Center on PBIS | PBIS Leadership Forum
A-5 Supporting Students with Behavioral Challenges Through
the IEP Process
Presenters: Laura Kern, University of South Florida; Kate Dooley, University of St. Joseph
& Katherine Meyer, University of Connecticut Content Facilitator: Karen Robbie, University of Connecticut
Topic: Disability Keywords: Special Education, Behavior
Virtual PBIS Leadership Forum | #PBISForum October 26-28, 2021
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Virtual PBIS Leadership Forum | #PBISForum October 26-28, 2021
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Virtual PBIS Leadership Forum | #PBISForum October 26-28, 2021
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Virtual PBIS Leadership Forum | #PBISForum October 26-28, 2021
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Virtual PBIS Leadership Forum | #PBISForum October 26-28, 2021
When Working In Your Team
Consider 5 Questions § How does this compare to our priorities? § What team would oversee this work? § What should we stop doing to make room
for this work? § How will we assess whether it's (a)
implemented well and (b) working?
Virtual PBIS Leadership Forum | #PBISForum October 26-28, 2021
Learning Objectives
· This session will focus on enhancing IEPs for students with behavioral challenges.
· Participants will be introduced to some best practices for developing IEPs, facilitated through a step-by-step worksheet;
· Examples will be provided of measurable, observable, and relevant goals and participants will have an opportunity to practice developing such goals;
· Participants will be provided with ways to collaborate with families throughout the process
Virtual PBIS Leadership Forum | #PBISForum October 26-28, 2021
Tell us about yourselves!
What's your name?
What's your role/
position?
Where are you joining us from?
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Why? A Non-example
Present level of Academic Achievement and Functional Performance: · Laura struggles to make friends. She often plays by herself on the
playground. Laura's parents report she is not invited to Birthday parties or playdates with her classmates.
Goal · Laura will make friends in 85% of occasions.
Questions · Is this important? · Can you observe and measure making friends? · Are there social skills that might facilitate the intent behind this
goal?
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Let's start at the very beginning...
Model of Special Education
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Model of Special Education
(Bateman & Linden, 2006, p. 19)
3. PlacemWenhtere?
2. IEP DevelWophmatesnetrvices? Who gets special education services?
Eligibility
1. Evaluation
Identification
·Child Find Laws ·In School Referral Process
Virtual PBIS Leadership Forum | #PBISForum October 26-28, 2021
Schwoidoel- PBIS Classroom
Non-classroom
Special Education
Family
Student
Center on Positive Behavioral Interventions and Supports and NorthEast Positive Behavioral Interventions and Supports (2016).
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October 26-28, 2021
How do we work together to achieve our goal/s?
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Virtual PBIS Leadership Forum | #PBISForum October 26-28, 2021
Broad Legal Definition of Parent (from IDEA 2004)
· `(23) PARENT- The term `parent' means
· `(A) a natural, adoptive, or foster parent of a child (unless a foster parent is prohibited by State law from serving as a parent);
· `(B) a guardian (but not the State if the child is a ward of the State); · `(C) an individual acting in the place of a natural or adoptive parent
(including a grandparent, stepparent, or other relative) with whom the child lives, or an individual who is legally responsible for the child's welfare; or · `(D) except as used in sections 615(b)(2) and 639(a)(5), an individual assigned under either of those sections to be a surrogate parent.
(20 U.S.C. § 1402)
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What do parents bring to the table?
· Provide information about the student's...
· ...unique characteristics · ...strengths and weaknesses · ...behavior in the home · ...academic/social history · ...data from additional assessments · ...information about outside influences · ...etc.
Help to provide insight on what is APPROPRIATE!!!
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What is an Appropriate Program?
What is appropriate?
· FAPE · Free Appropriate Public Education
What steps do special
educators take?
· Assessment · Documenting Present Level of
Performance (PLOP or PLAPFF) · IEP goal development · Decisions about services
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FAPE
Free Appropriate Public Education
Free: Both SPED and Related Services are provided at public's expense Appropriate: "Chevy Standard" defined by Endrew v. Douglas County
School District RE-1 798 F. 3d 1329, vacated and remanded (2017) 798 F. 3d 1329, vacated and remanded (2017):
· Meets requirements of act (Procedurally correct) · Make progress that is appropriate in light of his or her circumstances · Individualized/Personalized
Public: Meet public standard (i.e., standards of state education agency) Education: Include preschool, elementary school, or secondary school
education; provided in accordance with IEP.
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Identifying Skills to Teach
How do we make sure we're targeting appropriate social and behavioral goals?
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Step 1: Identify Skills to Teach · What are critical and appropriate behavior skills to teach? · What is the student's present level of performance? Step 2: Develop Goal · What is a meaningful and achievable goal? Step 3: Measure Progress · How will we know if the student is making meaningful progress? · If the skill is generalizing?
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What are critical and appropriate behavioral skills?
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Guiding Principles
· Social and behavioral skills are primarily learned behaviors · Social and behavioral skills are comprised of specific and discrete verbal
and nonverbal behaviors · Social and behavioral skills are highly contextual · Social and behavioral skills include both initiations and responses and are
interactive by nature
These are skills we can identify & teach!
Virtual PBIS Leadership Forum | #PBISForum October 26-28, 2021
Examples
Non-Examples
Kate will take 3 slow breaths and identify her feeling on a 5 point scale before responding to teachers when she is asked to do a nonpreferred task
Kate will regulate her emotions when she is stressed
Katie will raise her hand before speaking during whole group instruction
Katie will be respectful in the classroom
Laura will throw away her trash at Laura will follow
the end of lunch
expectations during lunch
Karen will use questions to discover Karen will maintain a 4 other people's hobbies or interests turn conversation with a peer with initial cues
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Have a conversation:
Poll: What level of family/student
involvement do you typically see?
· What skills will result in socially significant behavior change?
· What skills are important to the student and their family?
· Across contexts (e.g., school, home, community)
Increase independence
Safety/Quality of life
Address barriers Communication interfering with
learning
Virtual PBIS Leadership Forum | #PBISForum October 26-28, 2021
Assessment
Rating Scales
Direct Observation
Structured Interviews
Records Review
Summary
Observe and
Structured
Consider
perceptions of functioning
record behavior in natural
way to obtain specific info
relevant existing data
+ Objective,
setting
+ Flexibility
+ Unobtrusive,
less expensive + Low freq. bx.
+ Considers
- Unreliability, inconsistency,
accessible, broad context
- Response
context
req. training
- Limited
bias
- Time intense
depth
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Evidence-based Rating Scales
Tool
Raters
Description
Achenbach System of Empirically Parent (Child Behavior Checklist) & Clinical assessment of social,
Based Assessment (ASEBA)
Teacher (Teacher Report Form)
thought, and attention problems
Behavior Assessment System for Children (BASC-3)
Parent & Teacher
Differential diagnosis of behavior & learning problems
Clinical Assessment of Behavior (CAB)
Parent & Teacher
Assesses adjustment, psychosocial strengths and weaknesses, and problem behaviors
Social, Academic, and Emotional Behavior Risk Screener (SAEBRS)
Teacher
Universal screener for school-, class-, and individual-level SEL needs
Social Skills Improvement System Parent, Teacher, Student (SSIS) Rating Scales
Evaluate social skills, problem behaviors, academic competence
Virtual PBIS Leadership Forum | #PBISForum October 26-28, 2021
· When does the student experience challenges?
· What is the context/setting/routine?
Direct Observation
· Who is or isn't around?
· Are there times when the student does perform the skill?
· Are the challenges limited to school or do they occur at home?
· What does the behavior of concern look like (specific, observable, measurable)?
· Intensity, duration, variability
· What changes as a result?
· Consider access and escape to/from activity, attention, sensory stimulation · Does this change in different settings (school/home/community)?
Antecedent
Behavior
Consequence
Virtual PBIS Leadership Forum | #PBISForum October 26-28, 2021
Back to our example Laura: Worksheet
· Laura is a second grade student with average receptive and expressive verbal skills
· What behavior is of most concern to the school? Family? Student? What does this behavior look like? Laura often plays and completes classroom assignments independently when asked to work with her peers she puts her head down and walks out of the classroom. Laura's refusal to interact with peers make it difficult for her participate in small group/large group activities and collaborative projects. Additionally, Laura often sits and interacts with adults during lunch and recess.
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School input
Family/ student input
Annual Progress
Present Levels of Performance
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Present Levels of Academic Achievement and Functional Performance
· Describes the effect of the disability in the general curriculum
· Includes · Academic and non-academic areas · Objective and measurable terms · Data-based · Evaluation scores need to be self-explanatory or explained clearly · Written in the areas addressed by Special Education · Linked to other areas in IEP (all needs must be addressed)
· Provides a quantitative baseline of student's level of performance and her/his performance is relation to her/his peers.
· Foundation to the rest of the IEP
Bateman & Linden, 1998; Yell, Bateman, & Shriner, 2022)
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PLAAFP
· Observable and Measurable Behavior...What does the behavior look like? What are the baseline levels of the behavior?
· Functional Areas (e.g., adaptive living skills)
· Task analysis what skills are necessary for a behavior and · What skills has the student has mastered/not mastered
· "Behavior Problems"
· Baseline rates of problem behavior, · Function of the PB, · Alternative socially acceptable replacement behaviors, and · Desired behaviors (Yell, Bateman, Shriner, 2022, p. 73)
· Why is this behavior critical or impacting the student's performance in the general education curriculum?
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PLAAFP
· Functional Areas
· When and Where does the student need to perform the behavior? · What skills is/is not the student performing?
· Consider school, home, and community
· Behavior Problems
· When is where is the problem behavior occurring and not occurring?
· What is the frequency, duration, etc. of the problem behavior?
· What is the replacement behavior or desired behavior? This is the expected
behavior?
· Are they performing the expected behavior?
More on this later
Virtual PBIS Leadership Forum | #PBISForum October 26-28, 2021
PLAAFP Expected Behavior
· It is important we teach and focus our supports on behaviors we want students to perform
· Functional Areas are positively stated
· Problem Behaviors go in the PLAAFP but...what do we want our student to do? This is the desired behavior or replacement behavior. These are Expected Behaviors.
· What does the expected behavior look like? Observable and Measurable examples and Non-Examples? When and where is the student expected to perform the behavior inside/outside of school?
· Is the student performing the skill (Acquistion)? · If so, when, where, how often? Does the skill maintain over time or do you have to re-
teach it? Does the student perform the skill in new settings, with different staff, or adapt the skill?
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What does the Behavior Look Like?
· When asked to sit or work with her peers, participate in small group/large group activities Laura elopes or puts her head down on her desk.
· When are where is the behavior occurring?
· During small/large group academic activities, lunch, and physical education throughout the entire day.
· What is the frequency of the behavior?
· On average Laura; elopes 3x per day for 45-minutes and puts her head down 5x per day 10-mins.
· What is the expected behavior?
· Replacement Behavior: Ask for a break · Desired Behavior: Interact with Peers
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Expected Behavior: Peer Interactions
Examples
· Peer greetings (e.g., good morning)
· Response to peer questions (e.g., how was your weekend?)
· Contribute to group discussion (e.g., shares ideas, solutions)
· Collaborate with peers on assignments
· Sits with peers during lunch · Plays mutually enjoyed games
with peers during recess
Non Examples
· Greets teachers/staff · Responds to teachers/staff · Completes group work
independently and turns it into teacher or group · Sits with peers during group assignment and remains silent or puts head down · Sits with teachers/staff during lunch · Stands with teachers during recess
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Back to our example Laura: Worksheet
· Laura is a second grade student with average receptive and expressive verbal skills
· What is the expected behavior? What skills are needed to perform the expected behavior? Laura often plays and completes classroom assignments independently when asked to work with her peers she puts her head down and walks out of the classroom. Laura's refusal to interact with peers make it difficult for her participate in small group/large group activities and collaborative projects. Additionally, Laura often sits and interacts with adults during lunch and recess.
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Identify student's level of learning and how to teach skills to address that level
Social/behavioral deficits can be acquisition ("can't do") or performance ("won't do") problems
1. Promote skill acquisition 2. Enhance skill performance 3. Reduce/eliminate any competing interfering problem behaviors 4. Promote generalization
May require a combination of acquisition, performance, & behavior reduction strategies
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Examples
Objective
· Promote skill acquisition
· Enhance skill performance
Example
· Academic: Learn to blend letter sounds
· Behavior: Learn to identify different emotions in self & others
· Academic: Search for main idea in text across all subjects
· Behavior: Use "please" and "thank you" consistently
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Examples
Objective
· Reduce/eliminate any competing interfering problem behaviors
Example
· Academic: Increase frustration tolerance to persist with difficult math worksheet
· Behavior: Teach to take deep breathes before teaching conflict resolution with peers
· Promote generalization
· Academic: Checking spelling at school and home using the same checklist
· Behavior: Being able to use problem solving skills learned in special education intervention for math and science
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Select One Skill: Peer Greetings
· Acquistion: Laura does not greet peers, however, she greets her classroom teacher and teacher assistant everyone morning.
· Frequency: Peer Greeting 0x per week · Maintenance: Behavior not present · Generalization: Laura greets her teacher and teacher assistant 5x per
week, Laura does not greet her classmates in settings outside of school.
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Back to our example Laura: Worksheet
· Laura is a second grade student with average receptive and expressive verbal skills
· What is the student's stage of learning for that skill? Laura often plays and completes classroom assignments independently when asked to work with her peers she puts her head down and walks out of the classroom. Laura's refusal to interact with peers make it difficult for her participate in small group/large group activities and collaborative projects. Additionally, Laura often sits and interacts with adults during lunch and recess.
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Developing Meaningful Goals
What do we need to include for appropriate social and behavioral goals?
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Step 1: Identify Skills to Teach · What are critical and appropriate behavior skills to teach? · What is the student's present level of performance? Step 2: Develop Goal · What is a meaningful and achievable goal? Step 3: Measure Progress · How will we know if the student is making meaningful progress? · If the skill is generalizing?
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IEP Goals Are
Designed to:
· Meet needs resulting from disability
· To enable participation and progress in general curriculum
· Meet other needs
For the
· Assessing appropriateness of services
purpose of: · Monitoring child's progress
(20 USC §1414(d)(1)(A)(i)(II)); DOE, 1998 Appendix C, Question 4 as cited in Bateman & Li 1998
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Annual Goals
Every child must have annual goals in areas
of need
Benchmarks (short term objectives)
Federal Law only requires benchmarks for students who are
assessed with alternate assessments
Virtual PBIS Leader(CshTiBpurFeoaruuomf Spe|cia#l EPdBucISatFioonr,uIDmEA 2O0c0to4b:er 26-28, 2021
(20 USC !"#"#$%&$"&$'&$(&$)&$**&& Implementation Guidance)
IEP must contain a statement about how
progress toward goals is measured
Goals/Objectives should be linked to
assessment
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What should goals look like?
Goals and objectives should have 4 components:
Poll: What percent of the goals you see include all 4 components?
1. The learner 2. The critical behavior (observable and
measurable) 3. The conditions 4. Criteria for accuracy
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Example
Given ___(co_n_dit_ion_s)____, __(_lea_rn_er_) _ will __(b_eh_av_ior_) __(cr_ite_ria_) _ with an average of ___ accuracy across 5 trials
or on ___ out of ____ opportunities.
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Example goal (Kate)
Poll: In your experience, which component is most likely to be
excluded or forgotten?
Kate will take 3 slow breaths and identify her feeling on a 5 point scale before responding to teachers when she is asked to do a non-preferred task
1. The learner: Kate
2. The critical behavior (observable and measurable): Kate will take 3 slow breaths and identify her feeling on a 5 point scale before responding to teachers when she is asked to do a non-preferred task
3. The conditions: With verbal prompts
4. Criteria for accuracy: 4 out 5 sampled opportunities across 3 trials
With verbal prompts, Kate will take 3 slow breaths and identify her feeling on a 5 point scale before responding to teachers when she is asked to do a non-preferred task in 4 out 5 sampled opportunities across 3 trials
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Example/non-example Goal
Examples
Non-Examples
During whole group instruction, without prompts (Conditions), Katie will raise her hand before speaking (Behavior), on 90% of occasions across 10 sampled opportunities.
At the end of lunch, Laura will throw away her trash at the end of lunch, 100% of occasions across 10 opportunities.
During peer-to-peer interactions (e.g., lunch, recess, free play) given a list of questions and teacher prompts, Karen will ask peers questions about her/his hobbies or interests in 3 out 4 sampled opportunities across 5 consecutive sessions.
Katie will raise her hand during class 85% of the time
Laura will throw away her lunch in 4 out of 5 opportunities.
Karen will increase social interactions with peers 85% of the time.
Measuring Progress
How do we make sure seeing changes in our social and behavioral goals?
Virtual PBIS Leadership Forum | #PBISForum October 26-28, 2021
Step 1: Identify Skills to Teach · What are critical and appropriate behavior skills to teach? · What is the student's present level of performance? Step 2: Develop Goal · What is a meaningful and achievable goal? Step 3: Measure Progress · How will we know if the student is making meaningful progress? · If the skill is generalizing?
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How will we know if criteria has been met?
Methods of Evaluation
How was the test created?
· Standardize d (DIBLES etc.)
· Developed locally
Scores · Self
referenced · Criteria
to
· Norms
Student responses
· Written · Observation · Verbal
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Expected Behavior: Goals and Objectives
· Review your expected behavior is it a · Functional Area?
· Assessment will include a task analysis
· Expected Behavior needs to be performed...
· accurately, · more frequently, · without reteaching, or · in more settings/times of day/teachers?
· How will you assess each?
· Task analysis: number of skills completed (with/without prompts) · Accuracy: Percent accurate, number of times skill is performed accurately · Fluency: How quickly and accurately (rate) can they perform the skill? · Maintenance: Can they retain fluency over time without reteaching or
prompts? · Generalization: Assessment of fluency in new settings, with different people,
or adaptation of the skill.
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Matching the assessment to the students level of learning
· Acquisition: Laura does not greet peers, however, she greets her classroom teacher and teacher assistant every morning.
· Frequency: Peer Greeting 0x per week · Maintenance: Behavior not present · Generalization: Laura greets her teacher and teacher assistant 5x
per week, Laura does not greet her classmates in settings outside of school.
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Generalization
Type in the chat: What challenges have you
encountered with ensuring generalization?
Across settings
· Within the school
· Outside of school (e.g., home, employment, community living, post-secondary education)
Across people
· Teachers/peers within the school · Adults/peers outside of school
· Adjusting the behavior to new context
Adapting
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Back to our example Laura: Worksheet
· Laura is a second grade student with average receptive and expressive verbal skills
· How will you assess the skill? Across time, settings, people? Laura often plays and completes classroom assignments independently when asked to work with her peers she puts her head down and walks out of the classroom. Laura's refusal to interact with peers make it difficult for her participate in small group/large group activities and collaborative projects. Additionally, Laura often sits and interacts with adults during lunch and recess.
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Putting it together: Writing a meaningful IEP goal
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Review: What should goals look like?
Goals and objectives should have 4 components:
1. The learner 2. The critical behavior (observable and
measurable) 3. The conditions 4. Criteria for accuracy
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Review: Example
Given __(_co_nd_iti_on_s) ____, __(_lea_rn_er_) _ will _(_be_ha_vio_r)_ _(c_rit_er_ia)__ with an average of ___ accuracy across 5 trials
or on ___ out of ____ opportunities.
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Back to our example Laura: Worksheet
· Laura is a second grade student with average receptive and expressive verbal skills
· What would an IEP goal look like? Laura often plays and completes classroom assignments independently when asked to work with her peers she puts her head down and walks out of the classroom. Laura's refusal to interact with peers make it difficult for her participate in small group/large group activities and collaborative projects. Additionally, Laura often sits and interacts with adults during lunch and recess.
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Example
· Goal: Without prompts during arrival, Laura will verbally initiate a morning greeting (e.g., good morning) with a peer sitting next to her in 4 out 5 opportunities across 5 consecutive days.
· Objectives
· With teacher modeling, Laura will verbally initiate a morning greeting (e.g., good morning) with a peer sitting next to her in 4 out 5 opportunities across 5 consecutive days.
· With verbal prompts, Laura will verbally initiate a morning greeting (e.g., good morning) with a peer sitting next to her in 4 out 5 opportunities across 5 consecutive days.
· With visual prompts, Laura will verbally initiate a morning greeting (e.g., good morning) with a peer sitting next to her in 4 out 5 opportunities across 5 consecutive days.
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In sum, an IEP must have the following components:
· Present levels of academic achievement and functional performance, including...
· measurable annual goals, including academic and functional goals...
· Description of how the child's progress toward meeting the annual goals will be measured and when periodic reports on the progress the child is making toward meeting the annual goals will be provided
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USC
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October 26-28, 2021
Bonus! Accommodations and Modifications
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Accommodations and Modifications
Supports for students receiving special education that:
(A) meet the individualized needs of the student,
(B) support the success of the student, and (C) are outlined in the IEP
Hamilton & Kessler (2013) nichcy.org
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What is the difference between an accommodation and a modification?
Accommodation
"A change that helps a student overcome or work around the disability. These changes are typically physical or environmental changes"
Modification
"Modifications are generally connected to instruction and assessment, things that can be tangibly changed or modified. Usually a modification means a change in what is being taught to or expected from the student"
Example: Student allowed to
Example: Student is only given
type answers to essay questions. multiple choice questions
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Examples
Non-Examples
· Assessment: Kate has difficulty taking notes in a classroom because she is easily distracted by peers
· Accommodation: Kate is given preferred seating in the front of the class
· All students with ADHD sit at the front of the class
· Assessment: Katie is reading at a 3rd grade level and is in 6th grade.
· All students with learning disabilities are given 3rd grade alternate reading passages
· Modification: She is given a reading passage matched to her reading level in her English class
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Back to our example Laura: Worksheet
· Laura is a second grade student with average receptive and expressive verbal skills
· What are relevant accommodations/modifications? Laura often plays and completes classroom assignments independently when asked to work with her peers she puts her head down and walks out of the classroom. Laura's refusal to interact with peers make it difficult for her participate in small group/large group activities and collaborative projects. Additionally, Laura often sits and interacts with adults during lunch and recess.
· What accommodations/modifications would help support her individualized needs?
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Questions?
· See handout for additional resources
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Please Complete this Session's Evaluation
Session #A5 - Intentional Integration of Intensive Intervention
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