FBA estimated # of cases developed a BSP estimated # of cases implementer of a BSP based on FBA estimated # of cases conducted a functional analysis estimated # of cases

27 27 Appendix C DemographicTable Position Training Experience Other 7 None 8 Never 6 Classroom Teacher 11 Previous Conference 8 Team Member 18 Special Educator 4 Inservice 13 Conducted FBA 3 School Psychologist 4 University Course 6 Developed BSP 4 Counselor 6 Conducted FBA/BSP Trainings 5 Implemented FBA/BSP 6 Instructional Assistant 0 Taught University Course 0 Conducted Functional Analysis 3 Admin 1 Behavior Specialist 4 District Admin 2 Consultant 1

28 28 Appendix D PreTest #1 Behavior Support Plan based on a Functional Behavioral Assessment Student Dexter Grade 5 th Date Today #1 Identify the most appropriate Alternate Behavior in the Competing Behavior Pathway Below Antecedent Task Routine too difficult: When asked to complete math worksheets requiring multi-digit multiplication or division, can do single digit mult & division problems #2 -- Select the Intervention Strategies that Best Match the FBA Summary Statement above: Manipulate Antecedent to prevent problem & prompt alternate/desired behavior Teach Behavior Explicitly Teach Alternate & Desired Behaviors Alter Consequences to reinforce alternate & desired behavior & extinguish negative behavior Check the top 2 interventions Problem Behavior Student disrespects teacher often calling teacher racist, refuses to work, breaks pencil, destroys paper, out of seat walking around room Mark the 2 Most Appropriate Alternative Behaviors Ask to work with a peer Finish half the worksheet then take a break Ask teacher for a break from work Ask a peer for help Put X through difficult problem & go to next Ask the teacher for help with the problems Check the top 2 interventions Consequence/Function Escape Difficult Math Task -by being sent to hall or office, work refusal, destroys materials, out of seat Check the top 2 interventions Move student s seat closer to the teacher Have student join a counseling group Have student work with a peer Use a computer game to have student practice multi-digit division Warn student he will be sent to the office if he breaks his pencil Recite the school-wide rules to the student before assignments that require spelling Give student worksheets with more single digit & fewer multi-digit mult/div problems Let student use a calculator w multidigit mult/div problems Teach the student the definition of racist Teach student to ask peer for help Teach student to ask teacher for a break Have student write what they did wrong & what they should do next time Teach student to complete half of the problems & ask for a break Teach student to put X through problems he can t do & move to next one Teach student to ask teacher for help Teach student to multiply the cost of the number of pencils he has broken Teach empathy; have student write how it feels when he s called names Send the student to the counselor s office for disrespect Make the student pay for all the pencils he has destroyed Give the student a Skip 5 problems card as a reward for completing 15 problems Pull student aside & talk about the seriousness of his accusation and how being called names makes him feel Tell student good job when he puts an X on multi-digit problems, moves on & keeps working Have the student stay in the classroom during recess to finish work When student gets upset give him an alternate assignment

29 29 Give the student more time to work on math problems Have student write an apology to teacher for calling him racist Teach student to ask for alternate assignment When student starts getting upset send him to the cool down spot Give student a candy bar when he finishes the whole worksheet PreTest #2 Behavior Support Plan based on a Functional Behavioral Assessment Student Quinn Grade 3rd Date Today #1 Identify the most appropriate Alternate Behavior in the Competing Behavior Pathway Below Antecedent Routine- Reading During reading stations time when students is supposed to do independent reading or work independently on a worksheet while teacher is providing small group instruction to other students Problem Behavior Disruptive and negative comments to teacher; says things like this is dumb, you can t tell me what to do, you stink, this is gay Consequence/Function Get peer attention -peers laugh and encourage his behavior; talk about it after class Mark the 2 Most Appropriate Alternative Behaviors Ask a peer for help Finish half the worksheet then take a break Ask for a work break Ask to work with a peer Ask for an Alternate Assignment Ask the teacher for help with the problems #2 -- Select the Intervention Strategies that Best Match the FBA Summary Statement above: Manipulate Antecedent to prevent problem & prompt alternate/desired behavior Teach Behavior Explicitly Teach Alternate & Desired Behaviors Alter Consequences to reinforce alternate & desired behavior & extinguish negative behavior Check the top 2 interventions Check the top 2 interventions Check the top 2 interventions Recite the school-wide rules to the student before class starts Give student modified worksheet with fewer shorter tasks Let student use a dictionary Give the student more time to work on worksheets Move student s seat closer to the teacher Teach the student to ask teacher to work with a peer Teach student to ask teacher for a break Have student write what they did wrong & what they should do next time Teach student to complete half of the problems & ask for a break Teach student to put X through problems she doesn t want to do & move to next one Send a note home to the student s parents regarding student behavior Send the student to the counselor s office for disrespect Peers tell Quinn be respectful when she makes negative comments Student earns 5 min. of free time with peer for completing independent tasks with no negative comments

30 30 Have student join a counseling group Have student work with a peer Give student jobs to hand out materials and assignments to other students periodically Warn student she will be sent to the office if he makes negative comments Have the student wear headphones to reduce distractions Teach student to ask peer for help Teach student to ask teacher for help Teach empathy; have student write how it feels when people say bad things to her Have student write an apology to teacher for calling disrespect Teach student to ask for alternate assignment Pull student aside & talk about how her comments make teacher feel Peers earn Wow Cards for ignoring Quinn s negative comments Have the student stay in the classroom during recess to finish work When student gets upset give him an alternate assignment When student starts getting upset send him to the cool down spot Give student a candy bar when he finishes the whole worksheet

31 31 Appendix E Post Test #1 Behavior Support Plan based on a Functional Behavioral Assessment Student Dexter Grade 5 th Date Today #1 Identify the most appropriate Alternate Behavior in the Competing Behavior Pathway Below Routine- Math Antecedent Task too difficult: When asked to complete math worksheets requiring multi-digit multiplication or division, can do single digit mult & division problems #2 -- Select the Intervention Strategies that Best Match the FBA Summary Statement above: Manipulate Antecedent to prevent problem & prompt alternate/desired behavior Teach Behavior Explicitly Teach Alternate & Desired Behaviors Alter Consequences to reinforce alternate & desired behavior & extinguish negative behavior Check the top 2 interventions Problem Behavior Student disrespects teacher often calling teacher racist, refuses to work, breaks pencil, destroys paper, out of seat walking around room Mark the 2 Most Appropriate Alternative Behaviors Ask to work with a peer Finish half the worksheet then take a break Ask teacher for a break from work Ask a peer for help Put X through difficult problem & go to next Ask the teacher for help with the problems Check the top 2 interventions Consequence/Function Escape Difficult Math Task -by being sent to hall or office, work refusal, destroys materials, out of seat Check the top 2 interventions Move student s seat closer to the teacher Have student join a counseling group Have student work with a peer Use a computer game to have student practice multi-digit division Warn student he will be sent to the office if he breaks his pencil Recite the school-wide rules to the student before assignments that require spelling Give student worksheets with more single digit & fewer multi-digit mult/div problems Let student use a calculator w multidigit mult/div problems Teach the student the definition of racist Teach student to ask peer for help Teach student to ask teacher for a break Have student write what they did wrong & what they should do next time Teach student to complete half of the problems & ask for a break Teach student to put X through problems he can t do & move to next one Teach student to ask teacher for help Teach student to multiply the cost of the number of pencils he has broken Teach empathy; have student write how it feels when he s called names Have student write an apology to teacher for Send the student to the counselor s office for disrespect Make the student pay for all the pencils he has destroyed Give the student a Skip 5 problems card as a reward for completing 15 problems Pull student aside & talk about the seriousness of his accusation and how being called names makes him feel Tell student good job when he puts an X on multi-digit problems, moves on & keeps working Have the student stay in the classroom during recess to finish work When student gets upset give him an alternate assignment When student starts getting upset send him

BSP !!! Trainer s Manual. Sheldon Loman, Ph.D. Portland State University. M. Kathleen Strickland-Cohen, Ph.D. University of Oregon

BSP !!! Trainer s Manual. Sheldon Loman, Ph.D. Portland State University. M. Kathleen Strickland-Cohen, Ph.D. University of Oregon Basic FBA to BSP Trainer s Manual Sheldon Loman, Ph.D. Portland State University M. Kathleen Strickland-Cohen, Ph.D. University of Oregon Chris Borgmeier, Ph.D. Portland State University Robert Horner,

More information

Prevent Teach Reinforce

Prevent Teach Reinforce Prevent Teach Reinforce 1/28/16 PaTTAN Harrisburg Kim Seymour, M.Ed., Ed.S. Adapted from: Iovannone, R., Smith, L.M., Neugebauer, T.L., & Boyer, D. (2015, October). Building State or District Capacity

More information

Functional behavioral assessment : school based practice and perception

Functional behavioral assessment : school based practice and perception University of Northern Iowa UNI ScholarWorks Electronic Theses and Dissertations Graduate College 2010 Functional behavioral assessment : school based practice and perception Clint Henning University of

More information

INCORPORATING CHOICE AND PREFERRED

INCORPORATING CHOICE AND PREFERRED INCORPORATING CHOICE AND PREFERRED ACTIVITIES INTO CLASSWIDE INSTRUCTION Talida State, Ph.D. Lee Kern, Ph.D. Lehigh University October 22, 2009 1 AGENDA Conceptually incorporate opportunities for choice

More information

Final Teach For America Interim Certification Program

Final Teach For America Interim Certification Program Teach For America Interim Certification Program Program Rubric Overview The Teach For America (TFA) Interim Certification Program Rubric was designed to provide formative and summative feedback to TFA

More information

The ABCs of FBAs and BIPs Training

The ABCs of FBAs and BIPs Training The ABCs of FBAs and BIPs Training Tawanna Robertson Behavior Specialist Greer Powell Behavior Specialist Tawanda Jenkins-Brown Behavior Specialist Training Goals By the end of this training you will be

More information

FUNCTIONAL BEHAVIOR ASSESSMENT

FUNCTIONAL BEHAVIOR ASSESSMENT FUNCTIONAL BEHAVIOR ASSESSMENT Student Name: School: Grade: Date completed: Participants in developing plan: School Administrator: Parent/Guardian: General Education Teacher: Behavioral Consultant: School

More information

Family Involvement in Functional Assessment. A Guide for School Professionals

Family Involvement in Functional Assessment. A Guide for School Professionals Family Involvement in Functional Assessment A Guide for School Professionals 2 Family Involvement in Functional Assessment: A Guide for School Professionals Collaboration and Family Involvement in Functional

More information

Emergency Safety Intervention Part 2: Know Your ESI Data

Emergency Safety Intervention Part 2: Know Your ESI Data Fall 2013 2013 KSDE Annual Conference November 6, 2013 Emergency Safety Intervention Part 2: Know Your ESI Data Making data-informed decisions to guide professional development and embed evidence-based

More information

THE PENNSYLVANIA STATE UNIVERSITY SCHREYER HONORS COLLEGE DEPARTMENT OF MATHEMATICS ASSESSING THE EFFECTIVENESS OF MULTIPLE CHOICE MATH TESTS

THE PENNSYLVANIA STATE UNIVERSITY SCHREYER HONORS COLLEGE DEPARTMENT OF MATHEMATICS ASSESSING THE EFFECTIVENESS OF MULTIPLE CHOICE MATH TESTS THE PENNSYLVANIA STATE UNIVERSITY SCHREYER HONORS COLLEGE DEPARTMENT OF MATHEMATICS ASSESSING THE EFFECTIVENESS OF MULTIPLE CHOICE MATH TESTS ELIZABETH ANNE SOMERS Spring 2011 A thesis submitted in partial

More information

Newburgh Enlarged City School District Academic. Academic Intervention Services Plan

Newburgh Enlarged City School District Academic. Academic Intervention Services Plan Newburgh Enlarged City School District Academic Academic Intervention Services Plan Revised September 2016 October 2015 Newburgh Enlarged City School District Elementary Academic Intervention Services

More information

University of South Florida 1

University of South Florida 1 Expanding PBIS into Classrooms: The Fundamentals University of South Florida 11 th Annual This product was developed by Florida s Positive Support Project through the University of South Florida, Louis

More information

KENTUCKY FRAMEWORK FOR TEACHING

KENTUCKY FRAMEWORK FOR TEACHING KENTUCKY FRAMEWORK FOR TEACHING With Specialist Frameworks for Other Professionals To be used for the pilot of the Other Professional Growth and Effectiveness System ONLY! School Library Media Specialists

More information

Instructional Intervention/Progress Monitoring (IIPM) Model Pre/Referral Process. and. Special Education Comprehensive Evaluation.

Instructional Intervention/Progress Monitoring (IIPM) Model Pre/Referral Process. and. Special Education Comprehensive Evaluation. Instructional Intervention/Progress Monitoring (IIPM) Model Pre/Referral Process and Special Education Comprehensive Evaluation for Culturally and Linguistically Diverse (CLD) Students Guidelines and Resources

More information

Running head: DEVELOPING MULTIPLICATION AUTOMATICTY 1. Examining the Impact of Frustration Levels on Multiplication Automaticity.

Running head: DEVELOPING MULTIPLICATION AUTOMATICTY 1. Examining the Impact of Frustration Levels on Multiplication Automaticity. Running head: DEVELOPING MULTIPLICATION AUTOMATICTY 1 Examining the Impact of Frustration Levels on Multiplication Automaticity Jessica Hanna Eastern Illinois University DEVELOPING MULTIPLICATION AUTOMATICITY

More information

Extending Learning Across Time & Space: The Power of Generalization

Extending Learning Across Time & Space: The Power of Generalization Extending Learning: The Power of Generalization 1 Extending Learning Across Time & Space: The Power of Generalization Teachers have every right to celebrate when they finally succeed in teaching struggling

More information

UDL AND LANGUAGE ARTS LESSON OVERVIEW

UDL AND LANGUAGE ARTS LESSON OVERVIEW UDL AND LANGUAGE ARTS LESSON OVERVIEW Title: Reading Comprehension Author: Carol Sue Englert Subject: Language Arts Grade Level 3 rd grade Duration 60 minutes Unit Description Focusing on the students

More information

Special Educational Needs and Disabilities Policy Taverham and Drayton Cluster

Special Educational Needs and Disabilities Policy Taverham and Drayton Cluster Special Educational Needs and Disabilities Policy Taverham and Drayton Cluster Drayton Infant School Drayton CE Junior School Ghost Hill Infant School & Nursery Nightingale First School Taverham VC CE

More information

IUPUI Office of Student Conduct Disciplinary Procedures for Alleged Violations of Personal Misconduct

IUPUI Office of Student Conduct Disciplinary Procedures for Alleged Violations of Personal Misconduct IUPUI Office of Student Conduct Disciplinary Procedures for Alleged Violations of Personal Misconduct Preamble IUPUI disciplinary procedures determine responsibility and appropriate consequences for violations

More information

A Review of the MDE Policy for the Emergency Use of Seclusion and Restraint:

A Review of the MDE Policy for the Emergency Use of Seclusion and Restraint: A Review of the MDE Policy for the Emergency Use of Seclusion and Restraint: November 9th, 2017 Paul Deschamps, Ph.D., N.C.S.P. Behavior Specialist Andy Holmberg, Ph.D., Behavior Specialist Purpose The

More information

SY 6200 Behavioral Assessment, Analysis, and Intervention Spring 2016, 3 Credits

SY 6200 Behavioral Assessment, Analysis, and Intervention Spring 2016, 3 Credits SY 6200 Behavioral Assessment, Analysis, and Intervention Spring 2016, 3 Credits Instructor: Christina Flanders, Psy.D., NCSP Office: Samuel Read Hall, Rm 303 Email: caflanders1@plymouth.edu Office Hours:

More information

Delaware Performance Appraisal System Building greater skills and knowledge for educators

Delaware Performance Appraisal System Building greater skills and knowledge for educators Delaware Performance Appraisal System Building greater skills and knowledge for educators DPAS-II Guide (Revised) for Teachers Updated August 2017 Table of Contents I. Introduction to DPAS II Purpose of

More information

University of Oregon College of Education School Psychology Program Internship Handbook

University of Oregon College of Education School Psychology Program Internship Handbook University of Oregon College of Education School Psychology Program Internship Handbook 2017-2018 School Psychology Program Website https://education.uoregon.edu/spsy TABLE OF CONTENTS Introduction...

More information

THE UNIVERSITY OF WESTERN ONTARIO. Department of Psychology

THE UNIVERSITY OF WESTERN ONTARIO. Department of Psychology THE UNIVERSITY OF WESTERN ONTARIO LONDON CANADA Department of Psychology 2011-2012 Psychology 2301A (formerly 260A) Section 001 Introduction to Clinical Psychology 1.0 CALENDAR DESCRIPTION This course

More information

Exams: Accommodations Guidelines. English Language Learners

Exams: Accommodations Guidelines. English Language Learners PSSA Accommodations Guidelines for English Language Learners (ELLs) [Arlen: Please format this page like the cover page for the PSSA Accommodations Guidelines for Students PSSA with IEPs and Students with

More information

No Parent Left Behind

No Parent Left Behind No Parent Left Behind Navigating the Special Education Universe SUSAN M. BREFACH, Ed.D. Page i Introduction How To Know If This Book Is For You Parents have become so convinced that educators know what

More information

Promoting the Social Emotional Competence of Young Children. Facilitator s Guide. Administration for Children & Families

Promoting the Social Emotional Competence of Young Children. Facilitator s Guide. Administration for Children & Families Promoting the Social Emotional Competence of Young Children Facilitator s Guide The Center on the Social and Emotional Foundations for Early Learning Administration for Children & Families Child Care Bureau

More information

TASK 2: INSTRUCTION COMMENTARY

TASK 2: INSTRUCTION COMMENTARY TASK 2: INSTRUCTION COMMENTARY Respond to the prompts below (no more than 7 single-spaced pages, including prompts) by typing your responses within the brackets following each prompt. Do not delete or

More information

Strategic Plan Update Year 3 November 1, 2013

Strategic Plan Update Year 3 November 1, 2013 Georgia Network for Educational and Therapeutic Support (GNETS) Strategic Plan Update Year 3 November 1, 2013 Introduction The Georgia Network for Educational and Therapeutic Support (GNETS) is comprised

More information

The School Discipline Process. A Handbook for Maryland Families and Professionals

The School Discipline Process. A Handbook for Maryland Families and Professionals The School Discipline Process A Handbook for Maryland Families and Professionals MARYLAND DISABILITY LAW CENTER Maryland Disability Law Center (MDLC) is a private, non-profit law firm. MDLC is designated

More information

Process Evaluations for a Multisite Nutrition Education Program

Process Evaluations for a Multisite Nutrition Education Program Process Evaluations for a Multisite Nutrition Education Program Paul Branscum 1 and Gail Kaye 2 1 The University of Oklahoma 2 The Ohio State University Abstract Process evaluations are an often-overlooked

More information

Evidence-based Practice: A Workshop for Training Adult Basic Education, TANF and One Stop Practitioners and Program Administrators

Evidence-based Practice: A Workshop for Training Adult Basic Education, TANF and One Stop Practitioners and Program Administrators Evidence-based Practice: A Workshop for Training Adult Basic Education, TANF and One Stop Practitioners and Program Administrators May 2007 Developed by Cristine Smith, Beth Bingman, Lennox McLendon and

More information

CAFE ESSENTIAL ELEMENTS O S E P P C E A. 1 Framework 2 CAFE Menu. 3 Classroom Design 4 Materials 5 Record Keeping

CAFE ESSENTIAL ELEMENTS O S E P P C E A. 1 Framework 2 CAFE Menu. 3 Classroom Design 4 Materials 5 Record Keeping CAFE RE P SU C 3 Classroom Design 4 Materials 5 Record Keeping P H ND 1 Framework 2 CAFE Menu R E P 6 Assessment 7 Choice 8 Whole-Group Instruction 9 Small-Group Instruction 10 One-on-one Instruction 11

More information

The Effects of Super Speed 100 on Reading Fluency. Jennifer Thorne. University of New England

The Effects of Super Speed 100 on Reading Fluency. Jennifer Thorne. University of New England THE EFFECTS OF SUPER SPEED 100 ON READING FLUENCY 1 The Effects of Super Speed 100 on Reading Fluency Jennifer Thorne University of New England THE EFFECTS OF SUPER SPEED 100 ON READING FLUENCY 2 Abstract

More information

School Year 2017/18. DDS MySped Application SPECIAL EDUCATION. Training Guide

School Year 2017/18. DDS MySped Application SPECIAL EDUCATION. Training Guide SPECIAL EDUCATION School Year 2017/18 DDS MySped Application SPECIAL EDUCATION Training Guide Revision: July, 2017 Table of Contents DDS Student Application Key Concepts and Understanding... 3 Access to

More information

SPECIAL EDUCATION DISCIPLINE PROCEDURES AND MANIFESTATION DETERMINATION REVIEWS. Fall ICASE 2017

SPECIAL EDUCATION DISCIPLINE PROCEDURES AND MANIFESTATION DETERMINATION REVIEWS. Fall ICASE 2017 SPECIAL EDUCATION DISCIPLINE PROCEDURES AND MANIFESTATION DETERMINATION REVIEWS Fall ICASE 2017 Presenters: Monica Conrad Francesca Hoffmann MConrad@lewis kappes.com Hoffmann@Lewis Kappes.com Merrillville,

More information

Wright Middle School. School Supplement to the District Policy Guide

Wright Middle School. School Supplement to the District Policy Guide Wright Middle School School Supplement to the District Policy Guide 2016-2017 School Overview Dear Parents and Students, Wright Middle School is a place where students will have the opportunity to grow

More information

University of Waterloo School of Accountancy. AFM 102: Introductory Management Accounting. Fall Term 2004: Section 4

University of Waterloo School of Accountancy. AFM 102: Introductory Management Accounting. Fall Term 2004: Section 4 University of Waterloo School of Accountancy AFM 102: Introductory Management Accounting Fall Term 2004: Section 4 Instructor: Alan Webb Office: HH 289A / BFG 2120 B (after October 1) Phone: 888-4567 ext.

More information

Accommodation for Students with Disabilities

Accommodation for Students with Disabilities Accommodation for Students with Disabilities No.: 4501 Category: Student Services Approving Body: Education Council, Board of Governors Executive Division: Student Services Department Responsible: Student

More information

English Language Arts Summative Assessment

English Language Arts Summative Assessment English Language Arts Summative Assessment 2016 Paper-Pencil Test Audio CDs are not available for the administration of the English Language Arts Session 2. The ELA Test Administration Listening Transcript

More information

Early Warning System Implementation Guide

Early Warning System Implementation Guide Linking Research and Resources for Better High Schools betterhighschools.org September 2010 Early Warning System Implementation Guide For use with the National High School Center s Early Warning System

More information

Collaborative Classroom Co-Teaching in Inclusive Settings Course Outline

Collaborative Classroom Co-Teaching in Inclusive Settings Course Outline Collaborative Classroom Co-Teaching in Inclusive Settings Course Outline Course Description The purpose of this course is to provide educators with a strong foundation for planning, implementing and maintaining

More information

Fort Lewis College Institutional Review Board Application to Use Human Subjects in Research

Fort Lewis College Institutional Review Board Application to Use Human Subjects in Research Fort Lewis College Institutional Review Board Application to Use Human Subjects in Research Submit this application by email attachment to IRB@fortlewis.edu I believe this research qualifies for a Full

More information

Student Assessment and Evaluation: The Alberta Teaching Profession s View

Student Assessment and Evaluation: The Alberta Teaching Profession s View Number 4 Fall 2004, Revised 2006 ISBN 978-1-897196-30-4 ISSN 1703-3764 Student Assessment and Evaluation: The Alberta Teaching Profession s View In recent years the focus on high-stakes provincial testing

More information

PRESENTED BY EDLY: FOR THE LOVE OF ABILITY

PRESENTED BY EDLY: FOR THE LOVE OF ABILITY HOW TO BE YOUR CHILD S BEST IEP ADVOCATE PRESENTED BY EDLY: FOR THE LOVE OF ABILITY 888-EDLYOWL (888-335-9695) info@edlyeducation.com Nothing presented either orally or written in this seminar should be

More information

CONTINUUM OF SPECIAL EDUCATION SERVICES FOR SCHOOL AGE STUDENTS

CONTINUUM OF SPECIAL EDUCATION SERVICES FOR SCHOOL AGE STUDENTS CONTINUUM OF SPECIAL EDUCATION SERVICES FOR SCHOOL AGE STUDENTS No. 18 (replaces IB 2008-21) April 2012 In 2008, the State Education Department (SED) issued a guidance document to the field regarding the

More information

Universal Design for Learning Lesson Plan

Universal Design for Learning Lesson Plan Universal Design for Learning Lesson Plan Teacher(s): Alexandra Romano Date: April 9 th, 2014 Subject: English Language Arts NYS Common Core Standard: RL.5 Reading Standards for Literature Cluster Key

More information

State Parental Involvement Plan

State Parental Involvement Plan A Toolkit for Title I Parental Involvement Section 3 Tools Page 41 Tool 3.1: State Parental Involvement Plan Description This tool serves as an example of one SEA s plan for supporting LEAs and schools

More information

Pyramid. of Interventions

Pyramid. of Interventions Pyramid of Interventions Introduction to the Pyramid of Interventions Quick Guide A system of academic and behavioral support for ALL learners Cincinnati Public Schools is pleased to provide you with our

More information

Emergency Safety Interventions: Requirements

Emergency Safety Interventions: Requirements Emergency Safety Interventions: Requirements April 28, 2017 Topeka Public Schools David Eichler Project STAY Questions are Encouraged! If you wish to ask a question, raise your hand and an aisle runner

More information

Coping with Crisis Helping Children With Special Needs

Coping with Crisis Helping Children With Special Needs Traumatic Loss Coalitions for Youth Phone: 732-235-2810 Fax: 732-235-9861 http://ubhc.rutgers.edu/tlc Coping with Crisis Helping Children With Special Needs Tips for School Personnel and Parents * National

More information

Delaware Performance Appraisal System Building greater skills and knowledge for educators

Delaware Performance Appraisal System Building greater skills and knowledge for educators Delaware Performance Appraisal System Building greater skills and knowledge for educators DPAS-II Guide for Administrators (Assistant Principals) Guide for Evaluating Assistant Principals Revised August

More information

BENCHMARK TREND COMPARISON REPORT:

BENCHMARK TREND COMPARISON REPORT: National Survey of Student Engagement (NSSE) BENCHMARK TREND COMPARISON REPORT: CARNEGIE PEER INSTITUTIONS, 2003-2011 PREPARED BY: ANGEL A. SANCHEZ, DIRECTOR KELLI PAYNE, ADMINISTRATIVE ANALYST/ SPECIALIST

More information

IEP AMENDMENTS AND IEP CHANGES

IEP AMENDMENTS AND IEP CHANGES You supply the passion & dedication. IEP AMENDMENTS AND IEP CHANGES We ll support your daily practice. Who s here? ~ Something you want to learn more about 10 Basic Steps in Special Education Child is

More information

Section 6 DISCIPLINE PROCEDURES

Section 6 DISCIPLINE PROCEDURES Section 6 DISCIPLINE PROCEDURES Area: DISCIPLINE - STUDENTS NOT YET ELIGIBLE FOR SPECIAL EDUCATION AND RELATED SERVICES Introduction: A student who has not yet been determined to be eligible for special

More information

2. CONTINUUM OF SUPPORTS AND SERVICES

2. CONTINUUM OF SUPPORTS AND SERVICES Continuum of Supports and Services 2. CONTINUUM OF SUPPORTS AND SERVICES This section will review a five-step process for accessing supports and services examine each step to determine who is involved

More information

Why Pay Attention to Race?

Why Pay Attention to Race? Why Pay Attention to Race? Witnessing Whiteness Chapter 1 Workshop 1.1 1.1-1 Dear Facilitator(s), This workshop series was carefully crafted, reviewed (by a multiracial team), and revised with several

More information

I. STATEMENTS OF POLICY

I. STATEMENTS OF POLICY HARVARD MEDICAL SCHOOL AND HARVARD SCHOOL OF DENTAL MEDICINE PROCEDURES FOR RESOLVING COMPLAINTS OF DISCRIMINATION, HARASSMENT, OR UNPROFESSIONAL RELATIONSHIPS AND ABUSE OF AUTHORITY I. STATEMENTS OF POLICY

More information

ADHD Classroom Accommodations for Specific Behaviour

ADHD Classroom Accommodations for Specific Behaviour ADHD Classroom Accommodations for Specific Behaviour 1.Difficulty following a plan (has high aspirations but lacks follow-through); wants to get A s but ends up with F s and doesn t understand where he

More information

REFERENCE GUIDE AND TEST PRODUCED BY VIDEO COMMUNICATIONS

REFERENCE GUIDE AND TEST PRODUCED BY VIDEO COMMUNICATIONS INTERVENTION STRATEGIES FOR SCHOOL BUS DRIVERS REFERENCE GUIDE AND TEST PRODUCED BY VIDEO COMMUNICATIONS INTRODUCTION Special ed students, as well as regular ed students often exhibit inappropriate behavior.

More information

PSYC 620, Section 001: Traineeship in School Psychology Fall 2016

PSYC 620, Section 001: Traineeship in School Psychology Fall 2016 PSYC 620, Section 001: Traineeship in School Psychology Fall 2016 Instructor: Gary Alderman Office Location: Kinard 110B Office Hours: Mon: 11:45-3:30; Tues: 10:30-12:30 Email: aldermang@winthrop.edu Phone:

More information

Special Education Services Program/Service Descriptions

Special Education Services Program/Service Descriptions Special Education Services Program/Service Descriptions SES Program/Service Characteristics Specially Designed Instruction Level Class Size Autism (AU) A developmental disability significantly affecting

More information

Quiz for Teachers. by Paul D. Slocumb, Ed.D. Hear Our Cry: Boys in Crisis

Quiz for Teachers. by Paul D. Slocumb, Ed.D. Hear Our Cry: Boys in Crisis Quiz for Teachers by Paul D. Slocumb, Ed.D. Hear Our Cry: Boys in Crisis Directions: Read the question and choose one response that aligns as closely to what you think you might do in that situation, and

More information

Norms How were TerraNova 3 norms derived? Does the norm sample reflect my diverse school population?

Norms How were TerraNova 3 norms derived? Does the norm sample reflect my diverse school population? Frequently Asked Questions Today s education environment demands proven tools that promote quality decision making and boost your ability to positively impact student achievement. TerraNova, Third Edition

More information

Unit Lesson Plan: Native Americans 4th grade (SS and ELA)

Unit Lesson Plan: Native Americans 4th grade (SS and ELA) Unit Lesson Plan: Native Americans 4th grade (SS and ELA) Angie- comments in red Emily's comments in purple Sue's in orange Kasi Frenton-Comments in green-kas_122@hotmail.com 10/6/09 9:03 PM Unit Lesson

More information

FOR TEACHERS ONLY. The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION. ENGLISH LANGUAGE ARTS (Common Core)

FOR TEACHERS ONLY. The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION. ENGLISH LANGUAGE ARTS (Common Core) FOR TEACHERS ONLY The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION CCE ENGLISH LANGUAGE ARTS (Common Core) Wednesday, June 14, 2017 9:15 a.m. to 12:15 p.m., only SCORING KEY AND

More information

DegreeWorks Advisor Reference Guide

DegreeWorks Advisor Reference Guide DegreeWorks Advisor Reference Guide Table of Contents 1. DegreeWorks Basics... 2 Overview... 2 Application Features... 3 Getting Started... 4 DegreeWorks Basics FAQs... 10 2. What-If Audits... 12 Overview...

More information

DISCIPLINE PROCEDURES FOR STUDENTS IN CHARTER SCHOOLS Frequently Asked Questions. (June 2014)

DISCIPLINE PROCEDURES FOR STUDENTS IN CHARTER SCHOOLS Frequently Asked Questions. (June 2014) www.calcharters.org DISCIPLINE PROCEDURES FOR STUDENTS IN CHARTER SCHOOLS Frequently Asked Questions (June 2014) This document is intended to provide guidance to schools in developing student discipline

More information

Parent Informa on: Emergency Safety Interven on (ESI)

Parent Informa on: Emergency Safety Interven on (ESI) Parent Informaon: Emergency Safety Intervenon (ESI) Department of Student Services Jaime Callaghan, Assistant Director of Student Services 785 339 4058 Table of Contents Procedural Standards for Use of

More information

Paraprofessional Evaluation: School Year:

Paraprofessional Evaluation: School Year: Paraprofessional Evaluation: School Year: 2014-2015 Name Evaluator Contributing Evaluator Program Grade Site Observat ion Date: Observation Date Post-Conference Date Additional Observation Date-As Needed

More information

Learning Lesson Study Course

Learning Lesson Study Course Learning Lesson Study Course Developed originally in Japan and adapted by Developmental Studies Center for use in schools across the United States, lesson study is a model of professional development in

More information

Glenn County Special Education Local Plan Area. SELPA Agreement

Glenn County Special Education Local Plan Area. SELPA Agreement Page 1 of 10 Educational Mental Health Related Services, A Tiered Approach Draft Final March 21, 2012 Introduction Until 6-30-10, special education students with severe socio-emotional problems who did

More information

Greek Teachers Attitudes toward the Inclusion of Students with Special Educational Needs

Greek Teachers Attitudes toward the Inclusion of Students with Special Educational Needs American Journal of Educational Research, 2014, Vol. 2, No. 4, 208-218 Available online at http://pubs.sciepub.com/education/2/4/6 Science and Education Publishing DOI:10.12691/education-2-4-6 Greek Teachers

More information

Emerald Coast Career Institute N

Emerald Coast Career Institute N Okaloosa County School District Emerald Coast Career Institute N 2017-18 School Improvement Plan Okaloosa - 0791 - - 2017-18 SIP 500 ALABAMA ST, Crestview, FL 32536 [ no web address on file ] School Demographics

More information

Expanded Learning Time Expectations for Implementation

Expanded Learning Time Expectations for Implementation I. ELT Design is Driven by Focused School-wide Priorities The school s ELT design (schedule, staff, instructional approaches, assessment systems, budget) is driven by no more than three school-wide priorities,

More information

The College of Law Mission Statement

The College of Law Mission Statement The College of Law Mission Statement The mission of the College of Law is to create an intellectual environment that prepares students in the legal practice of their choice, enhances the College s regional

More information

Oklahoma State University Policy and Procedures

Oklahoma State University Policy and Procedures Oklahoma State University Policy and Procedures REAPPOINTMENT, PROMOTION AND TENURE PROCESS FOR RANKED FACULTY 2-0902 ACADEMIC AFFAIRS September 2015 PURPOSE The purpose of this policy and procedures letter

More information

Laura A. Riffel

Laura A. Riffel Laura A. Riffel laura.riffel@yahoo.com Behavior Doctor Seminars www.behaviordoctor.org Ann P. Turnbull turnbull@ku.edu Beach Center on Disability www.beachcenter.org Incorporating Positive Behavior Support

More information

Program Alignment CARF Child and Youth Services Standards. Nonviolent Crisis Intervention Training Program

Program Alignment CARF Child and Youth Services Standards. Nonviolent Crisis Intervention Training Program Program Alignment 2009 CARF Child and Youth Services Standards Manual: Section 2.G Nonviolent Practices & The goal is to eliminate the use of seclusion and restraint in child and youth services, as the

More information

Using Staff and Student Time Engaged in Disciplinary Procedures to Evaluate the Impact of School-Wide PBS

Using Staff and Student Time Engaged in Disciplinary Procedures to Evaluate the Impact of School-Wide PBS Using Staff and Student Time Engaged in Disciplinary Procedures to Evaluate the Impact of School-Wide PBS Terrance M. Scott University of Florida Susan B. Barrett Sheppard Pratt Health System Abstract:

More information

Your Guide to. Whole-School REFORM PIVOT PLAN. Strengthening Schools, Families & Communities

Your Guide to. Whole-School REFORM PIVOT PLAN. Strengthening Schools, Families & Communities Your Guide to Whole-School REFORM PIVOT PLAN Strengthening Schools, Families & Communities Why a Pivot Plan? In order to tailor our model of Whole-School Reform to recent changes seen at the federal level

More information

HIGH SCHOOL SPECIAL NEEDS STUDENTS ATTITUDES ABOUT INCLUSION. By LaRue A. Pierce. A Research Paper

HIGH SCHOOL SPECIAL NEEDS STUDENTS ATTITUDES ABOUT INCLUSION. By LaRue A. Pierce. A Research Paper HIGH SCHOOL SPECIAL NEEDS STUDENTS ATTITUDES ABOUT INCLUSION By LaRue A. Pierce A Research Paper Submitted in Partial Fulfillment of the Requirements for the Master of Education Degree Approved: 2 Semester

More information

Reviewed December 2015 Next Review December 2017 SEN and Disabilities POLICY SEND

Reviewed December 2015 Next Review December 2017 SEN and Disabilities POLICY SEND Reviewed December 2015 Next Review December 2017 SEN and Disabilities POLICY SEND Bewdley Primary School is committed to safeguarding and promoting the welfare of children and young people and expects

More information

Point Sheets/Behavior Report Cards

Point Sheets/Behavior Report Cards Point Sheets/Behavior Report Cards February 2015 1000 Thomas Jefferson Street NW Washington, DC 20007-3835 866-577-5787 www.intensiveintervention.org This document was produced under U.S. Department of

More information

NATIONAL CENTER FOR EDUCATION STATISTICS RESPONSE TO RECOMMENDATIONS OF THE NATIONAL ASSESSMENT GOVERNING BOARD AD HOC COMMITTEE ON.

NATIONAL CENTER FOR EDUCATION STATISTICS RESPONSE TO RECOMMENDATIONS OF THE NATIONAL ASSESSMENT GOVERNING BOARD AD HOC COMMITTEE ON. NATIONAL CENTER FOR EDUCATION STATISTICS RESPONSE TO RECOMMENDATIONS OF THE NATIONAL ASSESSMENT GOVERNING BOARD AD HOC COMMITTEE ON NAEP TESTING AND REPORTING OF STUDENTS WITH DISABILITIES (SD) AND ENGLISH

More information

Juvenile Detention Alternatives Initiative Inter-site Conference. Improving Conditions in Detention Centers: Recent Innovations New Incentive System

Juvenile Detention Alternatives Initiative Inter-site Conference. Improving Conditions in Detention Centers: Recent Innovations New Incentive System Juvenile Detention Alternatives Initiative Inter-site Conference Improving Conditions in Detention Centers: Recent Innovations New Incentive System (NIS) Commonwealth of Massachusetts Department of Youth

More information

West Georgia RESA 99 Brown School Drive Grantville, GA

West Georgia RESA 99 Brown School Drive Grantville, GA Georgia Teacher Academy for Preparation and Pedagogy Pathways to Certification West Georgia RESA 99 Brown School Drive Grantville, GA 20220 770-583-2528 www.westgaresa.org 1 Georgia s Teacher Academy Preparation

More information

SPECIALIST PERFORMANCE AND EVALUATION SYSTEM

SPECIALIST PERFORMANCE AND EVALUATION SYSTEM SPECIALIST PERFORMANCE AND EVALUATION SYSTEM (Revised 11/2014) 1 Fern Ridge Schools Specialist Performance Review and Evaluation System TABLE OF CONTENTS Timeline of Teacher Evaluation and Observations

More information

NCEO Technical Report 27

NCEO Technical Report 27 Home About Publications Special Topics Presentations State Policies Accommodations Bibliography Teleconferences Tools Related Sites Interpreting Trends in the Performance of Special Education Students

More information

Student Handbook 2016 University of Health Sciences, Lahore

Student Handbook 2016 University of Health Sciences, Lahore Student Handbook 2016 University of Health Sciences, Lahore 1 Welcome to the Certificate in Medical Teaching programme 2016 at the University of Health Sciences, Lahore. This programme is for teachers

More information

SANTA CLARA COUNTY OFFICE OF EDUCATION Personnel Commission

SANTA CLARA COUNTY OFFICE OF EDUCATION Personnel Commission SANTA CLARA COUNTY OFFICE OF EDUCATION Personnel Commission CLASS TITLE: Paraeducator-Special Education DESCRIPTION OF BASIC FUNCTION AND RESPONSIBILITIES To assist teacher(s) and/or other certificated

More information

Tutoring First-Year Writing Students at UNM

Tutoring First-Year Writing Students at UNM Tutoring First-Year Writing Students at UNM A Guide for Students, Mentors, Family, Friends, and Others Written by Ashley Carlson, Rachel Liberatore, and Rachel Harmon Contents Introduction: For Students

More information

PREP S SPEAKER LISTENER TECHNIQUE COACHING MANUAL

PREP S SPEAKER LISTENER TECHNIQUE COACHING MANUAL 1 PREP S SPEAKER LISTENER TECHNIQUE COACHING MANUAL IMPORTANCE OF THE SPEAKER LISTENER TECHNIQUE The Speaker Listener Technique (SLT) is a structured communication strategy that promotes clarity, understanding,

More information

Senior Stenographer / Senior Typist Series (including equivalent Secretary titles)

Senior Stenographer / Senior Typist Series (including equivalent Secretary titles) New York State Department of Civil Service Committed to Innovation, Quality, and Excellence A Guide to the Written Test for the Senior Stenographer / Senior Typist Series (including equivalent Secretary

More information

Vertical Teaming. in a small school

Vertical Teaming. in a small school Vertical Teaming in a small school Introductions Karen Patton - Wallowa ESD superintendent Bret Uptmor - Wallowa SD superintendent Vearl Lewis - Wallowa Elementary School, head teacher, 2nd grade teacher

More information

George Mason University Graduate School of Education Program: Special Education

George Mason University Graduate School of Education Program: Special Education George Mason University Graduate School of Education Program: Special Education 1 EDSE 590: Research Methods in Special Education Instructor: Margo A. Mastropieri, Ph.D. Assistant: Judy Ericksen Section

More information

Implementing Response to Intervention (RTI) National Center on Response to Intervention

Implementing Response to Intervention (RTI) National Center on Response to Intervention Implementing (RTI) Session Agenda Introduction: What is implementation? Why is it important? (NCRTI) Stages of Implementation Considerations for implementing RTI Ineffective strategies Effective strategies

More information

Using Motivational Interviewing for Coaching

Using Motivational Interviewing for Coaching Using Motivational Interviewing for Coaching IM WOOD, PBIS FACILITATOR LUKE ANDERSON, SCHOOL PSYCHOLOGIST SAN UAN UNIFIED SCHOOL DISTRICT Outcomes For Groups Understand the Importance of Coaching Gain

More information

Research Design & Analysis Made Easy! Brainstorming Worksheet

Research Design & Analysis Made Easy! Brainstorming Worksheet Brainstorming Worksheet 1) Choose a Topic a) What are you passionate about? b) What are your library s strengths? c) What are your library s weaknesses? d) What is a hot topic in the field right now that

More information

Preparation for Leading a Small Group

Preparation for Leading a Small Group Purpose: To set a purpose for a small group, assess needs and write a lesson plan. Objectives: By the end of this lesson the student will 1. Be able to write out a small group purpose statement 2. Be able

More information